VET CONTACT SEMINAR
17-18 February 2005
MACHINERY AND METAL TECHNOLOGY
ELECTRICAL ENGINEERING
VEHICLES AND TRANSPORTATIONPOLICY
Strengthening vocational teachers’ professional skills
Ms. Pirjo Väyrynen
Counsellor of Education
Vocational Education Division
National Board of Education
E-mail: [email protected]
For learning and competence
LEGISLATION AND REGULATIONS ON UPPER
SECONDARY VOCATIONAL EDUCATION AND
TRAINING IN FINLAND

The Vocational Education Act (630/1998) and its
associated Decree (811/98), which came into effect on
1.1.1999

National Core Curricula for Upper Secondary Vocational
Education and Training and Reguirements of
Competence-based Qualifications
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For learning and competence
CURRICULUM DESIGN in VET
in Finland
NATIONAL GUALIFICATION-SPECIFIC CORE CURRICULA
GENERAL AIMS, COMMON EMPHASIS AND CORE SKILLS COMMON TO ALL IN VET
DESCRIPTION OF
OCCUPATIONAL FIELD
•Operating area
•Functional modules
•Core functions
And assignments
•Value premieres
•Future prospects
•Vocational competencies
•Skills required in the field
OBJECTIVES OF
QUALIFICATION
AND STUDY
PROGRAMS
DEFINITION OF
STYDY MODULES
DEFINITION OF
OBJECTIVES
Vocational study
modules as
functional modules
of working life
Competencies reguired
for functioning in working life
Core contents as core functions
and task in working life
Core subjects
Free choice studies
Assessment criteria as
competencies
EDUCATION PROVIDERS CURRICULUM
based on national core curricula (local needs, individual studies, teaching arrangements)
PERSONAL STUDY PLANS
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For learning and competence
NATIONAL CORE CURRICULA IN VET

Decided by National Board of Education

Drawn up in cooperation with interest groups and dealt
with by training committees

Legal norm for education providers and schools

Education policy objectives and requirements for
nationally uniform vocational competencies determined

Basis of student’s assessment
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For learning and competence
AIMS AND OBJECTIVES OF VET

General aims (capabilities for further education,
development of personality, responsible dutiful
citizens/member of working community), common
emphasis and core skills are same in all qualifications
(ability to follow changes of society and working life)

Common core skills (learning skills, problem solving
skills, interaction and communication skills, cooperation skills, ethical and aesthetic skills)

Extensive basic vocational skills and more
specialised competence (taking care of changing
conditions in working life and developing skills
throughout their lives)
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For learning and competence
SECTORS OF VOCATIONAL EDUCATION AND
TRAINING:
• NATURAL RESOURCES SECTOR
• TECHNOLOGY AND TRANSPORT SECTOR
• BUSINESS AND ADMINISTRATION SECTOR
• TOURISM, CATERING AND HOME ECONOMICS SECTOR
• HEALTH AND SOCIAL SERVICES SECTOR
• CULTURE SECTOR
• LEISURE AND PHYSICAL EDUCATION SECTOR
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For learning and competence
VOCATIONAL QUALIFICATIONS

All vocational qualifications (52) / study programmes
(113) at upper second level – three years

General eligibility to polytechnics and universities

Ministry of Education decides qualifications, study
programmes and qualification titles. It happens after
preparing process in NBE (forecasting future needs and
preparing qualification structure together with social
partners and representatives from working life and with
the education committees of vocational education
sectors)
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For learning and competence
NATIONAL CORE CURRICULA

Vocational studies, core subjects, free-choice studies,
on-the-job learning and student counselling determined
- from subjects to study modules

Modular studies based on functional modules of
working life (competence based studies and coping with
fragmentation of knowledge )

Objectives of study modules determined as
competencies that are required in working life

Assessment criterias of study modules (excellent level /
satisfactory level) determined in national core curricula

Same requirements and criterias in all parts of Finland
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For learning and competence
VOCATIONAL QUALIFICATIONS/
STUDIES/ CREDITS/ HOURS IN CURRICULA
»
Credits

Vocational studies

(At least 20 credits on the job learning)

Core subjects

Free choice studies

90
%
3600
75
20
800
16,5
10
400
8,5
120
4800
100

3 years = 120 credits, 1 year= 40 credits,

40 credits=1600 hours students’ work
9
Hours
For learning and competence
GOALS OF TEACHER EDUCATION
Vocational teacher education should provide the
students with:

1. Knowledge of a teacher’s different working environments,
methodologies, ideologies and values

2. Skills for research

3. Communication skills

4. Guidance skills

5. Collegial skills

6. Skills for critical thinking

7. Learner-centred approaches

8. Skills and readiness for innovation
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For learning and competence
In their strategy for 2010, the vocational teacher
education colleges have identified the following
challenges education:

1. Networking and cooperation between institutions

2. On-the-job learning and increased cooperation with
the workload of work

3. Skills demonstrations

4. Prevention of social exclusion

5. Internationalisation
6. Evaluation as a means for steering and developing
education
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For learning and competence
For vocational teachers the National Board of
Education has drawn up two continuing training
programmes

the näyttötutkintomestarikoulutus (= specialist in competencebased qualifications) and

opettajan työelämäosaamisen opinnot (=studies for teachers in
increasing their competence in the world-of-work)

Both comprise 15 credits (=22.5 ECTS)

on-the-job learning periods and skills demonstrations (tests up
2006) to all vocational upper secondary education and training

In 2003 the state allocated 1,346 million euros for providing
teachers in VET with continuing training related to on-the-job
learning

In 2000-2003 48 % of the teachers participated in this training
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For learning and competence