Did we get to the right train?

Did we get to the right train? Seija Mahlamäki-Kultanen Dean, HAMK School of Professional Teacher Education Adjunct Professor seija.mahlamaki-kultanen@hamk.fi

Finland joined European Union 1995 What are the results for Finland of 20 years of developing VET in EU-cooperation? Where will the focus be for the next 20 years?

"Hurry up to the EU train!" VET success did not come alone or over one night after joining Finnish basic values have favoured the importance of education Relative, national consensus over educational policy A logical chain of educational policy acts and restructurings have complimented each other National and EU level educational initiatives have been logically and synergically supporting the development of VET and and education in the Universities of Applied sciences (earlier called polytechics)

Finland s current success in education builds on long-term development (cr. Kärki, S.-L.) Equal opportunities, no dead ends for individuals but instead permeability of the structures and curricula Comprehensiveness of education Student counselling Integrated special needs education Engouraging assessment and evaluation in VET 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 Competent teachers

Under a bright star in 90 s (Mattila, P. 2007) Conceptualisation of Polytechnic Internationalisation, A case study Polytechic planning launched in 1989 on the initiative of the Ministry of Education, Finland The Vantaa Temporary Polytecnic (founded 1992) internationalisation Finland joined EU during the year 1995 EU supported strongly European level educational development and internationalisation of education

The dynamics of the rationales of internationalisation at national/ institutional levels (Mattila 2007, 65) www.hamk.fi

Nature of rationale in case Polytechic internationalisation (value-base, geographical scope), Mattila 2007, 167 www.hamk.fi

Finland as the best pupil in the EU classroom Finland was greeted at the 90 s as the best pupil in the EU classroom, willing to follow the rules and internationalise Finland was an early adopter of the programme and project-based development work Finnish organizations were active to search for and get several development project fundings available. The impacts of the projects were often high and remarkable during the early phases of programme-based development era (for example Mahlamäki- Kultanen 2002, Mahlamäki-Kultanen, Mahlamäki & Vähämäki 2006; ) EU programmes and development themes followed each other logically

The Finnish way to develop VET A systemic combination of national strategic level desicions in line with European frameworks Structural changes on the educational provision level, National core curriculum restructuring, Development projects, Evaluation of actions and research Participatory action involving all the stakeholders Trust on teachers and teacher development

Good examples, best practices, thorough restructuring by combining systemic change Inno-workshops, integration of special needs students into the mainstream (Vehviläinen 2003) On-the-job-learning of students in VET (Tynjälä et al 2006) On-the-job-learning of VET teachers (Majuri & Eerola 2007) Training the trainers in the workplaces (Antila, Frisk & Hätönen 2006; Tynjälä et al 2006) World Skills Competitions Helsinki as a national process Skills demonstrations (Jussila, Paavola & Mahlamäki-Kultanen 2008; Kallioniemi, Majuri & Mahlamäki-Kultanen 2008; Nyyssölä 2006, Räkköläinen 2011) Latest curriculum restructuring 1.8.2015->

Finnish success areas in VET Flexible structures which make it possible Lots of other measures are still needed and used to make it really happen Core curriculum Local curriculum, individual curriculum Culture, appreticiation and prestige of vocational education Councelling and guidance The necessary Life Long Learning skills to progress in the learning path and in the system of qualifications

The Finnish Education System www.hamk.fi

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, basic assumptions and provide for good careers VET is not a second choice, it is my 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 get career councelling Teachers learn motivating pegagogical methods

Three ways to acquire a VET qualification in Finland School-/curriculum based education (Intial vocational education and training) Apprenticeship training Competence-based examinations

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

Highly educated teaching personnel in VET and higher education as a Finnish achievement 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 -> high 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

Where to go 2035? Real globalisation and new challenges for Europe Increasing competition Less resources, more efficiency Ecological changes Vocational education and culture

Resources for further interests The last slides list some case examples of international VET teacher training, information about Finnish VET and Universities of Applied Sciences

Vocational Upper Secondary Qualifications 1.8.2015-> 52 Upper Secondary VET qualifications/120 competence areas - Scope of 180 competence points (approximately 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

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

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

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