Guide for the Implementation of Vocational Teachers’ Work ... · the Implementation of Vocational Teachers’ Work ... A O P E T U S H A L I T U Tarja ... several providers of VET

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ISBN 978-952-13-5678-0

Tarja Frisk (ed.)

Guide for the Implementation of Vocational Teachers’ Work Placement Periods










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Opas ammatillisten opettajien työelämäjaksojen toteuttamiseen

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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without permission in writing from the Publisher.

Publisher Finnish National Board of EducationTranslation Semantix Finland OyGraphic design Layout Studio Oy

ISBN 978-952-13-5678-0 (pb)ISBN 978-952-13-5679-7 (pdf )

Print Juvenes Print – Suomen Yliopistopaino Oy, Tampere, 2014










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Contents

Foreword 5

Teachers’ work placement periods: background 71. Teachers’ work placement periods under the policy outlines for

the development of vocational education and training 8

2. Development needs related to vocational teachers’ competences 11

3. Teachers work placement periods as part of personnel development 124. The Requirements for Continuing Education in

Teachers’ Working Life Competences 15

Planning, implementation and evaluation of teachers’ work

placement periods in practice 185. Policy outlines of education providers regarding teachers’

work placement periods 19

6. Implementation process of teachers’ work placement period 23

7. Planning and starting phase of the work placement period 25

7.1 Applying and selecting of a teacher for a work placement period 25

7.2 Selecting a workplace for a work placement period 27

7.3 Agreements between the education provider and the workplace 27

7.4 Resourcing for work placement periods 28

7.5 The duration and scheduling of work placement periods 29

7.6 Coaching a teacher for a work placement period 307.7 The superior’s role in planning, implementation and evaluation of

work placement periods 32










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8. Implementation of the contents and goals of the teachers’ work

placement period in practice 33

8.1 Updating of vocational skills in one’s own field 34

8.2 Familiarisation with workplace operations 35

8.3 Promoting cooperation between education providers and workplaces 36

8.4 Induction and training of workplace instructors 389. Teacher’s personal guidance and communication during a work

placement period 41

10. Measures after teachers’ work placement periods 43

10.1 Implementation reports and feedback on teachers’ work placement periods 43

10.2 Sharing experiences of work placement periods 44

10.3 Maintaining contacts with working life in the future 45

10.4 Evaluation of the results and effects of work placement periods 4610.5 The effects of teachers’ work placement periods on the operations of

the education provider 47

11. Experiences on the benefits of teachers’ work placement periods 49

12. Statistics and financing 52

13. Implementation of teachers’ work placement periods in the future 54

Bibliography and other sources 56

Appendices 59Appendix 1 Planning and implementing the workplace periods of teachers,

Amiedu and Koulutuskeskus Salpaus/Salpaus Further Education, 2012 60Appendix 2 Implementation process of the working life period of the teachers at

the Jyväskylä Vocational Institute 61Appendix 3 The process of the teacher’s working life period 10/2012,

several providers of VET in South-Eastern Finland 62Appendix 4 Implementation process of working life periods of teachers,

Omnia Institute 2012 63










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Foreword

Teachers’ work placement periods have formed an important part of the cooperation between vocational education and training (VET) and work-ing life since 2000. Work placement periods have also been outlined at na-tional level as a tool for developing teachers’ competences and on-the-job learning, vocational skills demonstrations and contacts with working life, among other things. Practical experience and studies indicate that teachers’ work placement periods have produced various benefits for VET provid-ers, teachers and students, as well as workplaces.

It is essential that education providers outline the implementation of teachers’ work placement periods and define their practical organisation. Implementation methods have been tested in various projects, and experi-ences from these have highlighted a number of well-functioning practices.

The purpose of this guide is to help VET providers to plan and imple-ment work placement periods. While the focus is on the work placement periods of VET teachers, it could also be applied to other educational institutions planning teachers’ work placement periods.

The guide was drawn up as part of the KOONTA 2008–2012 project initiated in the autumn of 2010. The guide presents models for developing teachers’ working life competences. These models were created as part of the Osaajana työmarkkinoille (Competent in the Labour Market) projects of the Finnish National Board of Education. The guide also presents practices to be applied when training workplace instructors and models applying to cooperation between vocational education and training and working life. The KOONTA 2008–2012 project was funded by the Finnish National Board of Education and the European Social Fund and implemented by Educa Institute Ltd.










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The guide consists of two main parts. Chapters 1–5 present the back-ground related to teachers’ work placement periods, including its con-nection with the development of vocational education and training and competency of employees. The second part (from Chapter 6 onwards) de-scribes the practical planning, implementation and evaluation of teachers’ work placement periods.

The writing of this guide was coordinated by Ms Tarja Frisk, Project Manager of Educa Institute Ltd. along with Ms Heljä Hätönen, Managing Director and Ms Marjo Rytkönen, Development Consultant participating in the production and editing of the material. Furthermore, partners from the Competent in the Labour Market projects (administered by the Finn-ish National Board of Education) produced material by describing their practices related to teachers’ work placement periods and participating in workshops on sharing experiences in this field. The above descriptions and workshop discussions played a key role in the drawing up and compilation of this guide. I would like to express my warmest thanks to everyone who contributed to the description of the practices involved in teachers’ work placement periods and their development.

November 2012

Tarja Frisk










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Teachers’ work placement periods: background

The purpose of teachers’ work placement periods is to ensure

the best possible match between training and employment.

Thus, work placement periods also serve to develop the

competences of vocational teachers and education providers’

personnel. In the first part of the guide, we will present the policy

guidelines for teachers’ work placement periods, as well as

various perspectives on competence and personnel development.

These will form the basis of the second part of the guide, in which

we will describe practices related to the planning, implementation

and evaluation of teachers’ work placement periods.










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1. Teachers’ work placement periods under the policy outlines for the development of vocational education and training

Over the past decade, developing the match between training and employ-ment has constituted both a key reform and a development challenge in vocational education and training. Education policy objectives encourage the inclusion of on-the-job learning in all education and training, as well as increased learning in genuine work environments. In order to meet the competence development requirements of working life, cooperation with education providers and working life is imperative. One of the ways of meeting the needs of working life involves attempting to expand and fur-ther develop practices related to on-the-job learning and vocational skills demonstrations.

The national policy outlines for teachers’ work placement periods in-clude the following:

Development plans for education and research

The 2011–2016 Development Plan for Education and Research states that cooperation between vocational education and training and working life forms an integral part of education. Contacts with the world of work are also taken into account in funding reforms. The Development Plan provides for safeguarding the opportunities of teaching staff in vocational education and training to participate regularly in work placement periods. These work placement periods should also be systematically utilised, in or-der to train workplace instructors and support education providers in an-










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ticipating the needs of working life. (Education and Research 2011–2016. A development plan.)

In addition, the previous Development Plan for Education and Re-search 2007–2012 emphasised the matching of training and employment, as well as intensifying contacts with working life and developing the teach-er competences. The professional skills and competences for working life of vocational teachers must be strengthened, through ensuring their con-tinuous renewal through work placement periods, development projects and continuing education.

Recommendations on learning at the workplace

The various recommendations emphasising the needs of working life are a sign of the determination of stakeholders to promote vocational teachers’ continuous professional development, including work placement periods. Cooperation between vocational education and training and working life is being strengthened on the basis of a recommendation issued by the state, municipalities, central labour market organisations and other organisa-tions. (Recommendation on Learning at the Workplace, 23 September 2010.) This recommendation replaces the previous ones issued in 1998 and 2005.

The Requirements for Continuing Education in Teachers’ Working Life Competences (FNBE)

The Finnish National Board of Education (FNBE) has provided guide-lines on the development of teachers’ working life competences. Opet-tajien työelämäosaamisen täydennyskoulutuksen perusteet (the Require-ments for Continuing Education in Teachers’ Working Life Competences) were published for the first time in 2003 (Handout, FNBE, 11/2003). These Requirements were updated in 2006 and 2009, partly due to the changes in vocational upper secondary education and training, which in turn created the need to review continuing education. These changes in vocational education included the introduction of vocational skills dem-onstrations as part of assessing the student’s vocational competence, and entrepreneurship studies.

Quality management recommendations and quality strategy

Vocational teachers’ professional development, and increased coopera-tion between vocational education and training and working life are also emphasised in the Quality Management Recommendation for Vocational Education and Training (2008) and the VET Quality Strategy 2011–2010










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(Ministry of Education and Culture, 2011). The quality strategy high-lights the need to keep the competences of teachers and other staff up to date. It also considers important that the quality of basic and continu-ing education provided to teaching and other staff be sufficiently high. In addition to teachers, the strategy outlines the need to keep workplace instructors’ competences up to date, while providing them with sufficient training and support for instruction for on-the-job learning.

Besides the aforementioned national outlines, education providers have also outlined teachers’ work placement periods and their implementation as part of their employee competence development.










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2. Development needs related to vocational teachers’ competences

Changes in the society and working life pose challenges to the role and work of vocational teachers. From a vocational teacher’s perspective, this means increas-ingly close contacts with working life and keeping professional competences up-to-date throughout one’s career. Teachers’ work placement periods are regarded as an opportunity to develop professional competences, increase work motivation, improve self-esteem and support coping at work.

Typically, teachers’ competence de-velopment has been organised through work placement periods. Recently, teachers responsible for core subjects have also participated in work place-ment periods, in order to expand their working life competences.

The desired future job description of vocational teachers contains the following elements, among others:• teachers have practical work experience and

master their teaching subjects in practice• teachers have strong professional skills in

their fields• teachers regularly participate in work

placement periods• teachers alternate teaching with working life• teachers have genuine knowledge of working

life and have skills to anticipate related competency requirements

• teachers meet the needs of working life and plan and implement company-related and sector-specific education and training and shared projects in collaboration with the working life.

(Paaso, 2010.)










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Teachers’ work placement periods represent one way of supporting per-sonnel development. According to the Quality Management Recommen-dation for Vocational Education and Training (Finnish National Board of Education 2008), education providers must regularly assess the com-petences of their personnel’s and draw up personnel development plans accordingly. The Recommendation also encourages education providers to create the prerequisites for teachers to participate in work placement periods, thereby enabling the continuous development of contacts with working life.

Personnel development consists of several interrelated stages. Figure 1 presents a comprehensive model for personnel development. Every organi-sation should have a corresponding model of its personnel development process to which teachers’ work placement periods too are linked.

The education provider’s strategy, operational goals and visions of the future form the starting point for competence development. One of the key goals of vocational education and training is to increase the links be-tween training and employment and to enhance cooperation with working life. This means, for example, that teachers’ competence descriptions and mapping cover their working life competences, in addition to pedagogical knowledge and qualification-specific vocational skills.

Competence assessment forms the basis of drafting development plans. In most cases, competence assessment takes place during a development discussion on the basis of the teacher’s self-assessment of his or her com-petences. Before development discussions, the organisation’s management

3. Teachers work placement periods as part of personnel development










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Figure 1. Teachers’ work placement periods as part of personnel development (adapted from Hätönen, 2011, page 17).

may have outlined (from a strategic viewpoint) cooperation with working life as a focus area for competence development.

On the basis of competence assessment, competence development plans are drawn up. For example, this involves a teacher’s work placement period being planned in cooperation with the superior and the employee. This further includes planning the goals of the work placement periods so that they serve not only the competence development needs of an indi-vidual teacher, but also the development needs of the whole work commu-nity. Plans are also made for the duration and schedule of work placement periods, and relevant resourcing. In this way, work placement periods as a method of competence development are linked to the strategic outlines of the whole organisation, rather than being single and separate development solutions.

Utilisation and sharing of development results • Utilisation of the results of the development process in the next round, for example:

– Utilisation of lessons learned during work placements in one’s own work– Implementation of experiences from work placements in the curriculum– Sharing of knowledge gained during work placements with other personnel and workplaces

Competence map as the basis for

competence development • Competence

areas, incl. those related to the development of cooperation with working life

• Competence assessment criteria

Education provider’s strategy and operational goalsVISION

Development policy outlines • Outlines of the

management on development focus areas

• Development needs for working life compence?

Competence assessment • Self-assessment

• Development discussion

• Other feedback

• Preliminary development plans

• Documentation of competence data

Development plans

• Organisation’s shared development plans, incl. implementation outlines for teachers’ work placements

• Development plans of the groups

• Personal development plans incl. plans for work placements

Development in practice

• Work placement period

• Continuing education

• On-the-job learning

• Other development methods

Development assessment

• Reactions and satisfaction with development

• Learning outcomes

• Changes in operations

• Results and effects

• Conclusions for the next stage

= competence mapping










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Utilising and sharing the experiences of teachers within their organisa-tions after their work placement periods forms a crucial part of implement-ing work placement periods and evaluating their effects. Partly overlapping with the utilisation and sharing, it is important to carry out a development assessment to find out how well the development goals were met, and to collect information for the next development round.










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The Finnish National Board of Education (FNBE) has created the Re-quirements for Continuing Education in Teachers’ Working Life Compe-tences (25 credits) (the latest publication: FNBE handout 6/421/2009).

Such continuing education is intended for teachers working in voca-tional education and training as well as other employees of the educational system and its purpose is to supplement, extend and enrich their working life competences. Persons who successfully pass the continuing education courses are awarded a Työelämäosaamisen diplomi (Diploma in Working Life Competence). If a work placement period is to be included in the Diploma, the period is planned in accordance with the Requirements for Continuing Education in Teachers’ Working Life Competences.

The continuing education in working life competences consists of four units: workplace-oriented vocational education and training (6 credits), learning and competence assessment (6 credits), cooperation with working life and workplace operations (6 credits) and sector-specific development and entrepreneurship (7 credits). Offered as flexible multiform learning, these units can be taken in any order. (Finnish National Board of Educa-tion, Handout, 6/421/2009.)

This publication focuses on the implementation of teachers’ work place-ment periods, which is related to the unit Cooperation with working life and workplace operations (6 credits). According to the Requirements for Continuing Education, a work placement period must last at least two months. This period should include goal-oriented studying under guidance

4. The Requirements for Continuing Education in Teachers’ Working Life Competences










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Table 1. Cooperation with working life and workplace operations. 6 credits

a) Vocational skills requirements

b) Areas and criteria of assessment

Teachers Teachers • update the vocational skills in subjects and areas they teach

• are familiar with key Finnish occupational safety and health legislation and any special provisions applied in their sector

• participate in teachers’ work placement periods totalling at least two months • draw up, in advance, an implementation plan for the work placement period specifying their goals based on their individual needs , as well as those of their organisation

• draw up a report of their experiences after completion of the work placement period

• update their vocational skills and develop their working life competences through working in enterprises or work communities corresponding to their field of education

• develop the practical knowledge of their teaching, required in the implementa-tion of on-the-job learning and vocational skills demonstrations

• develop and assess their knowledge in occupational safety and health, integrat-ing this into their teaching and sharing it within their working community

• assess workplaces from the viewpoint of occupational safety and health, as needed

• familiarise themselves with the operations of the workplaces during their work placement period

• carry out duties assigned to them at the workplace • acquaint themselves with the work processes, methods, tools and materials of the workplaces

• learn about the organisation of labour protection and the distribution of the related responsibilities in the workplace, as well as the duties of labour protec-tion personnel

• evaluate the implementation of occupational safety and health in daily work • learn about workplace safety through acquaintance with occupational safety and health documents at the workplace (in particular, the assessment of oc-cupational dangers and risks in the working environment, as well as other programmes, plans and analyses related to occupational safety and health) and their implementation at individual and workplace level

• assess, in collaboration with the workplace representatives, the current applica-bility and implementation of said programmes, plans and analyses

• promote cooperation between the educational institution and workplace

• develop, in collaboration with workplace representatives, the planning and implementation of teaching in a workplace-oriented manner

• develop, in collaboration with workplace representatives, the organisation and implementation of on-the-job learning

• support workplace instructors in planning on-the-job learning periods and vocational skills demonstrations, and in instructing students, carrying out as-sessments and assuring quality.

• develop their competence in inducting and training workplace instructors

• support workplace instructors in working with students, providing instruction and holding assessment discussions and handling challenging instruction situ-ations

• plan induction and training of workplace instructors’, including contents and methods

• work with workplace instructors in real instruction tasks.

(Source: Finnish National Board of Education, 6/421/2009, 7–9).










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as well as development of cooperation with working life. (Finnish National Board of Education, Handout, 6/421/2009.) The unit on continuing edu-cation involving a work placement period is described below.

With respect to teacher’s working life competences, it is important that they can demonstrate the command of working life competences required in vocational upper secondary education and training. Teachers engage in their work placement period through a single period or in several periods, at a workplace based either in Finland or abroad. (Finnish National Board of Education, Handout, 6/421/2009.)










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Planning, implementation and evaluation of teachers’ work placement periods in practice

In this part of the guide, we will present well-functioning practices

for the planning, implementation and evaluation of teachers’

work placement periods. In the chapters below, we will utilise the

Requirements for Continuing Education in Teachers’ Working Life

Competences (25 credits).

Practices related to teachers’ work placement periods have been developed, for example, through various national projects. In this work, funding from the European Social Fund has played a central role.










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It is essential that education providers outline the role of teachers’ work placement periods in, for example:• the development of employee competences• the development of contacts with working life• the development of students’ on-the-job learning and vocational

skills demonstrations• the development of teaching.

It would also be worthwhile for education providers to outline the following matters:• the implementation process of work placement periods• the specific focus areas of work placement periods• the duration and scheduling of work placement periods• the selection of teachers for work placement periods• the evaluation of work placement periods and sharing experiences

of these.

These issues will be discussed below.

5. Policy outlines of education providers regarding teachers’ work placement periods










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The role of work placement periods in the development of employee competences

Teachers’ work placement periods are a strategic tool for the education providers for the development of employee competences. Regular partici-pation in work placement periods supports teachers in keeping their pro-fessional skills and working life competences up to date. Several education providers have already included regular work placement periods in their human resource strategies, with the purpose of establishing them as part of teachers’ work and competence development. In systematic human re-source development, the need for a work placement period is considered in a development discussion between the teacher and his or her superior.

The role of teachers’ work placement periods in developing contacts with working life

Teachers’ work placement periods provide a natural opportunity to create contacts with the working life. An education provider can also outline work placement periods as part of a broader policy intended for the estab-lishment, maintenance and development of contacts in working life. In such a case, the contents of work placement periods are designed on the basis of said policy.

The role of work placement periods in the development of students’ on-the-job learning and vocational skills demonstrations

Good on-the-job learning places form a central part of workplace-oriented vocational education and training. Teachers’ work placement periods can provide a natural channel for organising on-the-job learning opportunities and developing vocational skills demonstrations. It is therefore natural to view teachers’ work placement periods as a method of developing on-the-job learning and vocational skills demonstrations.

Work placement periods in the development of teaching

Work placement periods provide an excellent opportunity to develop con-tents and methods of teaching in a more workplace-oriented direction. Focus areas, as outlined by the education providers may be taken into consideration during work placement periods. Curriculum development is an example of such consideration.










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The implementation process of work placement periods

In the implementation process, the education provider describes the plan-ning, the implementation and the evaluation of work placement periods, what is done at different stages, when and by whom, and who is responsi-ble for each task.

The focus areas of work placement periods

An education provider may plan various operations models and goals for work placement periods. These focus areas can vary between sectors or teachers. Examples of the focus areas, which can be selected with reference to the Requirements for Continuing Education in Teachers’ Working Life Competences, include the development of teachers’ sector-specific compe-tences, the development of sector-specific contacts with working life, and the development of on-the-job learning and vocational skills demonstra-tions. The implementation of work placement periods can vary between teachers. While some teachers may focus on updating their individual pro-fessional skills, others may focus on establishing contacts with working life, developing on-the-job learning or training workplace instructors.

The duration and scheduling of work placement periods

The education provider can define a teacher-specific schedule for the im-plementation of work placement periods. In practice, a typical interval be-tween work placement periods has been 3–5 years. Experience has shown that the interval should not be longer than 5 years.

The duration of work placement periods can vary between teachers; the education provider can determine the duration of such periods. If the work placement period is to be included in the teacher’s working life com-petence diploma, it must last at least two months.

The education provider can also outline scheduling alternatives: a work placement period can be taken as a single period, in several shorter periods or, for example, one day per week over a longer period of time.

The selection of teachers for work placement periods

Teachers’ interest in taking a work placement period varies by sector, or-ganisation and individual. In some sectors, it is difficult to motivate teach-ers’ to take a work placement period, while in other sectors the number of applicants is continuously high. Some teachers have taken several work placement periods, whereas others have taught for a long time without updating their knowledge in real working life. An education provider can










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set quotas for persons taking a work placement period, as well as determine regular work placement periods as part of teachers’ competence develop-ment.

An education provider can also outline workplaces where work place-ment periods are to be completed. This may be necessary for the purpose of developing contacts with certain types of workplaces, such as SMEs, or developing teachers’ competences in certain types of work environment.

Evaluation of work placement periods, and utilisation and sharing of experiences

It is important that the education provider outline the follow-up of work placement periods, including their implementation, effects and results. In assessing the implementation process of work placement periods, the education provider should outline what kind of feedback is to be collect-ed, from whom and how it will be utilised for development purposes. In assessing the effects of work placement periods, the education provider outlines how the achievement of goals is to be monitored. This may in-clude, for example, teachers’ competence development, sector-specific de-velopment of on-the-job learning and vocational skills demonstrations, ideas generated for developing teaching, numbers of teachers by sector who have completed a work placement period, numbers of new working life contacts or the number of trained workplace instructors. Regarding work placement periods of individual teachers, the education provider can assess their learning and competences, and the development of teaching and working life contacts.

It is also important that the education provider outline how experi-ences and new ideas from teachers’ work placement periods are shared. This includes defining how teachers report and share their experiences with their colleagues and beyond. This may include a written report or the use of social media, or defining events or occasions in which teachers will share their experiences. The education provider can define the shar-ing and dissemination of experiences as one of the tasks of teachers’ work placement periods.










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6. Implementation process of teachers’ work placement period

To ensure smooth work placement periods and maximised benefits from these, it is worthwhile for the education provider to describe the related implementation process as a whole and to draw up the necessary instruc-tions. This involves defining what is to be done, when and by whom, and who is responsible for the decision-making.

Clear rules and responsibilities will ensure smooth implementation of these periods. The education provider should plan the various stages of the work placement period process, including their practical realisation. It is recommended that this process be described in terms of the overall concept, as a process chart, table or picture.

One possible way would be to describe the work placement period process through the tasks and responsibilities related to various process phases. For example: What are the tasks and responsibilities• before the work placement period?• at the beginning of the work placement period?• during the work placement period?• at the end of the work placement period?• after the work placement period?

Figure 2 shows the implementation process of teachers’ work placement periods from the viewpoint of the education provider.










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Figure 2. Implementation process of teachers’ work placement period

Appendices 1–4 present four alternative descriptions of the imple-mentation of teachers’ work placement periods.

Work placement period, planning and

starting phase

• Development discussion

• Application and selection

• Communication

• Workplace selection

• Agreements

• Resourcing

• Duration and scheduling

• Teacher coaching

• Specification of goals and contents

Policy outlines of the education provider for teachers’ work placements. The role of the superior

Measures after the work placement

• Reporting of the implementation of work placement and feedback

• Sharing of experiences

• Maintenance of contacts with working life in the future

• Assessment of results and effects

• Assessment of effects on the education provider’s activities

• Registration and archiving of materials

Implementation of work placement

• Updating of professional skills

• Familiarisation with workplace operations

• Promoting cooperation between the education provider and workplace

• Induction and training of workplace instructors

• Guidance and communication during a work placement period

• Monitoring of the achievement of goals










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7. Planning and starting phase of the work placement period

7.1 Applying and selecting of a teacher for a work placement period

To ensure a successful application phase, it is important that• the education provider describe and provide instructions for

the application and selection process, while making sure that the related material and forms are easily accessible

• the education provider inform teachers about work place-ment periods

• work placement periods are handled in development discus-sions between teachers and their immediate superiors

• teachers familiarise themselves with the education provider’s descriptions on work placement periods, and draft prelimi-nary plans on their goals and how to achieve them

• the education provider provides document templates for pre-liminary planning

• the teachers’ superiors take decisions or draft proposals for decision-making.

Teachers are informed of the work placement periods and the re-lated application processes in an agreed manner, for example:• through the education provider’s website• through information sessions• by superiors at meetings and other occasions.










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Teachers can be encouraged in many ways to take work placement periods, for example:• a superior or work placement period coordinator informs teachers

of the opportunity, and those interested apply• the teacher notifies the superior about the intresest to apply for a

work placement period• the superior suggests the teacher to join a work placement period.

Timely scheduling of the application and selection process is essential to ensure that substitute resources can be arranged for teachers joining a work placement period. Therefore, scheduling should be part of the education provider’s annual planning and timetable preparation.

Teachers can apply for a work placement period either on a continu-ous base or within a fixed application period. There are vocational institu-tions where teachers can apply constantly for work placement periods, but agreements are signed in the spring term, during annual planning of the next academic year.

It is worthwhile for the education provider to draw up a planning template for application for work placement periods. The goals for these periods should be based on broader objectives of the education provider derived from the Requirements for Continuing Education in Teachers’ Working Life Competences (FNBE, 2009). Based on these, each teacher should define his or her goals and specific focus areas. Such planning templates typically contain the following:• teacher’s contact details• goals for the work placement period, derived from the more general

objectives. including: – updating of one’s competence – development of on-the-job learning and vocational skills dem-

onstrations – establishment of contacts with working life – training of workplace instructors

• implementation of a work placement period: timing, phasing, workplace(s).

It is important that the teacher’s immediate superior participates in the processing of plans and selecting persons for work placement periods. In most cases, the superior is also responsible for resourcing and possible sub-stitute arrangements in line with the organisation’s practices.










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7.2 Selecting a workplace for a work placement period

A work placement period can be implemented at one or several work-places, depending on the goals set for a specific teacher’s work placement period. When the teacher wants to deepen his or her vocational skills, it is rational to select one or two workplaces. If the main goals include estab-lishing contacts with working life and developing on-the-job learning and vocational skills demonstrations, it may be worth to take work placement periods in several workplaces and positions (Olli, 2012).

7.3 Agreements between the education provider and the workplace

A teacher’s work placement period is always based on a written agreement, which must be signed before the period begins, due to liability and other reasons.

The agreement should define, for example:• the background and contact details of the teacher, education pro-

vider and workplace• the goals from the viewpoints of the teacher, education provider and

workplace• the guiding principles of the work placement period• the timetable of the work placement period• the teacher’s duties at the workplace• the duties and responsibilities of the teacher, education provider and

workplace• instruction at the workplace and the designated workplace instruc-

tor• insurance• division of costs, for example, the workplace’s share of costs, if any• working hours and other conditions• the signatures of the contracting parties.

It is recommended that the agreement be signed by all three parties: the representatives of the education provider and workplace and the teacher. The education provider decides who are entitled to sign agreements.










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7.4 Resourcing for work placement periods

Work placement periods can be financed through the education provider’s own funding, such as personnel development funds, and through external funding. For example, the following external funding for resourcing work placement periods has been accessible:• Government funding for Continuing Professional Development

(CPD) of teachers (Finnish National Board of Education)• national development projects, such as the development of on-the-

job learning, and financial support for the implementation of voca-tional skills demonstrations (Finnish National Board of Education)

• EU-funded projects (European Social Fund, Finnish National Board of Education and the Centres for Economic Development, Transport and the Environment)

External support from project funding has mainly been directed towards the development of work placement periods. After receiving such devel-opment funding, the education provider is expected to implement these periods through its own funding.

Since cooperation with working life can be developed through, for ex-ample, teachers’ work placement periods, it is important to ensure that all parties benefit from these periods and contribute towards the related resourcing. Workplaces mainly contribute in this way by providing the teacher with the opportunity to learn, as well as guidance and the neces-sary tools.

The inclusion of teachers’ work placement periods in the ordinary op-erations of the education providers has raised questions about the costs of such periods. After these periods were introduced (and the external finan-cial support was ended), some education providers continue to implement them without additional funding. In such cases, education providers allo-cate part of their personnel or other development funds for these periods.

Various means have been sought to arrange teaching during teachers’ work placement periods. These vary depending on the terms of individual teachers’ employment contracts, for example on whether they are em-ployed on a full-time or part-time basis.










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The following alternatives, among others, have been applied:• teaching is not provided during teachers’ work placement periods• teachers are granted a leave of absence with pay for their work

placement period• a substitute teacher is hired for an individual teacher’s work place-

ment period• a substitute teacher is hired for several teachers’ consecutive work

placement periods• the company issuing the work placement provides a substitute for

the teacher.

The coordination and management of work placement periods generates costs, for example:• personnel costs generated by the planning of work placement peri-

ods• the costs of the person or body handling the overall coordination of

the work placement process, such as a training coordinator, training manager or human resources coordinator

• guidance visits to the work placement site, and other coaching of the teacher during the work placement period.

Mutual benefit for both the education providers and the companies is the objective of teachers’ work placement periods and therefore resourcing should be assessed against total benefit.

7.5 The duration and scheduling of work placement periods

The education provider decides on the duration and scheduling of work placement periods. If the period is to be included in a teacher’s working life competence diploma (FNBE, 2004), it must last at least two months.

The duration of a work placement period depends fundamentally on the goals of the period. If the goal is professional growth or deepen-ing competences, the work placement period must be adequately long. Teachers, whose work placement period lasted longer than four months reported greater professional growth and competence development than those whose work placement period lasted less than four months. (Olli, 2012, 95).










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7.6 Coaching a teacher for a work placement period

Coaching a teacher for a work placement period supports the achieve-ment of goals set by the teacher and the education provider and sharing of experiences. Coaching can be divided into initial orientation before the work placement period, personal guidance during the period and final discussion after the period. The coaching can also be provided through a coaching programme linked to the work placement period.

The following themes can be covered in the initial orientation:• the education provider’s general principles and practices for work

placement periods• specification of a work placement period plan• on-the-job learning and vocational skills demonstrations• possible updating of qualification requirements• guidance and training of workplace instructors on the basis of, for

example, the Training for Workplace Instructors programme (3 credits)

• planning of training for workplace instructors.

The contents of coaching are tailored on the basis of the competence of teachers who are assinged for a work placement period. If one of the goals is to train workplace instructors, the teacher’s competence in providing such training is evaluated. In case the teachers have little or no experi-ence in training or guiding workplaces or workplace instructors, separate training is provided for this. In such a case, a separate training course for workplace instructor trainers can be arranged.

From the viewpoint of education providers, the purpose of coaching is to ensure that• teachers and educational institutions have shared views on goals and

their achievement• these goals are aligned with the education providers’ policies• clear plans have been drawn up about how to benefit from the work

placement periods• reporting, follow-up and administration have been agreed and are

jointly handled.










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Initial orientation can be arranged through individual guidance, group guidance or a combination of these. In individual guidance, a teacher and his or her superior or the coordinator of the work placement period meet to plan the work placement period together. This may involve self-evaluation of the teacher’s competences and a more detailed planning of the work placement period and related tasks. Individual guidance may continue throughout the period, after which the teacher delivers the given assignments and reports to, for example, the coordinator for work place-ments at the educational institution, who also may participate in the final evaluation.

A coaching programme can also be arranged through several shorter ses-sions of, say, half a day each, or on several consecutive days. The contents of coaching may cover:• work placement periods in employee competence development• goals of teachers’ work placement periods• cooperation with working life, and workplace operations• work placement periods and anticipation• vocational education and training as a system• sector-specific development and entrepreneurship• vocational education and training based on the best possible match

between training and employment• workplace instructor training• work community as a learning environment• assessment of learning and competence • assessment of students at workplaces• familiarisation with networking programmes in social media • software used for assignments, communication and assessment,

such as Moodle.










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7.7 The superior’s role in planning, implementation and evaluation of work placement periods

Teachers’ superiors play a key role in planning, implementation and evalu-ation of work placement periods. Their commitment to the goals of these periods, as well as the utilisation of lessons learned from these, is a prereq-uisite for successful and efficient work placement periods. The superiors’ tasks include the following:

1. The superior assesses the education provider’s outlines on teachers’ work placement periods, implements them in his or her own area of responsibility and ensures that teachers in his or her area of respon-sibility complete work placement periods.

2. The superior informs teachers in his or her department about work placement periods.

3. The superior discusses and plans work placement periods as part of the teachers’ development discussions.

4. The superior makes suggestions or decisions on teachers to take work placement periods and handles the resourcing.

5. The superior participates in the planning of work placement peri-ods.

6. The superior participates in the implementation of work placement periods by, for example keeping contacts with teachers during such periods.

7. The superior has feedback discussions with teachers after their work placement periods. The superior analyses reports on work place-ment periods and holds discussions with teachers on their experi-ences after their placements.

8. After work placement periods, the superior monitors their effects on, for example, teachers’ competences and contacts with work-ing life, and supports the utilisation of these in the development of teaching and maintaining new contacts with working life.










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8. Implementation of the contents and goals of the teachers’ work placement period in practice

The contents and goals of teachers’ work placement periods are defined in the Requirements for Continuing Education in Teachers’ Working Life Competences. (FNBE, 2009). The goals have been further defined as vo-cational skills requirements listed below.

Teachers• update their vocational skills in their teaching subjects• have the command of key Finnish occupational safety and health

legislation and any special provisions applied in their field• familiarise themselves with the operations of the workplace

during their work placement period• promote cooperation between the educational institution and

the workplace• develop their competences in induction and training of

workplace instructors.(Finnish National Board of Education, 2009).










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8.1 Updating of vocational skills in one’s own field

Teachers• update their vocational skills and develop their working life

competences through working in enterprises or work communities in their field of education

• develop the practical knowledge of their teaching, as required in the implementation of on-the-job learning and vocational skills demonstrations

• develop and assess their occupational safety and health know-ledge, integrate this into their teaching and share it within their work community

• assess workplaces from the viewpoint of occupational safety and health, when needed

(Finnish National Board of Education, 2009)

In updating the vocational skills, the development goals of the teacher’s own competence are important. These goals should be emphasised when• a long time has passed since the teacher’s participation in working

life• the teacher’s competences need deepening or widening.

In practice, teachers can update their vocational skills at a workplace through carrying out regular or development tasks, serving as assistants and observation.

When the teacher’s competence development is the main goal, it would be worthwhile to take work placement periods in one or two workplaces. The duration of a work placement period should support the teacher’s professional growth and development.










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8.2 Familiarisation with workplace operations

Teachers• carry out the duties assigned to them at the workplace• acquaint themselves with the workplace’s work processes,

methods, tools and materials• familiarise with the organisation of occupational health and

safety and distribution of responsibilities at the workplace • assess the implementation of occupational health and safety

operations in daily work• learn about safety at work through documentation on

occupational safety and health and their implementation at the workplace and individual level

• assess, in collaboration with workplace representatives, the relevance and implementation of these programmes, plans and analyses


A work placement period offers a teacher the opportunity to familiarise with the work processes, methods, tools and materials specified in the qualification requirements of his or her own vocational field.

A teacher may be tasked with assessing and reporting on the work processes, methods and tools at the workplace, based on the qualification requirements, and dissemination of such information in his or her educa-tional institute.

For teachers responsible for core subjects, a work placement period offers an excellent opportunity to familiarise themselves with the working environment in their field. For example, a language teacher is able to de-velop his or her competence by collecting key vocabulary or other material for teaching related to how to hold discussions with customers in different languages.










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8.3 Promoting cooperation between education providers and workplaces

Teachers• develop, in collaboration with workplace representatives, the

planning and implementation of teaching in a workplace- oriented manner

• develop, in collaboration with the workplace representatives, the organisation and implementation of on-the-job learning

• support the workplace instructors in planning on-the-job learning periods and vocational skills demonstrations, in instructing students, carrying out assessments and quality assurance.


Promotion of cooperation with working life should be the main goal in the following situations:• new places for on-the-job learning or vocational skills demonstra-

tions in a particular sector are needed • education providers wish to ensure that the workplaces in the region

have sufficient knowledge about on-the-job learning or vocational skills demonstrations

• education providers wish to maintain contacts with working life• education providers wish to learn more about the workplaces and

workplace instructors• education providers want to establish a register on workplaces.

If the main goal of a teacher’s work placement period is to create contacts with working life, experience has shown that it is advisable to organise the placement at several workplaces. A teacher can systematically visit these workplaces and collect information on knowledge, competences and work-ing environments. Simultaneously, the teacher can inform workplaces on on-the-job learning and vocational skills demonstrations.

A work placement period may include a development task related to the training to be provided at the workplace. The development task may cover, for example, the development of training materials, instruction, on-the-job learning or the implementation of apprenticeship training.

The teacher may observe and assess a workplace as a site for on-the-job learning or vocational skills demonstrations, using evaluation tools designed for on-the-job learning. An evaluation of an on-the-job learning environment can also serve as a basis for the development, carried out










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by a teacher. Various evaluation tools have been developed for on-the-job learning and vocational skills demonstrations, such as Työpaikkaohjaaja opiskelijan ohjaajana työssäoppimisen eri vaiheissa (Workplace Instructor as a tutor in on-the-job-training), edited by Frisk, T. (2010), and Työssäop-pimisen laatukriteerit (Quality criteria for on-the-job learning).

One example of a development task during a work placement period is the planning of on-the-job learning and vocational skills demonstrations in collaboration with workplace representatives. As a starting point, the teacher explains the curriculum and the qualification requirements and units to the workplace instructor, including the principles of on-the-job learning and vocational skills demonstration. Particular attention is paid to how these can be implemented at the workplace in question. Another development method is the evaluation of on-the-job learning and voca-tional skills demonstrations at the workplace, using evaluation tools and guides designed for this purpose. Teachers and workplace instructors can together draw up a workplace-specific guide for on-the-job learning, or make workplace-specific modifications in the education provider’s general on-the-job learning guide. Such guide may include, for example, the prin-ciples of on-the-job learning and vocational skills demonstrations.

For example, the teachers of Turku Vocational Institute carried out the fol-lowing development tasks during their work placement periods:• self-assessment of workplace practices• mapping alternative paths for on-the-job learning at a workplace• coaching a workplace for on-the-job learning and vocational skills

demonstrations• taking account of special needs students at the workplace• planning of vocational skills demonstrations• drawing up support materials for on-the-job learning instructors• induction of workplace representatives on assessment and qualifica-

tion requirements.










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8.4 Induction and training of workplace instructors

Teachers• support workplace instructors in working with students,

performing instruction and assessment discussions and handling challenging instruction situations

• plan induction and training of workplace instructors, including contents and methods

• work with workplace instructors in actual instruction situations.(Finnish National Board of Education, 2009).

One of the goals of teachers’ work placement periods may be the training of workplace instructors. It is worthwhile choosing this as the main goal for work placement periods if the competence of workplace instructors in a specific field needs to be developed or if the number of workplace instructors is insufficient. From the viewpoint of education providers, this is also a resource-efficient way of training workplace instructors at their own workplace.

Experience has shown that some teachers find it difficult to train work-place instructors. It is therefore essential to train and guide teachers to train workplace instructors. For this purpose, a trainer training directed to teachers has proven useful. During such training, teachers go through the framework of workplace instructor training as far as applicable, or com-plete certain units of the Teachers’ Diploma in Working Life Competence. Teachers also need support materials provided by the education provider or other party, for use in workplace instructor training.

In addition to training for teachers involved in training workplace instructors, the appointment of mentors has yielded positive results. For example, under the mentor model of Omnia (the Joint Authority of Edu-cation in Espoo Region), experienced workplace instructor trainers, or so-called mentors, train teachers to train workplace instructors, and support them when needed. Such training has been planned as a joint effort. The aim of mentoring is to ensure training skills, the transfer of tacit knowl-edge, diversity and embedding the mentoring as a function into the or-ganisation. Experienced workplace instructor trainers can be appointed as head trainers tasked with inducting and supporting teachers in training workplace instructors. (Krannila, 2012.)

During his or her work placement period, a teacher can train one work-place instructor, a small group of workplace instructors or the whole work community. This also leads to that several employees from a workplace can










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participate and share their knowledge instruction and assessment at their workplace.

The planning of workplace instructor training is begun by assessing the need for such training in a particular workplace. An agreement for such training is made alongside the agreement for a work placement period.

In workplace instructor training, the teacher can use specific training materials created for this purpose, or on-the-job learning material pro-vided by the education provider, such as an on-the-job learning folder or guide or online material. It is essential to ensure that the teacher is familiar with the training material. A workbook can also serve as material on which the teacher and workplace representatives can jointly create workplace-specific material.

Models based on individual training of workplace instructors are often suitable for work placement periods. Under these models, the workplace instructor’s competence is first assessed by using, for example, a Compe-tence Map for Workplace Instructors or any other assessment tool. Based on this, the teacher and workplace instructor draw up an individual study plan.

Such training can be tailored according to the needs of the workplace. It typically covers workplace-specific matters related to on-the-job learn-ing and vocational skills demonstrations. During their work placement periods, teachers familiarise themselves with working environments and can identify areas for development related to instruction of on-the-job learners. Teachers can also support workplace instructors in actual envi-ronments. From the viewpoint of a workplace, one of the benefits is easy access to participation.










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Summary

A well-functioning practice is to create versatile models for implementa-tion during work placements, based on teachers’ vocational skills require-ments and to emphasise different goals. Implementation models enable planning of individual work placement periods and can be used as the basis for this.

Table 2. Implementation models for teachers’ work placement periods

Requirements for work placement periods

Goals and implementation models

Development of a teacher’s own competence

• emphasises the teacher’s own goals relating to his or her professional or working life competence

• the teacher participates in work at the workplace • a long-term period at one or two workplaces

Familiarisation with workplaces in a certain field

• particular goal: teachers responsible for core subjects can familiarise themselves with workplaces

• teachers familiarise themselves with workplaces and working environments

• teachers monitor working at the workplace and can carry out small-scale projects

• periods of varying duration at one or several workplacesDevelopment of on-the-job learning and vocational skills demonstrations

• emphasises field-specific goals related to the implementation and development of on-the-job learning and vocational skills demonstrations

• aims at obtaining viable sites for on-the-job learning • periods of varying duration at one or several workplaces

Creating and maintaining contacts with working life

• emphasises field-specific goals and the goals of the education provider

• a teacher visits several workplaces, creates networks, explains about the competences and informs workplaces about vocational education and training

• short periods at several workplacesInduction and training of workplace instructors

• goal is to train new workplace instructors and to update skills and competences

• work placements of versatile duration at one or more workplaces










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9. Teacher’s personal guidance and communication during a work placement period

Personal guidance and communication with the educational institution during a work placement period

A teacher’s personal guidance during a work placement period is a good practice in supporting the achievement of goals in assessing the develop-ment of skills and competences of a teacher and, in particular, sharing experiences gained during the placement.

Examples on guidance and communication • group meetings during the work placement period• workplace visits made by the teacher’s superior, colleagues or other

designated persons• guidance through various tools, such as telephone, e-mail, Facebook

and other forms of social media• blogs as learning diaries during the work placement period.

Meetings can be arranged as workplace visits made by a representative of the teacher’s educational institution, or as other types of pre-arranged meetings. Experience has shown that workplace visits in particular have a positive and broader effect on the creation of contacts with working life and the development of teaching. A workplace visit can be made by a colleague, superior or other designated persons, such as a training coordi-nator. Communication with a teacher during his or her work placement period has proven to enhance the sharing of experiences and to facilitate more extensive networking.










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During a workplace visit, the teacher and the visitor can discuss and assess the work placement period against the teacher’s personal plan. Matters to be discussed include:• the teacher’s experiences of the work placement period and his or

her achievement of set goals• updating of the teacher’s skills and competences: tasks and

experiences of these• challenges identified, if any• characteristics of the workplace as an on-the-job learning site• building an on-the-job learning network• development ideas and challenges involved in on-the-job learning• development ideas and challenges involved in vocational skills

demonstrations• new ideas for the development of teaching• experiences and challenges involved in guiding and training

workplace instructors

Cooperation and guidance at the workplace

A workplace instructor for the teacher should be nominated at the work-place. Such a workplace instructor is tasked with inducting the teacher in workplace operations and the working environment, acting as a contact person and providing the teacher with feedback.










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10. Measures after teachers’ work placement periods

Measures to be taken after teachers’ work placement periods

include reporting of experiences, collecting and analysing

feedback, identifying areas of development and maintaining

contacts with working life.

10.1 Implementation reports and feedback on teachers’ work placement periods

Reporting on a work placement period has two goals:1. To describe experiences in such a form that it can easily be shared

within the educational institution and with various stakeholders.2. To reflect on the teacher’s own learning and development process.

Reporting outlines are included in the Requirements for Continuing Edu-cation in Teachers’ Working Life Competences. These outlines state that a teacher must draw up a report after his or her work placement period. (FNBE, 2009).

It is important to plan the contents and the manner of representa-tion of the report, from the perspective of the benefits sought. A common problem is that the report a teacher has compiled is not being handled or utilised for future development. This may be because the report is too










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extensive or generic. A viable solution is to separate information to be dis-seminated from reflections on the learning process.

A work placement period report can be divided into two parts. In the first part, the teacher analyses the achievement of the goals, the develop-ment of his or her learning and skills and competences, against pre-set themes or questions. In the second part, the teacher prepares presentation material on his or her work placement period for sharing experiences and development ideas. This presentation material can also be used to share experiences with other teachers and students before they begin an on-the-job-learning period at the same workplace. The presentation material can focus on introducing the operations, practices and on-the-job learning op-portunities related to the workplace, as well as ideas generated in order to develop teaching. The teacher can also present his or her contacts with working life and provide information on trained workplace instructors.

It is recommendable that teachers use the reporting methods best suited to describe their experiences and the working environment. For example, the following methods have been successfully used in presenting one’s experi-ences on a work placement period:• photos• portfolios• Power Point presentations• Facebook sites• Videos.

10.2 Sharing experiences of work placement periods

Teachers’ work placement periods are more beneficial to their education-al institutions if teachers share their experiences and development ideas. Agreement should therefore be reached before the work placement period on how this information will be disseminated. In fact, experience sharing should be listed as a task related to the work placement period at the very beginning of the process. A useful solution would involve allocating a few days for reporting and sharing of experiences. Another practice worth con-sideration would involve the teacher describing his or her experiences to at least 3–5 teachers in his or her field.










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Teachers can apply methods such as the following when sharing their experiences:• Sharing of experiences with other teachers in the same field through

regular meetings, such as unit, department or team meetings• Briefings of the education provider and sharing one’s experiences in

these• Presenting one’s experiences to the organisation’s management• Presentating at employee events organised by joint municipal

authorities• Assessment discussions with one’s superior during and after the

work placement period• Posting of materials in an online material bank

10.3 Maintaining contacts with working life in the future

It is important to maintain contacts created during a work placement pe-riod. Otherwise, these contacts may remain in the sole possession of the teacher who created them during his or her work placement period. For this purpose, efforts should be made to collect and document the contact details of workplaces and trained workplace instructors.

Contacts with working life can be maintained as follows, for example:• Workplaces are regularly informed of future on-the-job learning

periods and possible updates to these, or of vocational skills demonstrations.

• Workplaces are continuously used as on-the-job learning and vocational skills demonstration site.

• Workplace representatives are invited to participate in the development of teaching, on-the-job learning or vocational skills demonstrations.

• Presentation materials of the workplace are drawn up and utilised, for example, as induction material for students embarking on on-the-job learning periods.

• The contact details and on-the-job learning opportunities provided by a workplace are documented in an information system.

• Contacts and networks created are maintained by, for example, informing network participants about future on-the-job learning periods and changes in the qualification requirements.

• Information on trained workplace instructors is collected and recorded.

• Personal contacts are maintained with workplace representatives.










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10.4 Evaluation of the results and effects of work placement periods

An education provider must decide how feedback on work placement pe-riods is to be collected and how this feedback will be utilised for future development. In addition to the development of work placement periods, it is important to utilise results of assessments in the development of cur-ricula and teaching.

Examples of good practices:• Workplace representatives are asked to evaluate the teacher’s final

report before its publication on, for example, a website. These eval-uators are nominated in advance with the teacher.

• Towards the end of the work placement period, the employer is asked to provide feedback on the period and its usefulness. Such information is collected using an informal document on paper or online.

• The teacher and his or her workplace instructor fill in feedback forms during the work placement period. The workplace instruc-tor’s feedback is collected after the workplace period on paper (organised by the coordinator) or online (organised by the same). Feedback can even be collected from several workplace instructors, if this is essential from the viewpoint of process implementation. The teacher gives his or her feedback some time after the work placement period through an online system to ensure that the teacher can analyse the effectiveness of the period.

• Teachers give oral presentations on the results of their work place-ment periods in the meetings of management groups and other groups of responsibility, and during their own departments’ devel-opment days or departmental meetings.

An evaluation of changes in operations is performed when the teacher has returned to his or her work as a teacher, in order to determine how the work placement period has changed the teacher’s practices. This evalua-tion is carried out only after some time has passed since the end of the work placement period. Assessment of possible changes in the teacher’s operations requires both a self-assessment by the teacher and an external evaluation.

It is also important to discuss and follow up the effects of the work placement period through development discussions.










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10.5 The effects of teachers’ work placement periods on the operations of the education provider

The purpose of assessing the results and effects of teachers’ work place-ment periods is to analyse the effects of teachers’ work placement periods on education providers’ operations and the benefits gained from these by the education providers. Such an assessment is a comprehensive evaluation of whether the goals of work placement periods have been achieved and whether the related resources have been successfully deployed.

It is worthwhile analysing the effects of teachers’ work placement pe-riods on education providers’ operations vis-à-vis the effectiveness and ef-ficiency of these periods.

The results of teachers’ work placement periods may partly materialise at the end of individual periods. On the other hand, the development of teachers’ or workplace instructors’ competences, on-the-job learning or vocational skills demonstrations will only gradually become evident.

Evaluation of the results and effects of work placement periods, and the teachers’ experiences alike will be accomplished by the education pro-vider. Such evaluation data may be quantitative, like the number of work placement periods taken by the teachers, the number of contacts created with working life or the number of trained workplace instructors. Assess-ment data may also be qualitative, focusing on the teachers’ competences through, for example, evaluation of competence development or the de-velopment of on-the-job learning and vocational skills demonstrations at the workplaces, whether evaluated by the teachers or through discussions.

Education providers are advised to assess the effects of the teachers’ work placement periods on their own practices. Table 3 lists possible as-sessment questions.










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Table 3. Assessment of teachers’ work placement periods from the viewpoint of an education provider.

Assessment question

Specification

How effective have the teachers’ work placement periods been?

• How have teachers’ work placement periods developed the teachers’ compe-tences?

• How well have teachers’ work placement period achieved the fundamental goals defined by the education provider?

• What kind of added value have the work placement periods created for the organisation’s competences and the development of on-the-job learning and vocational skills demonstrations?

• What kind of regional effects have the teachers’ work placement periods had?How efficient have the teachers’ work placement periods been?

• How well have the work placement periods met the needs of the teachers and the workplaces?

• To what extent do teachers’ work placement periods meet the policy goals set by education providers?

• How well do the processes of a work placement period work? • How well do the contents and focus areas of work placement periods match with the related needs?

• How are the needs of teachers, workplaces and education providers assessed and utilised?

• How efficient have the work placement periods been from the viewpoint of teachers and education providers?– duration?– progress and arrangements?– resourcing?

How economically efficient have the teachers’ work placement periods been?

• In which ways were the resources allocated to the work placement periods from the viewpoint of achieving the education providers’ goals?

• Were the resources available reasonable compared to the number and type of work placement periods?

• How much did the work placement periods cost and how did the cost relate to the benefits gained?

• How economically efficient are work placement periods compared to alterna-tive methods, such as competence development, development of on-the-job learning, vocational skills demonstrations and contacts with working life, and the training of workplace instructors?










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Various analyses and studies have been carried out on the benefits and ex-periences gained from the teachers’ work placement periods. This chapter presents the results of three such studies.

In his research, Olli (2011) sought to analyse and describe teachers’ perceptions on the importance of work placement periods to their pro-fessional growth, the development of their professional competence and expertise, and to their teaching work. According to this study, teachers’ experiences on their work placement periods were highly positive, and such periods were regarded as important and significant tools in enhancing their expertise and professional growth. Teachers felt that their confidence in teaching increased during the work placement period. They also wel-comed the opportunity to engage in the practical application of the topics they had learned. Key benefits included practical examples from working life and updating their skills with new working methods.

After the work placement period, teachers felt that they were able to provide concrete examples of real situations in working life. During a work placement period, teachers have the opportunity to examine their own role as a teacher and to view their work community from the outside, as it were. Teachers also felt that a work placement period supported coping at work and empowered them. The study suggested that a work place-ment period can boost teachers’ personal capabilities, based on which they can enhance their professional competences and life management. Fur-thermore, teachers were able to analyse their teaching during the work placement period, by supplementing it with experiences gained at the

11. Experiences on the benefits of teachers’ work placement periods










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workplace. Teachers felt that a work placement period increased their pro-fessional skills, knowledge of teaching as such, research and knowledge on development of working communities and professional growth. The study indicated that, in order to enhance professional growth, teachers’ work placement periods should last over four months, be regularly repeated and cover all vocational teachers.

Another study (Krannila, 2012) conducted in Omnia (the Joint Au-thority of Education in Espoo Region) analysed the benefits of teachers’ work placement periods for various parties. Teachers who had completed a work placement period found the updating of their professional skills extremely useful and stated that such periods should be included in the education providers’ regular activities. Teachers suggested that they should update their competences through work placement periods as frequently as every three years. Other key benefits included fruitful discussions on matters related to the guidance of students, and ensuring that the work-place is suitable as an on-the-job learning location.

Teachers found that students benefit indirectly from their work place-ment periods since the teachers can utilise their updated knowledge in teaching, while better applying the competences required in working life and specified in the criteria of assessment for vocational skills.

Workplace representatives appreciate the presence of teachers in work-ing life since this supports their dialogue and finding a common language. Workplace representatives often find that, for example, criteria of assess-ment are difficult to understand. For this reason, they regard the handling of the criteria at practical level as useful.

Education providers benefit from the work placement periods in many ways. As teachers’ professional competences increase, quality of teaching is enhanced. This has also been reflected in student feedback. Students also pass on good news about the quality of teaching, which in turn increas-es the number of applicants to training. Greater job satisfaction among teachers enhances their work motivation. Teachers who have completed a work placement period share their experiences in teachers’ joint meetings, thereby distributing the benefits. Students’ on-the-job learning periods have also benefited from feedback from teachers’ work placement periods. (Krannila, 2012).










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Eerola and Majuri (2007) have also analysed various stakeholders’ views of teachers’ work placement periods. According to their study, the long-term effects of teachers’ work placement periods include:• increases teachers’ motivation and enthusiasm for one’s own work• increases teachers’ will and courage to maintain contacts with the

working life• curricula and teaching are developed in a more working-life ori-

ented direction• increases workplaces’ knowledge of and interest in vocational educa-

tion and training• improves the quality of on-the-job learning• maintains and intensifies cooperation between educational institu-

tions and working life.










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12. Statistics and financing

Quantitative data on vocational teachers’ work placement periods has been collected in the Opettajat Suomessa 2010 study (Teachers in Finland 2010), for example. Furthermore, information on teachers’ work placement peri-ods implemented as part of European Social Fund projects is collected in the EURA 2007 data collection system.

According to the Teachers in Finland 2010 study, three per cent of all vocational teachers completed a work placement period in 2009, as against seven per cent in 2007. The study does not indicate why the number of participants halved between 2007 and 2009. However, this can be partly explained by the effects of the economic recession, due to which compa-nies had less work and fewer workplace instructors than before. (Kumpu-lainen, 2010, 125–126.)

Of all teachers, the most likely participants were those who are midway through their careers. Of teachers aged between 35 and 59 years, approxi-mately 3.5 to 4 per cent completed a work placement period in 2009. The number of teachers representing younger or older age groups was merely 1–2 per cent. (Kumpulainen, 2010, 127.)

In 2007, the average duration of work placement periods was 31 days, as against 25 days in 2009. (Kumpulainen, 2010, 127.)

The relative number of participants in teachers’ work placement peri-ods was highest in the sectors of tourism, catering and domestic services, culture, natural resources and the environment. However, the participa-tion rate remained under five per cent. In social sciences, business and ad-ministration, teachers’ work placement periods were shorter than in other










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sectors, averaging just 12 days. In these sectors, the number of participat-ing teachers was slightly higher than among teachers in general. (Kumpu-lainen, 2010, 127.)

Work placement periods can also be taken outside Finland. In 2010, a total of 148 vocational teachers and other staff took a work placement pe-riod outside Finland. The duration of these periods varied between 1–17 weeks, the average being 1.3 weeks. (Korkala S., 2010, 27.)

Teachers’ work placement periods form part of the development of contacts with working life. A quarter of vocational teachers do not par-ticipate in any network related to training or working life. Since working life is under constant change, anticipating the future by updating one’s competences and working in real-life learning environments is vital (Paaso, 2010, 199).

In the future, education providers’ own personnel development fund-ing will play a key role in the financing of teachers’ work placement peri-ods. It is to be hoped that education providers will gradually begin to view teachers’ work placement periods as an elementary part of their overall personnel development, including from the funding perspective, because external financial support systems do not guarantee sufficient access to work placement periods.

As of 2008, a total of 635 work placement periods have been imple-mented through financial support from the European Social Fund. (EURA 2007 system, 23 October 2012). The following table shows the number of work placement periods by sub-field of vocational education and training.

Table 4. Number of teachers taking a work placement period outside their educational institution, by sub-field of vocational education and training (EURA 2007 system, 23 October 2012).

Sub-field of vocational education and training Number of teachers

Humanities and Education 22

Culture 37

Social Sciences, Business and Administration 66

Natural Sciences 12

Technology, Communications and Transport 213

Natural Resources and the Environment 36

Social Services, Health and Sports 143

Tourism, Catering and Domestic Services 100

Total 635










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13. Implementation of teachers’ work placement periods in the future

The 2011–2016 Development Plan for Education and Research stated that cooperation between vocational education and training and working life forms an integral part of education. It also stated that the opportuni-ties of teaching staff to regularly participate in work placement periods must be safeguarded. Some education providers have already embedded work placement periods as a standard part of their activities and have cre-ated an implementation process for these. Consideration should be given to how education providers might utilise work placement periods more systematically in their cooperation activities with working life, and how these periods might form a systematic part of education providers’ normal operations.

Some education providers have adopted the Requirements for Con-tinuing Education in Teachers’ Working Life Competences (FNBE, 2009) as their starting point for planning and implementing work placement periods. The goals specified in these Requirements form an ideal basis for work placement periods, while enabling the inclusion of such periods in the Teachers’ Diploma in Working Life Competence. It would also be im-portant to highlight the goals of these Requirements as the basis of work placement periods.

In the future, it will be important to consider the implementation of teachers’ work placement periods from the viewpoint of teachers responsi-ble for core subjects. Some experience has already been gained from work placement periods completed by core subject teachers, but further experi-ments are necessary in order to determine, on the one hand, how they










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benefit from these periods and, on the other, how workplaces benefit from the competences of core subject teachers. Consideration should also be given to the implementation of work placement periods for adult educa-tion teachers.

In the future, attention should be paid to resolving issues related to teachers’ working hours and payment. Payment of teachers with respect to working hours varies: some are paid on the basis of total working time, while for others working time is linked to teaching hours. Since this af-fects the planning of work placement period resourcing, various alternative solutions should be considered.

It is important that the duration of work placement periods is propor-tional to the specific goals set for the period in question.

The goals of teachers’ work placement periods should be clear and the period sufficiently long. If a work placement period is very short, its goals must be proportional to its duration.

Teachers’ work placement periods provide an excellent opportunity for training workplace instructors. They are also a tried and tested way of ensuring the versatile use of resources. Workplace instructor training has been implemented to varying degrees during teachers’ work placement pe-riods. In the future, it should be ensured that work placement periods are sufficiently long and that teachers receive proper training in the teaching of workplace instructors. Various teacher training models are required.

The Development Plan for Education and Research recommends the implementation of work placement periods for polytechnic teachers, among others, in addition to vocational teachers. From this viewpoint, consideration should be given to whether the same model is applicable to teachers representing different educational levels, and which matters in particular should be taken into account in the implementation of work placement periods for polytechnic teachers.










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Bibliography and other sources

Other sources

1. Discussions held during a training event for description specialists in 20112. Koonta 2008–2012 description system. Descriptions of practices related to

teachers’ work placement periods produced by the Competent in the Labour Market projects of the Finnish National Board of Education

3. Koonta 2008–2012 workshops and guided discussions held in other contexts on the practices of teachers’ work placement periods

4. Networking seminar workshops organised by the Finnish National Board of Education for ESF project implementation bodies – Naantali, 12–13 September 2011 – ESF networking cruise, 12–14 September 2012

5. Pedagogical development seminar in Levi: Workplace counselling and pedagogical practices workshop, 19–20 September 2012

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det. Selvitys ammatillisen peruskoulutuksen työelämäyhteistyön muodoista ja niiden toimivuudesta. [The challenges and opportunities of working life cooperation – a study on the forms and functionality of the working life cooperation in vocational upper secondary education and training]. Finnish National Board of Education.










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Eerola, T., 2007. Opettajien työelämäjaksot ammatillisen peruskoulutuksen työelämäyhteistyön muotona. [Teachers’ work placement periods as a method of cooperation with working life in vocational upper secondary education and training.] Licentiate’s thesis, University of Tampere.

EURA 2007 system report no. 7. ESF specific indicators of the administrative branch of the Ministry of Education and Culture. Printout 23 October 2012.

Hätönen, H., 2011. Osaamiskartoituksesta kehittämiseen II. [From competence mapping to competence development II.] Educa Institute Ltd. Edita Prima Oy, Helsinki.

Kastarinen, M. and Rokkila, J., 2007. Opettajan ammattitaidon kysymyksiä. Kehittämishankeraportti. [Questions of teachers’ professional skills. A development project report.] JAMK University of Applied Sciences. https://publications.theseus.fi/bitstream/handle/10024/20205/jamk_1183458493_9.pdf?sequence=1

Keskusjärjestöjen suositus ja kannanotto työpaikoilla tapahtuvan oppimisen edistämiseksi. [Recommendation and statement by central labour market organisations to promote on-the-job learning.] 2 November 2005. http://www.ek.fi/ek/fi/innovaatiot_ym/liitteet/Keskusjaerjestoejen_suos_ja_kannanotto_lopullinen.pdf

Koramo, M., 2011. Työssäoppiminen ja ammattiosaamisen näytöt ammatil-lisessa peruskoulutuksessa. Tilannekatsaus 2011. [On-the-job learning and vocational skills demonstrations in vocational upper secondary education and training. A status report 2011.] Reports 2011: 15. Finnish National Board of Education, Helsinki.

Korkala, S., 2011. Kansainvälinen liikkuvuus ammatillisessa koulutuksessa 2010. 1/2011 Tietoa ja tilastoja -raportti. [International mobility in vocational education and training in 2010. 1/2011. Online publication.] CIMO Centre for International Mobility. http://www.cimo.fi/instancedata/prime_product_julkaisu/cimo/embeds/cimowwwstructure/20986_Kansainvalinen_liikkuvuus_ammatillisessa_koulutuksessa_2010.pdf

Krannila, V. (ed.) 2012. TOPO-HANKE. Työssäoppimisen portaat 2009–2012.Omnian julkaisuja C12. Raportit. [TOPO project. The steps of on-the-job learning 2009–2012. Omnia publications C12. Reports.] Multiprint, Vantaa.

Kumpulainen, T. (ed.) Teachers in Finland 2010. Education monitoring reports 2011:6. Finnish National Board of Education, Helsinki.

Kurikka, M., Eskola-Kronqvist, A., Heinonen, M., Hannula, H., Kuisma, J. & Eerola, T., 2010. KOKEVA Osaaja -hanke: Työelämäyhteistyötä ammatil-liseen perustutkintokoulutukseen. [KOKEVA Osaaja project: Cooperation with working life for vocational upper secondary education and training.] HAMK University of Applied Sciences. European Social Fund.










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Majuri, M. and Eerola, T., 2007. Eivät he muuta tekisikään. Tarkastelussa työ-paikkaohjaajien koulutus, opettajien työelämäjaksot ja työssäoppiminen. [An analysis of workplace instructors’ training, teachers’ work placement periods and on-the-job learning.] Finnish National Board of Education, Edita Prima Oy, Helsinki. Confederation of Finnish Industries (EK). Oivallus Final Report. Referred 14 February 2012. http://ek.multiedition.fi/oivallus/fi/liitetiedostot/arkisto/Oivallus-Final-Report.pdf

Olli, Timo. 2011. Työelämäjaksojen merkitys ammatinopettajien ammatilliselle kasvulle. [The role of work placement periods in vocational teachers’ professional growth.] Professionally oriented licentiate thesis. School of Education, University of Tampere.

Opettajan työelämäjakson opas. Opettajille, mentoreille, oppilaitoksille ja työ-paikoille. 2005. KOKEVA START. Ammatillisen peruskoulutuksen toimi-joiden koulutus–, kehitys– ja valmennusohjelma. [Guide for teachers’ work placement periods. For teachers, mentors, educational institutions and work-places. 2005. KOKEVA START. A training, development and coaching programme for the vocational upper secondary education and training sector.] HAMK University of Applied Sciences. Saarijärven Offset Oy, Hämeenlinna.

Paaso, A., 2010. Osaava ammatillinen opettaja 2020. Tutkimus ammatillisen opettajan tulevaisuuden työnkuvasta. [The Competent Vocational Teacher 2020: A study on vocational teachers’ future job description.]

Perusteet opettajan työelämäosaamisen täydennyskoulutukselle. [Requirements for Continuing Education in Teachers’ Working Life Competences.] Finnish National Board of Education, Handout, 6/421/2009. Ministry of Education, Helsinki.

Quality Management Recommendation for Vocational Education and Training. 2008. Finnish National Board of Education. Helsinki University Press.

Suositus työpaikalla tapahtuvasta oppimisesta. [Recommendation on learning at the workplace.] 2010. Ministry of Education and Culture. Ministry of Employment and the Economy. http://www.minedu.fi/OPM/Koulutus/ Liitteet/suositus.pdf

Terveysalan opettajan ammatillisen osaamisen ylläpitäminen ja kehittäminen. [Maintenance and development of health care teachers’ professional knowledge and skills.] Reports of the Ministry of Social Affairs and Health 2007:29. Ministry of Social Affairs and Health, Finland.

VET quality strategy 2011–2020. Reports of the Ministry of Education and Culture, Finland, 2011:9.

Vocational Education and Training Act, 630/1998 (in Finnish). Finlex. http://www.finlex.fi/fi/laki/ajantasa/1998/19980630

http://www.finlex.fi/fi/laki/ajantasa/1998/19980630

http://www.finlex.fi/fi/laki/ajantasa/1998/19980630










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ITTA A H A NKETTA

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PETUSHALLITU

S

Tarja Frisk (toim.)


ISBN-10 952-5047-64-4

59

Appendices

Appendix1 Planning and implementing the workplace periods of teachers, Amiedu and Koulutuskeskus Salpaus/Salpaus Further Education, 2012

Appendix 2 Implementation process of the working life period of the teachers at the Jyväskylä Vocational Institute

Appendix 3 The process of the teacher’s working life period 10/2012, several providers of VET in South-Eastern Finland

Appendix 4 Implementation process of working life periods of teachers, Omnia Institute 2012










RA

HO

ITTA A H A NKETTA

• • O

PETUSHALLITU

S

Tarja Frisk (toim.)


ISBN-10 952-5047-64-4










RA

HO

ITTA A H A NKETTA

• • O

PETUSHALLITU

S

Tarja Frisk (toim.)


ISBN-10 952-5047-64-4

60

Appendix 1Planning and implementing the workplace periods of teachers, Amiedu and Koulutuskeskus Salpaus/Salpaus Further Education, 2012

Supe

rior/

in

stite

Teac

her/

tra

iner

Wor

kpla

ce/

wor

kpla

ce

instr

ucto

r

Doc

umen

ts

Wor

k pl

acem

ent a

nd

obje

ctiv

es o

f the

insti

tute

, as

agre

ed in

the

deve

lopm

ent

disc

ussi

on

Agr

eem

ent o

n w

ork

plac

emen

t pe

riod,

bas

ed o

n on

e ow

n’s

and

the

com

pany

’s ob

ject

ives

Plan

ning

and

set

ting

obje

ctiv

es,

agre

emen

t on

the

perio

d

Endo

rcem

ent o

f the

pl

an o

n de

velo

pmen

t as

sign

men

t and

the

com

mun

icat

ion

Plan

ning

the

deve

lopm

ent a

ssig

nmen

t an

d th

e co

mm

unic

atio

n on

it

Endo

rcem

ent o

f the

pl

an o

n de

velo

pmen

t as

sign

men

t and

the

com

mun

icat

ion

Plan

on

deve

lopm

ent

assi

gnm

ent a

nd th

e co

mm

unic

atio

n

Impl

emen

ting

the

perio

d, a

ccom

plis

hing

th

e as

sign

men

t

Indu

ctio

n an

d in

struc

tion

of th

e te

ache

r du

ring

the

perio

d

Dev

elop

men

t as

sign

men

t

Ass

esse

men

t of

the

perio

d

Teac

her

to c

omm

unic

ate

on th

e de

velo

pmen

t as

sign

men

t and

the

perio

d in

the

insti

tutio

n,

acco

rdin

g to

the

com

mun

icat

ion

plan

Agr

eem

ent o

n fu

rther

ac

tions

Ass

essm

ent

Com

mun

icat

ion

plan

Furth

er a

ctio

ns










RA

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ITTA A H A NKETTA

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PETUSHALLITU

S

Tarja Frisk (toim.)


ISBN-10 952-5047-64-4

61

Appendix 2Implementation process of the working life period of the teachers at the Jyväskylä Vocational Institute

TopT

rain

erTe

am S

1092

3

Work

ing li

fe p

erio

d a

s a p

roce

ss

Issu

eB

y w

hom

How

/whe

nTo

be

take

n in

to a

ccou

nt

Dev

elop

men

t dis

cuss

ion

Supe

rior

Teac

her

Onc

e du

ring

the

acad

emic

yea

rO

bjec

tive

s of

the

finan

cial

pla

n

Res

erve

in th

e ye

ar p

lan

Supe

rior

As

part

of p

lann

ing

of

the

acad

emic

yea

rN

eeds

for

subs

titu

tes,

rec

ruit

men

ts

Iden

tific

atio

n of

th

e w

orkp

lace

Teac

her

Dur

ing

prev

ious

per

iods

Gui

delin

es a

nd a

pplic

atio

n on

w

orki

ng li

fe p

erio

d –

HR

pla

nner

Wor

king

life

per

iod

Teac

her

As

plan

ned

in

the

year

pla

nA

gree

men

t on

coop

erat

ion

wit

h

the

wor

kpla

ce

Rep

ort

Teac

her

Mod

el fo

r pl

anni

ng in

th

e in

tern

al n

etR

etur

nig

to th

e H

R p

lann

er

d

istr

ibut

ion

in th

e in

tern

al n

et

Ass

essi

ng a

nd s

hari

ng

the

expe

rien

ces

Wor

kpla

ceTe

ache

rSu

peri

or

Mee

ting

of t

each

ers

and

teac

hers

for

on-t

he-j

ob

lear

ning

Defi

ning

pot

enti

al d

evel

opm

ent n

eeds

Indi

cato

rsSu

peri

or, H

R p

lann

er,

finan

cial

man

ager

, m

anag

emen

t

Col

lect

ion

Fina

ncia

l sta

tem

ent










RA

HO

ITTA A H A NKETTA

• • O

PETUSHALLITU

S

Tarja Frisk (toim.)


ISBN-10 952-5047-64-4










RA

HO

ITTA A H A NKETTA

• • O

PETUSHALLITU

S

Tarja Frisk (toim.)


ISBN-10 952-5047-64-4

62

Appendix 3The process of the teacher’s working life period 10/2012, several providers of VET in South-Eastern Finland

TAR

TU T

ILAI

SUU

TEEN

! H

akeu

tum

inen

jaks

olle

: -

kehi

tysk

esku

stel

u es

imie

hen

kans

sa

-ta

voitt

eide

n ja

teht

ävie

n m

äärit

tely

-

hake

muk

sen

laad

inta

Valin

ta ja

ksol

le m

äärit

elty

jen

krite

erie

n pe

rust

eella

Ty

öpai

kan

hank

inta

So

pim

ukse

n la

adin

ta

Tarv

ittav

at s

ijais

järje

stel

yt ja

muu

t kä

ytän

nön

asia

t

TYÖ

STÄ

TOIS

EEN

! O

salli

stum

inen

val

men

nuso

hjel

maa

n ja

ty

öske

ntel

emin

en ja

kson

aik

ana:

-

alku

pere

hdyt

ys e

nnen

jaks

oa

-he

nkilö

koht

aine

n oh

jaus

jaks

on

aika

na

-lo

ppuk

esku

stel

u ja

kson

jälk

een

Ope

ttaja

n te

htäv

ät ja

kson

aik

ana:

-

oman

ala

n ty

öteh

tävi

en te

kem

inen

-

työp

aikk

aohj

aajie

n ko

ulut

tam

inen

-

opet

ussu

unni

telm

an k

ehitt

ämin

en

Pala

utte

iden

ant

amin

en ja

ker

ääm

inen

Ai

neis

ton

kerä

ämin

en ja

rapo

rtin

laad

inta

TULI

AISI

A T

YÖPA

IKO

ILTA

! O

man

työn

ja k

oulu

tusa

lan

kehi

ttäm

inen

: -

oman

työn

keh

ittäm

iseh

dotu

sten

la

adin

ta

Hen

kilö

koht

aine

n ke

skus

telu

esi

mie

hen

kans

sa

Koke

muk

sist

a ja

keh

ittäm

isid

eois

ta

tiedo

ttam

inen

om

an a

lan

ja m

uide

n al

ojen

op

etta

jille

Työe

läm

än ti

edot

tam

inen

SUU

NN

ITTE

LU- J

A H

AKEU

TUM

ISVA

IHE

T

OTE

UTU

SVAI

HE

LO

PETU

S- J

A K

EHIT

TÄM

ISVA

IHE

PLA

NN

ING

AN

D ID

ENTI

FICA

TIO

N P

HA

SEIM

PLE

MEN

TATI

ON

PH

ASE

FIN

ALI

SATI

ON

AN

D D

EVEL

OPM

ENT

PH

ASE

SEIZ

E TH

E O

PPO

RTU

NIT

Y

Pre

pari

ng f

or

the

per

iod

– de

velo

pmen

t dis

cuss

ion

with

th

e su

perio

r–

defin

ing

the

obje

ctiv

es a

nd

assi

gnm

ents

– pr

epar

ing

the

appl

icat

ion

Sele

ctio

n to

the

perio

d, b

ased

on

crite

ria s

et in

adv

ance

Seek

ing

the

wor

kpla

ce

Dra

fting

the

agre

emen

t

Org

anis

ing

tem

pora

ry a

rran

gem

ents

and

othe

r pr

actic

al m

atte

rs

SHIF

TIN

G F

RO

M W

ORK

TO

AN

OTH

ER

Part

icip

ating in

tra

inin

g,

work

ing d

uri

ng t

he

per

iod

– in

duct

ion

prio

r to

the

perio

d–

indi

vidu

al g

uida

nce

durin

g th

e pe

riod

– fin

al d

iscu

ssio

n af

ter

the

perio

d

Teac

her’s

dut

ies

durin

g th

e pe

riod

– du

ties

in o

ne o

wn’

s se

ctor

– tra

inin

g of

the

wor

kpla

ce in

struc

tors

– de

velo

pmen

t of t

he c

urric

ulum

Feed

back

Gat

herin

g m

ater

ials

and

draf

ting

th

e re

port

LESS

ON

S LE

ARN

ED A

T

THE

WO

RK

PLA

CES

Dev

elopm

ent

of

one’

s ow

n

work

and fi

eld o

f ex

per

tise

– pr

opos

als

for

deve

lopm

ent

Dis

cuss

ion

with

the

supe

rior

Com

mun

icat

ing

on e

xper

ienc

es a

nd

idea

s fo

r de

velo

pmen

t am

ong

teac

hers

Com

mun

icat

ion

in w

orki

ng li

fe










RA

HO

ITTA A H A NKETTA

• • O

PETUSHALLITU

S

Tarja Frisk (toim.)


ISBN-10 952-5047-64-4

63

Appendix 4Implementation process of working life periods of teachers, Omnia Institute 2012

Work

ing li

fe p

erio

ds

of

teach

ers

Prin

cipl

es

(gov

erni

ng b

odie

s)A

ppro

vals

of

parti

cipa

nts

to

the

perio

ds

Dec

isio

ns o

n de

velo

pmen

t m

easu

res

Trai

ning

man

ager

/se

ctor

al m

anag

er

Dec

isio

ns o

n w

orki

ng li

fe p

erio

ds, a

s ag

reed

in d

evel

opm

ent d

iscu

ssio

ns,

base

d on

up-

date

d fo

reca

st of

ed

ucat

iona

l nee

ds fo

r 5

year

s,

bene

fitin

g th

e H

R sy

stem

Prop

ositi

ons

on

teac

hers

/tra

iner

s to

ta

ke w

orki

ng li

fe

perio

ds fo

r ea

ch

acad

emic

yea

r

To s

ecur

e an

d or

gani

se

reso

urse

s an

d su

bstit

utes

, to

instr

uct a

nd o

rgan

ise

peer

gu

idan

ce fo

r th

e te

ache

r/tra

iner

dur

ing

the

wor

king

life

pe

riods

(vis

its to

gui

de a

t site

)

To e

nsur

e tra

inin

g im

pact

in th

e or

gani

satio

n th

roug

h co

mm

ucat

ion

and

unit

mee

tings

; to

up-d

ate

th

e H

R pl

an

Teac

her/

train

er

Acq

uisi

tion

of a

vac

ancy

for

th

e w

orki

ng li

fe p

erio

d in

line

with

th

e po

licy

defin

ition

s of

the

insti

tute

, pl

anni

ng th

e im

plem

enta

tion

and

setti

ng th

e ob

ject

ives

for

the

perio

d,

appr

oval

by

the

supe

rior

Impl

emen

ting

the

wor

king

lif

e pe

riod

(dev

elpm

ent,

asse

ssm

ent,

train

ing,

le

arni

ng)

Repo

rting

on

the

perio

d;

Feed

back

; Dev

elop

men

t; di

ssem

inat

ion

of g

ood

prac

tises

Wor

kpla

ce/

wor

kpla

ce in

struc

tor

Agr

eem

ents

on

wor

king

life

per

iods

w

ith th

e in

stitu

teIn

duct

ion

and

instr

uctio

n of

th

e te

ache

r/tra

iner

du

ring

the

perio

d

Giv

ing

feed

back

on

th

e pe

riod

to th

e te

ache

r/

the

insti

tute










ISBN 978-952-13-5678-0

Tarja Frisk (ed.)

Guide for the Implementation of Vocational Teachers’ Work Placement Periods

Documents

Guide for the Implementation of Vocational Teachers’ Work ... · the Implementation of Vocational Teachers’ Work ... A O P E T U S H A L I T U Tarja ... several providers of VET