June 2006pekka.auvinen@ncp.fi CURRICULUM REFORM AND COMPETENCE DEFINITIONS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES .

June 2006 pekka.auvinen@ncp.fi

CURRICULUM REFORM ANDCOMPETENCE DEFINITIONSAT FINNISH UNIVERSITIES

OF APPLIED SCIENCES

www.ncp.fi/ects

June 2006 pekka.auvinen@ncp.fi

WHAT IS ECTS?

Student-centred system based on the student workload necessary to meet the objectives of a programme

1600 hours = 60 credits per year 26.7 hours = 1 credit

Objectives specified in terms of learning outcomes and competencies

knowledge (to know, to understand) practical skills (to be able to do, can do)

European Commission. 2004. ECTS User’s Guide. http://europa.eu.int/comm/education/programmes/socrates/ects_en.html#5

June 2006 pekka.auvinen@ncp.fi

THE FINNISH EDUCATION SYSTEM

June 2006 pekka.auvinen@ncp.fi

FRAMEWORK FOR CURRICULUM DESIGN

CURRICULUM OF A DEGREE PROGRAMME

STUDENTS

WORKING LIFE

OPERATIONAL ENVIRONMENT

EUROPEANLEVEL

NATIONALLEVEL

POLYTECHNIC LEVEL

June 2006 pekka.auvinen@ncp.fi

LEARNING PROCESS/COMPETENCE- BASED CURRICULUM

Students´ entrance level

Prior knowledge, skills and attitudes compared to core competencies

Professional profile/core competencies

subject- specific competencies of the degree programme

generic competencies

LEARNING PROCESSindividual/community

Koli & Siljander 2002; Tuning 2004

COUNSELLINGSTUDENT

ASSESSMENT &EVALUATION

LEARNINGASSIGNMENTS

LEARNINGMATERIALS

R&D

LEARNINGENVIRONMENTS

FEEDBACK

TEACHING PRACTICES

June 2006 pekka.auvinen@ncp.fi

TRADITIONAL VS. LEARNING PROCESS BASED CURRICULUM

At a job interview they will hardly ask you: ”What was taught to you?” or ” Which courses did you pass?” but ”What are you able to do?” or ”What kind of competence do you have?”

Bastian Baumann, German student, member of the ESIB Bologna Process

Committee

June 2006 pekka.auvinen@ncp.fi

LEVELS OF CORE CURRICULUM ANALYSIS

European level European framework for higher education (e.g. EQF, Dublin Descriptors, Tuning)

National level National framework for higher education Degree programme structure

Degree programme level

Professional profiles (defined using competences) The European, national and institutional dimensions taken into account

Study year level Annual themes and learning outcomes

Course or unit level Core content analysis Workload analysis

June 2006 pekka.auvinen@ncp.fi

Wiers et.al. 2002

Laying foundations and organising the

reform process

Defining professional profiles and core

competencies

Assessing the prior knowledge and

educational needs of future students

Determining curricular models and pedagogical

principles

Providing curricular framework for each

year (annual themes) Constructing

internal and external networks

Planning student assessment and

counselling

Defining core contents, learning

outcomes and student workload at a

course level

Evaluating and (re)designing the

curriculum

Implementing and further developing

the curriculum

DESIGN OF THE LEARNING PROCESS BASED CURRICULUM

June 2006 pekka.auvinen@ncp.fi

COMPETENCE ANALYSIS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES

In spring 2006, the Rectors’ Conference of Finnish Polytechnics Arene ry commissioned field-specific groups to define the subject-specific and generic competences at Finnish universities of applied sciences

It was suggested that the learning outcomes are defined using the competence distinction created in the project Tuning Educational Structures in Europe

Subject-specific competences Generic competences

Competences are to be understood as wide-ranging combinations of know-how – composites of knowledge, skills and attitudes

June 2006 pekka.auvinen@ncp.fi

LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES

Professional profile

2nd. cycle

1st. cycle

Second-cycle learning outcomes defined in terms of generic and subject-specific competences

First-cycle learning outcomes defined in terms of generic and subject-specific competences

Professional profile

Course/ unit

June 2006 pekka.auvinen@ncp.fi

COMPETENCE ANALYSIS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES

Motto:

”Everything should be made as simple as possible, but not simpler.”

Albert Einstein

The objective was to create such a collection of competences that is easy to comprehend, can be learned by heart and which actually steers and directs teaching and learning processes in practice.

June 2006 pekka.auvinen@ncp.fi

FRAMEWORK FOR COMPETENCE ANALYSIS AND DESCRIPTION

Professional profileDegree programme in ??

Competence description(knowledge and skills)

Subject-specific competences

competence 1

competence 2

competence 3

competence 4

competence 5

Generic competences

competence 6

competence 7

competence 8

competence 9

competence 10

June 2006 pekka.auvinen@ncp.fi

PROFESSIONAL PROFILEDegree Programme in Wood Technology

SUBJECT-SPECIFIC COMPETENCES

GENERIC COMPETENCES

Material competence

Competence in wood production technology

Competence in industrial management and economics

Competence in wood product development and R&D

Learning competence

Ethical competence

Communicative and social competence

Development competence

Organisational and societal competence

Internationalisation competence

June 2006 pekka.auvinen@ncp.fi

PROFESSIONAL PROFILEDegree Programme in Social Studies

SUBJECT-SPECIFIC COMPETENCES

GENERIC COMPETENCES

Ethical competence in social work

Client work competence

Social services competence

Social analysis competence

Competence in reflective development and management

Community and society competence

Learning competence

Ethical competence

Communicative and social competence

Development competence

Organisational and societal competence

Internationalisation competence

June 2006 pekka.auvinen@ncp.fi

USING MATRIX AS A CURRICULAR OUTLINE

ECTS-system relies on pedagogical thinking where learning processes and learning outcomes are seen as a foundation for the curriculum

Definitions of learning outcomes and objectives do not necessarily guarantee that they actually steer and direct teaching and learning in practice

The curriculum should make students’ learning processes visible, i.e. it should illustrate students’ professional growth towards the desired learning outcomes in the degree programme

The matrix used in Tuning project is the recommended model for curriculum outlines at Finnish universities of applied sciences

The different stages of the learning process and professional growth are signposted by annual themes and annual learning objectives

The studies should contain large enough modules and units and form a logical continuum each academic year

June 2006 pekka.auvinen@ncp.fi

LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES

Example Course or unit/learning outcome Course 1

Course 2

CompetenceA B C D E F G H I F

x x

X = COMPETENCE IS ENHANCED AND ASSESSED AND IS SET AS THE LEARNING OUTCOME AND OBJECTIVE OF THE COURSE

Course 3

Course 4

x x x

x x x

x x x

June 2006 pekka.auvinen@ncp.fi

EXAMPLE OF THE MATRIX MODEL

1. Study year Course A X X

Annual theme Course B X XLearning outcomes Course C X X

Course D X X

Optional studies X X X

Practical training X X X X X

In total 60 cr.

com

pete

nce

2

com

pete

nce

1

com

pete

nce

3

com

pete

nce

4

com

pete

nce

5

com

pete

nce

6

com

pete

nce

7

com

pete

nce

8

com

pete

nce

9

com

pete

nce

10X = the competence is enhanced

and assessed and is one of the learning outcomes of the course

June 2006 pekka.auvinen@ncp.fi

PROFESSIONAL PROFILEForest products marketing

SUBJECT-SPECIFIC COMPETENCES

GENERIC COMPETENCES

Product competence in forestry and wood industry

Marketing competence

Business competence

Learning competence

Ethical competence

Communicative and social competence

Development competence

Organisational and societal competence

Internationalisation competence

June 2006 pekka.auvinen@ncp.fi

Metsä- ja puutalouden markkinoinnin koulutusohjelman osaamisjuonteet

June 2006 pekka.auvinen@ncp.fi

ANNUAL THEMES IN THE CURRICULUM Forest Products Marketing

1. year 2. year 3. year 4. year

Annual theme

Observer of the Forest Sector

Product Expert

Marketer Marketing Developer

Learning outcome/objectives

I’m able to observe and understand wood flow from the forest to the markets and understand how customer needs and requirements are taken into account.

I master the development, manufacture and properties of the most important forest industry products. I know the requirements of the most important customers.

I can work in practical marketing tasks and cater for the needs and requirements of customers and our own enterprise.

I can analyse, plan and develop marketing operations of an organisation

June 2006 pekka.auvinen@ncp.fi

STUDENTS’ PROFESSIONAL GROWTH AND DEVELOPMENT

1 2 3 4

study years

Professional profile/core competencies

subject-specific competences

generic competencies

Students´ entrance level

Prior knowledge, skills and attitudes compared to the core competences

June 2006 pekka.auvinen@ncp.fi

1. Is the curriculum design mainly based on the needs of educational administration and administrative planning or students’ learning processes?

2. Are the teachers, programme directors, administrative staff and superiors interested primarily on students’ marks and progress in studies or on what they actually learn and know?

3. Is the main focus in supervising teachers’ work on knowledge management and leadership or on administering teaching practices?

4. The perspective of learning and knowledge management does not remove the need for administration and institutional management! The matter is about what comes first.

FROM ADMINISTRATION TOWARDS PEDAGOGICAL LEADERSHIP

June 2006 pekka.auvinen@ncp.fi

THE VISION FOR THE CURRICULA AT THE FINNISH UNIVERSITIES OF APPLIED SCIENCES IN 2010

In 2010 a Finnish university of applied sciences uses a curriculum which is feasible and has been designed as an outcome of fruitful collaboration and discussion. It supports the realisation of the vision and strategy of the institution and enhances learning of all stakeholders. The curriculum illustrates and exemplifies how the student should progress in studies and professional development. It orientates towards the future and aims at further development of competences. It is founded on the needs of the operational environment, surrounding region, its industries and development. Furthermore, it takes into account the realistic assessment of students’ prior knowledge and skills as well as the requirements for international cooperation.