Competency-based Curricula Development in Higher Education Mr. Timo Halttunen, Development Manager, University of Turku, Brahea Centre for Training and Development Dr. Leila Nisula, Senior Lecturer HAMK UAS, Professional Teacher Education Unit

Development needs in education The emphasis is in coherence of policies between educational institutions nationally and in Europe the use of ECTS credits the issuing of Diploma Supplements the enhancement of quality assurance the implementation of qualifications frameworks, including the definition and evaluation of learning outcomes.

Background for the Competency-based Curricula Development in HEI project The Bologna Ministerial Communique (Bucharest 26-27 April 2012) statements which focus on learning outcomes > http://www.ehea.info/ Evaluation of the Bologna Process Implementation in Finland Part I Evaluation of the Degree Reform Part II The Implementation of the Bologna Reforms in Finland from an International Perspective > http://www.finheec.fi > Finished evaluations > Evaluation of degree reform

Working life relevance Competence- based education Individuality and Ministry of Education and Culture, Finland: Development Plan for Education and Research 2011–2016 Competence- based education Working life relevance Individuality and flexibility

Challenges at the moment Overall structural changes and general reform of higher education (larger and more focused providers of HE) Demand of creating larger entities in curriculum instead of individual courses Emphasis in student´s individuality, competence-based learning, work-related relevance and definition of the learning outcomes

Participating HEI in the Project Universities: University of Oulu University of Jyväskylä University of Turku Universities of applied sciences : Kemi-Tornio UAS Lappeenranta UAS FUAS Consortium (HAMK, Laurea, Lahti UAS) Turku UAS

Tasks in the Project Finnish universities degree programs should be based on more clearly on the Bologna Process framework Research and development activities to be included in curriculum and in student´s learning process in the UAS. The involvement of companies, employers and other stakeholders in curriculum development process should be increased and structured Co-operation between the two sectors of Higher Education should be enhanced: field-specific cooperation

Activities in the Project Curriculum development consultation and education for institutions (concerning the work with curriculum development) Feedback and evaluation about the work and process of developing curriculums according to demands of Bologna process Feedback about the curriculums

Activities in the Project Formulation of constant forums for institutions and their stakeholders together with Academic (traditional) Universities. The target is to evaluate, discuss and compare the contents of degrees and the study structure. Informative, open seminars and conferences for working life and social partners Working in international university networks Publications

OUTCOMES: Learning the language of ”compentency-based approach” The change from ”aims and contents” to ”intended learning outcomes” means also change from teacher teaching to student learning Constructive alignment between teaching and learning as well as assessment of the learning is crucial – and learning design should happen before the learning process has started

OUTCOMES: Stabilizising and developing the co-operation between the stakeholders Definition of the important stakeholders and careful consideration of different intresses and motivations Communication and open discussion between the stakeholders, building up the mutual and common understanding about the future professional competencies Developing methods for cathering continous feedback from different stakeholders

Creating more wide learning competencies OUTCOMES: Creating more wide learning competencies Common definition of the needs from working life Taking in account that the professional profile is not necessarily known when starting the studies -> the importance of knowing the competence needs in future The barriers between the academic disciplines have to be broken The increase of concrete descriptions of the studies which are possible to learn during training and practice period

Competency– based curricula Required competency Students´professional growth and personal guidance Aims of the programme Recognition of Prior Learning Learning outcomes / module / study unit Planning, delivery and assessment of the course RPL demonstrating competence Assessment criteria Assessment methods Assessment /grading/ feedback Teaching and Learning strategy

The cornerstones of competence-based curriculum General over view (description) Working life relevance Description of competence areas The student centered learning Pedagogigal models and methods Evaluation

In this project we ask our participants to define following statements to develop competency-based curricula and competence-based learning: Consider: what do you want your students to achieve? This program is distinctive because it develops... The most important values which inform this programme are... The academic content of this programme concentrates on... The most important intellectual skills developed in the programme are... The most useful practical skills, techniques & capabilities developed are... The most important ways in which a student will learn are... On completing the program we want students to know & understand... On completing the program we want students to be able to....

Teacher’s own competencies OUTCOMES: To ensure the quality of learning outcomes Teacher’s own competencies Pedagogical skills Quidance and counselling skills Teacher’s knowledge of his/hers own discipline Ethical questions The ability to overcome the barriers of different disciplines and motivation to combine the subjects To take in account the student’s previous learning outcomes Teacher’s learning skills

Student´s individual guidance and feedback OUTCOMES: The assessment of learning outcomes and competencies Student´s individual guidance and feedback Delayed assessment -> the whole competence area is evaluated instead of individual course Exact definition about what will be assessed Clear learning objectives Developement of different assessment methods

The feedback and benefit from curriculum development work OUTCOMES: The feedback and benefit from curriculum development work Practicies vary between institutions and disciplines Roles and tasks on who gives the feedback should be considered Continuous evaluation should take place on how curriculum is developed on the basis of feedback Corrective actions should be made during the student´s learning process

DEFINING LEARNING OUTCOMES IN CONTINUING EDUCATION Ms. Kia Lundqvist, Planning Officer CET in Social Work and Culturally Competent Practices University of Turku, Brahea Center for Training and Development 16.9.2013, Copenhagen, Denmark

Competency-based Thinking in Continuing Education and Training (CET) Defining relevant competencies for university graduates should take place in close cooperation between researchers, practitioners and educators Case: Social Work and Child Wellfare (30 etc) Target group: social workers (Master´s level) working in the field and interested in specializing in child wellfare Academic network: University of Turku, Brahea Center for Training and Development, University of Helsinki, and University of Tampere

The training program The course aims at: developing the child wellfare competences of the participants improving the actual services for the children and their families improved working methods through academicly informed development projects

Pedagogical Model Learning Lectures Assignments Facilitated and E- learning diary Lectures Facilitated group sessions Reflection Work-based Learning Guidance Dialogue Portfolio - method E-learning/ Computer-mediated learning Moodle- learning environment Work based projects and guides

Supporting Reflection and Learning ”High ground” of theorizising about professionalism does not always match the ”swampy lowlands” of actual practice (Schön 1987) Reflective practice is an approach designed to assist professionals to become aware of the ”theory” or assumptions involved in their practice (Fook & Gardner 2007,24)

Work-Based Learning Reflecting on practice Making tacit knowledge visible Shared knowledge practices (Communities of Practice, CoP) Creating networks Supervising the development project by academics Tutoring learning at the workplace by an expert Implementing the development project at work

Stakeholders in defining learning outcomes Workplace Students/ Practitioners Training provider Research community

How to Supervise Learners in Critical Reflection? Using working in small groups Focus on each participant in turn Using critical reflective questioning To unsettle the fundamental assumption that are implicit Using specific and concrete examples of practice To devise new practices and approaches Create a trusting and collegiate climate Enhance collaborative learning using a group facilitator (Fook & Garner: 2007)

Challenges in providing working life relevant continuing education and training Novice and expert practitioners side by side Combining professional language with academic language Time is money – involveing actors in education at the workplaces Research-based development at the working places is not a tradition in social work Networks and companionships need to be created

References Fook, J. and Garner, F. 2007. Practising Critical reflection. A Resource Handbook. Berkshire: Open university Press Schön, D. 1983. The Reflective Practitioner. How Professionals Think in Action. New York: Basic Books.