Positive Attitude, Knowledge, Capability,
Federation - Founded in 1962- Staff 350- Students 3000 (includes adults)-5 vocational colleges-Driving Academy- Budget/turnover 29 M€ - Projects c. 6,2M€-( 6 big EU –projects; bioenergy, metal, staff development, virtual and e-learning environments, students guidance)
KAM includes the following colleges:
• HAAPAJÄRVI VOCATIONAL COLLEGE (HAI))
• NIVALA VOCATIONAL COLLEGE (NAO)
• KALAJOKI VOCATIONAL COLLEGE (ARTEMA)
• OULAINEN VOCATIONAL COLLEGE (OULA)
• YLIVIESKA VOCATIONAL COLLEGE (YSO)
• ADULT EDUCATION AND APPRENTICESHIP TRAINING CENTRE (AIKUKAM)
• DRIVING ACADEMY
Sectors of vocational education:
•TECHNOLOGY, COMMUNICATION AND TRANSPORT•TOURISM, CATERING AND DOMESTIC SERVICES•CULTURE•SOCIAL SERVICES, HEALTH AND SPORTS•NATURAL RESOURCES AND THE ENVIRONMENT •SOCIAL SCIENCES, BUSINESS AND ADMINISTRATION •NATURAL SCIENCES
Positive Attitude, Knowledge, Capability,
“Facing the choices – searching for career”
Positive Attitude, Knowledge, Capability,
The Education System in Finland
5
4 4
3 3
2 2
1 1
3 3
2 2
1 1
16
15 10
14 9
13 8
12 7
11 6 Basic education
10 5
9 4
8 3
7 2
6 1
Age / School years
C
om
pu
lso
ry e
du
cati
on
Pre-school education in schools or children's day care centres (kindergartens)
Upper
secondary
schools
Vocational
education
Universities
institutions
(AMK)
Polytechnics
ORGANISATION CHART year 2010
Municipalities
The Council of co-opetation 28 members
Auditors Committee
Management Team
Managing Director
Co-operation ServicesDevelopment ServicesFinance and Management ServicesInformation Technology ServicesAdult Education and Apprenticeship Training Centre
Executive Board 11 members
Driving Academy
Central Ostrobothnia Polytechnic (COP) ( 37 %)
The Board of COP Principal
COP
Common activities
OULA Principal
NAO Principal
ARTEMA Principal
HAI Principal
YSO Principal
Number of students 2008 altogether 2157 students
Culture; 346; 16 %
Natural Sciences; 96; 4 %
Natural Resources and the
Environment; 155; 7 %
Social Services, Health and Sports;
535; 25 %
Tourism, Catering and Domestic; 217;
10 %
Sosial Sciences, Business and
Administration; 257; 12 %
Technology, Communication and Transport
Sector; 550; 26 %
Intake of students 2009
Culture; 135; 15 %
Social Sciencec, Business and
Administration; 87; 10 %
Natural Sciences; 35; 4 %
Technology, Communication and Transport Sector;
218; 25 %
Natural Resources and the
Environment; 49; 6 %
Social Services, Health and Sports;
236; 26 %
Tourism, Catering and Domestic
Services; 122; 14 %
Student intake altogether 882
• Summary of the quality work in KAM during 2000:
• 2001 - First self evaluations in KAM and its colleges (starting level –evaluations, own model),
• 2004 - Self evaluations by CAF –model, description of the prosesses, taking part in vocational quality award competition
• 2005 – EFQM –model in strategic planning with BSC• 2006 - Self –evaluations by EFQM –model, strenghts –
development areas, taking part in vocational quality award competition
• 2008 – Up – to - date Self –evaluations and prosesses, checking strenghts and development areas, taking part in QAC
• 2009 -desciptions and self -evaluations of the prosesses by CQAF
• 2009-2010 name prosess owners to all prosesses
MANAGEMENT SYSTEM
BSC since year 1998 and EFQM since 2005 in strategic planning
FINANCING OF VOCATIONAL EDUCATION AND TRAINING
BASED ON THEME ENTITIES- themes- development plan
BASED ON OPERATIONAL OUTCOME- impact- processes - staff
PERFORMANCE-BASEDFINANCING
OUTCOME-BASED FUNDS
STATUTORY COREFUNDING
BASED ON UNIT COSTS
QUALITYAWARD
More information about performance –based financing in Vocational education and training Finland:
Performance-based financing is an umbrella concept, consisting of:
a) Outcome-based funds granted on the basis of operational performance indicators
b) Quality awards granted on the basis of success n larger thematic entities.
OUTCOME-BASED FUNDS, indicators:Impact1. Placement in employment
- 40 % of the impact indicator set- Regional youth unemployment taken into account
2. Placement in further education- 15 % of the impact indicator set
Processes (effectiveness)1. Dropout rate
- 15 % of the process indicator set- ”Acceptable” reasons for dropout
2. Graduation rate- 13 % of the process indicator set- number of students graduating in the norm time
OUTCOME-BASED FUNDS, indicators continues…Staff (competence)1. Formal competense
- 11% of the set of staff indicators2. Staff development
- 6% of the set of staff indicators- Training provider´s total financial input- contacts with working life- other staff development training
QUALITY AWARD IN VETThe quality award is primarily desingned to promote the aims of the
development plan for educational and research 1999 – 2004, 2003 – 2008 and 2007 - 2013.
The quality award is granted for excellent implementation of stated thematic entities.
Most of the data needed by the Ministry of Education to evaluate performance will be produced by Statistics Finland. The rest of the data will be collected by the National Board of Education directly from training providers. The written applications for quality awards will be supplemented by site visits when needed.
EFQM-Model
Leadership10 %
People9 %
INNOVATION AND LEARNING
INABLERS
Key
Performance
Results
15 %
Processes 14 %
Policy & Strategy
8 %
Partnerships & Resources
9 %
People Results
9 %
Customer Results
20 %
Society
Results 6 %
RESULTS
EFQM model in use in KAM from year 2005, before that CAF -model
• On-the-job learning and skills tests• On-the-job learning is part of education included in getting the
vocational qualification. On-the-job learning is based on setting up the goal and working out the educational plan to suit the individual and tutorial system of education. The duration of the on-the-job learning is at least 20 units, i.e. about half a year, and it could be realized in one or several periods, and at different jobs.
• The training periods can be scheduled in any phase on the whole education process. A student is to get some of the professional skills of qualification at the job and is ready to meet the needs of the labour market and gets a better possibility to become employed.
• Skills tests denote skills demonstrations and arrangements, realised together with working life, with which the students shows how well they have reached the goals of the professional studies and the professionalism required in working life.
•
Planning(purpose and
plan)
Implementation
Evaluation and Assessment
Review (feedback and procedures
for change)
Methodology
Quality Assurance Model of the CQAF which KAM use(Common Quality Assurance Framework)
TIMETABLE FOR YEAR 2010
Janu
ary
Febru
ary
March
April
MayJune
July
Augus
t
September
October
November
Decem
ber
• International projects in KAM:• SUFUCA – Development project:
- Supporting the Functional Capacity of Older People with Skill and Quality from October 2008 till September 2010
• MAMEKAM 3 and 4 -LVD –projects: - 2 Mobility projects for students (on-the-job - learning periods)
• DEMOKAM 2 –LVD project:– Mobility project for staff ( 4 weeks working periods abroad)
• To be In 2– LVD –project: • - Mobility project for students (Social and Health care in Oulainen)
• Sustainable Development –LVD –project:- Sustainable Development- from an e-learning course to practice
in different European countries (Social and Health care in Ylivieska)KAMoon Veva – LVD –project(ended 6/2009), KAMoon VEVO continues
the same idea:- Peer review and self-evaluation project for administrational staff
- Four Federation partners in Finland and four from abroadKAMoon CHINA – mobility project for staff and students
• KAMoon VEVA 2007 – 2009: More impact on Evaluation by networkingPartners in England, West Suffolk College
Basque country, many vocational Colleges and Education Ministry
Germany Berufskolleg Rheydt Müllfot und Verwaltug der Stadt Mönchenglandbach
Scotland South Lanarkshire CollegeEach visit feedback in English and Finnish by EFQM –model
Management and Leadership team of KAM
FINALLY:
•Thank you for having had the strength to listen to my presentation.
•I wish you rewarding day here and all the best in the future.