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Bits and pieces 24.5.2007 Seija Lehto

Bits and pieces 24.5.2007 Seija Lehto. 3). 5 4 3 2 1. THE EDUCATION SYSTEM OF FINLAND. 4. POLYTECHNICS. 3 2 1. UNIVERSITIES. SPECIALIST VOCATIONAL QUALIFICATIONS. WORK EXPERIENCE. FURTHER VOCATIONAL QUALIFICATIONS. 2). 3 2 1. 3 2 1. VOCATIONAL UPPER SECONDARY

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Bits and pieces 24.5.2007 Seija Lehto

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  1. Bits and pieces 24.5.2007 Seija Lehto

  2. 3) 5 4 3 2 1 THE EDUCATION SYSTEM OF FINLAND 4 POLYTECHNICS 3 2 1 UNIVERSITIES SPECIALIST VOCATIONAL QUALIFICATIONS WORK EXPERIENCE FURTHER VOCATIONAL QUALIFICATIONS 2) 3 2 1 3 2 1 VOCATIONAL UPPER SECONDARY EDUCATION and TRAINING GENERAL UPPER SECONDARY EDUCATION 1) An additional 10th year is voluntary giving pupils an opportunity to improve their grades and clarify their career plans. 2) Vocational upper secondary education and training is arranged in vocational schools (including at least six months of on-the-job learning) and in the form of apprenticeship training. Adults can obtain vocational upper secondary qualifications also in competence tests. 3) The Ministry of Education has granted permission to a number of polytechnics for trial post-graduate degree programmes for 2002-2005. WORK EXPERIENCE 1) 10 9 8 7 6 5 4 3 2 1 16 15 14 13 12 11 10 9 8 7 6 C o m p u l s o r y e d u c a t i o n BASIC EDUCATION PRE-PRIMARY EDUCATION AGE SCHOOL YEARS

  3. Further Vocational qualifications • The system of competence-based qualifications offers the adult population in particular a flexible way to renew and maintain their vocational skills. In competence-based qualifications, vocational skills are demonstrated through competence tests, regardless of whether the skills have been acquired through work experience, studies or other activities. What matters most is vocational competence. • Besides 52 vocational upper secondary qualifications, there are nearly 300 further vocational and specialist vocational qualifications on offer.

  4. Further Vocational qualifications • The skill requirements have been set, in collaboration with the trade and industry, on the basis of work modules in working life. The vocational skills required in competence-based qualifications are defined in the requirements of competence-based qualification, drawn up by the Finnish National Board of Education. • The Finnish National Board of Education appoints a qualification committee for each competence-based qualification. It has a representation of employees, employers and teachers of the field and, if need be, entrepreneurs. The qualification committees agree with education providers and other organizations on the arrangements for competence-based education.

  5. Language teaching • Basic education (ex. is from City of Oulu) • A1 starts 3th grade: English, French, German, Russia • A2 starts 5th grade (voluntary): French, German, Russia, Spanish, (Eng) • B starts 7th grade: Swedish • B2 starts 8th grade (voluntary): French, German, Russia, Spanish • Upper secondary general: Upper secondary vocational: • Continuing: Continuing: • A1 – A2: 6 to 8 courses 2 courses • B : 5 to 7 courses 1 course • B2 – B3: voluntary 8 courses 2 courses • and voluntarily more • (Finnish, Swedish, Sami and sign language is thought as a mother language)

  6. Funding • The statutory financing is based on unit costs (average cost), transactions (student numbers) and costs (field-specific; special tasks). • Examples (year 2007): • Vocational Qualification in Business and Administration (appr. 5600 €/student, OVC) • Vocational Qualification in Bioenergy (appr. 10800 €/student, OVC;12000 €/student, WLVI) • Appr. 9200 €/student (West Lapland Vocational Institute) • Appr. 7775 €/student (Oulu Vocational College)

  7. Funding • Performance-based financing (2 % of all funding) • INDICATORS • Impact: • * effective share: 50% of the performance indicator set • 1. Placement in employment • * regional youth unemployment taken into account • 2. Placement in further education

  8. Funding • Performance-based financing (2 % of all funding) • INDICATORS • Processes: (effectiveness) • * effective share: 20% of the performance indicator set • 1. Dropout rate • * "acceptable" reasons for dropout • 2. Graduation rate • * number of students graduating in the norm time • 3. Utilisation rate • * Annual number of students in relation to the maximum number indicated in the institutional licence

  9. Funding • Performance-based financing • INDICATORS • Staff (competence): • * effective share: 20% of the performance indicator set • 1. Formal competence of teachers • 2. Staff development • * Training provider's total financial input • - contacts with working life 60% • - other staff development training 40%

  10. Funding • Performance-based financing • INDICATORS • Economy: • * effective share: 10% of the performance indicator set • * balanced, "healthy" economy • 1. Annual contribution margin • 2. Annual contribution margin ratio / depreciation

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