Preparatory phases as support for lifelong VET : Challenges for individualisation Adjunct Professor Aini-Kristiina Jäppinen Professor Marja-Leena Stenström Finnish Institute for Educational Research University of Jyväskylä IAEVG

The Finnish School System

Individualisation  Individual learning pathways as the key point in supporting lifelong VET learning  Two programmes: 1. For young people of age For adults 1 2

1. Study: Successful Transitions in the Individual Learning Pathways  Aim of the study: to investigate effectiveness of a Finnish pilot programme Vocation Start ( “ ammattistartti ” )  A Finnish guiding and preparatory pilot VET programme 2007 – 2009 for youngsters of age who a) haven’t been able to choice a suitable study field, b) may hav too low marks to go on with their studies or c) haven’t succeeded to enter the field they prefered  Aims of Vocation Start: 1. support transitions from previous schooling to VET 2. prepare students for eligible study careers  Multimethod analyses of quantitative and qualitative data  Individualisation: helping the students to find individual solutions and ideas for the future studies

2. Study: Recognition/Validation of Competences through Individualised Learning Pathways in Competence-Based Qualifications in Adult Education  Aim of the case study: 1. to find good practices (models, methods) for recognition of prior learning in adult education 2. to find out how the process of recognition becomes evident during the studies of competence-based qualifications (“näyttötutkinnot”)  The empirical data consists of documents received from adult education colleges and interviews of nine teachers and two supervisors.  Individualisation: a tool/instrument for validation of prior learning in adult education=individually learning pathways in the system of competence-based qualifications  The individualisation process divided into three phases: 1) application phase, 2) competence test phase and 3) completing the vocational skills phase

System of competence-based qualifications in adult education and training  The system of competence-based qualifications is the most established form of validation/recognition in Finland  These qualifications can be awarded regardless of how and where the competences and knowledge have been acquired. These can be demonstrated and recognised in officially approved practical skill demonstrations/tests  About 95% of candidates attend some training before taking a competence-based test

Contexts of individualisation in lifelong VET  Through individualisation educational alternative courses and study units and different kinds of training methods and modes are provided  Individualisation takes into account the needs of applicants and support them in orientation  Individualisation includes all kinds of counselling, guidance and supportive activities aiming at 1. discovering the most suitable study field and career 2. completing the qualification of adults  Individualisation provides support for self-assessment

Individualisation as a challenge for lifelong VET  Challenges: 1. Support for heterogeneous students in coping with their daily lives in coping with their learning 2. Organisation related or structural constraints 3. Exploiting connections with working life

1. Supporting heterogeneous students in coping with their daily lives and learning  The abilities of the students to cope with their daily lives might be weak because of economic and mental pressures  The heterogeneous students with various needs might put an extra demand for individualisation processes  The heterogenous students with learning and personal problems need multiform learning methods, learning entities (e.g. learning to learn) or adequate preliminary mappings (e.g. in mathematics, languages or literacy)

2. Organisation related or structural constraints  The VET organisations or schools may have some traditions, structures, habits etc. which restrict the realisation of the invidual learning pathways particularly with young people  The competence tests (practical tests) of the adults will be performed in working places. The quality of their assessment is assured on a tripartite basis (employers, employees and teachers) which should be carefully planned and realised

3. Connections with working life  The uncertain economic situation may render difficult to find working places for work-based learning, internship or otherwise become acquainted with working life  Finding of suitable working places or of a good quality might be demanding on the grounds of individual, economic or political reasons in some fields  Successful implementation of assessment requires continuous and close cooperation between educational establishments and working places, common principles of assessment and training for assessors