QUALITY MANAGEMENT EVALUATION OF LEARNING OUTCOMES Dr

QUALITY MANAGEMENT & EVALUATION OF LEARNING OUTCOMES Dr. Anu Räisänen Councellor of Education FNB (anu. raisanen@oph. fi) For education and learning

Finnish National Board of Education For education and learning

Finnish National Board of Education National Agency for Learning and Competence Tasks within implementation, monitoring and development of education and training. Activities include Ø Implementing national education policies Ø Preparing the national core curricula and requirements for qualifications Ø Developing education and teaching staff Ø Monitoring education and evaluation of learning outcomes Ø Services for the education sector and administration For education and learning

For education and learning

ADMINISTRATION OF VET For education and learning

QUALIFICATIONS Vocational Qualifications (52) • 52 qualifications including 120 optional study programs • same requirements for youngsters and adults Further (187) and specialist (126) VET qualifications (mainly for adults) 1. competence-based examinations and tests 2. taken by examination boards Apprenticeship training is an alternative pathway to all qualifications For education and learning

UPPER SECONDARY VET, 52 QUALIFICATIONS 1. Humanities and Education 3 vocational qualifications 2. Culture 6 vocational qualifications 3. Social Sciences, Business and Administration 1 vocational qualification 4. Natural Sciences 1 vocational qualification 5. Technology, Communications and Transport 26 vocational qualifications For education and learning 6. 7. 8. Natural Resources and the Environment 6 vocational qualifications Social Services, Health and Sports 6 vocational qualifications Tourism, Catering and Home Economics 3 vocational qualifications

COMPETENCE-BASED QUALIFICATIONS Number of titles of qualifications Sectors Vocational Further qualificatio vocational n qualification Specialist vocational qualification Total Natural Resources Sector 5 25 15 45 Technology and Transport Sector 26 89 56 171 Business and Administration Sector 1 13 8 22 Tourism, Catering and Home Economics Sector 5 11 7 23 Health and Social Services Sector, Leisure and Physical Education 6 14 12 32 Culture Sector 6 28 24 58 Humanistic and Educational Sector 3 3 Natural Sciences Sector 1 1 1 3 TOTAL 53 184 123 360 For education and learning 6

NATIONAL REQUIREMENTS (3 YEARS/120 CREDITS) FOR VOCATIONAL QUALIFICATION AT UPPER SECONDARY LEVEL Vocational units 90 credits (including at least 20 credits of on-the-job learning) - Basic and field-specific study units (compulsory) - spesialising study units (partly optional) - other optional units (decided by VET provider) Core units (common to all) 20 credits such as languages, math, physics, chemistry Free-choice units -individual choice For education and learning 10 credits

General Objectives of Vocational Education and Training Ø Ø Ø knowledge and skills necessary for vocational competence and (self-)employment support for personal growth and citizenship knowledge and skills needed in further studies and in life-long learning For education and learning

COMPETENCE-BASED QUALIFICATION SYSTEM University degrees Polytechnic degrees WORKING LIFE Matriculation examination Vocational qualifications Basic education For education and learning Specialist vocational qualifications Further vocational qualifications

NEEDS OF WORKING LIFE Upper secondary vocational qualifications Competence based qualificatons Support to teachers For education and learning • On-the-job learning periods • Skills demonstrations • Individual learning pathways • Indivualisation of adult education • Combetence-based-qualifications (for adults) • Apprenticeship training • Support for teachers on working life skills

Design, assessment, validation and recognition of competences / learning outcomes in Finland Design • • National qualification requirements defined by the FNBE Qualifications divided into units Units composed on basis of functions in working life. Preparation of VQs done in tripartite expert groups. • Skills demonstrations or competence–based examinations • Assessment of all units based on qualitative criteria and achieved learning outcome. Assessment • Assessors: on-the-job-instructors, teachers and student’s self assessment. • Assessment criteria of each unit at three levels. • Recognition of prior learning is regulated by VET Act and Degree since. 2006 • Recognition is based on learning outcomes - not on learning time. • VET provider decides on the recognition of (prior) learning – competent institutions! Recognition • Theory and practice (KSC) are expressed, studied and assessed together within the same unit and there is a common (one) mark in the certificate. For education and learning

Quality management of education Internal and external evaluation & monitoring No inspector system Quality strategy of VET (by Ministry of Education) Recommendation of Quality Support services for VET providers For education and learning

QUALITY STRATEGY IN VET • Systematic QM process in different VETlevel • Self evaluation & external evaluation have to been developed • External audit mechanism for VET • Systematic and soft ”akkredidation” process • Performance baced financing have to been increaced • Rediable monitoring and evaluation system • Transparent quality & ”intelligent accountabily” • Supporting services for providers and schools by national level • Excellent ”know how” in defferent level (i. e. teachers) • QM process have to be good (also in pedagogical process) • Continue improvement ja development on different level • International cooperation in QM in VET For education and learning

ASSESSMENT OF LEARNING OUTCOMES IN VET Data from all skills demonstrations – not national tests Assessment base on the national curriculum and quality requirements of skills demonstrations, criteries and background information Feed back to providers (by electronic system) National reports Assessment base on the evaluation plan, by Ministry of Education and Cultur For education and learning

ASSESSMENT OF LEARNING OUTCOMES Students’s background: age, sex, previous schools and experiences Recourses (finance, time, HRD, equipment. . . ) Learning outcomes (SKILLS DEMONSTRATIONS) • formative & summative assessment Teaching and learning process quantitative and qualitative indicators quality of teaching and other core process For education and learning

QUALITATIVE APPROACH IN ASSESSMENT Self evaluation All providers I year Forest Construction II year III year Evaluation seminars / Quality indicators Workshops / Evaluation visits (n panel / Peer =7) Evaluation Tasks of SD The plans of SD (evaluators with pears) Skills demontration Skills of work process Technical skills (work methods, materials and tools Knowledge Skills of life long learning Anu Räisänen For education and learning

FEED BACK MECHANISM IN EVALUATION Evaluation data National evaluation Web-environment -evaluation instruments (questionnaires, selfassessments, best practices) - data delivery - data processing - feedback production and comparison to best practices PAPER LESS ENVIRONMENT Evaluation feedback For education and learning Education provider • feedback of their own results

VOCATIONAL EDUCATION IN FINLAND - More Information www. minedu. fi Ministry of Education www. edu. fi the Finnish education portal information in Finnish, Swedish and English www. oph. fi Finnish National Board of Education information in Finnish, Swedish and English Anu Raisanen@oph. fi For education and learning