[PowerPoint version - slides] - Contribution#1575: Developing instruments and methods for accreditation of vocational learning outcomes in Finland

8/14/2019 [PowerPoint version - slides] - Contribution#1575: Developing instruments and methods for accreditation of vocational learning outcomes in Finland

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Developing Instruments and Methods forAccreditation of Vocational Learning

Outcomes in Finland

Paper Presentation for Symposium of Vocational Education and TrainingNetwork, ECER2008Gothenburg, Sweden

10 - 12 September 2008

Dr. Marja-Leena StenstrmThe Finnish Institute for Educational Research, University of

[email protected]


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Introduction

The accreditation/recognition process is closelylinked to quality assurance and a concept of qualityis behind every accreditation system.

Accreditation is used in order to shorten study

times and avoid overlapping of studies. Invocational education and training, the accreditationis closely linked to student assessment.

Accreditation system is relatively new phenomen inmost vocational education and training systems.

Higher education accreditation has already longtradition though.


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Vocational upper secondaryeducation and training in Finland(ISCED level 3)

The aim of vocational education and training (VET) is to improvethe skills of the work force, to respond to skills needs in theworld of work and to support lifelong learning.

The scope of a vocational qualification is 120 credits and takesthree years to complete. The vocational qualification includes: vocational studies 90 credits (at least 20 credits

of on-the-job learning)

core subjects (units) 20 credits free-choice studies (units) 10 credits.

The duration of studies is some 30 credits shorter for those whohave completed the general upper secondary school syllabus, assome of their studies are accredited.

Vocational qualifications can be completed in three ways: 1)school-based education and training, 2) apprenticeship training,

or as 3) competence-based qualifications. A vocational qualification gives general eligibility for highereducation: polytechnic (university of applied sciences) anduniversity studies.


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Process ofaccreditation/recognition


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Accreditation/recognition offormal learning

Accreditation was added to the Act on VocationalEducation in 2005. Accreditation procedures arebased on Act 630/1998 on VET.

In terms of the accreditation/recognition of formal,non-formal and informal learning individual

educational institutions are given a great deal offreedom in applying the framework provided by thelegislation in practice.

Individual education and training providers,qualification committees or educational institutionsaward qualifications (there is no national body).

There is some diversity in the content of certificatesawarded, minimum requirements are needed, thequalifications and titles are the same.


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Accreditation/recognition offormal learning (Contd.)

Students can be credited for work experienceacquired previously or studies completed elsewhere,provided that the objectives and main content ofthese studies conform with the curriculum.

Where students transfer from one qualification to

anotheror from general upper secondary school tovocational upper secondary education and training,they can be verified by skills demonstrations.

Where students have completed whole studymodules, the grade acquired can be transferred.

Accreditation is also needed for qualifications

acquired in other countries; this is undertaken bythe Finnish National Board of Education.


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Recognition of learningoutcomes

Recognition is based on learning outcomes, not on learning time.

The objectives of study units are described as learning outcomes.

Theory and practice are studied and assessed together within thesame study unit.

Knowledge, skills and competences are included in the objectives

that are described as learning outcomes. The FINECVET (Finnish ECVET) project developed models todescribe entire qualifications or their studies of different scopesin terms of knowledge, skills and competence.

In terms of assessment of learning outcomes, the FINECVETproject tested the assessment criteria and documentation formsdeveloped for Finnish vocational skills demonstrations(assessment documentation form applied to the ECVET system).


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Targets of assessments and learningoutcomes in Finnish VET (FINECVET)

Competence Command of work processes Core skills common to all

fields Common emphases

Skills Command of tools, workingmethods and materials

Command of occupationalsafety

Knowledge Command of the knowledgethat forms the foundationfor work

Command of occupationalsafety

Learning outcomesTargets of assessment


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Recognising of non-formal andinformal learning: Competence-based qualifications

Finlands vocational structure is not purely based onformal education: there is also a system for recognisingnon-formal and informal learning.

Originally, the methods of recognising non-formal andinformal learning have been developed for adulteducation and training.

Adult students may demonstrate their vocational skills incompetence tests regardless of how and where they haveacquired the skills.

There are three levels of competence-basedqualifications: initial, further (ISCED 3) and specialist(ISCED 4).

While not requiring formal preparation, many participantsacquirepreparatory training to take the exams offered byVET providers.

The duration of study varies with the individual.


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Competence-basedqualifications and assessment

National qualification requirements set the framework forthe individual plans for competence tests. The role of the traineris to individually discuss with each

participant how the competencies will be demonstratedand how the assessment will be made. As a result, awritten plan for the competence demonstration is made.

Multiple methods are used such as: demonstration

discussions, project processes and reports, real-lifesituations in the working life, written analyses andpresentations.

The involvement of each social partner in the tripartiteassessment process ensures that all aspects (employer,employee and the representative of education) are takeninto an account during the assessment.

If all the modules of the qualification are judged ashaving been satisfactorily completed by the assessmentteam the person is awarded the certificate. If theparticipant has also taken part in the preparatorytraining, she/he receives a separate certificate providedby the training organisation.


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Conclusion

Finnish vocational qualifications are suitable for theECVET system.

The description of learning outcomes in terms ofknowledge, skills and competences has been testedaiming to find a common model by the FINECVET

project. However, a better clarification of descriptions oflearning outcomes in terms of KSC (knowledge,skills and competencies) is needed.

Linking of ECVET to other European tools (EQF,EUROPASS, EQAF, ECTS) is also important.

The elements of ECVET (i.e. accumulation, creditpoints, KSC, validation) may be taken into accountin the reform of upper secondary VQs by 2010(Krki 2007)

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[PowerPoint version - slides] - Contribution#1575: Developing instruments and methods for accreditation of vocational learning outcomes in Finland