ECVET AND EQF – IMPLEMENTATION IN FINLAND

1. ECVET AND EQF – IMPLEMENTATION IN FINLAND • Jyrki Lempinen • International Coordinator • Tel. +358 40 341 6158 • jyrki.lempinen@jao.fi • Jyväskylä College and Jyväskylä Institute of Adult Education belong to the Jyväskylä Educational Consortium

2. The Education System of Finland

3. VET AT UPPER SECONDARY LEVEL8 FIELDS OF EDUCATION 53 QUALIFICATIONS • Humanities and Education • 3 vocational qualifications • 2. Culture 6 vocational qualifications • 3. Social Sciences, Business and • Administration • 1 vocational qualification • 4. Natural Sciences • 1 vocational qualification • 5. Technology, Communications • and Transport • 26 vocational qualifications 6. Natural Resources and the Environment 5 vocational qualifications 7. Social Services, Health and Sports 6 vocational qualifications 8. Tourism, Catering and Home Economics 5 vocational qualifications

4. COMPOSITION OF STUDIES (120 CREDITS) IN EACH VOCATIONAL QUALIFICATION AT UPPER SECONDARY LEVEL Vocational studies 90 credits (including at least 20 credits of on-the-job learning) - basic, field-specific study units (compulsory) - specialising study units (partly optional) other optional units (decided by VET provider) Core units (common to all) 20 credits like languages, maths, physics, chemistry Free-choice units 10 credits -individual choice

5. Finnish Education System

6. FINECVET PROJECTS (1 & 2) • focused on student exchange programmes at the upper secondary level in formal VET • duration 12/2004 - 12/2005 • 4 VET providers and 5 VQs (in Forestry, in Construction, in Business and Administration, in Hotel and Restaurant Services and in Social and Health Care) • partner schools from Sweden, France, Germany, the Netherlands, Ireland and Great Britain. • duration 8/2006 – 12/2007 • 2 new VET providers, 4 more VQs (in Agriculture, in Building and Maintenance Technology, in Information Technology, in Vehicle Technology) and some new countries joined the project • Partner schools from Germany, the Netherlands, Hungary, Italy, France

7. FINECVET project objectives • The objectives of both the FINECVET 1 and FINECVET 2 projects were to: • 1. Define the concepts of the ECVET system and how they apply to the Finnish education system; • 2. Test the effectiveness of the European Credit Transfer System for Vocational Education and Training (ECVET) in different upper secondary vocational qualifications; • 3. Prepare a national information and guidance plan for education providers and representatives of the working life for the purpose of implementing the ECVET model.

8. Project results • The project developed models to describe entire qualifications or their studies of different scopes in terms of knowledge, skills and competence. Descriptions of entire qualifications were used to compare equivalent qualifications in three countries, whereas other descriptions were used to outline studies to be completed in another country. • The project put forward a proposal to determine credit points and the level of studies within the EQF. The proposal suggests that one year of study and a three-year qualification would equate to 60 and 180 credit points respectively. This is also the solution which the European level is favouring.

9. Project results • In terms of assessment of learning outcomes, the project tested the assessment criteria and documentation forms developed for Finnish vocational skills demonstrations. These work when a Finnish teacher is involved in assessment of skills demonstrations and where the receiving country has an assessment procedure in place equivalent to vocational skills demonstrations. In addition, the project co-operated with an international partner to produce a documentation form for assessment of a skills demonstration/practical test, which differed from the Finnish assessment procedure and was also used. • The project developed a template for an assessment documentation form applied to the ECVET system, where learning outcomes are assessed in terms of knowledge, skills and competences. This form was not tested.

10. Project results • The project prepared a Learning Agreement document template, which is student-specific and filled in before the start of a student exchange. • The project prepared a Memorandum of Understanding document template, which is a mutual general agreement between an education provider and its international partner. The appendix section of the document template was completed by three education providers using their own details. The template was tested with international partners and it turned out to be useful and to increase mutual trust. The template should be supplemented with a possible field-specific appendix.

11. Project results • 6. A credit transfer process model was produced for one qualification. The tool applied in the model is a description of learning outcomes in terms of knowledge, skills and competences and comparison of these between three countries. In addition, it highlights an education provider’s decision-making process: as part of their curricula, education providers should decide on the procedure of validating and recognising studies completed in another country as credits for students. • 7. Other results included proposals for EQF levels of qualifications and their units, comparisons between countries in implementation of the ECVET system, added value to competence brought about by studies completed in another country and partial harmonisation of the learning outcomes of qualifications completed in different countries. • More information about the project is available at www.oph.fi > Kehittämishankkeet > FINECVET

12. Finnish VET / ECVET (1) • In Finland there are no national levels for VQs (NQF). • VQs consist of study units (parts of qualification). Vocational study units are composed on the basis of functions in working life and named according to activities at working life. Study units are nationally decided and defined by the FNBE. Theory and practice are studied and assessed together within the same study unit and a common one mark in the certificate. • Knowledge, skills and competence are included in the objectives. Objectives of study units are described as learning outcomes.

13. Finnish VET / ECVET (2) • The scope of studies is expressed in credits. Now one credit is equal to 40 hours of students’ average workload. One school yearis equal to 40 credits. • FNBE has decided credit points of each national study unit on the basis of workload/ relative weight of unit as a part of qualification • VET providers decide on sub units if needed, teaching methods both procedures, processes and agreements concerning student exchange. They also plan individual study plans with students • Recognition of prior learning is regulated by Act and Decree on vocational education and training, in force from 1.1.2006. Recognition is based on learning outcomes, not on learning time. VET provider decides on the recognition and assessment (validation) of prior learning.

14. Further development for the implementation of ECVET in Finland • Finland has a positive attitude towards ECVET system, it seems to be easy to implement ECVET system in Finnish upper secondary vocational qualifications. • Min.Ed. is setting up a working group on the implementation of EQF, NQF and ECVET • 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. • The material produced in the FINECVET project will be usedfor further development and national dissemination

15. IMPLEMENTING ECVET – Requirements in Finland • Implementation of ECVET in Finland will require national resolution (MinEd), description of qualification system, agreement on principles for allocating credit points and classification of the existing qualifications according to EQF levels in a Government degree. • National Core Curricula and requirements for demonstrations-based qualifications will have to provide descriptions of qualifications, units and the competence produced in terms of KSC, as well as a definition of evaluation criteria. (FNBE) • Procedural instructions needed for VET providers etc.

16. Implementig of EQF • Implementing of EQF is regarded as fairly easy (predominantly LO approach / modules, clear existing structures) • National core curricula and requirements to be updated to include description of qualifications and competences in KSC, parts of qualifications to be defined • Minor changes to national legislation needed (resolution) and procedural instructions to education / training providers • A committee appointed by the Ministry of Education has drafted a proposal for a Finnish framework for higher education sector • Finland participates in two EQF-projects funded through Leonardo programme – TransEQFrame (www.transeqframe.net) and Nordic EQF-project - National FINECVET project

17. Implementing of EQF • National Resolution of implementation of EQF has been done by the Government in the Education and Research Development Plan for 2007 -2012 • Ministry of Education is setting up a working group on the implementation of EQF and ECVET and description of qualification system ( NQF) and classification of the existing qualifications to EQF levels • The Finnish National Board of Education will be the national coordination point of EQF • European Qualifications Framework Advisory Group – Sirkka-Liisa Kärki is the member of EQFAdvisory Group and Carita Blomqkvist is vice

18. Thank you for your attention!