June CURRICULUM REFORM AND COMPETENCE DEFINITIONS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES

June WHAT IS ECTS? Student-centred system based on the student workload necessary to meet the objectives of a programme  1600 hours = 60 credits per year  26.7 hours = 1 credit Objectives specified in terms of learning outcomes and competencies  knowledge (to know, to understand)  practical skills (to be able to do, can do) European Commission ECTS User’s Guide.

June THE FINNISH EDUCATION SYSTEM

June FRAMEWORK FOR CURRICULUM DESIGN CURRICULUM OF A DEGREE PROGRAMME STUDENTS WORKING LIFE OPERATIONAL ENVIRONMENT EUROPEAN LEVEL NATIONAL LEVEL POLYTECHNIC LEVEL

June LEARNING PROCESS/COMPETENCE- BASED CURRICULUM Students´ entrance level Prior knowledge, skills and attitudes compared to core competencies Professional profile/core competencies  subject- specific competencies of the degree programme  generic competencies LEARNING PROCESS individual/community Koli & Siljander 2002; Tuning 2004 COUNSELLING STUDENT ASSESSMENT & EVALUATION LEARNING ASSIGNMENTS LEARNING MATERIALS R&D LEARNING ENVIRONMENTS FEEDBACK TEACHING PRACTICES

June TRADITIONAL VS. LEARNING PROCESS BASED CURRICULUM At a job interview they will hardly ask you: ”What was taught to you?” or ” Which courses did you pass?” but ”What are you able to do?” or ”What kind of competence do you have?” Bastian Baumann, German student, member of the ESIB Bologna Process Committee

June LEVELS OF CORE CURRICULUM ANALYSIS European level  European framework for higher education (e.g. EQF, Dublin Descriptors, Tuning) National level  National framework for higher education  Degree programme structure Degree programme level  Professional profiles (defined using competences)  The European, national and institutional dimensions taken into account Study year level  Annual themes and learning outcomes Course or unit level  Core content analysis  Workload analysis

June Wiers et.al Laying foundations and organising the reform process Defining professional profiles and core competencies Assessing the prior knowledge and educational needs of future students Determining curricular models and pedagogical principles Providing curricular framework for each year (annual themes) Constructing internal and external networks Planning student assessment and counselling Defining core contents, learning outcomes and student workload at a course level Evaluating and (re)designing the curriculum Implementing and further developing the curriculum DESIGN OF THE LEARNING PROCESS BASED CURRICULUM

June COMPETENCE ANALYSIS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES  In spring 2006, the Rectors’ Conference of Finnish Polytechnics Arene ry commissioned field-specific groups to define the subject-specific and generic competences at Finnish universities of applied sciences  It was suggested that the learning outcomes are defined using the competence distinction created in the project Tuning Educational Structures in Europe  Subject-specific competences  Generic competences  Competences are to be understood as wide-ranging combinations of know-how – composites of knowledge, skills and attitudes

June LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES Professional profile 2nd. cycle 1st. cycle Second-cycle learning outcomes defined in terms of generic and subject-specific competences First-cycle learning outcomes defined in terms of generic and subject-specific competences Professional profile Course/ unit

June COMPETENCE ANALYSIS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES Motto: ”Everything should be made as simple as possible, but not simpler.” Albert Einstein The objective was to create such a collection of competences that is easy to comprehend, can be learned by heart and which actually steers and directs teaching and learning processes in practice.

June FRAMEWORK FOR COMPETENCE ANALYSIS AND DESCRIPTION Professional profile Degree programme in ?? Competence description (knowledge and skills) Subject-specific competences competence 1 competence 2 competence 3 competence 4 competence 5 Generic competences competence 6 competence 7 competence 8 competence 9 competence 10

June PROFESSIONAL PROFILE Degree Programme in Wood Technology SUBJECT-SPECIFIC COMPETENCES GENERIC COMPETENCES  Material competence  Competence in wood production technology  Competence in industrial management and economics  Competence in wood product development and R&D  Learning competence  Ethical competence  Communicative and social competence  Development competence  Organisational and societal competence  Internationalisation competence

June PROFESSIONAL PROFILE Degree Programme in Social Studies SUBJECT-SPECIFIC COMPETENCES GENERIC COMPETENCES  Ethical competence in social work  Client work competence  Social services competence  Social analysis competence  Competence in reflective development and management  Community and society competence  Learning competence  Ethical competence  Communicative and social competence  Development competence  Organisational and societal competence  Internationalisation competence

June USING MATRIX AS A CURRICULAR OUTLINE  ECTS-system relies on pedagogical thinking where learning processes and learning outcomes are seen as a foundation for the curriculum  Definitions of learning outcomes and objectives do not necessarily guarantee that they actually steer and direct teaching and learning in practice  The curriculum should make students’ learning processes visible, i.e. it should illustrate students’ professional growth towards the desired learning outcomes in the degree programme  The matrix used in Tuning project is the recommended model for curriculum outlines at Finnish universities of applied sciences  The different stages of the learning process and professional growth are signposted by annual themes and annual learning objectives  The studies should contain large enough modules and units and form a logical continuum each academic year

June LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES Example Course or unit/ learning outcome Course 1 Course 2 Competence A B C D E F G H I F x x X = COMPETENCE IS ENHANCED AND ASSESSED AND IS SET AS THE LEARNING OUTCOME AND OBJECTIVE OF THE COURSE Course 3 Course 4 x x x

June EXAMPLE OF THE MATRIX MODEL 1. Study year Course AXX Annual theme Course BXX Learning outcomes Course CXX Course DXX Optional studiesXXX Practical trainingXXXXX In total 60 cr. competence 2 competence 1 competence 3competence 4competence 5competence 6competence 7competence 8 competence 9 competence 10 X = the competence is enhanced and assessed and is one of the learning outcomes of the course

June PROFESSIONAL PROFILE Forest products marketing SUBJECT-SPECIFIC COMPETENCES GENERIC COMPETENCES  Product competence in forestry and wood industry  Marketing competence  Business competence  Learning competence  Ethical competence  Communicative and social competence  Development competence  Organisational and societal competence  Internationalisation competence

June Metsä- ja puutalouden markkinoinnin koulutusohjelman osaamisjuonteet

June ANNUAL THEMES IN THE CURRICULUM Forest Products Marketing 1. year2. year3. year4. year Annual theme Observer of the Forest Sector Product Expert MarketerMarketing Developer Learning outcome/ objectives I’m able to observe and understand wood flow from the forest to the markets and understand how customer needs and requirements are taken into account. I master the development, manufacture and properties of the most important forest industry products. I know the requirements of the most important customers. I can work in practical marketing tasks and cater for the needs and requirements of customers and our own enterprise. I can analyse, plan and develop marketing operations of an organisation

June STUDENTS’ PROFESSIONAL GROWTH AND DEVELOPMENT study years Professional profile/core competencies  subject- specific competences  generic competencies Students´ entrance level Prior knowledge, skills and attitudes compared to the core competences

June 1.Is the curriculum design mainly based on the needs of educational administration and administrative planning or students’ learning processes? 2.Are the teachers, programme directors, administrative staff and superiors interested primarily on students’ marks and progress in studies or on what they actually learn and know? 3.Is the main focus in supervising teachers’ work on knowledge management and leadership or on administering teaching practices? 4.The perspective of learning and knowledge management does not remove the need for administration and institutional management! The matter is about what comes first. FROM ADMINISTRATION TOWARDS PEDAGOGICAL LEADERSHIP

June THE VISION FOR THE CURRICULA AT THE FINNISH UNIVERSITIES OF APPLIED SCIENCES IN 2010 In 2010 a Finnish university of applied sciences uses a curriculum which is feasible and has been designed as an outcome of fruitful collaboration and discussion. It supports the realisation of the vision and strategy of the institution and enhances learning of all stakeholders. The curriculum illustrates and exemplifies how the student should progress in studies and professional development. It orientates towards the future and aims at further development of competences. It is founded on the needs of the operational environment, surrounding region, its industries and development. Furthermore, it takes into account the realistic assessment of students’ prior knowledge and skills as well as the requirements for international cooperation.