Transcript No Slide Title

FINNISH DEVELOPMENTS IN QUALITY
ASSURANCE IN VET
NCP-VET-CO – project
21 – 22 October 2010, Prague
Mari Räkköläinen
Counsellor of Education
Head of Unit
Finnish National Board of Education
Finnish Education System
Polytechnics postgraduate
6
5
4
Universities
4
3
3
2
2
1
1
Additional VET *)
WORKING
LIFE
3
2
1
9 (10)
1
General upper
secondary
schools
Polytechnics
Further voc. qualifications
Specialist voc. qualifications
3
2
1
Basic education, ages 7 - 16
Pre-school education, 6-year-olds
*) Also provided in the form of apprenticeship training
Upper secondary
vocational
qualifications *)
Finnish National Board of Education
Role of the FNBE in VET QA
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Prepares the national qualification requirements for VET
Decides on the learning outcomes of the studies and
their assessment
Evaluates nationally learning outcomes
Promotes quality management in VET and support the
providers in QA
Supports and develops nationally important aims in
close co-operation with the providers and working life
School leavers after 9 years of compulsory education
47,9 %
School leavers
49,8 %
upper secondary
vocational education
2,0 %
optional 10th year in
comprehensive school
3,4 %
did not continue directly in
education
(comprehensive
School)
66893 (year 2010)
upper secondary
general education
Quality Management in Finland
(Important topics)
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Decentralisation
Normative regulations decreasing
The provider is the main actor
Importance to look at same time at different levels:
institution/provider/regional/national and EU levels
Decisions on quality enhancement mainly made by the
education provider
The provider choices the method of quality management
and self-evaluation
the law obligates providers to evaluate their VET
provision and its effectiviness and participate in
external evaluation of their operations
EXAMPLES OF NATIONAL STEERING OF QA IN VET

Licencing of VET providers
Accreditation: fields of training, maximum number of
students/year, other requirements and provisions

National requirements for VET
 Requirements and local curricula designed in cooperation
with students and representatives of working life
 Individual study programmes

Quality Management Recommendation
 The CQAF (the EQAVET) has been reference model
 On voluntary basis
 foundation for long-term development of QA

Quality awards
Quality award for vocational education and training
 Quality award for apprenticeship training
 Quality award for civic colleges/open colleges
STRUCTURE OF THE QUALITY ASSURANCE
RECOMMENDATIONS
EDUCATION AND TRAINING POLICY DEFINITIONS AND PRIORITIES
NATIONAL STEERING OF VET
RECOMMENDATIONS
GENERAL BASIS OF QUALITY MANAGEMENT
The Common Quality
Assurance Framework
(CQAF)
- planning
- implementation
- evaluation and assessment
- review (feedback and
procedures for change)
Characteristics of excellence
-consideration of functions as a whole
-customer focus
-leadership
- result orientation
- continuous learning, innovation and improvement
- people as resources
- effective processes
- relevance to the world of work and partnerships
- social responsibility
Design, assessment, validation and recognition of competences /
learning outcomes in Finland
Design
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National qualification requirements defined by the FNBE
Qualifications divided into units
Units composed on basis of functions in working life.
Preparation of VQs done in tripartite expert groups.
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Assessment •
Skills demonstrations or competence–based examinations
Assessment of all units based on qualitative criteria and achieved learning outcome.
Assessors: on-the-job-instructors, teachers and student’s self assessment.
Assessment criteria of each unit at three levels.
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Recognition •
Recognition of prior learning is regulated by VET Act and Degree since.2006
Recognition is based on learning outcomes - not on learning time.
VET provider decides on the recognition of (prior) learning – competent institutions!
Theory and practice (KSC) are expressed, studied and assessed together within the
same unit and there is a common (one) mark in the certificate.
Current developments in national steering of QA
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Performance-based funding
 2% -> 3% (2011)
Indicators: employment rate, drop out rate, graduation rate,
transition to HE, staff qualification and staff development
Measurement (2011): effectiviness (90%), teachers´
qualification (7%) and staff development (3%)
 More focus on local situation and present conditions of
providers
 Take more into considerations providers own efforts on
graduation and employment
 Take into consideration students background and underlying
factors
DEVELOPMENT OF QUALITY ASSURANCE IN VET
CURRENT ACTIVITIES
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Taking actively part in QA activities at European level
(ENQA-VET, EQAVET)
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FNBE is QANRP (quality assurance reference point) in Finland
(website, organize QA seminars, provide training, cooperate with
other QARNPs and all the QA activies )
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Active national QA network: network of the people who
work with quality issues in VET has been established
the national development and support activities to
promote the use of Peer Reviews.
Peer learning/ review activities at national and local level
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-> requirements and recommendations
National Peer Review activities in Finland
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The procedure for Transnational European Peer
Reviews can be used in Finland for both IVET and CVET (only some
slight modification needed)
National criteria for IVET and CVET have been developed based on
European Peer Review cirteria.
Many Peer Review trainings have been organised.
Peer Review procedure have been used in ESR projects (experience
on European Peer Review projects have been used) and criteria
have been developed
CIMO in cooperation with FNBE has developed draft criteria and
Peer Review procedure for TOI projects and they will be piloted in
autumn
Establishment a coordinating group for Peer Reviews used in quality
improvement tool for projects at national level.
DEVELOPMENT OF QUALITY ASSURANCE IN VET
CURRENT ACTIVITIES
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Ministry of Education and Culture with FNBE and key
stakeholder groups are preparing quality assurance
strategy for VET. The strategy will be ready at the end
of the year 2010
Quality improvement of apprenticeship training
-> National development project 2009 – 2010
-> Designing quality requirements and recommendations
-> Handbook of QA
First results of the survey on Quality
Management
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FNBE has made a survey on QA year 2004 and spring
2009 again.
FNBE has sent the on-line questionnaire to 158 VET
providers.
110 answered the questionnaire (69 %).
27 respondents (27 %) has made systematic quality
work over 10 years, 28 respondents (27 %) 6 -10 years,
19 respondents (19 %) 3-5 years and 28 respondents
(27 %) less than 3 years.
How long have the VET providers made
systematic quality work on year 2009 and
2004?
40
37
30
27
26
20
19
% 20
27
15
10
10
0
Less than 3 years
3-5 years
2004
6-10 years
Over 10 years
2009 (N = 106)
Year 2004 the respondents were mostly persons responsible for quality work in a college. Year
2009 the respondents were VET providers.
Leena Koski
Quality models/methods which have been
used and/or are in use at VET provider level?
80
70
67
61
60
51
50
38
% 40
49
36
29
30
20
11
10
10
25
10
4
0
EFQM
Excellence
Model
Total Quality
Management
(TQM)
ISO 9000 standardit
On soveltanut viimeisen 5 vuoden aikana (N = 110)
CAF
Balanced
Scorecard
Jokin muu
Soveltaa tällä hetkellä (N = 110)
Documentation of QA principles
(All together 186 choices, almost every second respondent (N = 110) has answered
that they have been documented at least in two places)
1%
30%
32%
Intranet (n = 55)
Some other (n = 25)
Quality Manual (n = 45)
Common part of the curriculum (n
= 59)
Don't know / no opinion (n = 2)
13%
24%
Leena Koski
How familiar are you with the European Peer
Review model?
Not at all, 42 %
(n=37)
6% 3%
11%
42%
To some extent, 39
% (n=35)
Much, 11 % (n=10)
39%
Very much, 6 %
(n=4)
No
knowledge/opinion,
3 % (n=3)
How much have you been using the European Peer
Review for the improvement the quality of
education?
Not at all, 69 %
(n=61)
2% 1% 2%
To some extent, 26 %
(n=23)
26%
Much, 2 % (n=2)
69%
Very much, 1 % (n=1)
No
knowledge/opinion, 2
% (n=2)
FUTURE NEEDS AND CHALLENGES OF QUALITY
MANAGEMENT
(Survey 2004 /2008, by FNBE)
To motivate and to commit the managers and the staff
To ensure enough resources for Quality Management
To describe the key processes of education and
training
To manage by processes
To measure the results of learning and teaching
processes
FUTURE NEEDS AND CHALLENGES OF QUALITY MANAGEMENT
(Survey 2004,2008 by FNBE)
To develop the systematic feedback procedures
To identify good indicators
To analyse and to evaluate the results and make
decisions based on results (development activities)
To implement BSC model and combine it with EFQMmodel
To promote the co-operation and exchange of good
practice
QUALITY WORK INTO EVERYDAY PRACTICE!
THANK YOU!
VOCATIONAL EDUCATION IN FINLAND
- More Information
www.minedu.fi
Ministry of Education
www.edu.fi
the Finnish education portal
information in Finnish,
Swedish and English
www.oph.fi
Finnish National Board of
Education
information in Finnish,
Swedish and English