1. Individual learning paths in Finland –
learning is a lifetime journey
Mapping- project/
Senior Lectures Anne-Maria Korhonen and Sanna Ruhalahti
www.hamk.fi/aokk
2. HAMK University of Applied
Sciences
Multidisciplinary UAS with 29 bachelorlevel degree programmes, 7 master-level
degree programmes
Around 8000 students
Units in 7 locations
Professional Teacher Education Unit
•Professional teacher trainig at HAMK was established
in 1959
•The largest of the five professional techer education
units in Finland
•Number of teacher students 950
•Number of staff 90
•Annual turnover €6 million
•Director: Seija Mahlamäki-Kultanen
Video (0.00-7.20)
http://www.youtube.com/watch?v=hoqKX850HtU&list=PL5htIdnzz_FlVaymnNNH0aDZsYouPtBb-&index=7
www.hamk.fi/aokk
5. Four Elements of Individualized
Learning in Finland
1. Teacher Roles Redefined, Expanded
• Finnish teachers have great autonomy for all aspects of their
work, including curriculum development, individualization/
personalization, planning, instruction, and assessment.
2. Project-Based/ Authentic Learning Opportunities
3. Student-Driven Learning
• the freedom of choice students have: what to take, when, and with
whom. Students confirmed this -> an individual study plan
4. Flexible, Anytime/Everywhere Learning
• Finnish students have individual, self-selected programs and
schedules
www.hamk.fi/aokk
6. What is the main idea or the main principle of
individualize studies?
“ The person who is skiing along the ski track
is a prisoner of that track – to ski on an unbroken
surface of the snow is freedom”.
Finnish poet by Aaro Hellaakoski
Teachers must take care of students’ learning processes so that students’
learning processes continue.
Also at the same time: teachers must be very careful during their guidance:
• not to make the ski track too clear that students only ski along the ski track
(without thinking anything) or
• not to leave students alone on an unbroken surface of the snow for too long
time – students must know whether they are going to the right direction – in
order to make their own ski tracks.
The metafora is adopted from T.Tertsunen
www.hamk.fi/aokk
7. Upper Secondary Vocational Education
and Training in Nutshell
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Admission requirement is the completion of basic education syllabus;
Education providers primarily select their students based on earlier
academic achievement but may also hold entrance exams or aptitude tests
and may take the applicant’s work experience into consideration;
Application takes place through a joint application system electronically;
electronically
The studies primarily aim at obtaining the vocational skills needed in
working life;
Additionally, three-year studies give general eligibility to apply for studies at
universities and polytechnics ;
Opportunities for individual progress in studies have been enhanced;
A vocational upper secondary qualification can be obtained through
attending a vocational school, through apprenticeship training, or through a
school
training
competence test;
test
20 credits (around 6 months) of the studies are conducted on-the-job;
on-the-job
Skills demonstrations were launched in 2006 as proof of having reached the
goals given to vocational studies.
www.hamk.fi/aokk
8. Vocational Upper Secondary
Qualification ( 120 cr)
• Approximately 45 % students starts their studies in
Vocational Upper Secondary Education in Finland (after
Basic Education or General Upper Secondary
Education)
• Providers draw up a plan for students to complete the
entire qualification According to The Vocational
Education Act 630/1998
– Vocational skills are required by working life
– An individual plan for studies and an individual plan for
demonstrating professional skill in test of competence
www.hamk.fi/aokk
9. •
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Practical case/ individualised
education plan
I phase (individual guidance counseling prosess)
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Earlier knowledge
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Hobbies and interests
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Strengtness as a student
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Needs of remedial teaching
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Other optinal information, learning difficulties ect
II phase
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Reading test
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Maths test
III phase
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Study plan; vocational study modules, free-choise modules
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Study schedule for modules and on the job learning
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Description of co-operation with their workplacements
The primary objective of upper secondary vocational education and
training is for each participant to complete an entire qualification
www.hamk.fi/aokk
10. Competence-based
qualifications
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Finland has been developing competence-based qualifications
since 1994
This system is intended to enable working-age adults to gain
qualifications without necessarily attending formal training .
It is possible to take competence-based vocational qualifications,
further vocational qualifications and special vocational qualifications
or only parts of them through the competence test system, within
which competence acquired through various ways is
recognised and validated.
validated
The competence test is completed by demonstrating competence
required in the profession.
Although taking part in competence tests does not require formal
preparation, about 95% of candidates attend some training, in which
training
they are provided with individual learning programmes.
www.hamk.fi/aokk
11. Three different kinds of
Qualifications
• Vocational Qualifications (52)
demonstrate the knowledge and skills required achieving
professional skill.
• Further Vocational Qualifications (190)
demonstrate the professional skill required of professional workers.
• Specialist Vocational Qualifications (132)
demonstrate a command of the most demanding tasks in the field.
(The amount of the different kinds of Qualifications: Vocational
Qualifications 52, Further Vocational Qualifications 190 and
Specialist Vocational Qualifications 132)
www.hamk.fi/aokk
12. Competence based qualifications
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The individualisation is divided to the following three stages ( see picture
below)
When an individual applies to complete a competence-based qualification,
the competence test organiser is responsible for determining the applicant’s
prior competencies and other resources, suitable qualification and
training needs, as well as any possible needs for guidance and support
measures.
Competencies are identified making diverse use of various methods
appropriate for the field.
An individualisation plan is prepared for each student to help them
acquire the required vocational skills. The plan takes into account the
individual’s life circumstances, competencies, identified learning needs and
opportunities for on-the-job learning.
www.hamk.fi/aokk
13. Individualisation plan is based on law ( 2006)
1.Application
- Recognition of Nonformal and Informal Learning
- Earlier competences?
- Earlier education?
Conclusion
2.Acquisition of the required vocational
skills
Individual
-Reconition of Non-formal and Informal
learning
Learnging
/study path
- Individual and special needs for studying
- Life situation, motivation
- Learning on the job and/or formal education
c
b
a
3. Completion of qualification
- Comptence tests in
authentic work
assignments
- Estimators: colleaque and
manager in workplace + teacher
Competence-based qualification
(certification)
www.hamk.fi/aokk
14. The main principles regarding
competence test are as follows:
• Cooperation between employers, workers and
education sector when qualifications framework
and requirements of competence-based
qualification are defined and competence tests are
organised and assessed
• The independence of a qualification regardless of
the way competence has been acquired
• Completing a qualification or a module
demonstrating competence in a test
• Individualisation of learning and the completing of
the qualification
www.hamk.fi/aokk
15. Possibilities in adult education
in Finland
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In-service training
Competence-based
qualifications
Apprenticeship training
Labour market training
Competence-based qualifications http
://www.oph.fi/english/education/adult_education/vocational_adult_education
www.hamk.fi/aokk
16. Tools for individualisation
• All is based on law
• VET organisers know the law and
regulations – the information is divided
• Described process, responsibilites and
roles
• Good documentation
• Electronic databases (eHOPS,
Studenta…)
www.hamk.fi/aokk
17. By individualisation
– a key to motivation in learning?
1. Learning is an active work of a student –>
deep processing essential
- we involve students to set their own goals, monitor and
evaluate their learning
- we develop their metacognitive skills , learning
becomes self-directed
- we create the ownership for their own learning
www.hamk.fi/aokk
19. Professional Teacher Education
Programme 60 cr
• Study modules
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Basic studies in educational sciences (13 cr)
Pedagogical studies (26 cr)
Practical teacher training (15 cr)
Development work (6 cr)
• 1135 applicants in 2013 to HAMK
– 360 admitted in 2013 to HAMK (32%)
• 5494 total applicants to the five institutions in Finland, of
which 1585 were accepted (29%)
www.hamk.fi/aokk
21. Individual study plans – national tools,
challenges & potentials, next steps
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Tools:
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Personal touch:
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Challenges:
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Personal touch:
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Interviwes are conducted to all students by teahcers during the studies (2-4 times or more if needed)
Documentations are made by regulations (now a days mostly by MS Office etc. and printed out)
Enough time for all must be allocated
Different ways to understand the system – outputs are maybe not all in the same level
Documentation system must be developped with new tools (open sorces and easyly working tools)
How to use new media in learning and in individualising as well as in competence tests
Next steps:
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The model or practice has mainstreamed
to the daily work
New models and processes for better regognition of
former knowledge and skills
Changes in law; new orders:
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Students’ special needs
Former knowledge and skills
Documentation
www.hamk.fi/aokk
