Kirsti Kosonen Principal, Jyväskylä College

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1 Kirsti Kosonen Principal, Jyväskylä College

2 Units of the Jyväskylä Educational Consortium Jyväskylä Institute of Adult Education Jyväskylä College Jämsä College Jyväskylä Apprenticeship Training Center Jyväskylä General Upper Secondary Schools Jyväskylä Educational Consortium, Key figures 2014 Annual turnover: Operating margin: Investments: EUR 142,7 million EUR 14,4 million EUR 15,1 million Number of students: Youth education 5332 Number of personnel: 1220 Adult education General upper secondary schools 2772 Basic art education (music and dance) 1100

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4 ISCED 6 Duration in years Finnish Education System Doctoral degrees - licentiate degrees 5 Master s degrees Bachelor s degrees Universities Polytechnic master s degrees Work experience Polytechnic bachelor s degrees Polytechnics (Universities of Applied Sciences) JEC in Central Finland 4 Specialist vocational qualifications 3 Matriculation examination General upper secondary schools Vocational qualifications Vocational Colleges, Adult education institutions, Apprenticeship Training Centres Further vocational qualifications Adult education institutions, Apprenticeship Training Centres Work experience Additional basic education Career Start Basic Education (comprehensive schools) 7-16-year-olds Pre-primary education, 6-year-olds

5 Versatile Education Possibilities in Jyväskylä Educational Consortium School-based VET Jyväskylä College Jämsä College Jyväskylä Institute of Adult Education Competence-based VET Apprenticeship training (VET) Career start programme General basic education (comprehensive school) Additional basic education Basic art education in music and dance General upper secondary education Jyväskylä General Upper Secondary Schools

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7 Jyväskylä College (1 January 2014) Ms. Kirsti Kosonen, Principal Welfare and Culture Mr. Hannu Perälä Business and Services Mr. Jukka Koivisto Technology and Jukka Koivisto Logistics Mr. Pekka Risku Core Studies Ms. Rauni Gyldén Student Services Ms. Sirkka Ihatsu Management Projects, international affairs, quality, development of learning environment, finances

8 From small to big units Regionally too many colleges providing similar type of training -> expensive, deficits in quality National regulations on larger units/education providers Aim: to increse cooperation, to avoid overlapping, to find more efficient practises and solutions to organise VET regionally In Finland number of providers has decreased as follows: 212 VET providers in VET providers in 2014 From multipolar, small units to large, centralized multidisciplinary units

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10 Introduction to Vocational Education and Training in Finland

11 VET in Finnish Education System ISCED 6 5 Doctoral degrees - licentiate degrees Master s degrees Bachelor s degrees Universities Polytechnic master s degrees Work experience 3 years Polytechnic bachelor s degrees Polytechnics (Universities of Applied Sciences) 4 Specialist vocational qualifications 3 Matriculation examination General upper secondary schools Vocational qualifications Vocational Colleges, Adult education institutions, Apprenticeship Training Centres Further vocational qualifications Adult education institutions, Apprenticeship Training Centres Work experience Duration in years Additional basic education Basic Education (comprehensive schools) 7-16-year-olds Pre-primary education, 6-year-olds

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13 Characteristics of the Finnish System Upper secondary vocational education and training and further vocational education and training Young people Adults already in employment or outside the labour market Upper secondary vocational education and training: 54 vocational upper secondary qualifications and 120 study programmes Pre-vocational programmes Further vocational education and training: 183 further and 123 specialist qualifications Further training not leading to qualifications National Qualification Requirements for Vocational Education and Training:

14 VET is available in the following fields Humanities and Education Culture Social Sciences, Business and Administration Natural Sciences Technology, Communication and Transport Natural Resources and the Environment Social Services, Health and Sport Tourism, Catering and Domestic Services

15 Roles in Coordinating VET in Finland Parliament Legislation, State budget Parliament Ministry of Education and Culture Education policy definitions, steering and financing regulation, qualifications, authorises VET education providers For more information: Finnish National Board of Education - implementation of VET development programs - national core curricula (skills to be taught) - frames for vocational qualifications (how to show learning results) For more information: Education Providers - local planning and organisation of education and training, local advisory councils Education Provider 1 Ministry of Education and Culture Finnish National Board of Education Education Provider 2 Education Provider 3 National Education and Training Committees Qualification Committees - Tripartite bodies - world of work - Anticipation and development of VET - Organising and supervising competence tests

16 VET Financing in Finland Unit price / student / year (96-98%) + Performance-based funding based on operational outcome (2-4%) - Graduation in optimum time - Students employment after graduation - Investment in personnel development + Performance-based funding based on quality outcome (Quality Award)

17 Finnish VET Financing future plans (draft) Unit price / student / year (40-50%) + Performance-based funding based on graduation & finished study modules (40-50%) + Performance-based funding based on student employment after graduation & student and working life feedback (5-10%)?

18 Cornerstones of Finnish Vocational Education and Training Competent teachers Quality assurance Stakeholder cooperation High quality VET Cooperation with world of work Flexible learning pathways Lifelong learning

19 Competent teachers Competent teachers Pedagogical training and relevant worklife experience Changing role of teachers continuos and systematic development of competences Close connections with the world of work

20 Flexible learning pathways Flexible learning paths Individualization personilized learning paths Wide range of study options Guidance and councelling Support in transition phases

21 Flexible learning paths: From National Frames to Individual Study Plans Student s personal study plan Weekly study timeplans - time and place, week by week Yearly planning - implementation plan for a school year - teachers work load > paycheck Qualification-specific implementation plan - implementation plan / structure for each qualification Education provider s curricula - common guidelines and policies for all qualifications - a qualification-specific part including contents of local study modules National core curricula - obligatory study modules - skills requirements - learning assessment (what will be assessed) - assessment criteria (scale 1-3)

22 Cooperation with world of work Cooperation with world of work Qualification framework and curricula meeting the needs of world of work On-the-job learning - wide network of workplaces Involvement in assessing students skills and competences Trained workplace mentors Development services for world of work

23 Lifelong learning Lifelong learning No educational dead ends Competence-based education for adults Culture supporting lifelong learning LL skills part of core studies Support in transition phases

24 Stakeholder cooperation Stakeholder cooperation Joint upper secondary education Cooperation with colleges, university of applied sciences, university Cooperation with regional authorities National and international networks

25 Quality assurance Quality assurance Guaranteeing quality of learning Guaranteeing quality of competence assessment Integral part of management system Responsibility of everybody on daily basis no separate inspection

26 Quality Assurance Principles in Jyväskylä Educational Consortium Equal possibilities and services for our students Processes by education type (not by College) Keeping it simple ( or as simple as possible) Trust Processes describes as frames: input to be utilized + process musts + required output All the instructions and materials are available on the personnel intranet Process descriptions leave space for teachers expertise and gives possibility to choose the most appropriate ways of reaching the teaching goals Involving the whole staff in quality work Continuous development

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28 Thank you!

29 Golbal Education and Development Services

30 Global Education and Development Services Together with EduCluster Finland

31 Services: Developing quality of VET CURRICULUM Matching curriculum with needs of the world of work CURRICULUM CURRICULUM DESIGN Curriculum develoment process in a pilot VET school together with labour representatives TEACHERS Inspiring teaching and learning TEACHERS STAFF UP- SKILLING Integrated training process for upgrading teachers' skills in substance knowledge and pedagogical methods OPERATIONS Flexibility and creativity OPERATIONS DEVELOPING VET OPERATIONS Developing special themes in the VET operational capacity, e.g. entrepreneurship, guidance and counselling, recognition of prior learning, personalized learning paths

32 Where we have operated? Examples Together with EduCluster Finland: Chile: Training of forest machine operators (2013) China: Training process for vocational teachers from Shanghai in Finland (2013) Teacher training in Shanghai (2014) Opening of China-Finland Center of Excellence in Vocational Education in Shanghai (2014) Training of trainers in Shanghai, 2015 Several study visit groups from different countries, e.g. Chile, UEA, Nigeria, Egypt, Saudi-Arabia, Russia Other cases: Kazakstan: Intership for Future Directors of VET Schools in Finland Russia: Staff training in UPM Plywood Mill, Russia ( , ); Safety at Construction sites training in Russia

33 China-Finland Center opening Dec 2014 China-Finland Center of Excellence will pilot innovative ways - To increase the quality of vocational education - To develop skills and competences for the labour market in Sino- Finnish cooperation.

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