1. From National Qualification Requirements (Core
Curriculum) to Implementation planning -
Practical Approach
Anne Raasakka, Learning and Development Specialist, Vantaa Vocational College Varia

2. Doctoral and licentiate’s degrees
Universities
Master’s degrees
Universities
Bachelor’s degrees
Universities
Polytechnic Bachelor’s degrees
Polytechnics
Polytechnic Master’s degrees
Polytechnics
Matriculation examination
General upper secondary schools
Vocational qualifications
Vocational institutions, adult education institution
and apprenticeship training
Basic education, 7-16-years-olds
Comprehensive schools
Pre-primary education, 6-year-olds
Comprehensive schools/day-care centres
Upper
secondary
vocational
qualification
Further
vocational
qualification
Special
vocational
qualification
Education system in Finland

3. • Education is free of charge at all levels from
preprimary to higher education.
• Life-long learning in focus:
o the Finnish education system is continuous:
learners can always continue their studies on
an upper level of education, whatever
choices they make in between.
• The practice of prior learning recognition has
been developed in order to avoid studies from
overlapping.
Some basic facts
Anne Raasakka, Learning and Development Specialist, Vantaa Vocational College Varia

4. • The extent of vocational qualification is three years of study.
• Each qualification includes at least half a year of on-the-job
learning in workplaces.
• The national qualification requirements (curricula) are
competence based.
• The studies are based on individual study plans, including
both compulsory and optional units.
• The students’ learning and existing competences are
assessed during the period of study -> continuous
assessment
• The assessment is based on criteria that is defined in the
national qualification requirements (core curriculum).
Vocational education and training
Anne Raasakka, Learning and Development Specialist, Vantaa Vocational College Varia

5. Example of the Vocational Qualification structure
Common vocational units 35 credits
Vocational units 135 credits
Free-choice units 10 credits
• Qualification for
vocational upper
secondary education
and training is
distributed into 180
credits.
• Vocational education is
designed to last three
years (approximately 60
credits/school year), but
students may complete
it in 2 to 4 years.
COMPULSORY UNIT
20 credits
COMPULSORY
UNIT
15 credits
COMPULSORY UNIT
25 credits
OPTIONAL UNIT,
15 credits
OPTIONAL UNIT
25 credits
OPTIONAL UNIT
35 credits
Vocational
units
Areas of common vocational
units or general upper
secondary studies
Studies that support
capabilities for further
studies or vocational
development
(credits = competence point)
Units based on local
vocational skills
requirements
Individual units based on competence
acquired through work experience
Communication and interaction
skills
• compulsory 8 credits
• optional credits
Skills required in society and
working life
• compulsory 5 credits
• optional 3 credits
Competence in mathematics and
natural sciences
• compulsory 6 credits
• optional 3 credits
Social and cultural competence
• compulsory 7 credits
including on-the-
job-learning
min. 30 credits

6. • One of the main assessment methods is the vocational
skills demonstrations.
• These are work assignments relevant to the vocational
skills requirements in authentic settings.
• Skills demonstrations are designed, completed and
assessed in co-operation with representatives of the
work environment.
Anne Raasakka, Learning and Development Specialist, Vantaa Vocational College Varia

7. Education provider
specific
curriculum/
implementation
Tools for
guidance and
for giving
feedback
teacher’s own course
plan
Application for
student
administration Personal
study
plan
Plan for
qualification
assessment
THE NATIONAL QUALIFICATION REQUIREMENTS
(core curriculum)
(by Finnish National Agency for Education)
Know-how required for the
qualification is explained as
clear work tasks that
proceed in staged. The
student may follow his/her
own progress, and the
teacher gives feedback. The
processes, work tasks and
tools are explained in plain
and easy-to-understand
language, through images
and video.
Study contents,
assessment,
instructing and
guiding,
documentation at
Varia
Anne Raasakka, Learning and Development Specialist, Vantaa Vocational College Varia

8. VOCATIONAL QUALIFICATION (core curriculum) IN CRAFTS AND DESIGN,
ARTISAN (dressmaker)
(a decree by Finnish National Agency for Education)
Vocational unit: Culture-oriented production
Vocational skills requirements
The student or candidate is able to:
1. plan and make a culture-oriented product or a service
2. choose and use culture-oriented work methods and equipment
3. get help from a specialist
4. solve problem situations
5. do professional work and engage with people from different cultural
backgrounds
6. express his/her thoughts and bring forth different kinds of viewpoints
7. comply with agreements made
8. commit to working hours and schedules
9. follow the industrial safety instructions given.
Anne Raasakka, Learning and Development Specialist, Vantaa Vocational College Varia

9. Vantaa Vocational College Varia:
Each unit’s skill requirements will be explained as work tasks:
The student designs and makes a culture-inspired piece of clothing
(e.g. a dress or a skirt). The task will require researching the selected
culture - its traditional materials, manufacturing methods and tools.
The student may apply culture-inspired dyeing or embroidery
methods. Schedules, work safety instructions and principles of
sustainable development will be applied.
Education provider makes an implementation plan
Anne Raasakka, Learning and Development Specialist, Vantaa Vocational College Varia

10. At Varia we make sure that all vocational units are explained
in plain, easy to understand language. Also images and
videos of work stages and tools will be included. The project
of making clear instructions is currently in process.
Tools for
guidance
and for
giving
feedback
Anne Raasakka, Learning and Development Specialist, Vantaa Vocational College Varia
The work tasks will be divided into stages that the student will follow
individually, and the teacher will give feedback:
• I did research, used sources diversely, documented the planning process clearly (images, drawings,
text etc.) for my portfolio
• I tried different materials and techniques (make a list), I documented my work experiments
• I made a schedule for my work
• I chose the piece of clothing I will make (skirt, dress etc.) according to my research (it’s OK to use a
ready-made pattern, choosing the pattern), I documented my choice of pattern (drawings, images,
text etc.)
• I chose the material based on my research and the garment
• I planned the manufacturing, made technical solutions based on my experiments, and documented
the process
• I made the piece of clothing according to schedule (including the techniques I chose to use: dyeing,
sewing, embroidery etc.)
• I finalized my garment
• I made sure that my work space was clean and tidy
• I made a portfolio and explained the whole process of making the piece of clothing from start to
finish