Competence-based qualifications Historical background for vocational training in Until the middle of 19th century on-the-job training within Towards the end of the 19th century, vocational institutions began to be established in different The present institutional network (200 institutions) is the result of legislation from 1958 – expansion of the vocational training after II world Vocational education in the different fields was outlined and developed according to the specific needs within the fields - > Result; a disintegrated system of vocational education, where the duration and standards of education varied considerably between different fields. The administration was dispersed under several ministries and central administrative in the 1970´s about 700 highly specific and specialised training reform in the 1980´s -> 25 basic vocational training programmes Petri Salo – Deparment of Education and Special education -Åbo Akademi University - Vasa

Characteristics of the Finnish vocational training and education - mainly institution and school based - apprenticeship training and on-the-job training in the margins Recession and the structural changes in the working life in the beginning of the 1990´s Reaction in vocational training and education -> development and extension of the apprenticeship training, -> on-the-job-training and competence-based qualifications Competence-based qualifications Petri Salo – Deparment of Education and Special education -Åbo Akademi University - Vasa

The core idea Give adults opportunity demonstrate their vocational skills in competence-based examinations regardless of how and where they have acquired the skills Increase the collaboration between working life and vocational adult education Designed for the adult population as a flexible way for taking a qualification. Knowledge, skills and experience are demonstrated in authorised tests of competence. Taking part in competence-based examinations does not require formal preparation. Majority of participants acquire preparatory training, in which they are provided with individual learning programmes Competence-based qualifications Petri Salo – Deparment of Education and Special education -Åbo Akademi University - Vasa

Three levels of competence-based qualifications Vocational qualifications indicate the knowledge and skills required for acquiring professional skill. Correspond to those taken in vocational education intended for young people Further vocational qualifications indicate the skill required from a professional in the sector. The professional skill requirements have been defined so that they can only be acquired through further, advanced studies subsequent to basic training in the sector and a minimum of three years’ work experience. Specialist vocational qualifications indicate a command of the most demanding tasks in the sector. The professional skill requirements have been defined so that they can only be acquired through further, advanced studies subsequent to basic training in the sector and a minimum of five years’ work experience. Competence-based qualifications Petri Salo – Deparment of Education and Special education -Åbo Akademi University - Vasa

Compe tence The principle of tripartite (to ensure quality) representatives for employers, employees and vocational training - Analysis of competence and the professional skills - Definition of competence and the professional skills Guidelines for the qualifications - determine the vocational skills - define the elements constituting the qualification and methods of demonstrating the vocational skills. Requirements of qualification - established by the National Board of Education. - define the professional skills requirements and the evaluation criteria. -> divided into modules according to the sets of tasks and core functions of a profession Module I Competence-based qualifications Description and definition of competence Module II Module III Theoretical perspective on competence Petri Salo – Deparment of Education and Special education -Åbo Akademi University - Vasa

Compe tence Module I Competence-based qualifications Administration Module II Module III The Ministry of Education: the qualification structure The National Board of Education: decides on the requirements for the qualifications and appoints the Qualification Committees. The Qualification Committees: organising the qualifications The arrangers (schools, teachers): of the qualifications conduct the examinations. Petri Salo – Deparment of Education and Special education -Åbo Akademi University - Vasa

Compe tence Task entities based on the reality in the working life Module I Basic concepts and methods in massage Competence-based qualifications example: further qualification for masseurs/masseuses Module II Massage as a treatment process Module III Independent practice as a masseur/masseuse Definition of requirements for professional skill -> 13 areas or aspects Objectives and criteria for assesment Test of competence in a natural setting On-the-job training Evaluation of competence The principle of tripartite Practical perspective on competence The organisers plan and evaluate the tests of competence in close co-operation with the experts of working life. Petri Salo – Deparment of Education and Special education -Åbo Akademi University - Vasa

Some statistics In 1994: the system was established In 1996: 2,645 adults took the qualification. In 1999: an entire qualification was taken by 12,815 adults a partial qualification by 9,221, a total of 23,395 people took part in examinations. In 2000: a total of 388 qualification titles in the qualification structure, 95 vocational qualifications, 174 further qualifications 119 specialist qualifications 170 Qualification Committees have concluded an agreement on their arrangement with 422 educational establishments, and there are a total of 2,198 agreements on the various examinations. Competence-based qualifications Petri Salo – Deparment of Education and Special education -Åbo Akademi University - Vasa