Implementing ECVET and Strengthening

Competence Based Approach in Finland

Hanna Autere

Finnish National Board of Education

Strengthening the Competence Based Approach in Finland – This is how we did it

10th May 2016, Seinäjoki, Finland

Steps towards ECVET implementation in Finland Starting point - 20 years of learning outcomes approach

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2002 2009 2015

ECVET TWG Consultation FINECVET 3 ECVET in VET laws

FINECVET 1&2 Recommendation Implementation plan

Training

• Competences

needed in working

life /LO’s (KSC’s)

• Correspondence

with needs of

working life

• Responsiveness

Strengthening

• Clarity

• Logic and

consistency

• Holistic approach

• Flexibility

• Optionality

• Individual learning

and qualification

pathways

• Validation of LOs

Political objectives of Finnish

Qualification System 1.8.2015

Integrated ECVET implementation

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Statutes by Parliament, Government and MoEC

National Qualification Requirements by

FNBE in tripartite cooperation

VET provider’s curricula

Individual study plan incl. assessment plan

Competence Based Approach in…

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Design Provision AssessmentRecognition

Validation

Design, Assessment and Recognition of

competencies in tripartite process

• National qualification requirements decided

by FNBE

• Preparation of qualification requirements in

tripartite expert groups

• Qualifications divided into units

• Units composed on basis of functions in

working life

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Design

• Skills demonstrations or competence–based

test

• Assessment based on qualitative criteria

and achieved learning outcomes

• Tripartite assessment

• Assessment criteria of each unit

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Assessment

• Recognition of prior learning regulated by

legislation

• Recognition based on learning outcomes -

not on learning time

• VET provider decides on the recognition

• For theory and practice one mark in

certificate

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Recognition & Validation

Focus on competencies / learning

outcomes and individual learner

• Vocational qualification is an entity of units

of learning outcomes

• Unit of learning outcomes corresponds to

the work and operational processes of

working life

• Change of language to underline

competence• Study programme ->Competence area

• Credits -> Competence points

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Competence points

• Allocation of competence points to a qualification• all upper secondary VQ 180 competence points

• ECVET recommendation 60 points/year

• Allocation of competence points to units in national

qualification requirements• according to scope of competence, not learning time or

teaching time

• criteria for allocation: scope, complexity and significance

of competencies to a each qualification

• Scope of all VQs is planned to be defined in points

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What competencies/LOs can be recognized as part

of upper secondary vocational qualification?

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Competencies

gained at work

Competencies

achieved in Hobbies

Military/Civil

service

Competencies

achieved during

studies abroad

Competencies achieved

during studies e.g. at

•Preparatory trainings

•Folk high school

•Higher

education/university of

applied sciences

Special competencies

(fire work license,

hygiene pass etc.)

Competencies

achieved during

studies at

upper secondary

general

schooll

Units of

other/prior

vocational

qualification

Units of further

or special

vocational

qualification

Upper secondary vocational

Qualifications, 180 cp

Vocational units, 135 cp

Common units, 35 cp

Free-choice units, 10 cp

Possibilities in VQs for Individualizing of

learning pathways

• Optionality of vocational and common units

• Free choice units

• Identification and recognition of competence

• Acquiring competence

• Demonstrating competence

• Carrying out learning, learning environments

• Scope, place and timing of on-the-job

learning/ work-based learning

Example of Individual learning pathways

Normal path Fast track

Opportunity path With time

Qualification

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Learning-outcomes approach

and flexible learning pathways

support internationalisation

Similar processes and documentation with

focus on LOs

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Beforemobility

Duringmobility

After

mobility

Planning on-the-job

learning

Learning and assessment

Recognition of competencies

ECVET

process

On-the-job

learning

process

Challenges and key factors in ECVET

implementation and VET reform

Challenges• Need to change thinking and

working culture and methods

• Deep rooting in all VET takes

long time

• Differences between VET

providers

• Involvement of all stakeholders,

especially teachers

Solutions• Political commitment

• Focus on learning outcomes

and process

• Integrating ECVET/LO

approach all the way from

statutes to the teachers and

students work

• Long-term commitment and

work

• Involvement of all stakeholders

• Both top-down and bottom-up

approach

• Support activities: financial,

materials, training16

Competences can be acquired from a

variety of sources, and can be assessed

by persons other than the student’s

current teachers…

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…as long as it can be ascertained that the

learning outcomes and competence

assessment methods correspond to the

national qualification requirements.

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Inspiring and Strengthening the

Competence-based approach in

all VET in Finland– Support material for implementation

Guidelines for education providers

http://www.oph.fi/english/publications/2015/inspiring_and_st

rengthening_the_competence-

based_approach_in_all_vet_in_finland

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