Transcript Dia 1
QUALITY MANAGEMENT & EVALUATION OF LEARNING OUTCOMES
Dr. Anu Räisänen Councellor of Education FNB
Finnish National Board of Education
For education and learning
Finnish National Board of Education
National Agency for Learning and Competence Tasks
within implementation, monitoring and development of education and training.
Activities
include Implementing national education policies Preparing the national core curricula and requirements for qualifications Developing education and teaching staff Monitoring education and evaluation of learning outcomes Services for the education sector and administration For education and learning
For education and learning
For education and learning
ADMINISTRATION OF VET
QUALIFICATIONS
Vocational Qualifications (52)
• 52 qualifications including 120 optional study programs • same requirements for youngsters and adults
Further (187) and specialist (126) VET qualifications
(mainly for adults) 1. competence-based examinations and tests 2. taken by examination boards
Apprenticeship training
is an alternative pathway to all qualifications For education and learning
UPPER SECONDARY VET, 52 QUALIFICATIONS
1. 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.
7.
8.
Natural Resources and the Environment
6 vocational qualifications
Social Services, Health and Sports
6 vocational qualifications
Tourism, Catering and Home Economics
3 vocational qualifications
For education and learning
COMPETENCE-BASED QUALIFICATIONS Number of titles of qualifications Sectors Natural Resources Sector Technology and Transport Sector Vocational qualificatio n Further vocational qualification 5 25 26 89 Business and Administration Sector Tourism, Catering and Home Economics Sector Health and Social Services Sector, Leisure and Physical Education Culture Sector Humanistic and Educational Sector Natural Sciences Sector 1 5 6 6 3 1 13 11 14 28 3 1 TOTAL 53 184 Specialist vocational qualification 15 56 8 7 12 24 1 123
For education and learning
32 58 6 3 360 Total 45 171 22 23
NATIONAL REQUIREMENTS (3 YEARS/120 CREDITS) FOR VOCATIONAL QUALIFICATION AT UPPER SECONDARY LEV EL
Vocational units 90 credits (including at least 20 credits of on-the-job learning) - Basic and field-specific study units (compulsory) - spesialising study units (partly optional) - other optional units (decided by VET provider) Core units (common to all) such as languages, math, physics, chemistry 20 credits Free-choice units -individual choice 10 credits For education and learning
General Objectives of Vocational Education and Training
knowledge and skills necessary for vocational competence and (self-)employment support for personal growth and citizenship knowledge and skills needed in further studies and in life-long learning For education and learning
COMPETENCE-BASED QUALIFICATION SYSTEM University degrees Matriculation examination Polytechnic degrees
Specialist vocational qualifications
WORKING LIFE
Vocational qualifications Further vocational qualifications
Basic education
For education and learning
NEEDS OF WORKING LIFE
Upper secondary vocational qualifications • On-the-job learning periods • Skills demonstrations • Individual learning pathways Competence based qualificatons • Indivualisation of adult education • Combetence-based-qualifications (for adults) • Apprenticeship training Support to teachers • Support for teachers on working life skills For education and learning
Design
Design, assessment, validation and recognition of competences / learning outcomes in Finland
• 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.
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.
Recognition • Recognition of prior learning is regulated by VET Act and Degree since.2006
• Recognition is institutions!
based on learning outcomes - not on learning time.
• VET provider decides on the recognition of (prior) learning – competent • Theory and practice (KSC) are expressed, studied and assessed together within the same unit and there is a common (one) mark in the certificate. For education and learning
Quality management of education
Internal and external evaluation & monitoring No inspector system Quality strategy of VET (by Ministry of Education) Recommendation of Quality Support services for VET providers
For education and learning
QUALITY STRATEGY IN VET
• • • • • • •
Systematic QM process in different VETlevel Self evaluation & external evaluation have to been developed
• • •
External audit mechanism for VET Systematic and soft ”akkredidation” process Performance baced financing have to been increaced
•
Rediable monitoring and evaluation system
•
Transparent quality & ”intelligent accountabily” Supporting services for providers and schools by national level Excellent ”know how” in defferent level (i.e. teachers) QM process have to be good (also in pedagogical process) Continue improvement ja development on different level International cooperation in QM in VET
For education and learning
ASSESSMENT OF LEARNING OUTCOMES IN VET Data from all skills demonstrations – not national tests Assessment base on the national curriculum and quality requirements of skills demonstrations, criteries and background information Feed back to providers (by electronic system) National reports Assessment base on the evaluation plan, by Ministry of Education and Cultur For education and learning
ASSESSMENT OF LEARNING OUTCOMES Students’s background: age, sex, previous schools and experiences Recourses (finance, time, HRD, equipment...) Learning outcomes (SKILLS DEMONSTRATIONS)
•
formative & summative assessment Teaching and learning process quantitative and qualitative indicators quality of teaching and other core process
For education and learning
QUALITATIVE APPROACH IN ASSESSMENT
All providers Forest Construction I year II year III year Self evaluation Evaluation Quality indicators seminars / Workshops / Evaluation visits (n =7) Evaluation panel / Peer Evaluation Tasks of SD The plans of SD
(evaluators with pears)
Skills demontration Skills of work process Knowledge Technical skills (work methods, materials and tools Skills of life long learning Anu Räisänen For education and learning
FEED BACK MECHANISM IN EVALUATION National evaluation Evaluation data Web-environment
-
evaluation instruments (questionnaires, self assessments, best practices)
-
data delivery
-
data processing
-
feedback production and comparison to best practices PAPER LESS ENVIRONMENT Education
•
provider feedback of their own results Evaluation feedback
For education and learning
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
For education and learning