1. 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

2. 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.

3. Background for the Competency-based Curricula Development in HEI project
The Bologna Ministerial Communique (Bucharest April 2012) statements which focus on learning outcomes >
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
> > Finished evaluations > Evaluation of degree reform

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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....

16. 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

17. 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

18. 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

19. 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
, Copenhagen, Denmark

20. 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

21. 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

22. 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

23. 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)

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

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

26. 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)

27. 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

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