Individual learning paths in Finland –
learning is a lifetime journey

Mapping- project/
Senior Lectures Anne-Maria Korhon...
HAMK University of Applied
Sciences
Multidisciplinary UAS with 29 bachelorlevel degree programmes, 7 master-level
degree ...
www.hamk.fi/aokk
Qualifications accomplished in
years 2009-2011 (2013)
Year

2007

2009

2010

2011 Estimate for year 2013

Curriculum base...
Four Elements of Individualized
Learning in Finland
1. Teacher Roles Redefined, Expanded
• Finnish teachers have great aut...
What is the main idea or the main principle of
individualize studies?
“ The person who is skiing along the ski track
is a ...
Upper Secondary Vocational Education
and Training in Nutshell
•
•

•
•
•
•
•

•
•

Admission requirement is the completion...
Vocational Upper Secondary
Qualification ( 120 cr)
• Approximately 45 % students starts their studies in
Vocational Upper ...
•

•
•

Practical case/ individualised
education plan

I phase (individual guidance counseling prosess)
•
Earlier knowledg...
Competence-based
qualifications
•
•
•

•
•

Finland has been developing competence-based qualifications
since 1994
This sy...
Three different kinds of
Qualifications
• Vocational Qualifications (52)
demonstrate the knowledge and skills required ach...
Competence based qualifications
•
•

•
•

The individualisation is divided to the following three stages ( see picture
bel...
Individualisation plan is based on law ( 2006)
1.Application
- Recognition of Nonformal and Informal Learning

- Earlier c...
The main principles regarding
competence test are as follows:
• Cooperation between employers, workers and
education secto...
Possibilities in adult education
in Finland
•
•
•
•

In-service training
Competence-based
qualifications
Apprenticeship tr...
Tools for individualisation
• All is based on law
• VET organisers know the law and
regulations – the information is divid...
By individualisation
– a key to motivation in learning?

1. Learning is an active work of a student –>
deep processing ess...
Professional teacher
education @ HAMK PTEU

www.hamk.fi/aokk
Professional Teacher Education
Programme 60 cr
• Study modules
•
•
•
•

Basic studies in educational sciences (13 cr)
Peda...
Continuing
training

www.hamk.fi/aokk
Individual study plans – national tools,
challenges & potentials, next steps
•

Tools:
–

Personal touch:
•
•

•

Challeng...
Upcoming SlideShare
Loading in …5
×

Individualised learning in VET

840 views

Published on

The presentation of individualised learning paths in vocational education in Finland.

Published in: Education
1 Comment
4 Likes
Statistics
Notes
  • nice - but why in English ?
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Views
Total views
840
On SlideShare
0
From Embeds
0
Number of Embeds
8
Actions
Shares
0
Downloads
11
Comments
1
Likes
4
Embeds 0
No embeds

No notes for slide

Individualised learning in VET

  1. 1. Individual learning paths in Finland – learning is a lifetime journey Mapping- project/ Senior Lectures Anne-Maria Korhonen and Sanna Ruhalahti www.hamk.fi/aokk
  2. 2. HAMK University of Applied Sciences Multidisciplinary UAS with 29 bachelorlevel degree programmes, 7 master-level degree programmes Around 8000 students Units in 7 locations Professional Teacher Education Unit •Professional teacher trainig at HAMK was established in 1959 •The largest of the five professional techer education units in Finland •Number of teacher students 950 •Number of staff 90 •Annual turnover €6 million •Director: Seija Mahlamäki-Kultanen Video (0.00-7.20) http://www.youtube.com/watch?v=hoqKX850HtU&list=PL5htIdnzz_FlVaymnNNH0aDZsYouPtBb-&index=7 www.hamk.fi/aokk
  3. 3. www.hamk.fi/aokk
  4. 4. Qualifications accomplished in years 2009-2011 (2013) Year 2007 2009 2010 2011 Estimate for year 2013 Curriculum based Vocational qualification 32 015 33 496 33 714 35 287 37 000 7 111 7 715 8 179 10 224 12 000 Special vocational qualification 10 225 9 382 9 219 10 285 10 500 Further vocational qualification 1 761 1 444 1 551 1 529 1 500 3 462 5 598 5 923 6 009 6 300 3 355 5 511 5 791 5 913 Special vocational qualification 4 426 5 339 4 636 3 911 4 200 Further vocational qualification 3 092 3 383 3 737 3 351 3 800 42 588 46 809 47 816 51 520 55 300 10 466 13 226 13 970 16 137 Special vocational qualification 14 651 14 721 13 855 14 196 14 700 Further vocational qualification 4 853 4 827 5 288 4 880 5 300 62 092 66 357 66 959 70 596 75 300 Competence-based vocational qualifications Vocational qualification Apprentiseship training Vocational qualification (Competence-based) Total Vocational qualification (Competence-based) Total (all) www.hamk.fi/aokk
  5. 5. Four Elements of Individualized Learning in Finland 1. Teacher Roles Redefined, Expanded • Finnish teachers have great autonomy for all aspects of their work, including curriculum development, individualization/ personalization, planning, instruction, and assessment. 2. Project-Based/ Authentic Learning Opportunities 3. Student-Driven Learning • the freedom of choice students have: what to take, when, and with whom. Students confirmed this -> an individual study plan 4. Flexible, Anytime/Everywhere Learning • Finnish students have individual, self-selected programs and schedules www.hamk.fi/aokk
  6. 6. What is the main idea or the main principle of individualize studies? “ The person who is skiing along the ski track is a prisoner of that track – to ski on an unbroken surface of the snow is freedom”. Finnish poet by Aaro Hellaakoski Teachers must take care of students’ learning processes so that students’ learning processes continue. Also at the same time: teachers must be very careful during their guidance: • not to make the ski track too clear that students only ski along the ski track (without thinking anything) or • not to leave students alone on an unbroken surface of the snow for too long time – students must know whether they are going to the right direction – in order to make their own ski tracks. The metafora is adopted from T.Tertsunen www.hamk.fi/aokk
  7. 7. Upper Secondary Vocational Education and Training in Nutshell • • • • • • • • • Admission requirement is the completion of basic education syllabus; Education providers primarily select their students based on earlier academic achievement but may also hold entrance exams or aptitude tests and may take the applicant’s work experience into consideration; Application takes place through a joint application system electronically; electronically The studies primarily aim at obtaining the vocational skills needed in working life; Additionally, three-year studies give general eligibility to apply for studies at universities and polytechnics ; Opportunities for individual progress in studies have been enhanced; A vocational upper secondary qualification can be obtained through attending a vocational school, through apprenticeship training, or through a school training competence test; test 20 credits (around 6 months) of the studies are conducted on-the-job; on-the-job Skills demonstrations were launched in 2006 as proof of having reached the goals given to vocational studies. www.hamk.fi/aokk
  8. 8. Vocational Upper Secondary Qualification ( 120 cr) • Approximately 45 % students starts their studies in Vocational Upper Secondary Education in Finland (after Basic Education or General Upper Secondary Education) • Providers draw up a plan for students to complete the entire qualification According to The Vocational Education Act 630/1998 – Vocational skills are required by working life – An individual plan for studies and an individual plan for demonstrating professional skill in test of competence www.hamk.fi/aokk
  9. 9. • • • Practical case/ individualised education plan I phase (individual guidance counseling prosess) • Earlier knowledge • Hobbies and interests • Strengtness as a student • Needs of remedial teaching • Other optinal information, learning difficulties ect II phase • Reading test • Maths test III phase • Study plan; vocational study modules, free-choise modules • Study schedule for modules and on the job learning • Description of co-operation with their workplacements The primary objective of upper secondary vocational education and training is for each participant to complete an entire qualification www.hamk.fi/aokk
  10. 10. Competence-based qualifications • • • • • Finland has been developing competence-based qualifications since 1994 This system is intended to enable working-age adults to gain qualifications without necessarily attending formal training . It is possible to take competence-based vocational qualifications, further vocational qualifications and special vocational qualifications or only parts of them through the competence test system, within which competence acquired through various ways is recognised and validated. validated The competence test is completed by demonstrating competence required in the profession. Although taking part in competence tests does not require formal preparation, about 95% of candidates attend some training, in which training they are provided with individual learning programmes. www.hamk.fi/aokk
  11. 11. Three different kinds of Qualifications • Vocational Qualifications (52) demonstrate the knowledge and skills required achieving professional skill. • Further Vocational Qualifications (190) demonstrate the professional skill required of professional workers. • Specialist Vocational Qualifications (132) demonstrate a command of the most demanding tasks in the field. (The amount of the different kinds of Qualifications: Vocational Qualifications 52, Further Vocational Qualifications 190 and Specialist Vocational Qualifications 132) www.hamk.fi/aokk
  12. 12. Competence based qualifications • • • • The individualisation is divided to the following three stages ( see picture below) When an individual applies to complete a competence-based qualification, the competence test organiser is responsible for determining the applicant’s prior competencies and other resources, suitable qualification and training needs, as well as any possible needs for guidance and support measures. Competencies are identified making diverse use of various methods appropriate for the field. An individualisation plan is prepared for each student to help them acquire the required vocational skills. The plan takes into account the individual’s life circumstances, competencies, identified learning needs and opportunities for on-the-job learning. www.hamk.fi/aokk
  13. 13. Individualisation plan is based on law ( 2006) 1.Application - Recognition of Nonformal and Informal Learning - Earlier competences? - Earlier education?  Conclusion 2.Acquisition of the required vocational skills Individual -Reconition of Non-formal and Informal learning Learnging /study path - Individual and special needs for studying - Life situation, motivation - Learning on the job and/or formal education c b a 3. Completion of qualification - Comptence tests in authentic work assignments - Estimators: colleaque and manager in workplace + teacher Competence-based qualification (certification) www.hamk.fi/aokk
  14. 14. The main principles regarding competence test are as follows: • Cooperation between employers, workers and education sector when qualifications framework and requirements of competence-based qualification are defined and competence tests are organised and assessed • The independence of a qualification regardless of the way competence has been acquired • Completing a qualification or a module demonstrating competence in a test • Individualisation of learning and the completing of the qualification www.hamk.fi/aokk
  15. 15. Possibilities in adult education in Finland • • • • In-service training Competence-based qualifications Apprenticeship training Labour market training Competence-based qualifications http ://www.oph.fi/english/education/adult_education/vocational_adult_education www.hamk.fi/aokk
  16. 16. Tools for individualisation • All is based on law • VET organisers know the law and regulations – the information is divided • Described process, responsibilites and roles • Good documentation • Electronic databases (eHOPS, Studenta…) www.hamk.fi/aokk
  17. 17. By individualisation – a key to motivation in learning? 1. Learning is an active work of a student –> deep processing essential - we involve students to set their own goals, monitor and evaluate their learning - we develop their metacognitive skills , learning becomes self-directed - we create the ownership for their own learning www.hamk.fi/aokk
  18. 18. Professional teacher education @ HAMK PTEU www.hamk.fi/aokk
  19. 19. Professional Teacher Education Programme 60 cr • Study modules • • • • Basic studies in educational sciences (13 cr) Pedagogical studies (26 cr) Practical teacher training (15 cr) Development work (6 cr) • 1135 applicants in 2013 to HAMK – 360 admitted in 2013 to HAMK (32%) • 5494 total applicants to the five institutions in Finland, of which 1585 were accepted (29%) www.hamk.fi/aokk
  20. 20. Continuing training www.hamk.fi/aokk
  21. 21. Individual study plans – national tools, challenges & potentials, next steps • Tools: – Personal touch: • • • Challenges: – Personal touch: • • • – • Interviwes are conducted to all students by teahcers during the studies (2-4 times or more if needed) Documentations are made by regulations (now a days mostly by MS Office etc. and printed out) Enough time for all must be allocated Different ways to understand the system – outputs are maybe not all in the same level Documentation system must be developped with new tools (open sorces and easyly working tools) How to use new media in learning and in individualising as well as in competence tests Next steps: – – – The model or practice has mainstreamed to the daily work New models and processes for better regognition of former knowledge and skills Changes in law; new orders: • • • Students’ special needs Former knowledge and skills Documentation www.hamk.fi/aokk

×