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Current developments in the ECTS/DS - Good Practice in Finland

Current developments in the ECTS/DS - Good Practice in Finland. Bratislava 22 – 23 February 2008 Matti Isokallio. Outline. ECTS and DS Situation before and after 2005 Degree structure Credit system Curriculum ECTS & Curricula development & Learning Outcomes

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Current developments in the ECTS/DS - Good Practice in Finland

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  1. Current developments in the ECTS/DS - Good Practice in Finland Bratislava 22 – 23 February 2008 Matti Isokallio

  2. Outline • ECTS and DS • Situation before and after 2005 • Degree structure • Credit system • Curriculum • ECTS & Curricula development & Learning Outcomes • switch from old credits to ECTS Credits • How we did Curriculum reform • Introduce of LO and new national approach

  3. ECTS and DS ECTS and DS Labels - Labels will stay separate- the relaunch will be in this year- there will be national prescreening ECTS Key Features - new version dated December 2007 - no drastic changes - Learning Outcomes included

  4. Figures of HE in Finland Universities of Applied Science Universities Institutions 28 20 Students 130 000 160 000 Entrants annually 33 000 28 000 Population in Finland is appr. 5 000 000 inhabitants.

  5. Situation in Finland before 2005 • Old credit system: • based on student’s workload • in law: one credit equals to 40 hour work • in practice: ratio between credit and workload was distorted • Curriculum • often atomistic studyplan of disconnected subjects • Degree structure • Intergrated 5 year Masters in University • Only Bachelors in Universities of Applied Science (Pilot of Master programmes launched in 2003)

  6. Bologna reform in Finnish Higher EducationUniversities started reform in 2002. Reform in Universities of Applied Sciences were launched 2004. New legislation came into force 2005 including Diploma Supplement, two cycle system and ECTS based credits in both sectors. Ministry of Education financed both sectors in reform. Coordination inside the sectors were good, but between sectors it was insignificant.

  7. The position of the degrees awarded in the Finnish higher education system (NQF Draft, 2005) before 2005 5 year Master programme

  8. PHASE 1. PROPOSALS AND RECOMMENDATIONS ON TRANSITION TO THE ECTS CREDIT SYSTEM1. Lenght of academic year2. Extent of training3. Minimum extent of study unit4. Transition timetable5. Introduction of Diploma Supplement

  9. IMPLEMENTATION OF PROPOSALS AND RECOMMENDATIONS 1. Lenght of academic year 40 week academic year at least on paper, in practice still some problems2. Extent of training Succeeded3. Minimum extent of study unit Proposal: minimum 5 credit, 20% 5 credit, 80% 3 credit4. Transition timetable From national credit to ECTS Either 1.1.2005 or 1.8.2005, result 50/505. Diploma Supplement 12 Universities of Applied Science have Label

  10. PHASE 2. Towards Learning-Centered Curricula Planning learning processes (adapted from Koli & Silander 2002)

  11. Different levels or scales of core competence and core content analyses applied in the ECTS project

  12. PROPOSAL FOR DEFINING SUBJECT-SPECIFIC COMPETENCES AND THEIR USE IN A CURRICULUMPrinciples of theTuning project are applied: 1) competences are divided into subject-specific (professional) competences and generic competences and 2) a matrix (grid) is used as a curriculum outline.

  13. Subject-specific competences• the aim is to describe a programme profile with the help of3-6 subject-specific competences• the competences are defined on the basis of national and international competence descriptors (e.g. the Tuning project)and work carried out at Finnish HEI’s• some subject-specific competences may be shared by severalprogrammes of the same field• competences should be clearly distinguishable from each otherand assessable as learning outcomes

  14. Subject-specific competences• competence titles and descriptors should be clearly phrasedand readable (throughout Europe). The descriptors are producedin Finnish/ Swedish and English.• the knowledge and skills of each competence are formulatedbriefly with a few sentences• definitions are produced in programme-specific groups, whichare coordinated by people responsible for the field of study• definitions are produced collaboratively with all interest groups,i.e. teachers, students and representatives of working life

  15. Generic competences• generic competences are defined by a national expert group,which will be assembled by the end of 2005• the aim is to create a set of 5-7 generic competences that canbe shared by all degree programmes• the definitions are founded on the Polytechnic Decree, theEuropean and National Qualifications Frameworks, literatureand studies on competences and work carried out at Finnishpolytechnics• generic competences should include self-regulation skills thatare needed in professional development• a similar formulation and wording as with subject-specificcompetences should be used

  16. Six generic competences were defined• learning competence,• ethical competence,• communicative and social competence,• development competence,• organisational and societal competence, and• internationalisation competence

  17. SUBJECT SPECIFIC COMPETENCES DP in Horticultureas an example

  18. Project steering and participationFinnish ECTS project was under Rectors Conference steering and financed by Ministry of Education. The lenght of the project was steering committee and project managers.In the first phase every institution nominate contact person. Several seminars were arranged.In the second phase original network of contact persons continued plus field specific networks and generic network were named. Training for curriculum reform was organised nationally and regionally.

  19. Sourceswww.ncp.fi/ects Finnish ECTS project for Universities of Applied Sciencehttp://www.w5w.fi/ Finnish project for implementing Bologna in Universitieshttp://www.minedu.fi/OPM/ Ministry of Education

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