Developing Instruments and Methods for Accreditation of Vocational Learning Outcomes in Finland

Paper Presentation for Symposium of Vocational Education and Training Network, ECER2008

Gothenburg, Sweden10 - 12 September 2008

Marja-Leena Stenströmmarja-leena.stenstrom@ktl.jyu.fi

Introduction

• The accreditation/recognition process is closely linked to quality assurance and a concept of quality is behind every accreditation system.

• Accreditation is used in order to shorten study times and avoid overlapping of studies. In vocational education and training, the accreditation is closely linked to student assessment.

• Accreditation system is relatively new phenomen in most vocational education and training systems.

• Higher education accreditation has already long tradition though.

Vocational upper secondary education and training in Finland (ISCED level 3)

• The aim of vocational education and training (VET) is to improve the skills of the work force, to respond to skills needs in the world of work and to support lifelong learning.

• The scope of a vocational qualification is 120 credits and takes three years to complete. The vocational qualification includes:

– vocational studies 90 credits (at least 20 credits of on-the-job learning)– core subjects (units) 20 credits– free-choice studies (units) 10 credits.

• The duration of studies is some 30 credits shorter for those who have completed the general upper secondary school syllabus, as some of their studies are accredited.

• Vocational qualifications can be completed in three ways: 1) school-based education and training, 2) apprenticeship training, or as 3) competence-based qualifications.

• A vocational qualification gives general eligibility for higher education: polytechnic (university of applied sciences) and university studies.

Process of accreditation/recognition

Accreditation/recognition of formal learning

• Accreditation was added to the Act on Vocational Education in 2005. Accreditation procedures are based on Act 630/1998 on VET.

• In terms of the accreditation/recognition of formal, non-formal and informal learning individual educational institutions are given a great deal of freedom in applying the framework provided by the legislation in practice.

• Individual education and training providers, qualification committees or educational institutions award qualifications (there is no national body).

• There is some diversity in the content of certificates awarded, minimum requirements are needed, the qualifications and titles are the same.

Accreditation/recognition of formal learning (Contd.)

• Students can be credited for work experience acquired previously or studies completed elsewhere, provided that the objectives and main content of these studies conform with the curriculum.

• Where students transfer from one qualification to another or from general upper secondary school to vocational upper secondary education and training, they can be verified by skills demonstrations.

• Where students have completed whole study modules, the grade acquired can be transferred.

• Accreditation is also needed for qualifications acquired in other countries; this is undertaken by the Finnish National Board of Education.

Recognition of learning outcomes

• Recognition is based on learning outcomes, not on learning time. • The objectives of study units are described as learning outcomes. • Theory and practice are studied and assessed together within the

same study unit.• Knowledge, skills and competences are included in the objectives

that are described as learning outcomes.• The FINECVET (Finnish ECVET) project developed models to

describe entire qualifications or their studies of different scopes in terms of knowledge, skills and competence.

• In terms of assessment of learning outcomes, the FINECVET project tested the assessment criteria and documentation forms developed for Finnish vocational skills demonstrations (assessment documentation form applied to the ECVET system).

Targets of assessments and learning outcomes in Finnish VET (FINECVET)

Targets of assessment Learning outcomes

Command of the knowledge that forms the foundation for work

Command of occupational safety

Knowledge

Command of tools, working methods and materials

Command of occupational safety

Skills

Command of work processes Core skills common to all

fields Common emphases

Competence

Recognising of non-formal and informal learning: Competence-based qualifications

• Finland’s vocational structure is not purely based on formal education: there is also a system for recognising non-formal and informal learning.

• Originally, the methods of recognising non-formal and informal learning have been developed for adult education and training.

• Adult students may demonstrate their vocational skills in competence tests regardless of how and where they have acquired the skills.

• There are three levels of competence-based qualifications: initial, further (ISCED 3) and specialist (ISCED 4).

• While not requiring formal preparation, many participants acquire preparatory training to take the exams offered by VET providers.

• The duration of study varies with the individual.

Competence-based qualifications and assessment

• National qualification requirements set the framework for the individual plans for competence tests.

• The role of the trainer is to individually discuss with each participant how the competencies will be demonstrated and how the assessment will be made. As a result, a written plan for the competence demonstration is made.

• Multiple methods are used such as: demonstration discussions, project processes and reports, real-life situations in the working life, written analyses and presentations.

• The involvement of each social partner in the tripartite assessment process ensures that all aspects (employer, employee and the representative of education) are taken into an account during the assessment.

• If all the modules of the qualification are judged as having been satisfactorily completed by the assessment team the person is awarded the certificate. If the participant has also taken part in the preparatory training, she/he receives a separate certificate provided by the training organisation.

Conclusion

• Finnish vocational qualifications are suitable for the ECVET system.

• The description of learning outcomes in terms of knowledge, skills and competences was tested aiming to find a common model.

• However, a better clarification of descriptions of learning outcomes in terms of KSC (knowledge, skills and competencies) is needed.

• Linking of ECVET to other European tools (EQF, EUROPASS, EQAF, ECTS) is also important.

• The elements of ECVET (i.e. accumulation, credit points, KSC, validation) may be taken into account in the reform of upper secondary VQs by 2010 (Kärki 2007)