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w w w . h a m k . f i / a o k k Individual learning paths in Finland – learning is a lifetime journey Mapping- project/ Senior Lectures Anne-Maria Korhonen and Sanna Ruhalahti
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Individualised learning in VET

Jan 13, 2015

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Education

Sanna Ruhalahti

The presentation of individualised learning paths in vocational education in Finland.
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Page 1: Individualised learning in VET

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Individual learning paths in Finland – learning is a lifetime journey

Mapping- project/

Senior Lectures Anne-Maria Korhonen and Sanna Ruhalahti

Page 2: Individualised learning in VET

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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

HAMK University of Applied Sciences

Multidisciplinary UAS with 29 bachelor-level degree programmes, 7 master-level degree programmesAround 8000 studentsUnits in 7 locations

Video (0.00-7.20)http://www.youtube.com/watch?v=hoqKX850HtU&list=PL5htIdnzz_FlVaymnNNH0aDZsYouPtBb-&index=7

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Page 4: Individualised learning in VET

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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

Competence-based vocational qualifications          

  Vocational qualification 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

Apprentiseship training          

  Vocational qualification 3 462 5 598 5 923 6 009 6 300

  (Competence-based) 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

Total          

  Vocational qualification 42 588 46 809 47 816 51 520 55 300

  (Competence-based) 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

               

Total (all)     62 092 66 357 66 959 70 596 75 300

Page 5: Individualised learning in VET

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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

Page 6: Individualised learning in VET

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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 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 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 surfacenot 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

Page 7: Individualised learning in VET

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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 primarily select their students based on earlier academic achievementachievement 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 electronicallyjoint application system electronically;

• The studies primarily aim at obtaining the vocational skills needed in working life;

• Additionally, three-year studies three-year studies give general eligibility to apply for studies at universities and polytechnics ;

• Opportunities for individual progress individual progress in studies have been enhanced;

• A vocational upper secondary qualification can be obtained through attending a vocational schoola vocational school, through apprenticeship trainingapprenticeship training, or through a competence competence testtest;

• 20 credits (around 6 months) of the studies are conducted on-the-jobon-the-job;

• Skills demonstrations Skills demonstrations were launched in 2006 as proof of having reached the goals given to vocational studies.

Page 8: Individualised learning in VET

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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 draw up up a plan 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 An individual plan for studies and an individual plan for

demonstrating professional skill in test of competencedemonstrating professional skill in test of competence

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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

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Competence-based qualifications

• Finland has been developing competence-based qualifications since 1994

• This system is intended to enable working-age adults to gain system is intended to enable working-age adults to gain qualifications without necessarily attending formal trainingqualifications 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 competence acquired through various ways is recognised and validatedrecognised and 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 training95% of candidates attend some training, in which they are provided with individual learning programmesindividual learning programmes..

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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)

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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.

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Individualisation plan is based on law ( 2006)

1.Application

- Earlier competences?- Earlier education?

- Recognition of Nonformal and Informal Learning Conclusion

2.Acquisition of the required vocational skills

-Reconition of Non-formal and Informal Learnging- Individual and special needs for studying- Life situation, motivation- Learning on the job and/or formal education

3. Completion of qualification- Comptence tests in authentic work assignments

- Estimators: colleaque and manager in workplace + teacher

Competence-based qualification (certification)

a

c

b

Individual Individual learning learning /study path/study path

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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

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Possibilities in adult education in Finland

• In-service training

• Apprenticeship training

• Labour market training• Competence-based qualifications http

://www.oph.fi/english/education/adult_education/vocational_adult_education

Competence-based qualifications

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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…)

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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

Page 18: Individualised learning in VET

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Professional teacher education @ HAMK PTEU

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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%)

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Continuing training

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Individual study plans – national tools, challenges & potentials, next steps

• Tools:– 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)

• Challenges:– Personal touch:

• 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