Transcript KAM'oon -hanke - La Casa degli Insegnanti

Positive Attitude,
Knowledge, Capability,
Federation
- Founded in 1962
- Staff 350
- Students 3000
(includes adults)
-5 vocational colleges
-Driving Academy
- Budget/turnover 29 M€
- Projects c. 6,2M€
-( 6 big EU –projects;
bioenergy, metal, staff
development, virtual and elearning environments,
students guidance)
KAM includes the following colleges:
• HAAPAJÄRVI VOCATIONAL COLLEGE (HAI))
• NIVALA VOCATIONAL COLLEGE (NAO)
• KALAJOKI VOCATIONAL COLLEGE (ARTEMA)
• OULAINEN VOCATIONAL COLLEGE (OULA)
• YLIVIESKA VOCATIONAL COLLEGE (YSO)
• ADULT EDUCATION AND APPRENTICESHIP
TRAINING CENTRE (AIKUKAM)
• DRIVING ACADEMY
“Facing the choices – searching for
career”
Sectors of vocational education:
•TECHNOLOGY, COMMUNICATION AND TRANSPORT
•TOURISM, CATERING AND DOMESTIC SERVICES
•CULTURE
•SOCIAL SERVICES, HEALTH AND SPORTS
•NATURAL RESOURCES AND THE ENVIRONMENT
•SOCIAL SCIENCES, BUSINESS AND
ADMINISTRATION
•NATURAL SCIENCES
Positive Attitude, Knowledge, Capability,
The Education System in Finland
5
4
4
3
2
Universities
1
Polytechnics
3
(AMK)
2
institutions
1
3
Upper
3
2
secondary
Vocational
2
1
schools
education
1
15
10
14
9
13
12
Compulsory education
16
8
Positive
Attitude, Knowledge, Capability,
7
11
6
10
5
9
4
8
3
7
2
6
1
Basic education
Pre-school education in schools or children's day care centres (kindergartens)
Age / School years
ORGANISATION CHART year 2010
Municipalities
The Council of
co-opetation
28 members
Auditors Committee
Management
Team
Managing
Director
Executive Board
11 members
Co-operation Services
Development Services
Finance and Management Services
Information Technology Services
Adult Education and Apprenticeship
Training Centre
Central Ostrobothnia
Polytechnic (COP)
( 37 %)
The Board of COP
Principal
COP
Driving Academy
OULA
Principal
NAO
Principal
ARTEMA
Principal
HAI
Principal
Common activities
YSO
Principal
Number of students 2008
altogether 2157 students
Tourism, Catering
and Domestic; 217;
10 %
Culture; 346; 16 %
Social Services,
Health and Sports;
535; 25 %
Sosial Sciences,
Business and
Administration;
257; 12 %
Natural Sciences;
96; 4 %
Natural Resources
and the
Environment; 155;
7%
Technology,
Communication
and Transport
Sector; 550; 26 %
Intake of students 2009
Tourism, Catering
and Domestic
Services; 122; 14 %
Culture; 135; 15 %
Social Sciencec,
Business and
Administration; 87;
10 %
Social Services,
Health and Sports;
236; 26 %
Natural Resources
and the
Environment; 49; 6
%
Student intake altogether 882
Natural Sciences;
35; 4 %
Technology,
Communication and
Transport Sector;
218; 25 %
• Summary of the quality work in KAM during 2000:
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2001 - First self evaluations in KAM and its colleges
(starting level –evaluations, own model),
2004 - Self evaluations by CAF –model, description of the
prosesses, taking part in vocational quality award
competition
2005 – EFQM –model in strategic planning with BSC
2006 - Self –evaluations by EFQM –model, strenghts –
development areas, taking part in vocational quality
award competition
2008 – Up – to - date Self –evaluations and prosesses,
checking strenghts and development areas, taking part in
QAC
2009 -desciptions and self -evaluations of the prosesses
by CQAF
2009-2010 name prosess owners to all prosesses
MANAGEMENT SYSTEM
BSC since year 1998 and EFQM since 2005 in strategic planning
FINANCING OF VOCATIONAL EDUCATION AND TRAINING
STATUTORY CORE
FUNDING
BASED ON
UNIT COSTS
PERFORMANCE-BASED
FINANCING
BASED ON
OPERATIONAL
OUTCOME
- impact
- processes
- staff
OUTCOMEBASED FUNDS
BASED ON
THEME
ENTITIES
- themes
- development
plan
QUALITY
AWARD
More information about performance –based
financing in Vocational education and training Finland:
Performance-based financing is an umbrella
concept, consisting of:
a) Outcome-based funds granted on the basis of
operational performance indicators
b) Quality awards granted on the basis of success n
larger thematic entities.
OUTCOME-BASED FUNDS, indicators:
Impact
1.
2.
Placement in employment
- 40 % of the impact indicator set
- Regional youth unemployment taken into account
Placement in further education
- 15 % of the impact indicator set
Processes (effectiveness)
1.
2.
Dropout rate
- 15 % of the process indicator set
- ”Acceptable” reasons for dropout
Graduation rate
- 13 % of the process indicator set
- number of students graduating in the norm time
OUTCOME-BASED FUNDS, indicators continues…
Staff (competence)
1.
Formal competense
- 11% of the set of staff indicators
2.
Staff development
- 6% of the set of staff indicators
- Training provider´s total financial input
- contacts with working life
- other staff development training
QUALITY AWARD IN VET
The quality award is primarily desingned to promote the aims of the
development plan for educational and research 1999 – 2004,
2003 – 2008 and 2007 - 2013.
The quality award is granted for excellent implementation of stated
thematic entities.
Most of the data needed by the Ministry of Education to
evaluate performance will be produced by Statistics
Finland. The rest of the data will be collected by the
National Board of Education directly from training
providers.
The written applications for quality awards will be
supplemented by site visits when needed.
EFQM-Model
INABLERS
RESULTS
People
9%
Leadership
10 %
People
Results
9%
Key
Policy &
Strategy
8%
Processes
14 %
Customer
Results
20 %
Performance
Results
15 %
Partnerships
& Resources
9%
Society
Results
6%
INNOVATION AND LEARNING
EFQM model in use in KAM from year 2005, before that CAF -model
• On-the-job learning and skills tests
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On-the-job learning is part of education included in getting the vocational
qualification. On-the-job learning is based on setting up the goal and
working out the educational plan to suit the individual and tutorial system
of education. The duration of the on-the-job learning is at least 20 units,
i.e. about half a year, and it could be realized in one or several periods,
and at different jobs.
The training periods can be scheduled in any phase on the whole
education process. A student is to get some of the professional skills of
qualification at the job and is ready to meet the needs of the labour
market and gets a better possibility to become employed.
Skills tests denote skills demonstrations and arrangements, realised
together with working life, with which the students shows how well they
have reached the goals of the professional studies and the professionalism
required in working life.
Quality Assurance Model of the CQAF which KAM
use(Common Quality Assurance Framework)
Planning
(purpose and
plan)
Methodology
Review (feedback
Implementation
and procedures
for change)
Evaluation and
Assessment
TIMETABLE FOR YEAR 2010
• International projects in KAM:
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SUFUCA – Development project:
- Supporting the Functional Capacity of Older People with Skill and
Quality from October 2008 till September 2010
MAMEKAM 3 and 4 -LVD –projects:
- 2 Mobility projects for students (on-the-job - learning periods)
DEMOKAM 2 –LVD project:
– Mobility project for staff ( 4 weeks working periods abroad)
To be In 2– LVD –project:
• - Mobility project for students (Social and Health care in Oulainen)
• Sustainable Development –LVD –project:
- Sustainable Development- from an e-learning course to practice in
different European countries (Social and Health care in Ylivieska)
KAMoon Veva – LVD –project(ended 6/2009), KAMoon VEVO
continues the same idea:
- Peer review and self-evaluation project for administrational staff
- Four Federation partners in Finland and four from abroad
KAMoon CHINA – mobility project for staff and students
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KAMoon VEVA 2007 – 2009: More impact on Evaluation by
networking
Partners in England, West Suffolk College
Basque country, many vocational Colleges and Education
Ministry
Germany Berufskolleg Rheydt Müllfot und Verwaltug der
Stadt Mönchenglandbach
Scotland South Lanarkshire College
Each visit feedback in English and Finnish by EFQM –model
Management and Leadership team of KAM
FINALLY:
•Thank you for having had the strength to listen to my
presentation.
•I wish you rewarding day here and all the best in the
future.