Recognising Informal and NonFormal Learning in Finland Susanna Tauriainen

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Recognising Informal and Non-Formal Learning in
FinlandSusanna Tauriainen
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General Objectives of Vocational Education and
Training in Finland

• knowledge and skills necessary for vocational
  competence and (self-)employment
• support for personal growth and citizenship
• knowledge and skills needed for further studies
  and in life-long learning

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Identification and recognition of competence -
Background

• Increased Diversity of Learning environments
• to improve the management of human resources
• to improve the cost-effectiveness, performance
  and flexibility of education and training
• to promote the principle of LLL competence has
  to be recognised and fully validated gt to make
  learning outcomes visible

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THE EDUCATION SYSTEM OF FINLAND
3)
5 4 3 2 1
SPECIALIST VOCATIONAL QUALIFICATIONS
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POLYTECHNICS
3 2 1
UNIVERSITIES
FURTHER VOCATIONAL QUALIFICATIONS
WORK EXPERIENCE
1) An additional 10th year is voluntary giving
pupils an opportunity to improve their grades
and clarify their career plans. 2) Vocational
upper secondary education and training is
arranged in vocational schools (including at
least six months of on-the-job learning) and in
the form of apprenticeship training. Adults can
obtain vocational upper secondary qualifications
also in competence tests. 3) The Ministry of
Education has granted permission to a number of
polytechnics for trial post-graduate degree
programmes for 2002-2005.
2)
3 2 1
3 2 1
VOCATIONAL UPPER SECONDARY EDUCATION and TRAINING
GENERAL UPPER SECONDARY EDUCATION

C o m p u l s o r y
WORK EXPERIENCE
1)
10 9 8 7 6 5 4 3 2 1
16 15 14 13 12 11 10 9 8 7 6
e d u c a t i o n
BASIC EDUCATION
PRE-PRIMARY EDUCATION
AGE
SCHOOL YEARS
5
VET AT UPPER SECONDARY LEVEL8 FIELDS OF
EDUCATION53 VET QUALIFICATIONS and 116 study
programs/ areas of competence

• 1. Humanities and Education3 vocational
  qualifications
• 2. Culture6 vocational qualifications
• 3. Social Sciences, Business and Administration1
  vocational qualification
• 4. Natural Sciences
• 1 vocational qualification
• 5. Technology, Communications and Transport26
  vocational qualifications

• 6. Natural Resources and the Environment
• 5 vocational qualifications
• Social Services, Health and Sports
• 6 vocational qualifications
• 8. Tourism, Catering and Home Economics5
  vocational qualifications

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NATIONAL REQUIREMENTS (120 CREDITS) FOR EACH
VOCATIONAL QUALIFICATION AT UPPER SECONDARY LEVEL
(NOW)

• Vocational units 90 credits(including at
  least 20 credits of on-the-job learning)
• - Basic and field-specific study units
  (compulsory)
• specialising study units (partly optional)
• - other optional units (decided by VET provider)
• ________________________________________-

Core units (common to all) 20 credits such as
languages, math, physics, chemistry

• Free-choice units 10 credits
• individual choice

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COMPETENCE BASED QUALIFICATION SYSTEM FOR ADULTS
Vet-, further- and specialist qualifications

• The system allows for the awarding of
  qualifications, regardless of how and where the
  competences ( KCS) have been acquired from.
• Decisions procedures of qualifications/units and
  national requirements are the same as like in VET
  ( no determination of the scope of
  qualifications, only learning outcomes)
• The learning outcomes can be demonstrated and
  accredited in officially approved skills
  demonstrations/ tests. If not complete,
  individuals only need to study those areas which
  as yet they have not mastered.( individual plans
  for demonstrations and recognition of prior
  learning)
• The responsibility for the organisation and
  supervision of the competence tests rests with
  Qualification Committees( trade unions, employers
  and teachers), who give certificates

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Skills Demonstrations

• skills demonstrations are introduced in all VET
• the students show how well they have achieved the
  objectives of the vocational studies and the
  skills required in working life
• planned, implemented and assessed in co-operation
  with working life
• organized in genuine working environments during
  the three school years
• essential part of student assessment

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FINNISH VET

• Finnish VQs consist of units (parts of
  qualification). Vocational units are based on
  the basis of functions in working life and named
  according to activities at working life.
• Units are nationally decided and defined by the
  FNBE in the national qualifications requirements.
  
• Knowledge, skills and competence are described as
  learning outcomes of the units
• Each target of assessment has been assigned
  assessment criteria at satisfactory (1), good (2)
  and excellent (3) levels

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Acts, decrees and regulations governing
identification and recognition of competence in
Finland
Act 601/2005 ja degree 603/2005, In force from
1.1.2006
National core curricula 1.1.2006, Qualificatioin
Requirements for upper secondary vocational
qualification 2008

• The common section of the curricula approved by
  education providers
• guidelines for implementing identification and
  recognition of competence
• Students individual study plan (ISP)
• Recognised qualification modules shall be
  included in ISP

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Vocational Education and Training Act (630/1998,
as amended by Act 601/2005)Section 30

• Students have a right for have the assessment and
  recognition of any previously completed studies
  or otherwise acquired competences conforming to
  the curricular objectives and requirements in
  essential respects.
• Recognition of competences may be concerned
  compulsory, optional or free-choice studies of
  the qualification
• If necessary, the correspondence of competences
  shall be verified.
• Any decision on recognition of competences shall
  be made prior to the start of the studies or
  study modules.

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The process of identifying and recognising
competences The Ministry of Education

• Prepares Acts and Decrees governing recognition
  the regognition of competences

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The process of identifying and recognising
competences The Finnish National Board of
Education

• Prepares National Core Curricula and
  Qualifications Requirements
• Instructs education providers to draw up
  guidelines for recognition of competences
• Draws up details of the information to be
  included on certificates
• Sets up Qualifications Committees (adult
  education)

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The process of identifying and recognising
competences Qualifications Committees (Adult
Education)

• approve assessors
• decide on recognition of competences based on
  proposals from assessors
• decide on rectification of assessments of
  competence-based qualifications and individual
  qualification modules
• issue and co-sign qualification certificates

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The process of identifying and recognising
competences Education providers

• prepare practical guidelines for identification
  and recognition of competence
• inform students of the principles, procedures and
  decision-makers involved in identification and
  recognition of competence
• guide students in the recognition process
• assess what qualification modules an individual
  students competence corresponds to on the basis
  of documents submitted by the student
• verify that the students competence is
  up-to-date, where necessary
• decide on and enter recognition of competence in
  the students study record
• inform the student of decisions relating to
  recognition of competence
• process any requests from students for
  rectification of recognition.

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The process of identifying and recognising
competence Students

• assess whether they have competence conforming to
  the qualification being completed on the basis of
  their prior credits and competences acquired at
  work
• assess whether they wish to use these to have
  their competence identified and recognised
• draw up and submit an application for recognition
  of competence
• make sure that there is the necessary
  information on competence and supplement their
  application if needed
• accept the decision on recognition of their
  competence or make a request for rectification

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ConclusionPrinciples of identification and
recognition of competence

• Students have a right to have to recognition of
  any previously completed studies or otherwise
  acquired competences
• Recognition of competence is part of student
  assessment
• Where competences were acquired is irrelevant
• The education provider decides the extent to
  which previously acquired competence corresponds
  with the scopes of qualification studies in terms
  of credits
• Recognition is based on learning outcomes, not on
  learning time
• It is not possible to specify any general expiry
  date for the validity of competence for
  recognition purposes
• Education providers are required to inform

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1. www.edu.fi the Finnish education portal
information in Finnish, Swedish and English 2.
www.oph.fi National Board of Education
information in Finnish, Swedish and English 3.
www.oph.fi/info/recognition The Finnish
National Reference Point for Vocational
Qualifications
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