HE and VET, partnering for ensuring portability of qualifications and permeability among education and training systems Seija Mahlamäki Kultanen Dean, HAMK School of Professional Teacher Education Adjunct Professor
Finland s success in education builds on the following issues (Kärki, S. L.) Equal opportunities Comprehensiveness of education Competent teachers Student counselling and special needs education Encouraging assessment and evaluation A flexible system based on empowerment and cooperation between social partners, the world of work and education providers A student centered, active concept of learning
Increasing permeability in education Structures make it possible Lots of other measures are still needed to make it really happen Core curriculum Local curriculum, individual curriculum Culture, appreticiation and prestige of vocational education Counceling and guidance The necessary Life Long Learning skills to progress in the learning path and in the system of qualifications
The Finnish Education System
General and vocational pathways at upper secondary level More than 90 per cent of the relevant age group starts general or vocational upper secondary studies immediately after basic education Both highways are equally appreciated, annually approximately 1:1 choose VET and general upper secondary education
Skills excellence and competitions break the prejudices VET is not a second choice, it can be the first There are gifted and excellent students in VET organizations Skills competitions and preparation for them can be included in the curricula Students from primary schools visit skills competions and getcareer councelling Teachers learn motivating pegagogical methods
VET and UAS reforms Latest reforms in VET and higher education enforce even more competence based education, individual choices and permeability of vocational secondary level and higher education
Three ways to acquire a VET qualification School /curriculum based education (Intial vocational education and training) Apprenticeship training Competence based examinations (for adults)
Accrediting of learning Learning can happen in several situation and contexts other than school Accrediting prior learning is enhanced and possible in all forms of education Skills demonstrations in the authentic world of work
Vocational upper secondary qualifications 2009 2014 52 Upper secondary qualifications/ 120 study programs Scope of 120 credits (3 years), including at least 20 credits of on the job learning Qualification includes: vocational units core subject units free choice units 90 credits 20 (16 + 4) credits 10 credits. Vocational qualifications completed as competence based qualifications cover only vocational units.
Vocational Upper Secondary Qualifications 1.8.2015 > 52 Upper Secondary VET qualifications/120 competence areas Scope of 180 competence points (3 years) Competence points scope of competence not learning time or teaching time (scope and volume of competence, complexity, relative importance) Qualification includes: vocational units 135 competence points common units 35 competence points free choice units 10 competence points At least 30 competence points of required competence must be to acquired by on the job learning Vocational qualifications completed as competence based qualifications cover only vocational units and their scope is not defined in points.
Common units 1.8.2015 > No fragmentary and narrow core subjects units but integrated and broad competence based units with relevant objectives for assessment Possibility to include units from higher education in UAS, units in Skills excellence and skills competitions as well as other individual choices upon need
Common units in 1.8.2015 1. Communication and interaction competence (11 competence points, all sections are compulsory) Mother tongue Second national language Foreign language 2. Mathematical and natural scientific competence (9 competence points, all sections are compulsory) Mathematics Physics and Chemistry Information and communications technology and the invocation of it
Common units 1.8.2015 3. Social and labour market competence (8 competence points, all sections are compulsory) Social competences Labour market competences Entrepreneurship Maintaining work ability, physical and health education 4. Social and cultural competence (7 competence points, student must choose at least one section) Cultural knowledge Art and culture Ethics Psychology Environmental competences Additional modules from units 1 3
Higher education with a dual structure Universities and Universities of Applied Sciences Most University students aim at a Master s degree and UAS students at a Bachelor s degree Universities of Applied Sciences degrees provide students with higher education qualification and practical professional skills Both university degrees are on the same level Students entering from the vocational secondary level equal to students from general sec level but are in practice often more capable in professional areas
Competence based higher education https://prezi.com/bxobv5zvnlaw/competence based curriculum/ for your further reading Brochure Developing a Competence based Curriculum http://ospe.utu.fi/tiedotteet/ospe_kriteeristo_102x21cm_8s_2014 _ENG_netti.pdf Competence based higher education brings the continuity to students learning paths and increses the students employability
Highly educated teaching personnel in VET and higher education The teachers ability to derive competence based curriculum and plan individualized curricula according to the students needs > they must possess both theoretical and practical skills > highly requirements for a VET teacher The most common pre service requirement is a Master s degree Teachers in VET are required to have a pedagogical qualification Educational leaders are required a teacher qualification Continuing teacher education is encouraged and several national programmes are delivered widely
Conclusions Increasing permeability from VET to Higher Education is a complicated phenomen and process The basic attitudes play a big role and thus it is necessary to consider the image and prestige of VET, not only the curricula as itself Structural changes, competence based and flexible curricula, proper teacher qualifications and in service training in preferably an international environment as well as some development programmes form a holistic approach
Resources for further reading The last slides list some case examples which demonstrate the ideas in practice
International teacher training case examples https://www.youtube.com/watch?v= 1nRm4tQL0A https://www.facebook.com/vetteachersforthefuture
International teacher training in Skills Excellence https://www.youtube.com/watch?v=tpuuuxn4kn8
International teacher training internships Case: The Bolashak fellowship programme: https://publications.theseus.fi/handle/10024/80287
More information www.minedu.fi Ministry of Education and Culture www.edu.fi the Finnish education portal www.oph.fi Finnish National Board of Education
More information https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.p hp/finland:teaching_and_learning_in_vocational_and_techn ical_upper_secondary_education