For learning and competence

COMPETENCE-BASED VOCATIONAL QUALIFCATIONS

IN EDUCATION SYSTEM OF FINLAND

Authors: Huhtala, Hyppönen, Koukku, NordströmDate: 18.03.2004www.oph.fi

2 For learning and competence

COMPETENCE-BASED QUALIFICATION SYSTEMSummary III/1

Starting point: requirements of working life

Three basic principles: 1) tripartite cooperation, 2) accreditation of prior learning, 3) demonstration of skills in real working situations

Qualification is independent of way how the vocational skills have been acquired

Qualifications on three levels: vocational qualification, further vocational qualification, specialist vocational qualification

3 For learning and competence

COMPETENCE-BASED QUALIFICATION SYSTEMStructure III/2

Matriculation examination

University degreesPolytechnic degrees

Specialist vocational

qualifications

Further vocational

qualifications

Vocational qualifications

Basic education

WORKING LIFE

4 For learning and competence

COMPETENCE-BASED QUALIFICATION SYSTEMEligibility for further studiesIII/3

Eligibility for further studies after vocational education

Vocational qualification Studies in polytechnics and universities

Further vocational qualification

Studies in polytechnics in the same discipline

Specialist vocational qualification

No eligibility alone

5 For learning and competence

The requirements from working life

Decrease of labour power

Part of adult persons are lacking formal vocational qualification

Need to make the training system more effective

Official recognition of learning acquired in different ways

Improvement of quality of education and training

COMPETENCE-BASED QUALIFICATION SYSTEMEducational needs coming from society III/4

6 For learning and competence

COMPETENCE-BASED QUALIFICATION SYSTEMBasic Features III/8

Qualification system for adults and adult education

Applicable to all funding forms of education

Independent of the way the competence is acquired

Modular qualification structure

Skills requirements derived from working life

Close co-operation with social partners, educational authorities and teachers

Personalisation

Quality assurance of qualifications

7 For learning and competence

COMPETENCE-BASED QUALIFICATION SYSTEMEnrolment

III/12

Independent of age and educational background of the person/student

After the compulsory school

Accreditation of skills acquired at work

In training institutions which have contracted with qualification committee on organising qualifications

8 For learning and competence

COMPETENCE-BASED QUALIFICATION SYSTEMSectors III/13

Culture Sector Humanistic and Educational Sector Natural Sciences Sector Natural Resources and Environment Sector Technology and Transport Sector Social Sciences, Business and Administration

Sector Social Services, Health and Physical Education

Sector Tourism, Catering and Home Economics Sector

9 For learning and competence

COMPETENCE-BASED QUALIFICATION SYSTEMStatistics (2003)III/14

Participants of them Done the of them Done part-

2003 women whole qualification women qualification

       

Natural Resources Sector 2 233 1 031 1 112 508 744

Technology and Transport Sector 12 932 2 066 6 373 1 038 4 668

Business and Administration Sector 12 187 8 276 7 967 5 552 1 863

Tourism, Catering and Home Economics Sector 4 244 3 739 2 894 2 554 910

Health and Social Services Sector 9 338 8 238 5 325 4 743 1 389

Culture Sector 1 103 609 446 265 297

Leisure and Physical Education Sector 1 053 802 368 242 89

Total 43 090 24 761 24 485 14 902 9 960

10 For learning and competence

COMPETENCE-BASED QUALIFICATION SYSTEMStatistics (2003)III/14

5,2 %

30,0 %

28,3 %

9,8 %

21,7 %

2,6 %

2,4 %Natural Resources

Technology and Transport

Business andAdministrationTourism, Catering andHome EconomicsHealth and Social Services

Culture

Leisure and PhysicalEducation

11 For learning and competence

COMPETENCE-BASED QUALIFICATION SYSTEM Participation in competence-based examinations III/15

1995 3 000

1996 4 000

1997 8 000

1998 14 000

1999 24 000

2000 32 000

2001 38 000

2002 41 000

2003 43 000

Share of different qualification levels 2003:

vocational qualifications 39 % further vocational qualifications 50

% specialist vocational qualifications

11 %

0

20

40

60

12 For learning and competence

COMPETENCE-BASED QUALIFICATION SYSTEM Participation in competence-based examinations III/16

0

5 000

10 000

15 000

20 000

25 000

30 000

35 000

40 000

45 000

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004(estim.)

For learning and competence

PART IVCOMPETENCE-BASED QUALIFICATIONS

14 For learning and competence

Competence-based qualifications are independent of method of acquiring the required skills prior studies or formal training

Three levels of qualifications: 1. vocational qualification, 2. further vocational qualification and 3. specialist vocational qualification.

Qualifications are module-based

Qualification will be made by competence tests (= demonstrations of vocational skills) in real working life situations

COMPETENCE-BASED QUALIFICATIONSSummary IV/1

15 For learning and competence

COMPETENCE-BASED QUALIFICATIONS Levels IV/3

Vocational qualification

–The basic skills of the profession

Further vocational qualification

–Skilled worker, professional in the field

Specialist vocational qualification

–The most demanding tasks in the field

16 For learning and competence

COMPETENCE-BASED QUALIFICATIONS Number of titles of qualifications (2003)IV/4

Sectors Basic vocational qualification

Vocational qualification

Specialist vocational qualification Total

Natural Resources Sector 5 28 15 48

Technology and Transport Sector

26 97 62 185

Business and Administration Sector

2 13 8 23

Tourism, Catering and Home Economics Sector

5 9 6 20

Health and Social Services Sector

5 7 8 20

Culture Sector 5 26 25 56

Leisure and Physical Education Sector

4 5 2 11

Qualifications common to several sectors

0 1 2 3

TOTAL 52 186 128 366

17 For learning and competence

COMPETENCE-BASED QUALIFICATIONS The path leading to competence-based qualificationIV/9

REQUIREMENTS OF QUALIFICATION

REGULATION OFPERSONALISATIONOF QUALIFICATION

CONTRACT ON ARRANGINGCOMPETENCE TESTS

GUIDANCE

ACCUMULATED LIFE EXPERIENCE

Recognitionof

present skills

Plan for competence

test approved by qualification committee

Personal planfor

competencetest

Competencetests on

modules ofqualification

1, 2 etc.,Assessment

Qualificationand

certificate

For learning and competence

PART VVOCATIONAL QUALIFICATIONS

19 For learning and competence

VOCATIONAL QUALIFICATIONSSummary V/1

The student makes her/his vocational qualification by competence tests in real working life situations

–National requirements for qualification. Tripartite representatives (employers, employees and educators) have defined the requirements

–Skills written in requirements shall be demonstrated in competence tests

–Personalising of competence tests

–Personalising the study plan for complementary studies

The competence test is assessed by tripartite evaluators: representatives of employers, employees and educators

20 For learning and competence

VOCATIONAL QUALIFICATIONSPersonalisation V/5

In enrolment phase–personalisation to accredit skills and prior learning

In competence tests–personalisation in planning and realisation of

competence tests

In acquiring vocational skills–personalisation for preparatory training

–personalisation for learning on-the-job

21 For learning and competence

VOCATIONAL QUALIFICATIONSPersonal plan for competence tests V/6

The aim is to Organise the competence tests as appropriate as

possible Follow the requirements of the qualification Make personal plans for

competence tests, places and schedules for testspreparatory training, if neededon-the-job learning, if needed

Make special organisations for the competence tests, if needed

22 For learning and competence

VOCATIONAL QUALIFICATIONSPersonal plan for competence tests V/7

To accredit prior learning and prior skills tests

To organise the competence tests in as appropriate way as possible for the student

To make the plan for competence tests in personal discussion

To write or draw a plan how the vocational skills will be demonstrated

The plan is signed by the student and the representative of the organiser of the qualification

23 For learning and competence

VOCATIONAL QUALIFICATIONS The process of the competence testsV/9

In the organising institution Planning of competence

tests with the working life Personal plan for

competence tests with the student

Organising skills demonstrations on the workplaces

Evaluation of the skills demonstrations

Feedback discussion with the student

For the student Enrolment to make the

qualification Personal plan for

competence tests with the teacher (and representative of employer)

Preparatory training, if needed

Participating in the competence tests

Feedback discussion with evaluators (and employer)

qualification and certificate

24 For learning and competence

Fee for qualification

year 2003 50,50 €

paid by the student

when beginning to take the qualification

Fees for preparatory training

pro institution

pro financing

VOCATIONAL QUALIFICATIONS The Costs of the Qualification V/12

For learning and competence

PART VIQUALITY ASSURANCE

26 For learning and competence

Quality assurance will be made in all phases of the qualification process by

–NBE

–Qualification Committee

–Arranging institution

–Evaluators of competence tests

–in some cases by standardised competence tests

QUALITY ASSURANCE Summary VI/1

27 For learning and competence

QUALITY ASSURANCE Qualification Committees (1)VI/2

Tripartite representatives of unions/ organisations of

–Employers

–Employees

–Educators

–In some cases entrepreneurs

Term for three years

Proposed by the unions, set by NBE

28 For learning and competence

QUALITY ASSURANCE Qualification Committees (2)VI/3

The tasks of the qualification committee

to make contracts with arranging institutions

to supervise qualification process in the institutions

to sign certificates for qualified persons

to follow-up the qualification system and to give proposals for improvement of the qualification and the system

The experts in NBE supports Qualification Committees each on their own area.

29 For learning and competence

QUALITY ASSURANCE Data bank for materials for vocational qualifications VI/9

Common data bank of standardised competence tests

Material has been produced mainly for qualifications in technology and transport sector

Why this data bank?

to help those, who organise competence tests at workplaces

to help qualification committees

to save money and work in organising institution

For learning and competence

PART VIIFINANCING OF COMPETENCE-

BASED QUALIFICATIONS

31 For learning and competence

The vocational education is mainly publicly financed

Two-tiered public financing for institutes: statutory and local authorities or other education providers

Financing criteria: statutory (same for all) – performance-based financing

Financial aid for individualsStudent grant system for persons in working life

Unemployment benefits for unemployed persons

“Lifting up”-program for least educated persons

FINANCING OF COMPETENCE-BASED QUALIFICATIONS Summary VII/1

32 For learning and competence

Majority is publicly financed

FINANCING OF COMPETENCE-BASED QUALIFICATIONS Financiers VII/2

Initial training•state•municipalities•the student

Employment training•state

Apprenticeship training•state•employers

Staff training•employers•state