CURRICULUM REFORM AND COMPETENCE DEFINITIONS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES

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CURRICULUM REFORM AND COMPETENCE DEFINITIONS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES www.ncp.fi/ects. WHAT IS ECTS?. European Commission. 2004. ECTS User’s Guide. http://europa.eu.int/comm/education/programmes/socrates/ects_en.html#5.
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CURRICULUM REFORM ANDCOMPETENCE DEFINITIONSAT FINNISH UNIVERSITIES OF APPLIED SCIENCESwww.ncp.fi/ectspekka.auvinen@ncp.fiWHAT IS ECTS?European Commission. 2004. ECTS User’s Guide. http://europa.eu.int/comm/education/programmes/socrates/ects_en.html#5
  • Student-centred system based on the student workload necessary to meet the objectives of a programme
  • 1600 hours = 60 credits per year
  • 26.7 hours = 1 credit
  • Objectives specified in terms of learning outcomes and competencies
  • knowledge (to know, to understand)
  • practical skills (to be able to do, can do)
  • pekka.auvinen@ncp.fiTHE FINNISH EDUCATION SYSTEMpekka.auvinen@ncp.fiFRAMEWORK FOR CURRICULUM DESIGNWORKING LIFESTUDENTSOPERATIONAL ENVIRONMENTCURRICULUM OF A DEGREE PROGRAMMEEUROPEANLEVELPOLYTECHNIC LEVELNATIONALLEVELpekka.auvinen@ncp.fiLEARNING PROCESS/COMPETENCE- BASED CURRICULUMStudents´ entrance levelPrior knowledge, skills and attitudes compared to core competenciesLEARNINGMATERIALSR&D
  • Professional profile/core competencies
  • subject- specific competencies of the degree programme
  • generic competencies
  • TEACHING PRACTICESLEARNINGENVIRONMENTSLEARNING PROCESSindividual/communitySTUDENT ASSESSMENT &EVALUATIONCOUNSELLINGLEARNINGASSIGNMENTSFEEDBACKpekka.auvinen@ncp.fiKoli & Siljander 2002; Tuning 2004TRADITIONAL VS. LEARNING PROCESS BASED CURRICULUMAt a job interview they will hardly ask you: ”What was taught to you?” or” Which courses did you pass?” but”What are you able to do?” or ”What kind of competence do you have?” Bastian Baumann, German student, member of the ESIB Bologna Process Committeepekka.auvinen@ncp.fiLEVELS OF CORE CURRICULUM ANALYSISpekka.auvinen@ncp.fiDESIGN OF THE LEARNING PROCESS BASED CURRICULUMWiers et.al. 2002Implementing and further developing the curriculumLaying foundations and organising the reform processDefining professional profiles and core competenciesAssessing the prior knowledge and educational needs of future studentsEvaluating and (re)designing the curriculumDefining core contents, learning outcomes and student workload at a course levelDetermining curricular models and pedagogical principlesPlanning student assessment and counselling Constructing internal and external networksProviding curricular framework for each year (annual themes)pekka.auvinen@ncp.fiCOMPETENCE ANALYSIS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES
  • In spring 2006, the Rectors’ Conference of Finnish Polytechnics Arene ry commissioned field-specific groups to define the subject-specific and generic competences at Finnish universities of applied sciences
  • It was suggested that the learning outcomes are defined using the competence distinction created in the project Tuning Educational Structures in Europe
  • Subject-specific competences
  • Generic competences
  • Competences are to be understood as wide-ranging combinations of know-how – composites of knowledge, skills and attitudes
  • pekka.auvinen@ncp.fiLEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMESProfessional profile2nd. cycleSecond-cycle learning outcomes defined in terms of generic and subject-specific competencesProfessional profile1st. cycleFirst-cycle learning outcomes defined in terms of generic and subject-specific competencesCourse/ unitpekka.auvinen@ncp.fiCOMPETENCE ANALYSIS AT FINNISH UNIVERSITIES OF APPLIED SCIENCESMotto:”Everything should be made as simple as possible, but not simpler.”Albert EinsteinThe objective was to create such a collection of competences that is easy to comprehend, can be learned by heart and which actually steers and directs teaching and learning processes in practice. pekka.auvinen@ncp.fiFRAMEWORK FOR COMPETENCE ANALYSIS AND DESCRIPTIONpekka.auvinen@ncp.fiPROFESSIONAL PROFILEDegree Programme in Wood Technologypekka.auvinen@ncp.fiPROFESSIONAL PROFILEDegree Programme in Social Studiespekka.auvinen@ncp.fiUSING MATRIX AS A CURRICULAR OUTLINE
  • ECTS-system relies on pedagogical thinking where learning processes and learning outcomes are seen as a foundation for the curriculum
  • Definitions of learning outcomes and objectives do not necessarily guarantee that they actually steer and direct teaching and learning in practice
  • The curriculum should make students’ learning processes visible, i.e. it should illustrate students’ professional growth towards the desired learning outcomes in the degree programme
  • The matrix used in Tuning project is the recommended model for curriculum outlines at Finnish universities of applied sciences
  • The different stages of the learning process and professional growth are signposted by annual themes and annual learning objectives
  • The studies should contain large enough modules and units and form a logical continuum each academic year
  • pekka.auvinen@ncp.fiLEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMESExample Course or unit/learning outcomeCompetenceA B C D E F G H I FCourse 1x xx x xCourse 2x x xCourse 3x x xCourse 4 X = COMPETENCE IS ENHANCED AND ASSESSED AND IS SET AS THE LEARNING OUTCOME AND OBJECTIVE OF THE COURSEpekka.auvinen@ncp.fiEXAMPLE OF THE MATRIX MODELX = the competence is enhanced and assessed and is one of the learning outcomes of the coursecompetence 10competence 2competence 3competence 4competence 5competence 6competence 7competence 8competence 1competence 9pekka.auvinen@ncp.fiPROFESSIONAL PROFILEForest products marketingpekka.auvinen@ncp.fiMetsä- ja puutalouden markkinoinnin koulutusohjelman osaamisjuonteetpekka.auvinen@ncp.fiANNUAL THEMES IN THE CURRICULUM Forest Products Marketingpekka.auvinen@ncp.fiSTUDENTS’ PROFESSIONAL GROWTH AND DEVELOPMENTStudents´ entrance levelPrior knowledge, skills and attitudes compared to the core competences
  • Professional profile/core competencies
  • subject-specific competences
  • generic competencies
  • 1234 study yearspekka.auvinen@ncp.fiFROM ADMINISTRATION TOWARDS PEDAGOGICAL LEADERSHIPIs the curriculum design mainly based on the needs of educational administration and administrative planning or students’ learning processes? Are the teachers, programme directors, administrative staff and superiors interested primarily on students’ marks and progress in studies or on what they actually learn and know? Is the main focus in supervising teachers’ work on knowledge management and leadership or on administering teaching practices? The perspective of learning and knowledge management does not remove the need for administration and institutional management! The matter is about what comes first. pekka.auvinen@ncp.fiTHE VISION FOR THE CURRICULA AT THE FINNISH UNIVERSITIES OF APPLIED SCIENCES IN 2010In 2010 a Finnish university of applied sciences uses a curriculum which is feasible and has been designed as an outcome of fruitful collaboration and discussion. It supports the realisation of the vision and strategy of the institution and enhances learning of all stakeholders. The curriculum illustrates and exemplifies how the student should progress in studies and professional development. It orientates towards the future and aims at further development of competences. It is founded on the needs of the operational environment,surrounding region, its industries and development. Furthermore, it takes into account the realistic assessment of students’ prior knowledge and skills as well as the requirements for international cooperation.pekka.auvinen@ncp.fi
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