CURRICULUM REFORM AND COMPETENCE DEFINITIONS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES

1. CURRICULUM REFORM AND COMPETENCE DEFINITIONS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES www.ncp.fi/ects pekka.auvinen@ncp.fi

2. WHAT IS ECTS? European Commission. 2004. ECTS User’s Guide. http://europa.eu.int/comm/education/programmes/socrates/ects_en.html#5 • Student-centred system based on the student workload necessary to meet the objectives of a programme • 1600 hours = 60 credits per year • 26.7 hours = 1 credit • Objectives specified in terms of learning outcomes and competencies • knowledge (to know, to understand) • practical skills (to be able to do, can do) pekka.auvinen@ncp.fi

3. THE FINNISH EDUCATION SYSTEM pekka.auvinen@ncp.fi

4. FRAMEWORK FOR CURRICULUM DESIGN WORKING LIFE STUDENTS OPERATIONAL ENVIRONMENT CURRICULUM OF A DEGREE PROGRAMME EUROPEAN LEVEL POLYTECHNIC LEVEL NATIONAL LEVEL pekka.auvinen@ncp.fi

5. LEARNING PROCESS/COMPETENCE- BASED CURRICULUM Students´ entrance level Prior knowledge, skills and attitudes compared to core competencies LEARNING MATERIALS R&D • Professional profile/core competencies • subject- specific competencies of the degree programme • generic competencies TEACHING PRACTICES LEARNING ENVIRONMENTS LEARNING PROCESS individual/community STUDENT ASSESSMENT & EVALUATION COUNSELLING LEARNING ASSIGNMENTS FEEDBACK pekka.auvinen@ncp.fi Koli & Siljander 2002; Tuning 2004

6. TRADITIONAL VS. LEARNING PROCESS BASED CURRICULUM At a job interview they will hardly ask you: ”What was taught to you?” or ” Which courses did you pass?” but ”What are you able to do?” or ”What kind of competence do you have?” Bastian Baumann, German student, member of the ESIB Bologna Process Committee pekka.auvinen@ncp.fi

7. LEVELS OF CORE CURRICULUM ANALYSIS pekka.auvinen@ncp.fi

8. DESIGN OF THE LEARNING PROCESS BASED CURRICULUM Wiers et.al. 2002 Implementing and further developing the curriculum Laying foundations and organising the reform process Defining professional profiles and core competencies Assessing the prior knowledge and educational needs of future students Evaluating and (re)designing the curriculum Defining core contents, learning outcomes and student workload at a course level Determining curricular models and pedagogical principles Planning student assessment and counselling Constructing internal and external networks Providing curricular framework for each year (annual themes) pekka.auvinen@ncp.fi

9. COMPETENCE ANALYSIS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES • In spring 2006, the Rectors’ Conference of Finnish Polytechnics Arene ry commissioned field-specific groups to define the subject-specific and generic competences at Finnish universities of applied sciences • It was suggested that the learning outcomes are defined using the competence distinction created in the project Tuning Educational Structures in Europe • Subject-specific competences • Generic competences • Competences are to be understood as wide-ranging combinations of know-how – composites of knowledge, skills and attitudes pekka.auvinen@ncp.fi

10. LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES Professional profile 2nd. cycle Second-cycle learning outcomes defined in terms of generic and subject-specific competences Professional profile 1st. cycle First-cycle learning outcomes defined in terms of generic and subject-specific competences Course/ unit pekka.auvinen@ncp.fi

11. COMPETENCE ANALYSIS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES Motto: ”Everything should be made as simple as possible, but not simpler.” Albert Einstein The objective was to create such a collection of competences that is easy to comprehend, can be learned by heart and which actually steers and directs teaching and learning processes in practice. pekka.auvinen@ncp.fi

12. FRAMEWORK FOR COMPETENCE ANALYSIS AND DESCRIPTION pekka.auvinen@ncp.fi

13. PROFESSIONAL PROFILE Degree Programme in Wood Technology pekka.auvinen@ncp.fi

14. PROFESSIONAL PROFILE Degree Programme in Social Studies pekka.auvinen@ncp.fi

15. USING MATRIX AS A CURRICULAR OUTLINE • ECTS-system relies on pedagogical thinking where learning processes and learning outcomes are seen as a foundation for the curriculum • Definitions of learning outcomes and objectives do not necessarily guarantee that they actually steer and direct teaching and learning in practice • The curriculum should make students’ learning processes visible, i.e. it should illustrate students’ professional growth towards the desired learning outcomes in the degree programme • The matrix used in Tuning project is the recommended model for curriculum outlines at Finnish universities of applied sciences • The different stages of the learning process and professional growth are signposted by annual themes and annual learning objectives • The studies should contain large enough modules and units and form a logical continuum each academic year pekka.auvinen@ncp.fi

16. LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES Example Course or unit/ learning outcome Competence A B C D E F G H I F Course 1 x x x x x Course 2 x x x Course 3 x x x Course 4 X = COMPETENCE IS ENHANCED AND ASSESSED AND IS SET AS THE LEARNING OUTCOME AND OBJECTIVE OF THE COURSE pekka.auvinen@ncp.fi

17. EXAMPLE OF THE MATRIX MODEL X = the competence is enhanced and assessed and is one of the learning outcomes of the course competence 10 competence 2 competence 3 competence 4 competence 5 competence 6 competence 7 competence 8 competence 1 competence 9 pekka.auvinen@ncp.fi

18. PROFESSIONAL PROFILEForest products marketing pekka.auvinen@ncp.fi

19. Metsä- ja puutalouden markkinoinnin koulutusohjelman osaamisjuonteet pekka.auvinen@ncp.fi

20. ANNUAL THEMES IN THE CURRICULUM Forest Products Marketing pekka.auvinen@ncp.fi

21. STUDENTS’ PROFESSIONAL GROWTH AND DEVELOPMENT Students´ entrance level Prior knowledge, skills and attitudes compared to the core competences • Professional profile/core competencies • subject-specific competences • generic competencies 1 2 3 4 study years pekka.auvinen@ncp.fi

22. FROM ADMINISTRATION TOWARDS PEDAGOGICAL LEADERSHIP Is the curriculum design mainly based on the needs of educational administration and administrative planning or students’ learning processes? Are the teachers, programme directors, administrative staff and superiors interested primarily on students’ marks and progress in studies or on what they actually learn and know? Is the main focus in supervising teachers’ work on knowledge management and leadership or on administering teaching practices? The perspective of learning and knowledge management does not remove the need for administration and institutional management! The matter is about what comes first. pekka.auvinen@ncp.fi

23. THE VISION FOR THE CURRICULA AT THE FINNISH UNIVERSITIES OF APPLIED SCIENCES IN 2010 In 2010 a Finnish university of applied sciences uses a curriculum which is feasible and has been designed as an outcome of fruitful collaboration and discussion. It supports the realisation of the vision and strategy of the institution and enhances learning of all stakeholders. The curriculum illustrates and exemplifies how the student should progress in studies and professional development. It orientates towards the future and aims at further development of competences. It is founded on the needs of the operational environment,surrounding region, its industries and development. Furthermore, it takes into account the realistic assessment of students’ prior knowledge and skills as well as the requirements for international cooperation. pekka.auvinen@ncp.fi