Guide for the Implementation of Vocational Teachers Work Placement Periods. läkööntyöelämäyhteistyöeläköönopettajientyöelämä

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1 läkööntyöelämäyhteistyöeläköönopettajientyöelämäjak äyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäyhteis äkööntyöelämäyhteistyöeläkööntyöelämäyhteistyöeläköö öönopettajientyöelämäjaksoteläköönopettajientyöelämäjaksoteläköönopettajientyöelämäja önopettajientyöelämäjaksoteläköönopettajientyöelämä ntyöelämäjaksot EläkööntyöelämäyhteistyöEläkööno läkööntyöelämäyhteistyöeläköönopettajientyöelämä istyöeläköönopettajientyöelämäjaksot Eläkööntyö äjaksot EläkööntyöelämäyhteistyöEläköönopett styöeläköönopettajientyöelämäjaksot Eläkööno Tarja Frisk (ed.) Guide for the Implementation of Vocational Teachers Work Placement Periods

2 elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without permission in writing from the Publisher. Publisher Finnish National Board of Education Translation Semantix Finland Oy Graphic design Layout Studio Oy ISBN (pb) ISBN (pdf) Print Juvenes Print Suomen Yliopistopaino Oy, Tampere, 2014

3 Contents Foreword 5 Teachers work placement periods: background 7 1. Teachers work placement periods under the policy outlines for the development of vocational education and training 8 2. Development needs related to vocational teachers competences Teachers work placement periods as part of personnel development The Requirements for Continuing Education in Teachers Working Life Competences 15 Planning, implementation and evaluation of teachers work placement periods in practice Policy outlines of education providers regarding teachers work placement periods Implementation process of teachers work placement period Planning and starting phase of the work placement period Applying and selecting of a teacher for a work placement period Selecting a workplace for a work placement period Agreements between the education provider and the workplace Resourcing for work placement periods The duration and scheduling of work placement periods Coaching a teacher for a work placement period The superior s role in planning, implementation and evaluation of work placement periods 32 ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 3 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

4 8. Implementation of the contents and goals of the teachers work placement period in practice Updating of vocational skills in one s own field Familiarisation with workplace operations Promoting cooperation between education providers and workplaces Induction and training of workplace instructors Teacher s personal guidance and communication during a work placement period Measures after teachers work placement periods Implementation reports and feedback on teachers work placement periods Sharing experiences of work placement periods Maintaining contacts with working life in the future Evaluation of the results and effects of work placement periods The effects of teachers work placement periods on the operations of the education provider Experiences on the benefits of teachers work placement periods Statistics and financing Implementation of teachers work placement periods in the future 54 Bibliography and other sources 56 Appendices 59 Appendix 1 Planning and implementing the workplace periods of teachers, Amiedu and Koulutuskeskus Salpaus/Salpaus Further Education, Appendix 2 Implementation process of the working life period of the teachers at the Jyväskylä Vocational Institute 61 Appendix 3 The process of the teacher s working life period 10/2012, several providers of VET in South-Eastern Finland 62 Appendix 4 Implementation process of working life periods of teachers, Omnia Institute elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 4 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

5 Foreword Teachers work placement periods have formed an important part of the cooperation between vocational education and training (VET) and working life since Work placement periods have also been outlined at national level as a tool for developing teachers competences and on-the-job learning, vocational skills demonstrations and contacts with working life, among other things. Practical experience and studies indicate that teachers work placement periods have produced various benefits for VET providers, teachers and students, as well as workplaces. It is essential that education providers outline the implementation of teachers work placement periods and define their practical organisation. Implementation methods have been tested in various projects, and experiences from these have highlighted a number of well-functioning practices. The purpose of this guide is to help VET providers to plan and implement work placement periods. While the focus is on the work placement periods of VET teachers, it could also be applied to other educational institutions planning teachers work placement periods. The guide was drawn up as part of the KOONTA project initiated in the autumn of The guide presents models for developing teachers working life competences. These models were created as part of the Osaajana työmarkkinoille (Competent in the Labour Market) projects of the Finnish National Board of Education. The guide also presents practices to be applied when training workplace instructors and models applying to cooperation between vocational education and training and working life. The KOONTA project was funded by the Finnish National Board of Education and the European Social Fund and implemented by Educa Institute Ltd. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 5 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

6 The guide consists of two main parts. Chapters 1 5 present the background related to teachers work placement periods, including its connection with the development of vocational education and training and competency of employees. The second part (from Chapter 6 onwards) describes the practical planning, implementation and evaluation of teachers work placement periods. The writing of this guide was coordinated by Ms Tarja Frisk, Project Manager of Educa Institute Ltd. along with Ms Heljä Hätönen, Managing Director and Ms Marjo Rytkönen, Development Consultant participating in the production and editing of the material. Furthermore, partners from the Competent in the Labour Market projects (administered by the Finnish National Board of Education) produced material by describing their practices related to teachers work placement periods and participating in workshops on sharing experiences in this field. The above descriptions and workshop discussions played a key role in the drawing up and compilation of this guide. I would like to express my warmest thanks to everyone who contributed to the description of the practices involved in teachers work placement periods and their development. November 2012 Tarja Frisk elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 6 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

7 Teachers work placement periods: background The purpose of teachers work placement periods is to ensure the best possible match between training and employment. Thus, work placement periods also serve to develop the competences of vocational teachers and education providers personnel. In the first part of the guide, we will present the policy guidelines for teachers work placement periods, as well as various perspectives on competence and personnel development. These will form the basis of the second part of the guide, in which we will describe practices related to the planning, implementation and evaluation of teachers work placement periods. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 7 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

8 1. Teachers work placement periods under the policy outlines for the development of vocational education and training Over the past decade, developing the match between training and employment has constituted both a key reform and a development challenge in vocational education and training. Education policy objectives encourage the inclusion of on-the-job learning in all education and training, as well as increased learning in genuine work environments. In order to meet the competence development requirements of working life, cooperation with education providers and working life is imperative. One of the ways of meeting the needs of working life involves attempting to expand and further develop practices related to on-the-job learning and vocational skills demonstrations. The national policy outlines for teachers work placement periods include the following: Development plans for education and research The Development Plan for Education and Research states that cooperation between vocational education and training and working life forms an integral part of education. Contacts with the world of work are also taken into account in funding reforms. The Development Plan provides for safeguarding the opportunities of teaching staff in vocational education and training to participate regularly in work placement periods. These work placement periods should also be systematically utilised, in order to train workplace instructors and support education providers in an- elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 8 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

9 ticipating the needs of working life. (Education and Research A development plan.) In addition, the previous Development Plan for Education and Research emphasised the matching of training and employment, as well as intensifying contacts with working life and developing the teacher competences. The professional skills and competences for working life of vocational teachers must be strengthened, through ensuring their continuous renewal through work placement periods, development projects and continuing education. Recommendations on learning at the workplace The various recommendations emphasising the needs of working life are a sign of the determination of stakeholders to promote vocational teachers continuous professional development, including work placement periods. Cooperation between vocational education and training and working life is being strengthened on the basis of a recommendation issued by the state, municipalities, central labour market organisations and other organisations. (Recommendation on Learning at the Workplace, 23 September 2010.) This recommendation replaces the previous ones issued in 1998 and The Requirements for Continuing Education in Teachers Working Life Competences (FNBE) The Finnish National Board of Education (FNBE) has provided guidelines on the development of teachers working life competences. Opettajien työelämäosaamisen täydennyskoulutuksen perusteet (the Requirements for Continuing Education in Teachers Working Life Competences) were published for the first time in 2003 (Handout, FNBE, 11/2003). These Requirements were updated in 2006 and 2009, partly due to the changes in vocational upper secondary education and training, which in turn created the need to review continuing education. These changes in vocational education included the introduction of vocational skills demonstrations as part of assessing the student s vocational competence, and entrepreneurship studies. Quality management recommendations and quality strategy Vocational teachers professional development, and increased cooperation between vocational education and training and working life are also emphasised in the Quality Management Recommendation for Vocational Education and Training (2008) and the VET Quality Strategy ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 9 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

10 (Ministry of Education and Culture, 2011). The quality strategy highlights the need to keep the competences of teachers and other staff up to date. It also considers important that the quality of basic and continuing education provided to teaching and other staff be sufficiently high. In addition to teachers, the strategy outlines the need to keep workplace instructors competences up to date, while providing them with sufficient training and support for instruction for on-the-job learning. Besides the aforementioned national outlines, education providers have also outlined teachers work placement periods and their implementation as part of their employee competence development. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 10 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

11 2. Development needs related to vocational teachers competences Changes in the society and working life pose challenges to the role and work of vocational teachers. From a vocational teacher s perspective, this means increasingly close contacts with working life and keeping professional competences up-to-date throughout one s career. Teachers work placement periods are regarded as an opportunity to develop professional competences, increase work motivation, improve self-esteem and support coping at work. Typically, teachers competence development has been organised through work placement periods. Recently, teachers responsible for core subjects have also participated in work placement periods, in order to expand their working life competences. The desired future job description of vocational teachers contains the following elements, among others: teachers have practical work experience and master their teaching subjects in practice teachers have strong professional skills in their fields teachers regularly participate in work placement periods teachers alternate teaching with working life teachers have genuine knowledge of working life and have skills to anticipate related competency requirements teachers meet the needs of working life and plan and implement company-related and sector-specific education and training and shared projects in collaboration with the working life. (Paaso, 2010.) ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 11 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

12 3. Teachers work placement periods as part of personnel development Teachers work placement periods represent one way of supporting personnel development. According to the Quality Management Recommendation for Vocational Education and Training (Finnish National Board of Education 2008), education providers must regularly assess the competences of their personnel s and draw up personnel development plans accordingly. The Recommendation also encourages education providers to create the prerequisites for teachers to participate in work placement periods, thereby enabling the continuous development of contacts with working life. Personnel development consists of several interrelated stages. Figure 1 presents a comprehensive model for personnel development. Every organisation should have a corresponding model of its personnel development process to which teachers work placement periods too are linked. The education provider s strategy, operational goals and visions of the future form the starting point for competence development. One of the key goals of vocational education and training is to increase the links between training and employment and to enhance cooperation with working life. This means, for example, that teachers competence descriptions and mapping cover their working life competences, in addition to pedagogical knowledge and qualification-specific vocational skills. Competence assessment forms the basis of drafting development plans. In most cases, competence assessment takes place during a development discussion on the basis of the teacher s self-assessment of his or her competences. Before development discussions, the organisation s management elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 12 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

13 Education provider s strategy and operational goals VISION Competence map as the basis for competence development Competence areas, incl. those related to the development of cooperation with working life Competence assessment criteria Development policy outlines Outlines of the management on development focus areas Development needs for working life compence? Competence assessment Self-assessment Development discussion Other feedback Preliminary development plans Documentation of competence data Development plans Organisation s shared development plans, incl. implementation outlines for teachers work placements Development plans of the groups Personal development plans incl. plans for work placements Development in practice Work placement period Continuing education On-the-job learning Other development methods Development assessment Reactions and satisfaction with development Learning outcomes Changes in operations Results and effects Conclusions for the next stage = competence mapping Utilisation and sharing of development results Utilisation of the results of the development process in the next round, for example: Utilisation of lessons learned during work placements in one s own work Implementation of experiences from work placements in the curriculum Sharing of knowledge gained during work placements with other personnel and workplaces Figure 1. Teachers work placement periods as part of personnel development (adapted from Hätönen, 2011, page 17). may have outlined (from a strategic viewpoint) cooperation with working life as a focus area for competence development. On the basis of competence assessment, competence development plans are drawn up. For example, this involves a teacher s work placement period being planned in cooperation with the superior and the employee. This further includes planning the goals of the work placement periods so that they serve not only the competence development needs of an individual teacher, but also the development needs of the whole work community. Plans are also made for the duration and schedule of work placement periods, and relevant resourcing. In this way, work placement periods as a method of competence development are linked to the strategic outlines of the whole organisation, rather than being single and separate development solutions. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 13 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

14 Utilising and sharing the experiences of teachers within their organisations after their work placement periods forms a crucial part of implementing work placement periods and evaluating their effects. Partly overlapping with the utilisation and sharing, it is important to carry out a development assessment to find out how well the development goals were met, and to collect information for the next development round. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 14 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

15 4. The Requirements for Continuing Education in Teachers Working Life Competences The Finnish National Board of Education (FNBE) has created the Requirements for Continuing Education in Teachers Working Life Competences (25 credits) (the latest publication: FNBE handout 6/421/2009). Such continuing education is intended for teachers working in vocational education and training as well as other employees of the educational system and its purpose is to supplement, extend and enrich their working life competences. Persons who successfully pass the continuing education courses are awarded a Työelämäosaamisen diplomi (Diploma in Working Life Competence). If a work placement period is to be included in the Diploma, the period is planned in accordance with the Requirements for Continuing Education in Teachers Working Life Competences. The continuing education in working life competences consists of four units: workplace-oriented vocational education and training (6 credits), learning and competence assessment (6 credits), cooperation with working life and workplace operations (6 credits) and sector-specific development and entrepreneurship (7 credits). Offered as flexible multiform learning, these units can be taken in any order. (Finnish National Board of Education, Handout, 6/421/2009.) This publication focuses on the implementation of teachers work placement periods, which is related to the unit Cooperation with working life and workplace operations (6 credits). According to the Requirements for Continuing Education, a work placement period must last at least two months. This period should include goal-oriented studying under guidance ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 15 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

16 Table 1. Cooperation with working life and workplace operations. 6 credits a) Vocational skills requirements Teachers update the vocational skills in subjects and areas they teach are familiar with key Finnish occupational safety and health legislation and any special provisions applied in their sector familiarise themselves with the operations of the workplaces during their work placement period promote cooperation between the educational institution and workplace develop their competence in inducting and training workplace instructors b) Areas and criteria of assessment Teachers participate in teachers work placement periods totalling at least two months draw up, in advance, an implementation plan for the work placement period specifying their goals based on their individual needs, as well as those of their organisation draw up a report of their experiences after completion of the work placement period update their vocational skills and develop their working life competences through working in enterprises or work communities corresponding to their field of education develop the practical knowledge of their teaching, required in the implementation of on-the-job learning and vocational skills demonstrations develop and assess their knowledge in occupational safety and health, integrating this into their teaching and sharing it within their working community assess workplaces from the viewpoint of occupational safety and health, as needed carry out duties assigned to them at the workplace acquaint themselves with the work processes, methods, tools and materials of the workplaces learn about the organisation of labour protection and the distribution of the related responsibilities in the workplace, as well as the duties of labour protection personnel evaluate the implementation of occupational safety and health in daily work learn about workplace safety through acquaintance with occupational safety and health documents at the workplace (in particular, the assessment of occupational dangers and risks in the working environment, as well as other programmes, plans and analyses related to occupational safety and health) and their implementation at individual and workplace level assess, in collaboration with the workplace representatives, the current applicability and implementation of said programmes, plans and analyses develop, in collaboration with workplace representatives, the planning and implementation of teaching in a workplace-oriented manner develop, in collaboration with workplace representatives, the organisation and implementation of on-the-job learning support workplace instructors in planning on-the-job learning periods and vocational skills demonstrations, and in instructing students, carrying out assessments and assuring quality. support workplace instructors in working with students, providing instruction and holding assessment discussions and handling challenging instruction situations plan induction and training of workplace instructors, including contents and methods work with workplace instructors in real instruction tasks. (Source: Finnish National Board of Education, 6/421/2009, 7 9). elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 16 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

17 as well as development of cooperation with working life. (Finnish National Board of Education, Handout, 6/421/2009.) The unit on continuing education involving a work placement period is described below. With respect to teacher s working life competences, it is important that they can demonstrate the command of working life competences required in vocational upper secondary education and training. Teachers engage in their work placement period through a single period or in several periods, at a workplace based either in Finland or abroad. (Finnish National Board of Education, Handout, 6/421/2009.) ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 17 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

18 Planning, implementation and evaluation of teachers work placement periods in practice In this part of the guide, we will present well-functioning practices for the planning, implementation and evaluation of teachers work placement periods. In the chapters below, we will utilise the Requirements for Continuing Education in Teachers Working Life Competences (25 credits). Practices related to teachers work placement periods have been developed, for example, through various national projects. In this work, funding from the European Social Fund has played a central role. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 18 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

19 5. Policy outlines of education providers regarding teachers work placement periods It is essential that education providers outline the role of teachers work placement periods in, for example: the development of employee competences the development of contacts with working life the development of students on-the-job learning and vocational skills demonstrations the development of teaching. It would also be worthwhile for education providers to outline the following matters: the implementation process of work placement periods the specific focus areas of work placement periods the duration and scheduling of work placement periods the selection of teachers for work placement periods the evaluation of work placement periods and sharing experiences of these. These issues will be discussed below. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 19 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

20 The role of work placement periods in the development of employee competences Teachers work placement periods are a strategic tool for the education providers for the development of employee competences. Regular participation in work placement periods supports teachers in keeping their professional skills and working life competences up to date. Several education providers have already included regular work placement periods in their human resource strategies, with the purpose of establishing them as part of teachers work and competence development. In systematic human resource development, the need for a work placement period is considered in a development discussion between the teacher and his or her superior. The role of teachers work placement periods in developing contacts with working life Teachers work placement periods provide a natural opportunity to create contacts with the working life. An education provider can also outline work placement periods as part of a broader policy intended for the establishment, maintenance and development of contacts in working life. In such a case, the contents of work placement periods are designed on the basis of said policy. The role of work placement periods in the development of students on-the-job learning and vocational skills demonstrations Good on-the-job learning places form a central part of workplace-oriented vocational education and training. Teachers work placement periods can provide a natural channel for organising on-the-job learning opportunities and developing vocational skills demonstrations. It is therefore natural to view teachers work placement periods as a method of developing on-thejob learning and vocational skills demonstrations. Work placement periods in the development of teaching Work placement periods provide an excellent opportunity to develop contents and methods of teaching in a more workplace-oriented direction. Focus areas, as outlined by the education providers may be taken into consideration during work placement periods. Curriculum development is an example of such consideration. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 20 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

21 The implementation process of work placement periods In the implementation process, the education provider describes the planning, the implementation and the evaluation of work placement periods, what is done at different stages, when and by whom, and who is responsible for each task. The focus areas of work placement periods An education provider may plan various operations models and goals for work placement periods. These focus areas can vary between sectors or teachers. Examples of the focus areas, which can be selected with reference to the Requirements for Continuing Education in Teachers Working Life Competences, include the development of teachers sector-specific competences, the development of sector-specific contacts with working life, and the development of on-the-job learning and vocational skills demonstrations. The implementation of work placement periods can vary between teachers. While some teachers may focus on updating their individual professional skills, others may focus on establishing contacts with working life, developing on-the-job learning or training workplace instructors. The duration and scheduling of work placement periods The education provider can define a teacher-specific schedule for the implementation of work placement periods. In practice, a typical interval between work placement periods has been 3 5 years. Experience has shown that the interval should not be longer than 5 years. The duration of work placement periods can vary between teachers; the education provider can determine the duration of such periods. If the work placement period is to be included in the teacher s working life competence diploma, it must last at least two months. The education provider can also outline scheduling alternatives: a work placement period can be taken as a single period, in several shorter periods or, for example, one day per week over a longer period of time. The selection of teachers for work placement periods Teachers interest in taking a work placement period varies by sector, organisation and individual. In some sectors, it is difficult to motivate teachers to take a work placement period, while in other sectors the number of applicants is continuously high. Some teachers have taken several work placement periods, whereas others have taught for a long time without updating their knowledge in real working life. An education provider can ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 21 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

22 set quotas for persons taking a work placement period, as well as determine regular work placement periods as part of teachers competence development. An education provider can also outline workplaces where work placement periods are to be completed. This may be necessary for the purpose of developing contacts with certain types of workplaces, such as SMEs, or developing teachers competences in certain types of work environment. Evaluation of work placement periods, and utilisation and sharing of experiences It is important that the education provider outline the follow-up of work placement periods, including their implementation, effects and results. In assessing the implementation process of work placement periods, the education provider should outline what kind of feedback is to be collected, from whom and how it will be utilised for development purposes. In assessing the effects of work placement periods, the education provider outlines how the achievement of goals is to be monitored. This may include, for example, teachers competence development, sector-specific development of on-the-job learning and vocational skills demonstrations, ideas generated for developing teaching, numbers of teachers by sector who have completed a work placement period, numbers of new working life contacts or the number of trained workplace instructors. Regarding work placement periods of individual teachers, the education provider can assess their learning and competences, and the development of teaching and working life contacts. It is also important that the education provider outline how experiences and new ideas from teachers work placement periods are shared. This includes defining how teachers report and share their experiences with their colleagues and beyond. This may include a written report or the use of social media, or defining events or occasions in which teachers will share their experiences. The education provider can define the sharing and dissemination of experiences as one of the tasks of teachers work placement periods. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 22 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

23 6. Implementation process of teachers work placement period To ensure smooth work placement periods and maximised benefits from these, it is worthwhile for the education provider to describe the related implementation process as a whole and to draw up the necessary instructions. This involves defining what is to be done, when and by whom, and who is responsible for the decision-making. Clear rules and responsibilities will ensure smooth implementation of these periods. The education provider should plan the various stages of the work placement period process, including their practical realisation. It is recommended that this process be described in terms of the overall concept, as a process chart, table or picture. One possible way would be to describe the work placement period process through the tasks and responsibilities related to various process phases. For example: What are the tasks and responsibilities before the work placement period? at the beginning of the work placement period? during the work placement period? at the end of the work placement period? after the work placement period? Figure 2 shows the implementation process of teachers work placement periods from the viewpoint of the education provider. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 23 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

24 Policy outlines of the education provider for teachers work placements. The role of the superior Work placement period, planning and starting phase Development discussion Application and selection Communication Workplace selection Agreements Resourcing Duration and scheduling Teacher coaching Specification of goals and contents Implementation of work placement Updating of professional skills Familiarisation with workplace operations Promoting cooperation between the education provider and workplace Induction and training of workplace instructors Guidance and communication during a work placement period Monitoring of the achievement of goals Measures after the work placement Reporting of the implementation of work placement and feedback Sharing of experiences Maintenance of contacts with working life in the future Assessment of results and effects Assessment of effects on the education provider s activities Registration and archiving of materials Figure 2. Implementation process of teachers work placement period Appendices 1 4 present four alternative descriptions of the implementation of teachers work placement periods. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 24 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

25 7. Planning and starting phase of the work placement period 7.1 Applying and selecting of a teacher for a work placement period To ensure a successful application phase, it is important that the education provider describe and provide instructions for the application and selection process, while making sure that the related material and forms are easily accessible the education provider inform teachers about work placement periods work placement periods are handled in development discussions between teachers and their immediate superiors teachers familiarise themselves with the education provider s descriptions on work placement periods, and draft preliminary plans on their goals and how to achieve them the education provider provides document templates for preliminary planning the teachers superiors take decisions or draft proposals for decision-making. Teachers are informed of the work placement periods and the related application processes in an agreed manner, for example: through the education provider s website through information sessions by superiors at meetings and other occasions. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 25 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

26 Teachers can be encouraged in many ways to take work placement periods, for example: a superior or work placement period coordinator informs teachers of the opportunity, and those interested apply the teacher notifies the superior about the intresest to apply for a work placement period the superior suggests the teacher to join a work placement period. Timely scheduling of the application and selection process is essential to ensure that substitute resources can be arranged for teachers joining a work placement period. Therefore, scheduling should be part of the education provider s annual planning and timetable preparation. Teachers can apply for a work placement period either on a continuous base or within a fixed application period. There are vocational institutions where teachers can apply constantly for work placement periods, but agreements are signed in the spring term, during annual planning of the next academic year. It is worthwhile for the education provider to draw up a planning template for application for work placement periods. The goals for these periods should be based on broader objectives of the education provider derived from the Requirements for Continuing Education in Teachers Working Life Competences (FNBE, 2009). Based on these, each teacher should define his or her goals and specific focus areas. Such planning templates typically contain the following: teacher s contact details goals for the work placement period, derived from the more general objectives. including: updating of one s competence development of on-the-job learning and vocational skills demonstrations establishment of contacts with working life training of workplace instructors implementation of a work placement period: timing, phasing, workplace(s). It is important that the teacher s immediate superior participates in the processing of plans and selecting persons for work placement periods. In most cases, the superior is also responsible for resourcing and possible substitute arrangements in line with the organisation s practices. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 26 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

27 7.2 Selecting a workplace for a work placement period A work placement period can be implemented at one or several workplaces, depending on the goals set for a specific teacher s work placement period. When the teacher wants to deepen his or her vocational skills, it is rational to select one or two workplaces. If the main goals include establishing contacts with working life and developing on-the-job learning and vocational skills demonstrations, it may be worth to take work placement periods in several workplaces and positions (Olli, 2012). 7.3 Agreements between the education provider and the workplace A teacher s work placement period is always based on a written agreement, which must be signed before the period begins, due to liability and other reasons. The agreement should define, for example: the background and contact details of the teacher, education provider and workplace the goals from the viewpoints of the teacher, education provider and workplace the guiding principles of the work placement period the timetable of the work placement period the teacher s duties at the workplace the duties and responsibilities of the teacher, education provider and workplace instruction at the workplace and the designated workplace instructor insurance division of costs, for example, the workplace s share of costs, if any working hours and other conditions the signatures of the contracting parties. It is recommended that the agreement be signed by all three parties: the representatives of the education provider and workplace and the teacher. The education provider decides who are entitled to sign agreements. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 27 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

28 7.4 Resourcing for work placement periods Work placement periods can be financed through the education provider s own funding, such as personnel development funds, and through external funding. For example, the following external funding for resourcing work placement periods has been accessible: Government funding for Continuing Professional Development (CPD) of teachers (Finnish National Board of Education) national development projects, such as the development of on-thejob learning, and financial support for the implementation of vocational skills demonstrations (Finnish National Board of Education) EU-funded projects (European Social Fund, Finnish National Board of Education and the Centres for Economic Development, Transport and the Environment) External support from project funding has mainly been directed towards the development of work placement periods. After receiving such development funding, the education provider is expected to implement these periods through its own funding. Since cooperation with working life can be developed through, for example, teachers work placement periods, it is important to ensure that all parties benefit from these periods and contribute towards the related resourcing. Workplaces mainly contribute in this way by providing the teacher with the opportunity to learn, as well as guidance and the necessary tools. The inclusion of teachers work placement periods in the ordinary operations of the education providers has raised questions about the costs of such periods. After these periods were introduced (and the external financial support was ended), some education providers continue to implement them without additional funding. In such cases, education providers allocate part of their personnel or other development funds for these periods. Various means have been sought to arrange teaching during teachers work placement periods. These vary depending on the terms of individual teachers employment contracts, for example on whether they are employed on a full-time or part-time basis. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 28 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

29 The following alternatives, among others, have been applied: teaching is not provided during teachers work placement periods teachers are granted a leave of absence with pay for their work placement period a substitute teacher is hired for an individual teacher s work placement period a substitute teacher is hired for several teachers consecutive work placement periods the company issuing the work placement provides a substitute for the teacher. The coordination and management of work placement periods generates costs, for example: personnel costs generated by the planning of work placement periods the costs of the person or body handling the overall coordination of the work placement process, such as a training coordinator, training manager or human resources coordinator guidance visits to the work placement site, and other coaching of the teacher during the work placement period. Mutual benefit for both the education providers and the companies is the objective of teachers work placement periods and therefore resourcing should be assessed against total benefit. 7.5 The duration and scheduling of work placement periods The education provider decides on the duration and scheduling of work placement periods. If the period is to be included in a teacher s working life competence diploma (FNBE, 2004), it must last at least two months. The duration of a work placement period depends fundamentally on the goals of the period. If the goal is professional growth or deepening competences, the work placement period must be adequately long. Teachers, whose work placement period lasted longer than four months reported greater professional growth and competence development than those whose work placement period lasted less than four months. (Olli, 2012, 95). ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 29 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

30 7.6 Coaching a teacher for a work placement period Coaching a teacher for a work placement period supports the achievement of goals set by the teacher and the education provider and sharing of experiences. Coaching can be divided into initial orientation before the work placement period, personal guidance during the period and final discussion after the period. The coaching can also be provided through a coaching programme linked to the work placement period. The following themes can be covered in the initial orientation: the education provider s general principles and practices for work placement periods specification of a work placement period plan on-the-job learning and vocational skills demonstrations possible updating of qualification requirements guidance and training of workplace instructors on the basis of, for example, the Training for Workplace Instructors programme (3 credits) planning of training for workplace instructors. The contents of coaching are tailored on the basis of the competence of teachers who are assinged for a work placement period. If one of the goals is to train workplace instructors, the teacher s competence in providing such training is evaluated. In case the teachers have little or no experience in training or guiding workplaces or workplace instructors, separate training is provided for this. In such a case, a separate training course for workplace instructor trainers can be arranged. From the viewpoint of education providers, the purpose of coaching is to ensure that teachers and educational institutions have shared views on goals and their achievement these goals are aligned with the education providers policies clear plans have been drawn up about how to benefit from the work placement periods reporting, follow-up and administration have been agreed and are jointly handled. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 30 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

31 Initial orientation can be arranged through individual guidance, group guidance or a combination of these. In individual guidance, a teacher and his or her superior or the coordinator of the work placement period meet to plan the work placement period together. This may involve selfevaluation of the teacher s competences and a more detailed planning of the work placement period and related tasks. Individual guidance may continue throughout the period, after which the teacher delivers the given assignments and reports to, for example, the coordinator for work placements at the educational institution, who also may participate in the final evaluation. A coaching programme can also be arranged through several shorter sessions of, say, half a day each, or on several consecutive days. The contents of coaching may cover: work placement periods in employee competence development goals of teachers work placement periods cooperation with working life, and workplace operations work placement periods and anticipation vocational education and training as a system sector-specific development and entrepreneurship vocational education and training based on the best possible match between training and employment workplace instructor training work community as a learning environment assessment of learning and competence assessment of students at workplaces familiarisation with networking programmes in social media software used for assignments, communication and assessment, such as Moodle. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 31 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

32 7.7 The superior s role in planning, implementation and evaluation of work placement periods Teachers superiors play a key role in planning, implementation and evaluation of work placement periods. Their commitment to the goals of these periods, as well as the utilisation of lessons learned from these, is a prerequisite for successful and efficient work placement periods. The superiors tasks include the following: 1. The superior assesses the education provider s outlines on teachers work placement periods, implements them in his or her own area of responsibility and ensures that teachers in his or her area of responsibility complete work placement periods. 2. The superior informs teachers in his or her department about work placement periods. 3. The superior discusses and plans work placement periods as part of the teachers development discussions. 4. The superior makes suggestions or decisions on teachers to take work placement periods and handles the resourcing. 5. The superior participates in the planning of work placement periods. 6. The superior participates in the implementation of work placement periods by, for example keeping contacts with teachers during such periods. 7. The superior has feedback discussions with teachers after their work placement periods. The superior analyses reports on work placement periods and holds discussions with teachers on their experiences after their placements. 8. After work placement periods, the superior monitors their effects on, for example, teachers competences and contacts with working life, and supports the utilisation of these in the development of teaching and maintaining new contacts with working life. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 32 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

33 8. Implementation of the contents and goals of the teachers work placement period in practice The contents and goals of teachers work placement periods are defined in the Requirements for Continuing Education in Teachers Working Life Competences. (FNBE, 2009). The goals have been further defined as vocational skills requirements listed below. Teachers update their vocational skills in their teaching subjects have the command of key Finnish occupational safety and health legislation and any special provisions applied in their field familiarise themselves with the operations of the workplace during their work placement period promote cooperation between the educational institution and the workplace develop their competences in induction and training of workplace instructors. (Finnish National Board of Education, 2009). ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 33 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

34 8.1 Updating of vocational skills in one s own field Teachers update their vocational skills and develop their working life competences through working in enterprises or work communities in their field of education develop the practical knowledge of their teaching, as required in the implementation of on-the-job learning and vocational skills demonstrations develop and assess their occupational safety and health knowledge, integrate this into their teaching and share it within their work community assess workplaces from the viewpoint of occupational safety and health, when needed (Finnish National Board of Education, 2009) In updating the vocational skills, the development goals of the teacher s own competence are important. These goals should be emphasised when a long time has passed since the teacher s participation in working life the teacher s competences need deepening or widening. In practice, teachers can update their vocational skills at a workplace through carrying out regular or development tasks, serving as assistants and observation. When the teacher s competence development is the main goal, it would be worthwhile to take work placement periods in one or two workplaces. The duration of a work placement period should support the teacher s professional growth and development. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 34 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

35 8.2 Familiarisation with workplace operations Teachers carry out the duties assigned to them at the workplace acquaint themselves with the workplace s work processes, methods, tools and materials familiarise with the organisation of occupational health and safety and distribution of responsibilities at the workplace assess the implementation of occupational health and safety operations in daily work learn about safety at work through documentation on occupational safety and health and their implementation at the workplace and individual level assess, in collaboration with workplace representatives, the relevance and implementation of these programmes, plans and analyses (Finnish National Board of Education, 2009) A work placement period offers a teacher the opportunity to familiarise with the work processes, methods, tools and materials specified in the qualification requirements of his or her own vocational field. A teacher may be tasked with assessing and reporting on the work processes, methods and tools at the workplace, based on the qualification requirements, and dissemination of such information in his or her educational institute. For teachers responsible for core subjects, a work placement period offers an excellent opportunity to familiarise themselves with the working environment in their field. For example, a language teacher is able to develop his or her competence by collecting key vocabulary or other material for teaching related to how to hold discussions with customers in different languages. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 35 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

36 8.3 Promoting cooperation between education providers and workplaces Teachers develop, in collaboration with workplace representatives, the planning and implementation of teaching in a workplaceoriented manner develop, in collaboration with the workplace representatives, the organisation and implementation of on-the-job learning support the workplace instructors in planning on-the-job learning periods and vocational skills demonstrations, in instructing students, carrying out assessments and quality assurance. (Finnish National Board of Education, 2009) Promotion of cooperation with working life should be the main goal in the following situations: new places for on-the-job learning or vocational skills demonstrations in a particular sector are needed education providers wish to ensure that the workplaces in the region have sufficient knowledge about on-the-job learning or vocational skills demonstrations education providers wish to maintain contacts with working life education providers wish to learn more about the workplaces and workplace instructors education providers want to establish a register on workplaces. If the main goal of a teacher s work placement period is to create contacts with working life, experience has shown that it is advisable to organise the placement at several workplaces. A teacher can systematically visit these workplaces and collect information on knowledge, competences and working environments. Simultaneously, the teacher can inform workplaces on on-the-job learning and vocational skills demonstrations. A work placement period may include a development task related to the training to be provided at the workplace. The development task may cover, for example, the development of training materials, instruction, onthe-job learning or the implementation of apprenticeship training. The teacher may observe and assess a workplace as a site for on-thejob learning or vocational skills demonstrations, using evaluation tools designed for on-the-job learning. An evaluation of an on-the-job learning environment can also serve as a basis for the development, carried out elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 36 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

37 by a teacher. Various evaluation tools have been developed for on-the-job learning and vocational skills demonstrations, such as Työpaikkaohjaaja opiskelijan ohjaajana työssäoppimisen eri vaiheissa (Workplace Instructor as a tutor in on-the-job-training), edited by Frisk, T. (2010), and Työssäoppimisen laatukriteerit (Quality criteria for on-the-job learning). One example of a development task during a work placement period is the planning of on-the-job learning and vocational skills demonstrations in collaboration with workplace representatives. As a starting point, the teacher explains the curriculum and the qualification requirements and units to the workplace instructor, including the principles of on-the-job learning and vocational skills demonstration. Particular attention is paid to how these can be implemented at the workplace in question. Another development method is the evaluation of on-the-job learning and vocational skills demonstrations at the workplace, using evaluation tools and guides designed for this purpose. Teachers and workplace instructors can together draw up a workplace-specific guide for on-the-job learning, or make workplace-specific modifications in the education provider s general on-the-job learning guide. Such guide may include, for example, the principles of on-the-job learning and vocational skills demonstrations. For example, the teachers of Turku Vocational Institute carried out the following development tasks during their work placement periods: self-assessment of workplace practices mapping alternative paths for on-the-job learning at a workplace coaching a workplace for on-the-job learning and vocational skills demonstrations taking account of special needs students at the workplace planning of vocational skills demonstrations drawing up support materials for on-the-job learning instructors induction of workplace representatives on assessment and qualification requirements. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 37 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

38 8.4 Induction and training of workplace instructors Teachers support workplace instructors in working with students, performing instruction and assessment discussions and handling challenging instruction situations plan induction and training of workplace instructors, including contents and methods work with workplace instructors in actual instruction situations. (Finnish National Board of Education, 2009). One of the goals of teachers work placement periods may be the training of workplace instructors. It is worthwhile choosing this as the main goal for work placement periods if the competence of workplace instructors in a specific field needs to be developed or if the number of workplace instructors is insufficient. From the viewpoint of education providers, this is also a resource-efficient way of training workplace instructors at their own workplace. Experience has shown that some teachers find it difficult to train workplace instructors. It is therefore essential to train and guide teachers to train workplace instructors. For this purpose, a trainer training directed to teachers has proven useful. During such training, teachers go through the framework of workplace instructor training as far as applicable, or complete certain units of the Teachers Diploma in Working Life Competence. Teachers also need support materials provided by the education provider or other party, for use in workplace instructor training. In addition to training for teachers involved in training workplace instructors, the appointment of mentors has yielded positive results. For example, under the mentor model of Omnia (the Joint Authority of Education in Espoo Region), experienced workplace instructor trainers, or socalled mentors, train teachers to train workplace instructors, and support them when needed. Such training has been planned as a joint effort. The aim of mentoring is to ensure training skills, the transfer of tacit knowledge, diversity and embedding the mentoring as a function into the organisation. Experienced workplace instructor trainers can be appointed as head trainers tasked with inducting and supporting teachers in training workplace instructors. (Krannila, 2012.) During his or her work placement period, a teacher can train one workplace instructor, a small group of workplace instructors or the whole work community. This also leads to that several employees from a workplace can elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 38 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

39 participate and share their knowledge instruction and assessment at their workplace. The planning of workplace instructor training is begun by assessing the need for such training in a particular workplace. An agreement for such training is made alongside the agreement for a work placement period. In workplace instructor training, the teacher can use specific training materials created for this purpose, or on-the-job learning material provided by the education provider, such as an on-the-job learning folder or guide or online material. It is essential to ensure that the teacher is familiar with the training material. A workbook can also serve as material on which the teacher and workplace representatives can jointly create workplacespecific material. Models based on individual training of workplace instructors are often suitable for work placement periods. Under these models, the workplace instructor s competence is first assessed by using, for example, a Competence Map for Workplace Instructors or any other assessment tool. Based on this, the teacher and workplace instructor draw up an individual study plan. Such training can be tailored according to the needs of the workplace. It typically covers workplace-specific matters related to on-the-job learning and vocational skills demonstrations. During their work placement periods, teachers familiarise themselves with working environments and can identify areas for development related to instruction of on-the-job learners. Teachers can also support workplace instructors in actual environments. From the viewpoint of a workplace, one of the benefits is easy access to participation. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 39 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

40 Summary A well-functioning practice is to create versatile models for implementation during work placements, based on teachers vocational skills requirements and to emphasise different goals. Implementation models enable planning of individual work placement periods and can be used as the basis for this. Table 2. Implementation models for teachers work placement periods Requirements for work placement periods Development of a teacher s own competence Familiarisation with workplaces in a certain field Development of on-the-job learning and vocational skills demonstrations Creating and maintaining contacts with working life Induction and training of workplace instructors Goals and implementation models emphasises the teacher s own goals relating to his or her professional or working life competence the teacher participates in work at the workplace a long-term period at one or two workplaces particular goal: teachers responsible for core subjects can familiarise themselves with workplaces teachers familiarise themselves with workplaces and working environments teachers monitor working at the workplace and can carry out small-scale projects periods of varying duration at one or several workplaces emphasises field-specific goals related to the implementation and development of on-the-job learning and vocational skills demonstrations aims at obtaining viable sites for on-the-job learning periods of varying duration at one or several workplaces emphasises field-specific goals and the goals of the education provider a teacher visits several workplaces, creates networks, explains about the competences and informs workplaces about vocational education and training short periods at several workplaces goal is to train new workplace instructors and to update skills and competences work placements of versatile duration at one or more workplaces elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 40 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

41 9. Teacher s personal guidance and communication during a work placement period Personal guidance and communication with the educational institution during a work placement period A teacher s personal guidance during a work placement period is a good practice in supporting the achievement of goals in assessing the development of skills and competences of a teacher and, in particular, sharing experiences gained during the placement. Examples on guidance and communication group meetings during the work placement period workplace visits made by the teacher s superior, colleagues or other designated persons guidance through various tools, such as telephone, , Facebook and other forms of social media blogs as learning diaries during the work placement period. Meetings can be arranged as workplace visits made by a representative of the teacher s educational institution, or as other types of pre-arranged meetings. Experience has shown that workplace visits in particular have a positive and broader effect on the creation of contacts with working life and the development of teaching. A workplace visit can be made by a colleague, superior or other designated persons, such as a training coordinator. Communication with a teacher during his or her work placement period has proven to enhance the sharing of experiences and to facilitate ntyöelämäyhteistyöeläköönopettajientyöelämäja more extensive networking. läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 41 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

42 During a workplace visit, the teacher and the visitor can discuss and assess the work placement period against the teacher s personal plan. Matters to be discussed include: the teacher s experiences of the work placement period and his or her achievement of set goals updating of the teacher s skills and competences: tasks and experiences of these challenges identified, if any characteristics of the workplace as an on-the-job learning site building an on-the-job learning network development ideas and challenges involved in on-the-job learning development ideas and challenges involved in vocational skills demonstrations new ideas for the development of teaching experiences and challenges involved in guiding and training workplace instructors Cooperation and guidance at the workplace A workplace instructor for the teacher should be nominated at the workplace. Such a workplace instructor is tasked with inducting the teacher in workplace operations and the working environment, acting as a contact person and providing the teacher with feedback. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 42 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

43 10. Measures after teachers work placement periods Measures to be taken after teachers work placement periods include reporting of experiences, collecting and analysing feedback, identifying areas of development and maintaining contacts with working life Implementation reports and feedback on teachers work placement periods Reporting on a work placement period has two goals: 1. To describe experiences in such a form that it can easily be shared within the educational institution and with various stakeholders. 2. To reflect on the teacher s own learning and development process. Reporting outlines are included in the Requirements for Continuing Education in Teachers Working Life Competences. These outlines state that a teacher must draw up a report after his or her work placement period. (FNBE, 2009). It is important to plan the contents and the manner of representation of the report, from the perspective of the benefits sought. A common problem is that the report a teacher has compiled is not being handled or utilised for future development. This may be because the report is too ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 43 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

44 extensive or generic. A viable solution is to separate information to be disseminated from reflections on the learning process. A work placement period report can be divided into two parts. In the first part, the teacher analyses the achievement of the goals, the development of his or her learning and skills and competences, against pre-set themes or questions. In the second part, the teacher prepares presentation material on his or her work placement period for sharing experiences and development ideas. This presentation material can also be used to share experiences with other teachers and students before they begin an on-thejob-learning period at the same workplace. The presentation material can focus on introducing the operations, practices and on-the-job learning opportunities related to the workplace, as well as ideas generated in order to develop teaching. The teacher can also present his or her contacts with working life and provide information on trained workplace instructors. It is recommendable that teachers use the reporting methods best suited to describe their experiences and the working environment. For example, the following methods have been successfully used in presenting one s experiences on a work placement period: photos portfolios Power Point presentations Facebook sites Videos Sharing experiences of work placement periods Teachers work placement periods are more beneficial to their educational institutions if teachers share their experiences and development ideas. Agreement should therefore be reached before the work placement period on how this information will be disseminated. In fact, experience sharing should be listed as a task related to the work placement period at the very beginning of the process. A useful solution would involve allocating a few days for reporting and sharing of experiences. Another practice worth consideration would involve the teacher describing his or her experiences to at least 3 5 teachers in his or her field. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 44 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

45 Teachers can apply methods such as the following when sharing their experiences: Sharing of experiences with other teachers in the same field through regular meetings, such as unit, department or team meetings Briefings of the education provider and sharing one s experiences in these Presenting one s experiences to the organisation s management Presentating at employee events organised by joint municipal authorities Assessment discussions with one s superior during and after the work placement period Posting of materials in an online material bank 10.3 Maintaining contacts with working life in the future It is important to maintain contacts created during a work placement period. Otherwise, these contacts may remain in the sole possession of the teacher who created them during his or her work placement period. For this purpose, efforts should be made to collect and document the contact details of workplaces and trained workplace instructors. Contacts with working life can be maintained as follows, for example: Workplaces are regularly informed of future on-the-job learning periods and possible updates to these, or of vocational skills demonstrations. Workplaces are continuously used as on-the-job learning and vocational skills demonstration site. Workplace representatives are invited to participate in the development of teaching, on-the-job learning or vocational skills demonstrations. Presentation materials of the workplace are drawn up and utilised, for example, as induction material for students embarking on on-the-job learning periods. The contact details and on-the-job learning opportunities provided by a workplace are documented in an information system. Contacts and networks created are maintained by, for example, informing network participants about future on-the-job learning periods and changes in the qualification requirements. Information on trained workplace instructors is collected and recorded. Personal contacts are maintained with workplace representatives. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 45 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

46 10.4 Evaluation of the results and effects of work placement periods An education provider must decide how feedback on work placement periods is to be collected and how this feedback will be utilised for future development. In addition to the development of work placement periods, it is important to utilise results of assessments in the development of curricula and teaching. Examples of good practices: Workplace representatives are asked to evaluate the teacher s final report before its publication on, for example, a website. These evaluators are nominated in advance with the teacher. Towards the end of the work placement period, the employer is asked to provide feedback on the period and its usefulness. Such information is collected using an informal document on paper or online. The teacher and his or her workplace instructor fill in feedback forms during the work placement period. The workplace instructor s feedback is collected after the workplace period on paper (organised by the coordinator) or online (organised by the same). Feedback can even be collected from several workplace instructors, if this is essential from the viewpoint of process implementation. The teacher gives his or her feedback some time after the work placement period through an online system to ensure that the teacher can analyse the effectiveness of the period. Teachers give oral presentations on the results of their work placement periods in the meetings of management groups and other groups of responsibility, and during their own departments development days or departmental meetings. An evaluation of changes in operations is performed when the teacher has returned to his or her work as a teacher, in order to determine how the work placement period has changed the teacher s practices. This evaluation is carried out only after some time has passed since the end of the work placement period. Assessment of possible changes in the teacher s operations requires both a self-assessment by the teacher and an external evaluation. It is also important to discuss and follow up the effects of the work placement period through development discussions. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 46 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

47 10.5 The effects of teachers work placement periods on the operations of the education provider The purpose of assessing the results and effects of teachers work placement periods is to analyse the effects of teachers work placement periods on education providers operations and the benefits gained from these by the education providers. Such an assessment is a comprehensive evaluation of whether the goals of work placement periods have been achieved and whether the related resources have been successfully deployed. It is worthwhile analysing the effects of teachers work placement periods on education providers operations vis-à-vis the effectiveness and efficiency of these periods. The results of teachers work placement periods may partly materialise at the end of individual periods. On the other hand, the development of teachers or workplace instructors competences, on-the-job learning or vocational skills demonstrations will only gradually become evident. Evaluation of the results and effects of work placement periods, and the teachers experiences alike will be accomplished by the education provider. Such evaluation data may be quantitative, like the number of work placement periods taken by the teachers, the number of contacts created with working life or the number of trained workplace instructors. Assessment data may also be qualitative, focusing on the teachers competences through, for example, evaluation of competence development or the development of on-the-job learning and vocational skills demonstrations at the workplaces, whether evaluated by the teachers or through discussions. Education providers are advised to assess the effects of the teachers work placement periods on their own practices. Table 3 lists possible assessment questions. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 47 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

48 Table 3. Assessment of teachers work placement periods from the viewpoint of an education provider. Assessment question How effective have the teachers work placement periods been? How efficient have the teachers work placement periods been? How economically efficient have the teachers work placement periods been? Specification How have teachers work placement periods developed the teachers competences? How well have teachers work placement period achieved the fundamental goals defined by the education provider? What kind of added value have the work placement periods created for the organisation s competences and the development of on-the-job learning and vocational skills demonstrations? What kind of regional effects have the teachers work placement periods had? How well have the work placement periods met the needs of the teachers and the workplaces? To what extent do teachers work placement periods meet the policy goals set by education providers? How well do the processes of a work placement period work? How well do the contents and focus areas of work placement periods match with the related needs? How are the needs of teachers, workplaces and education providers assessed and utilised? How efficient have the work placement periods been from the viewpoint of teachers and education providers? duration? progress and arrangements? resourcing? In which ways were the resources allocated to the work placement periods from the viewpoint of achieving the education providers goals? Were the resources available reasonable compared to the number and type of work placement periods? How much did the work placement periods cost and how did the cost relate to the benefits gained? How economically efficient are work placement periods compared to alternative methods, such as competence development, development of on-the-job learning, vocational skills demonstrations and contacts with working life, and the training of workplace instructors? elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 48 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

49 11. Experiences on the benefits of teachers work placement periods Various analyses and studies have been carried out on the benefits and experiences gained from the teachers work placement periods. This chapter presents the results of three such studies. In his research, Olli (2011) sought to analyse and describe teachers perceptions on the importance of work placement periods to their professional growth, the development of their professional competence and expertise, and to their teaching work. According to this study, teachers experiences on their work placement periods were highly positive, and such periods were regarded as important and significant tools in enhancing their expertise and professional growth. Teachers felt that their confidence in teaching increased during the work placement period. They also welcomed the opportunity to engage in the practical application of the topics they had learned. Key benefits included practical examples from working life and updating their skills with new working methods. After the work placement period, teachers felt that they were able to provide concrete examples of real situations in working life. During a work placement period, teachers have the opportunity to examine their own role as a teacher and to view their work community from the outside, as it were. Teachers also felt that a work placement period supported coping at work and empowered them. The study suggested that a work placement period can boost teachers personal capabilities, based on which they can enhance their professional competences and life management. Furthermore, teachers were able to analyse their teaching during the work placement period, by supplementing it with experiences gained at the ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 49 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

50 workplace. Teachers felt that a work placement period increased their professional skills, knowledge of teaching as such, research and knowledge on development of working communities and professional growth. The study indicated that, in order to enhance professional growth, teachers work placement periods should last over four months, be regularly repeated and cover all vocational teachers. Another study (Krannila, 2012) conducted in Omnia (the Joint Authority of Education in Espoo Region) analysed the benefits of teachers work placement periods for various parties. Teachers who had completed a work placement period found the updating of their professional skills extremely useful and stated that such periods should be included in the education providers regular activities. Teachers suggested that they should update their competences through work placement periods as frequently as every three years. Other key benefits included fruitful discussions on matters related to the guidance of students, and ensuring that the workplace is suitable as an on-the-job learning location. Teachers found that students benefit indirectly from their work placement periods since the teachers can utilise their updated knowledge in teaching, while better applying the competences required in working life and specified in the criteria of assessment for vocational skills. Workplace representatives appreciate the presence of teachers in working life since this supports their dialogue and finding a common language. Workplace representatives often find that, for example, criteria of assessment are difficult to understand. For this reason, they regard the handling of the criteria at practical level as useful. Education providers benefit from the work placement periods in many ways. As teachers professional competences increase, quality of teaching is enhanced. This has also been reflected in student feedback. Students also pass on good news about the quality of teaching, which in turn increases the number of applicants to training. Greater job satisfaction among teachers enhances their work motivation. Teachers who have completed a work placement period share their experiences in teachers joint meetings, thereby distributing the benefits. Students on-the-job learning periods have also benefited from feedback from teachers work placement periods. (Krannila, 2012). elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 50 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

51 Eerola and Majuri (2007) have also analysed various stakeholders views of teachers work placement periods. According to their study, the long-term effects of teachers work placement periods include: increases teachers motivation and enthusiasm for one s own work increases teachers will and courage to maintain contacts with the working life curricula and teaching are developed in a more working-life oriented direction increases workplaces knowledge of and interest in vocational education and training improves the quality of on-the-job learning maintains and intensifies cooperation between educational institutions and working life. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 51 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

52 12. Statistics and financing Quantitative data on vocational teachers work placement periods has been collected in the Opettajat Suomessa 2010 study (Teachers in Finland 2010), for example. Furthermore, information on teachers work placement periods implemented as part of European Social Fund projects is collected in the EURA 2007 data collection system. According to the Teachers in Finland 2010 study, three per cent of all vocational teachers completed a work placement period in 2009, as against seven per cent in The study does not indicate why the number of participants halved between 2007 and However, this can be partly explained by the effects of the economic recession, due to which companies had less work and fewer workplace instructors than before. (Kumpulainen, 2010, ) Of all teachers, the most likely participants were those who are midway through their careers. Of teachers aged between 35 and 59 years, approximately 3.5 to 4 per cent completed a work placement period in The number of teachers representing younger or older age groups was merely 1 2 per cent. (Kumpulainen, 2010, 127.) In 2007, the average duration of work placement periods was 31 days, as against 25 days in (Kumpulainen, 2010, 127.) The relative number of participants in teachers work placement periods was highest in the sectors of tourism, catering and domestic services, culture, natural resources and the environment. However, the participation rate remained under five per cent. In social sciences, business and administration, teachers work placement periods were shorter than in other elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 52 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

53 sectors, averaging just 12 days. In these sectors, the number of participating teachers was slightly higher than among teachers in general. (Kumpulainen, 2010, 127.) Work placement periods can also be taken outside Finland. In 2010, a total of 148 vocational teachers and other staff took a work placement period outside Finland. The duration of these periods varied between 1 17 weeks, the average being 1.3 weeks. (Korkala S., 2010, 27.) Teachers work placement periods form part of the development of contacts with working life. A quarter of vocational teachers do not participate in any network related to training or working life. Since working life is under constant change, anticipating the future by updating one s competences and working in real-life learning environments is vital (Paaso, 2010, 199). In the future, education providers own personnel development funding will play a key role in the financing of teachers work placement periods. It is to be hoped that education providers will gradually begin to view teachers work placement periods as an elementary part of their overall personnel development, including from the funding perspective, because external financial support systems do not guarantee sufficient access to work placement periods. As of 2008, a total of 635 work placement periods have been implemented through financial support from the European Social Fund. (EURA 2007 system, 23 October 2012). The following table shows the number of work placement periods by sub-field of vocational education and training. Table 4. Number of teachers taking a work placement period outside their educational institution, by sub-field of vocational education and training (EURA 2007 system, 23 October 2012). Sub-field of vocational education and training Number of teachers Humanities and Education 22 Culture 37 Social Sciences, Business and Administration 66 Natural Sciences 12 Technology, Communications and Transport 213 Natural Resources and the Environment 36 Social Services, Health and Sports 143 Tourism, Catering and Domestic Services 100 Total 635 ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 53 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

54 13. Implementation of teachers work placement periods in the future The Development Plan for Education and Research stated that cooperation between vocational education and training and working life forms an integral part of education. It also stated that the opportunities of teaching staff to regularly participate in work placement periods must be safeguarded. Some education providers have already embedded work placement periods as a standard part of their activities and have created an implementation process for these. Consideration should be given to how education providers might utilise work placement periods more systematically in their cooperation activities with working life, and how these periods might form a systematic part of education providers normal operations. Some education providers have adopted the Requirements for Continuing Education in Teachers Working Life Competences (FNBE, 2009) as their starting point for planning and implementing work placement periods. The goals specified in these Requirements form an ideal basis for work placement periods, while enabling the inclusion of such periods in the Teachers Diploma in Working Life Competence. It would also be important to highlight the goals of these Requirements as the basis of work placement periods. In the future, it will be important to consider the implementation of teachers work placement periods from the viewpoint of teachers responsible for core subjects. Some experience has already been gained from work placement periods completed by core subject teachers, but further experiments are necessary in order to determine, on the one hand, how they elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 54 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

55 benefit from these periods and, on the other, how workplaces benefit from the competences of core subject teachers. Consideration should also be given to the implementation of work placement periods for adult education teachers. In the future, attention should be paid to resolving issues related to teachers working hours and payment. Payment of teachers with respect to working hours varies: some are paid on the basis of total working time, while for others working time is linked to teaching hours. Since this affects the planning of work placement period resourcing, various alternative solutions should be considered. It is important that the duration of work placement periods is proportional to the specific goals set for the period in question. The goals of teachers work placement periods should be clear and the period sufficiently long. If a work placement period is very short, its goals must be proportional to its duration. Teachers work placement periods provide an excellent opportunity for training workplace instructors. They are also a tried and tested way of ensuring the versatile use of resources. Workplace instructor training has been implemented to varying degrees during teachers work placement periods. In the future, it should be ensured that work placement periods are sufficiently long and that teachers receive proper training in the teaching of workplace instructors. Various teacher training models are required. The Development Plan for Education and Research recommends the implementation of work placement periods for polytechnic teachers, among others, in addition to vocational teachers. From this viewpoint, consideration should be given to whether the same model is applicable to teachers representing different educational levels, and which matters in particular should be taken into account in the implementation of work placement periods for polytechnic teachers. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 55 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

56 Bibliography and other sources Other sources Bibliography 1. Discussions held during a training event for description specialists in Koonta description system. Descriptions of practices related to teachers work placement periods produced by the Competent in the Labour Market projects of the Finnish National Board of Education 3. Koonta workshops and guided discussions held in other contexts on the practices of teachers work placement periods 4. Networking seminar workshops organised by the Finnish National Board of Education for ESF project implementation bodies Naantali, September 2011 ESF networking cruise, September Pedagogical development seminar in Levi: Workplace counselling and pedagogical practices workshop, September 2012 Eerola, T. and Majuri, M., Työelämäyhteistyön haasteet ja mahdollisuudet. Selvitys ammatillisen peruskoulutuksen työelämäyhteistyön muodoista ja niiden toimivuudesta. [The challenges and opportunities of working life cooperation a study on the forms and functionality of the working life cooperation in vocational upper secondary education and training]. Finnish National Board of Education. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 56 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

57 Eerola, T., Opettajien työelämäjaksot ammatillisen peruskoulutuksen työelämäyhteistyön muotona. [Teachers work placement periods as a method of cooperation with working life in vocational upper secondary education and training.] Licentiate s thesis, University of Tampere. EURA 2007 system report no. 7. ESF specific indicators of the administrative branch of the Ministry of Education and Culture. Printout 23 October Hätönen, H., Osaamiskartoituksesta kehittämiseen II. [From competence mapping to competence development II.] Educa Institute Ltd. Edita Prima Oy, Helsinki. Kastarinen, M. and Rokkila, J., Opettajan ammattitaidon kysymyksiä. Kehittämishankeraportti. [Questions of teachers professional skills. A development project report.] JAMK University of Applied Sciences. jamk_ _9.pdf?sequence=1 Keskusjärjestöjen suositus ja kannanotto työpaikoilla tapahtuvan oppimisen edistämiseksi. [Recommendation and statement by central labour market organisations to promote on-the-job learning.] 2 November kannanotto_lopullinen.pdf Koramo, M., Työssäoppiminen ja ammattiosaamisen näytöt ammatillisessa peruskoulutuksessa. Tilannekatsaus [On-the-job learning and vocational skills demonstrations in vocational upper secondary education and training. A status report 2011.] Reports 2011: 15. Finnish National Board of Education, Helsinki. Korkala, S., Kansainvälinen liikkuvuus ammatillisessa koulutuksessa /2011 Tietoa ja tilastoja -raportti. [International mobility in vocational education and training in /2011. Online publication.] CIMO Centre for International Mobility. product_julkaisu/cimo/embeds/cimowwwstructure/20986_kansainvalinen_ liikkuvuus_ammatillisessa_koulutuksessa_2010.pdf Krannila, V. (ed.) TOPO-HANKE. Työssäoppimisen portaat Omnian julkaisuja C12. Raportit. [TOPO project. The steps of on-the-job learning Omnia publications C12. Reports.] Multiprint, Vantaa. Kumpulainen, T. (ed.) Teachers in Finland Education monitoring reports 2011:6. Finnish National Board of Education, Helsinki. Kurikka, M., Eskola-Kronqvist, A., Heinonen, M., Hannula, H., Kuisma, J. & Eerola, T., KOKEVA Osaaja -hanke: Työelämäyhteistyötä ammatilliseen perustutkintokoulutukseen. [KOKEVA Osaaja project: Cooperation with working life for vocational upper secondary education and training.] HAMK University of Applied Sciences. European Social Fund. ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 57 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

58 Majuri, M. and Eerola, T., Eivät he muuta tekisikään. Tarkastelussa työpaikkaohjaajien koulutus, opettajien työelämäjaksot ja työssäoppiminen. [An analysis of workplace instructors training, teachers work placement periods and on-the-job learning.] Finnish National Board of Education, Edita Prima Oy, Helsinki. Confederation of Finnish Industries (EK). Oivallus Final Report. Referred 14 February oivallus/fi/liitetiedostot/arkisto/oivallus-final-report.pdf Olli, Timo Työelämäjaksojen merkitys ammatinopettajien ammatilliselle kasvulle. [The role of work placement periods in vocational teachers professional growth.] Professionally oriented licentiate thesis. School of Education, University of Tampere. Opettajan työelämäjakson opas. Opettajille, mentoreille, oppilaitoksille ja työpaikoille KOKEVA START. Ammatillisen peruskoulutuksen toimijoiden koulutus, kehitys ja valmennusohjelma. [Guide for teachers work placement periods. For teachers, mentors, educational institutions and workplaces KOKEVA START. A training, development and coaching programme for the vocational upper secondary education and training sector.] HAMK University of Applied Sciences. Saarijärven Offset Oy, Hämeenlinna. Paaso, A., Osaava ammatillinen opettaja Tutkimus ammatillisen opettajan tulevaisuuden työnkuvasta. [The Competent Vocational Teacher 2020: A study on vocational teachers future job description.] Perusteet opettajan työelämäosaamisen täydennyskoulutukselle. [Requirements for Continuing Education in Teachers Working Life Competences.] Finnish National Board of Education, Handout, 6/421/2009. Ministry of Education, Helsinki. Quality Management Recommendation for Vocational Education and Training Finnish National Board of Education. Helsinki University Press. Suositus työpaikalla tapahtuvasta oppimisesta. [Recommendation on learning at the workplace.] Ministry of Education and Culture. Ministry of Employment and the Economy. Liitteet/suositus.pdf Terveysalan opettajan ammatillisen osaamisen ylläpitäminen ja kehittäminen. [Maintenance and development of health care teachers professional knowledge and skills.] Reports of the Ministry of Social Affairs and Health 2007:29. Ministry of Social Affairs and Health, Finland. VET quality strategy Reports of the Ministry of Education and Culture, Finland, 2011:9. Vocational Education and Training Act, 630/1998 (in Finnish). Finlex. elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 58 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

59 Appendices Appendix1 Planning and implementing the workplace periods of teachers, Amiedu and Koulutuskeskus Salpaus/Salpaus Further Education, 2012 Appendix 2 Implementation process of the working life period of the teachers at the Jyväskylä Vocational Institute Appendix 3 The process of the teacher s working life period 10/2012, several providers of VET in South-Eastern Finland Appendix 4 Implementation process of working life periods of teachers, Omnia Institute 2012 ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 59 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk

60 Appendix 1 Planning and implementing the workplace periods of teachers, Amiedu and Koulutuskeskus Salpaus/Salpaus Further Education, 2012 Superior/ instite Teacher/ trainer Work placement and objectives of the institute, as agreed in the development discussion Workplace/ workplace instructor Agreement on work placement period, based on one own s and the company s objectives Planning and setting objectives, agreement on the period Endorcement of the plan on development assignment and the communication Planning the development assignment and the communication on it Endorcement of the plan on development assignment and the communication Plan on development assignment and the communication Implementing the period, accomplishing the assignment Induction and instruction of the teacher during the period Development assignment Assessement of the period Teacher to communicate on the development assignment and the period in the institution, according to the communication plan Agreement on further actions Assessment Communication plan Further actions elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 60 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe Documents

61 Appendix 2 Implementation process of the working life period of the teachers at the Jyväskylä Vocational Institute Working life period as a process Issue By whom How/when To be taken into account Objectives of the financial plan Once during the academic year Development discussion Superior Teacher Needs for substitutes, recruitments Reserve in the year plan Superior As part of planning of the academic year Teacher During previous periods Guidelines and application on working life period HR planner Identification of the workplace Agreement on cooperation with the workplace Working life period Teacher As planned in the year plan Returnig to the HR planner distribution in the internal net Defining potential development needs Report Teacher Model for planning in the internal net Meeting of teachers and teachers for on-the-job learning Workplace Teacher Superior Assessing and sharing the experiences ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 61 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk Collection Financial statement Indicators Superior, HR planner, financial manager, management TopTrainerTeam S10923

62 Appendix 3 The process of the teacher s working life period 10/2012, several providers of VET in South-Eastern Finland PLANNING AND IDENTIFICATION PHASE IMPLEMENTATION PHASE FINALISATION AND DEVELOPMENT PHASE LESSONS LEARNED AT THE WORKPLACES SHIFTING FROM WORK TO ANOTHER SEIZE THE OPPORTUNITY Development of one s own work and field of expertise proposals for development Discussion with the superior Participating in training, working during the period induction prior to the period individual guidance during the period final discussion after the period Preparing for the period development discussion with the superior defining the objectives and assignments preparing the application Communicating on experiences and ideas for development among teachers Teacher s duties during the period duties in one own s sector training of the workplace instructors development of the curriculum Selection to the period, based on criteria set in advance Communication in working life Seeking the workplace Feedback Gathering materials and drafting the report Drafting the agreement Organising temporary arrangements and other practical matters elämäyhteistyöeläköönopettajientyöelämäjaksot styö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö Eläkööntyöelä 62 ööntyöelämäyhteistyöeläkööntyöelämäyhteistyöe

63 Appendix 4 Implementation process of working life periods of teachers, Omnia Institute 2012 Working life periods of teachers Decisions on development measures Approvals of participants to the periods Principles (governing bodies) To ensure training impact in the organisation through commucation and unit meetings; to up-date the HR plan To secure and organise resourses and substitutes, to instruct and organise peer guidance for the teacher/ trainer during the working life periods (visits to guide at site) Propositions on teachers/trainers to take working life periods for each academic year Decisions on working life periods, as agreed in development discussions, based on up-dated forecast of educational needs for 5 years, benefiting the HR system Training manager/ sectoral manager Reporting on the period; Feedback; Development; dissemination of good practises Implementing the working life period (develpment, assessment, training, learning) Acquisition of a vacancy for the working life period in line with the policy definitions of the institute, planning the implementation and setting the objectives for the period, approval by the superior ntyöelämäyhteistyöeläköönopettajientyöelämäja läkööntyöelämäyhteistyö Eläkööntyöelämäyhteistyö EläkööntyöelämäyhteistyöEläkööntyöelämäy 63 työelämäyhteistyöeläkööntyöelämäyhteistyöeläk Teacher/trainer Giving feedback on the period to the teacher/ the institute Induction and instruction of the teacher/trainer during the period Agreements on working life periods with the institute Workplace/ workplace instructor

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