Tampere Vocational College The CORE Curriculum for all students

Transcription

1 The CORE Curriculum for all students Discussed by Tredu committee on 12 May 2015, Approved by the Committee for Education, Competence and Economic Development 6 June 2015, 62 Effective 1 Aug 2015

2 1 The core curriculum as a basis for education... 4 Who provides education... 7 Upper secondary education... 8 Tredu... 8 Advisory boards and councils... 9 Where education is organised Why education is organized, and for whom Educational and working life services Close collaboration with the world of work Collaboration with other education providers Communication channels for collaboration Information Management Quality assurance and operational environments When and how education is provided Contact teaching and counselling Multiform learning Learning at the workplace What are the education and working life services provided by Tredu? Professional educational fields at Tredu Specific educational assignments Vocational adult education and career services Apprenticeship training The preparatory training for upper vocational education and training VALMA preparatory vocational education is intended Immigrant education Athletes vocational education Education aiming at a qualification in a foreign language Tredu supporting the student and learning Guidance counselling Student welfare Collaboration between home and institution Safe learning and working environment Collaboration with students Remedial teaching

3 Testing of starting level and teaching of reading and writing Special needs education Tredu as a workplace and learning environment Well-being Safety Occupational safety and risk management Systematic staff development Verification and renewal of skills Equality and non-discrimination Learning environments and methods Learning environments Learning implies target-oriented communal activity Teaching methods The physical learning environment Information and communications technology skills Libraries as open learning environments The on-the-job learning places as learning environment Rules and regulations From a student of Tredu to a responsible member of the society Sense of community and participation Expertise through learning Life-long learning International and cultural dimension within the institution International study paths Domestic transnationality Studies, international orientation, and vocational skills demonstrations abroad The comparability, validation and acknowledgment of studies and ECVET Assessment as a guide for learning and reporter of competence Why assessment is made What is assessed When assessment is made How assessment is made Who assesses

4 1 The core curriculum as a basis for education This document aims to describe the Tampere Vocational College s, Tredu s, organization and its modus operandi. The document constitutes a part of the education provider s larger, multi-part curriculum that is based on the Act on Vocational Education and Training (630/98), The Vocational Adult Education Act (631/98) and the Act on the Integration of Immigrants and Reception of Asylum Seekers (493/99), as well as on the decrees and other regulations dealing with their integration. Tredu s activities are funded in part by central government and in part by private finance through the efforts of the colleges. The Ministry of Education and Culture oversees the quantity and quality of the education by granting the vocational college the authorization to provide education (vocational education and training, vocational further education and training). The vocational college is responsible to its funding institutions for education being implemented in accordance with the laws, rules and regulations, as well as with current government policies. These policies, targets and actions are presented in the Development plan for education and research (KESU) and in the Action plan of the Upper secondary education of the City of Tampere. The action plan is a joint document by Tredu and the Upper secondary education authority of Tampere, which determines the central focus of the activities and development in the years The action plan is based on the city of Tampere s strategy and its related, integrative action plans at the municipal level, particularly the welfare plan and vitality plan. The action plan determines the targets for upper secondary education until The targets describe how the vision, business ideas and values at the city level appear in relation to upper secondary education. The target of upper secondary education consists of the following: The upper secondary education in Tampere produces active graduates and citizens, well prepared for work and the life of business, for further study and life-long learning. The upper secondary education is a regionally and nationally active and innovative education provider and a developer of work and business. The city s strategy is implemented by following principles common to the entire Tampere City Group working together, working responsibly, and working openly and boldly. These principles also form the values of upper secondary education activities and their importance has been further expanded from an upper secondary education perspective: Transparency Transparency implies the participatory inclusion of staff and students in the preparation and handling of matters of common concern. It implies discussion on the matters of common concern, taking into account different opinions, equal treatment of the staff, as well as the opportunity to have an impact on the matters than concern oneself. Decision-making and leadership are transparent and issues and decisions are notified in a timely manner. In an organization whose activities are open, the information required is available to all. Transparency also means active participation in discussion that concerns the provision and development of education, together with the regional and national participants. 4

5 Responsibility The upper secondary education authorities take responsibility for the students learning, well-being and their training to become future workers, professionals and active members of society. The staff is committed to this common goal, and everyone takes responsibility for their own work, by agreement. By their own actions, everyone nurtures the good spirit of the working environment, attends to the colleagues well-being and promotes sustainable development. Community spirit Community spirit inspires a sense of solidarity, caring for each other and working together in order to achieve a common goal. It consists of pride in the results achieved together. Community spirit is further evidenced by a good work and study atmosphere, sharing information and knowledge, being well disposed to colleagues, and playing by the common rules. Boldness Boldness means the courage to innovate and trying new ways and methods to promote learning, even at the risk of failure. Boldness is open-mindedness and the courage to challenge the old working-methods, courage to express one s own opinion and also to address thorny issues and make tough decisions. The action plan s central focus and development targets for the strategy period have been defined as development work and business-oriented cooperation between the education authorities and other stakeholders; the development of pedagogic solutions, with a particular emphasis on working life requirements; development of leadership of competence; streamlining the operations process; improving the organisational structure in a more functional direction; and strengthening the economy. During the strategy period, e.g., the specialisation of campuses will be implemented, the LEAN leadership system will be put into operation, staff competence will be fostered in different ways; and financial planning will be intensified. Tredu aims at a sustainable economy by determining the responsibilities of the different levels of the organisation, pertaining to financial planning and monitoring. The core curriculum shall be drawn up together by the students and representatives from the workplace. The curriculum shall be revised and confirmed on the basis of annually collected feedback. The curriculum process is described in the operational system. The curriculum of the education provider (Tredu s common core curriculum) is confirmed by the Committee for Education, Competence and Economic Development. The core curriculum for young adult education, immigrant education as well as adult education and working life services is ratified by the upper secondary education board. The director of the vocational education confirms the qualification-specific sections of the vocational (upper secondary) education and training, the plans for preparatory education aiming at skills demonstrations, as well as plans for other training. 5

6 Diagram 1 The formation of the Tampere Vocational College curriculum Tampere Vocational College Laws and Decrees Qualification and educational requirements National targets and the desired state Other national counselling (e.g. development plan, authorizations to provide education, financing) The needs of the area and vocational fields in the sphere of operations Education provider's strategy The Upper Secondary Education Action Plan Tredu's core curriculum (matters of common concern to educational services of young adults, adult education and working life services, as well as education for immigrants) Young Adult Education Core curriculum Immigrant education Core curriculum Adult education and working life services Core curriculum Qualification-specific modules Complementary vocational skills modules Preparatory education plans Preparatory education plan Literacy and study skills education plan Careers guidance for young immigrants Plans for preparatory education aiming at qualification Plans for arranging competence tests Other education plans Individual Study Plans (HOPS) Individual Study Plans (HOPS) 6 Individualized Study Plans (HEKOSU) Individual Study Plans (HOPS)

7 Who provides education The City of Tampere as a vocational education provider The City of Tampere has signed a contract for the organization of vocational training with twelve municipalities of the Pirkanmaa region. The Committee for Education, Competence and Economic Development of the City of Tampere (OSELA) is the education provider within the so called host municipality system whereby the municipalities of the joint activity are represented (with five representatives from the joint activity municipalities and eight from Tampere). Provision of educational services is carried out by means of the purchaser-provider model. In this model, the services are organized and produced so that the roles of a service purchaser and that of a purchase provider are kept separate. 1 In the service purchaser-provider model, the Buyer, i.e. the Committee for Education, Competence and Economic Development, is responsible for organizing and developing services, by counselling and monitoring how the vocational education is channeled in accordance with the regional needs. The Committee is appointed for a term of two years at a time and the Deputy Mayor serves as Chair. The provider of educational services is the Board of Directors for upper secondary education which is responsible for education and cultural services within the welfare service production area (TAJO). It is responsible for providing services and develops the production organization, as well as quality and profitability of the production of services. The City Council elects the membership of the board and nominates the chair for a term of two years at a time. The purchaser and provider annually agree upon ordering and producing educational services of upper secondary education, through a service contract. The contents, scope, quality and price of the services to be ordered are discussed together at the preparatory stage of the contract. Three times a year, the purchaser and provider get together for follow-up meetings, to monitor the implementation of the service contract. The contract includes the following product groups, subject to state subsidy: vocational education and training, vocational further education and training for adults, apprenticeship training, and preparatory education for immigrants for vocational training. The supplementary order of the City of Tampere contains the integration activities of refugees and promotion of the well-being of young people. 1 The purchaser-provider model was implemented throughout the whole of the municipal administration from the 1st of January 2007 onwards. In this model the purchaser committees specify the services to be provided, choose the service provider and finance the production of the services. The committees are also responsible for the necessary official action. The budget accepted by the City Council is at the purchasers disposal in full. Source: The website of the City of Tampere 7

8 Upper secondary education The Tampere Vocational College is part of the production area of upper secondary education, composed of production units of vocational education and upper secondary education, as well as areas of responsibility pertaining to administration, economy, support services, and for development and innovation. Top-level decisions are taken by the Board of directors of the upper secondary education, whereas the production area is administered by the production manager. The director of vocational education and the director of upper secondary education act as subordinates of the director of production and manage their own production units. Further information about upper secondary education organization is provided here. Tredu The Tampere Vocational College provides vocational education and training, as well as education aiming at upper secondary vocational qualification, to be completed by skills demonstration, further vocational education and specialist vocational education, as well as other vocational further education and training. The institution also provides preparatory vocational education and other education, e.g. integration training. The product area of vocational education is administratively divided into six fields of education (health, tourism, catering and domestic services, business and culture, logistics and forestry, built environment and technology, as well as apprenticeship centres, education for immigrants, adult education and working life services. These operational units are administered by the leading directors of vocational education, the adult education director and the director of apprenticeships. The vocational college also bears responsibility for the student services that produce services for all, outside the educational field, as well as for staff who are responsible for teaching subjects common to all, or organize the upper secondary school studies or other work related to the curriculum. 8

9 Advisory boards and councils Legislation requires that the education provider shall nominate a multi-member body (Act 630/98, Section 25a ) with the task of supervising and advising on the implementation of vocational skills demonstrations. (On 22 April 2015, Section 50 ), the Committee for Education, Competence and Economic Development nominated to the Tampere Vocational College a Skills Demonstration Committee, with industry and business representatives, as well as education providers, teachers and students. The body also deals with the eventual requests for rectification regarding students assessment. Furthermore, the arrangements of professional competence tests of lorry and bus drivers fall within the sphere of the body s tasks. The Vocational Advisory Councils are field-specific bodies for cooperation between the institution and professional entities. In the City of Tampere, the enlarged Committee for Education, Competence and Economic Development (OSELA) has the task of appointing vocational councils for an individual term, for two years at a time. The members of the skills demonstration boards are selected from among employers and employees, so that both groups are represented. The enlarged OSELA nominates its own representative for each advisory council. The representatives of the institution are selected from among the teachers of the vocational field. The students also have their representatives on the advisory councils. The advisory councils deal with the matters of their own field from the vocational education s point of view, e.g. by providing advice to the skills examination board, with regard to the qualification-specific sections. OSELA appointed (on 5 February 2015, Section 51 ) the following advisory boards: 1. Vocational council for the automotive sector 2. Vocational council for food sciences 3. Vocational council for beauty and hair care 4. Vocational council for services in real estate 5. Vocational council for engineering and metalworking 6. Vocational council for culture 7. Vocational council for business and information, and telecommunications technology 8. Vocational council for the logistics sector 9. Vocational council for tourism, catering and domestic services 10. Vocational council for forestry 11. Vocational council for graphics and publishing 12. Vocational council for surface treatment technology 13. Vocational council for the processing industry 14. Vocational council for the wood industry 15. Vocational council for construction, housing technology and property services 16. Vocational council for health care and the social services 17. Vocational council for electrical and automative engineering 18. Vocational council for housing technology 19. Vocational council for information and communications technology 20. Vocational council for safety and security 21. Vocational council for the clothing industry 9

10 The students views on matters concerning education are important to the education providers. In order for students voices to be heard and their opportunities for influence to be increased, an enlarged OSELA (Committee for Education, Competence and Economic Development) nominated (on 5 February 2015, Section 26 ), an Advisory Council for Student Affairs to the Tampere Vocational College, composed of student representatives equally distributed across the various vocational fields and campuses in the Tampere area, for a two-year-term. The Board of directors for upper secondary education nominated (16 April 2013, Section 47 ) a statutory body (Act 630/1998, Section 35a ) to deal with the student s right to study, its revocation and restoration, as well as disciplinary matters (the so-called SORA Committee). Where education is organised Tredu has an important educational duty of regional policy and is influential at regional, provincial and national levels. Nearly 18,000 young persons and adults study at Tredu each year. The appeal of the college is increasingly influenced by its educational range as well as the occupational opportunities. An active and versatile network, consisting of educational, working life and other stakeholders, creates different operational models in order to build on the effectiveness of the Tampere vocational college s entire sphere of operations. Tredu produces vocational education and working life services within the partnership area of several municipalities. The partnership area is formed by the munipalities of Akaa, Kangasala, Lempäälä, Nokia, Orivesi, Pirkkala, Pälkäne, Ruovesi, Tampere, Vesilahti, Virrat and Ylöjärvi. Tredu has campuses in Ikaalinen, Kangasala, Lempäälä, Nokia (2), Orivesi, Tampere (10), Virrat, Ylöjärvi (2) and Pirkkala. Tredu also has a cooperative obligation to organise training for a vocational qualification in forestry, specializing in forest machine operations, along with the municipal education and training consortia of South Carelia, Seinäjoki and Central Ostrobothnia. Tredu furthermore provides regional apprenticeship training, by virtue of an inter-municipal cooperation agreement. The City of Tampere, in its capacity as organizer for apprenticeship training, has a cooperation agreement with five other education providers (Tampere Adult Education Foundation, Ahlman school foundation, Tampere College for home economics, the municipal education and training consortium of Valkeakoski and Varala Foundation). According to the agreement, Tredu s apprenticeship centre is responsible for administering and organising the apprenticeship training and deals with the authoritative tasks, to be determined separately, in the area. The cooperation agreement is integrated with the administrative agreement and organizational plan which stipulate the division of work, the roles and responsibilities of the apprenticeship centres and colleges, as well as channeling the state subsidies and other actions related to the apprenticeship process. 10

11 Why education is organized, and for whom Tampere Vocational College The object of vocational training is to improve vocational competencies, to develop a working life and to respond to the required competencies, as well as to promote employment and entrepreneurship, and to sustain life-long learning (Act 630/1998). The vocational education provider must actively monitor the operational environment, anticipate qualitative and quantitative needs in competence, draw responsible conclusions based on such knowledge, in cooperation with its regional and national partners, and assess the impact produced by its conclusions and actions. A proactive approach is a central part of knowledge management and the production of information in the operational environment. It is the task of Tredu s entire staff to anticipate educational needs. The directors of vocational education and training and the heads of the vocational adult education division play a central role in anticipating and analyzing such knowledge and in forming and exploiting a mutual understanding. Besides the directorate, teachers and workplace counsellors also gather information on the labour market, e.g. in connection with on-the-job learning, skills demonstrations, teachers professional development and projects. The students also gain insight for the future during on-the-job learning. This knowledge is then processed and exploited in planning new courses, and in developing teaching environments. Successful forecasting requires networking and cooperation. Proactive work for educational needs is made together with e.g. the Council of Tampere region, the municipalities in collaboration, Tampere Chamber of Commerce and Industry, Vocational special education coordination centre of the Pirkanmaa region (PAEK), and other education providers and partners in cooperation. Sources Visions of Regional Development 1/2015, publication of the Ministry of Employment and Economy, and Centres for Economic Development, Transport and the Environment Hihnala, Hanna & Lähdeniemi, Tuomo (authors): VOSE. Forecasting for educational fields of the future; a summary of the brainstorming session with the National Education and Training Committee and control group. 1st June Tampere Chamber of Commerce and industry, Account of the skills required for working life. Final report of 27 November Educational and working life services The aim of the government is to make Finland the world s most competent nation and to ensure the ranking of young people and adults at the top level among the OECD countries, as far as comparisons of knowledge levels and school drop-out rates by 2030 are concerned. Tredu s starting point is to work in close collaboration, both within the institution and together with external customers and other interest groups and collaborators, on the programming and provision of vocational education. Tredu participates in the implementation of the development plan of the Pirkanmaa vocational education, in cooperation with other education providers of the Pirkanmaa region. 11

12 The aim is to prevent young persons social isolation and the problems caused by it, through education and the support services. The present government s educational focus during its term of office is to reduce social isolation, as well as poverty and inequality, to stabilize the public finances and to foster sustainable economic growth, employment and competitiveness. In vocational education these challenges will be met by reducing interruption to education, developing the vocational qualification system, improving the quality management of vocational education, increasing the financial incentives, standardizing educational guidance and promoting internationalization. The so-called social guarantee for young people, that came into force at the beginning of 2013, aims to ensure that young people are able to take the path to education and work, and hence become active citizens in society. This social guarantee ensures the rights of people under 25 years of age, as well as the new graduates under 30, to study, to an apprenticeship, workshop, rehabilitation or employment. Vocational education should, for its part, strive to involve as many people of working age as possible in employment and to ensure that working careers are long enough. The aim of the Tampere Vocational College s activities is, indeed, to contribute to increasing the skills level of the population of the Pirkanmaa region, and to ensure the qualitative and quantitative sufficiency of the workforce. The main priorities are to guide the intake based on forecast educational needs, a target-oriented collaboration with the municipalities within the partnership area, high level student counselling and student welfare, and to secure individual study plans and study paths. The task of developing and training for working life, contained in the vocational further education and training curriculum, is carried out e.g. by means of longterm development partnerships and services in working life skills. Close collaboration with the world of work The rate of change in the world of work requires that institutions work in close collaboration with the employment and business sectors. The impact of education is shown in the regeneration of economic and professional structures, skills requirements, working methods and work organisations, when new professions spring up and older ones partly lose their importance. The main drivers of change are technological development, digitalization, globalization, internationalization, increasing inequality (polarization); ecology and diminishing natural resources; as well as the ageing of the population, with Finland the most rapidly aging population in Europe. These rapid changes in the workplace, and the determination to carry on in a career, emphasise the importance of life-long learning skills, as well as learning on the job. Business in Finland is carried out more and more by a series of networks, in collaboration with employees and experts. This requires cooperative and interactive skills, and language and cultural skills; information network management, and knowledge of the interface between marketing and the customer. Routine tasks are being transferred to countries where the major markets are close by and the workforce cheaper. Since the economy of the Pirkanmaa region is export-driven, Tredu also actively monitors the regional impact caused by globalization. During an economic recession, employment in the Pirkanmaa region 12

13 appears to decline more than in the other parts of Finland, and the traditionally male-dominated fields are primarily impacted. Even if trade, services and the experience economy are expected to be the engine of economic growth during off-peak periods for industrial exports, the growth of the national economy is still based on the vitality of the export industries. In particular, new-growth industries, such as the food industry, and clean-tech, have a positive outlook for exports. The diminished Russian export markets have been compensated by exports to Poland. Growth prospects in the field of telecommunications, the forestry equipment industry and health care systems part production are emerging in completely new marketing areas in South America. Amidst all these changes, transformation capacity and intercultural competence are, in fact, important vocational capacities for the Pirkanmaa region. Service skills are becoming an increasingly important part of working life skills. Sufficient numbers and consistent quality in production, of themselves, no longer suffice, but a service and design concept must be built around the products. Besides developing manual skills, creativity and decision-making skills must also be enhanced from the customer s and purchaser s point of view. An aging population is challenging service skills providers and waiting for new service innovations. Service business and service innovations, as well as information and communication technology applications, offer remarkable employment opportunities. An emphasis on service skills and the customer s individual needs is also reflected in vocational training. Studying, learning and students personal targets for qualification are shaped individually and focused on the customer. The upper secondary vocational qualification consists both of previous experience, acknowledged and recognized, and new knowledge acquired through study at college and on-the-job training. Working life services are tailored more and more to the individual workplace. The significance of traditional training of personnel is reduced as the role of a learning organization increases. Securing well-being and competitiveness with a reduced number of workers implies that they have higher expectations of achieving social and professional skills. Co-workers and employers must be able to rely on every worker to take personal responsibility, and be sure that the workplace is safe and employees are content. Enhancing individuality does not necessarily suggest that social and working life skills are developing or that someone is committed to the common good. Workers and teams must be encouraged for good results, and be rewarded for targets once achieved. Most of the enterprises located in the Pirkanmaa region are small, and therefore the commitment of even a single worker may have a decisive impact on a company s success and competitiveness. The requirements for entrepreneurial skills and extensive vocational skills are enhanced in small enterprises. Tredu bears responsibility as a regional power player. Good opportunities are offered in the quantitative and qualitative planning and development of education for working life. On the one hand, the working environment acts as a customer, and on the other, as a training partner, resource expert, quality guarantor and feedback provider. Tredu has, besides work placements, a network of partnerships with enterprises and other cooperative entities (including Employment administration, the Centre for Economic Development, Transport and Environment, the social service sector, and guardians), as well as other 13

14 education providers. In order to promote the international dimension, partnerships have been created and maintained, with colleges and workplaces abroad. The forms of Tredu s working life cooperation include e.g. on-the-job learning, vocational skills demonstrations, on-the-spot assessment of working skills in a tripartite collaboration in the workplace; teachers professional development, cooperative projects, company in-house training of employees, joint educational projects, acquisition and maintenance of learning environments, different collaboration networks and vocational advisory boards. Teachers contacts in the workplace offer a natural opportunity for building on job-specific networks, and their maintenance and development. On-the-job learning that is applied to the daily activities of the college is the largest single form of collaboration between the workplace and the institution. The contract for arranging on-the-job learning is drafted between the education provider, Tredu and the workplace. The on-the-job learning plan is the student s workplacespecific plan, drawn up by the teacher, workplace counsellor and the student. Skills demonstrations carried out in connection with the on-the-job-learning are a key part of the assessment. Persons in charge of organizing the on-the-job-learning stages and the skills demonstrations work in close collaboration with workplace colleagues. Feedback on the success of this collaboration is collected from workplace counsellors. Collaboration with other education providers Tredu organizes in Tampere, together with basic education, additional training, the so-called Ammatti10 ( Occupation 10 ) course, through which it is possible to improve grades, to become familiar with the different basic qualifications, to begin to understand the labour market, and to complete complementary vocational modules. A certificate pertaining to these modules, passed in compliance with the additional teaching curriculum, is provided by the basic education. Close cooperation is conducted with additional course co-ordinators who are based at other municipal colleges. The aim of various transit point projects and separate support measures, including e.g. AKU activities, is to facilitate the student s transition from basic to vocational education. The Tampere Vocational College offers upper secondary school subjects as a part of the upper secondary vocational qualification. Besides Tredu, upper secondary education is also carried out at the Tampere High School of Technology, which coordinates upper secondary collaboration, the Tampere general upper secondary school for adults, the Sampo Central Upper Secondary School, the Ylöjärvi Upper Secondary School, the Orivesi Upper Secondary School and the Upper Secondary School of Virrat. The Nokia Upper Secondary School will be organizing upper secondary education in the town of Nokia from autumn 2016 onwards, as will the Lempäälä Upper Secondary School from autumn Besides completing the upper secondary vocational qualification, the student may, on some campuses, and for certain qualifications, at most take the matriculation examination and complete the entire general upper secondary school syllabus, during the day. All students completing their upper secondary 14

15 qualifications at Tredu have the opportunity to complete upper secondary school studies and to take the matriculation examination by studying a minimum of four subjects offered by the upper secondary school. For all students, upper secondary school studies are recognized as part of the upper secondary vocational qualification, in accordance with the regulations set out by the Finnish National Board of Education, along with the student s presentation. The competence acquired during the upper secondary school studies may cover some common core study modules, and optional and free-choice modules of the upper secondary qualification. Collaboration between upper secondary and higher vocational levels is maintained and increased e.g. by means of teaching, research and development projects. At Tredu, collaboration with the higher vocational level institutions is developed so that the students of the college have the opportunity to complete higher vocational level studies as part of the upper secondary vocational qualification. Respectively, the higher vocational level students may complete their studies in the modules or short courses, organized by the vocational college. The collaboration agreements that have been drafted between the upper secondary and higher vocational level set out the details of the organization of education and recognition of the studies completed. Collaboration between the Vocational College and the various participants providing teacher training is long-standing. Particularly the students from the Vocational teacher education college of Tampere University of Applied Sciences and the Department of teacher education of the Tampere University annually complete stages of teaching practice in the different educational branches of the Vocational College. Communication channels for collaboration Tredu s principle for effective communication is to communicate comprehensibly, reliably and openly to both internal and external target groups. The most important communication channel for students is personal interaction with teachers, group counselors, and the entire staff. Another communication channel is the Wilma user interface, open also to the guardians of students who are still minors. Yet other communication channels consist of , social media, electronic learning environments, bulletin boards, information events, as well as different printed notices and guides. Information Management The Information Management of the City of Tampere is responsible for the information management solutions of the entire Tampere City Group. The student administration system Primus (and the connected Kurre and Wilma) as well as the electronic learning environment Moodle are owned by the same Information Management. 15

16 Tredu s architecture of information management complies with the principle of comprehensive architecture implying the interoperability of information systems in public administration and public authorities, as set out in the Act 634/2011 (on Information Management Governance in Public Administration). The comprehensive architecture, to be taken up by upper secondary education, was dealt with by the upper secondary education board and accepted by the production manager on 10 April 2014 (Section 40 ). The comprehensive architecture describes how the organisational elements the organisational units, information, actors, operational processes, data systems and the technological appliance and operating environment - all are interconnected, and how they all function as an entity where everyone has a clear role and a purpose. The proprietorship of the customer data and data protection records falls under the responsibility of the treasurer of the City of Tampere. The links to data protection records are provided in the website of the City of Tampere. With regard to teaching, Tredu has an ADP support staff of its own. Tredu s ADP staff is responsible for the management of access codes to the Tredu network, for information engineering services and communication technology services, as well as for the information networks. Quality assurance and operational environments An overall evaluation plan, with the aim of assessing the Tampere Vocational College s activities, has been drafted for the years , and its implementation is already underway. Different forms and methods of evaluation are used, in order to evaluate the operations, such as process assessment, meetings of the directorate, peer assessment, external assessment, as well as the collection and processing of feedback. Assessments are annually designated with a theme. The theme for 2015 is to assess how successfully business orientation is taken into account in Tredu s activities and education. The results are analyzed and used as a basis for decisions on actions for development, and the setting of new targets. Implementation of development actions and targets, as well as their influence, are assessed within the schedule and by means that have been established. The Tampere Vocational College s project activities support a systematic and target-oriented development work and aim at producing a permanent impact. When and how education is provided The basis for the curriculum and the arrangements for teaching is competence. Students acquire competence by studying within the institution and at the workplace. Competence may also be gained through work experience as well as everyday routines. A student progresses in his/her studies, i.e. acquires competence, in accordance with his/her individual study plan. Contact teaching and counselling 16

17 A student has the right to obtain counselling to support his/her learning. Teaching and counselling may be arranged, both in the institution and at the workplace. Students may also obtain competence during their free time, which will then be acknowledged and recognized by comparison with the qualificationspecific criteria. Academic terms shall be planned so that the flexibility contained in the student s study plan may be allowed for. When the arrangements for teaching are made, the aim is to enable the student to progress in his/her own schedule, within the framework given by the right to study. When planning the timetables, the focus is on the student and learning so that teaching may take place as evenly as possible over the calendar week, and in such a way that cross-curricula themes support each other, whenever applicable. In contact teaching the size of the group is given consideration so that the special characteristics of qualification-specific sections and the learning targets are carried out as efficiently as possible. The aim is to plan teaching and counselling sessions so that the student has the opportunity to follow his/her study path in accordance with his/her own schedule. Multiform learning Multiform learning may include contact teaching and counselling, distance learning and counselling, as well as the independent acquisition of competence. More detailed descriptions of multiform learning and e-teaching, relating to any given qualification, are provided in the qualification-specific sections of the core curriculum. Learning at the workplace On-the-job-learning is an integral part of study within vocational education and training, as well as a form of organisational training, where some of the qualification targets are learnt by working on the job. Studies which are target-oriented, guided and assessed take place in a genuine work environment. Their scope in all upper secondary qualifications is at least 30 competence credits. What are the education and working life services provided by Tredu? Nearly 18,000 young persons and adults study at the Tampere vocational college annually. The Ministry for Education and Culture determines the total number of students within upper secondary vocational education in its authorizations to provide education. In accordance with the authorization to provide vocational further education, granted to the Tampere Vocational College by the Ministry of Education and Culture, the college provides preparatory training for vocational qualification and specialist vocational qualification, as well as other vocational further 17

18 education and training, in compliance with the act on adult vocational training, both within the institution and as apprenticeship training. In order to organize competence-based qualifications, the Tampere Vocational College draws up contracts for arranging upper secondary vocational qualification, further vocational qualification and specialist vocational qualification, with the respective qualification committee. Furthermore, the Tampere Vocational College offers different courses aimed at work passports, cards and certificates, promoting the student s occupational and working capacities, as well as tailor-made training for business. Professional educational fields at Tredu Tredu provides vocational education in the following educational fields: Social sciences, business and administration The tasks of these fields relate to customer service, sales, marketing, office work and data processing. By virtue of the authorization to provide education, Tredu also has the right to provide English-language education aimed at Vocational Qualification in Business and Administration. Technology, communications and transport Graduates in the fields of technology, communications and transport find employment in many different jobs within industry, hi-tech, small enterprises and the traffic sector. Industry encompasses various fields from metal to textiles and clothing industries. Technology also includes the fields of safety, land surveying, laboratories, the environment, timber and food. Social services, health and sports Working within the social services, and the health and sports sectors, implies the varied treatment, care and educational tasks among different people of different age groups and cultures. Culture Culture implies practical cultural activity, the creative arts, counselling and teaching. E.g. audio-visual communications as well as crafts design also complement the field. Natural sciences A graduate in natural sciences works in customer service and sales related to data processing, administration and business services and organisations. Natural resources and the environment Work in the natural resources and environment sector implies activities within agriculture and forestry or within other occupations close to nature. Tourism, catering and domestic services The aim in the tourism, catering and domestic services sector is to make a positive impact on people s health, well-being and comfort, by providing services for everyday and special occasions. Annual training courses in selected educational fields can be found in the application guide. You can find training offered in adult education here. 18

19 Specific educational assignments The Tampere Vocational College offers the following specific educational tasks: Provision of upper secondary vocational education and training for athletes Provision of vocational education and training in a foreign language The Tampere Vocational College is authorized to act as an education centre for basic professional competence for lorry and bus drivers; as well as to organize education aimed at basic professional competence, both in upper secondary vocational education and training and further vocational education and training. Tredu furthermore has the licence, granted by Finavia (Civil Aviation Administration), to act as a PART 147 trainer (approved for aircraft technician training). Vocational adult education and career services The aim of adult vocational education is to maintain and improve the vocational competence of the adult population, to give mature students the capacity to practice an independent profession, to develop working life, to promote employment opportunities, and to encourage life-long learning. The goal, furthermore, is to promote completion of qualifications or modules. Adult vocational education implies upper secondary vocational qualifications, further vocational qualifications and specialist vocational qualifications that are completed by means of competence-based qualifications, independent of the method of acquisition of the vocational competence, as well as preparatory courses aiming at the same, and other vocational further education and training aiming at competence-based qualifications. The provisions of the Act on vocational education and training apply also to vocational adult education. Within the framework of vocational adult education, development and service activities for working life are carried out, with a special focus being placed on skills development services for businesses and the public sector, and especially, small businesses. When organizing education, collaboration needs to be conducted with business and other working life. Qualifications and training should take particular account of the current and future needs of the labour market. Training and competence-based qualifications should be planned and organized in cooperation with business and working life, taking into account the need for individualisation. Apprenticeship training Apprenticeship training (Act 630/98, Section 17 ) is mainly organized in the workplace, in connection with practical tasks, and integrated with theoretical studies. For the purpose of organizing apprenticeship training, the student and employer shall conclude a written agreement that is a fixed-term contract confirmed by the education provider. The individual study programme (by virtue of the Act 811/98), that sets out the basis for the provision of education at the workplace and the institution, is provided in an appendix. Upper secondary vocational qualifications, further vocational qualifications, specialist vocational qualifications as well as further vocational education and training may be organized through apprenticeships. Upper secondary vocational qualifications are arranged both as upper secondary 19

20 vocational education and training (according to the core curriculum) and based on competence. Apprenticeship training can be arranged both for working people, and the unemployed who are recruited via apprenticeship training. Entrepreneurs and bureaucrats may also participate in education, in which case a training contract is implemented. The Tredu apprenticeship centre plans the education to be organized at the workplace, together with the employer, and acquires the required theoretical education for the student. The main part of theoretical education is acquired from the education providers in the sphere of the cooperation contract. Other providers may be used in cases that are unusual or specific to the stakeholders. Theoretical training and apprenticeship qualifications are organized within the institution, in accordance with the core curricula or plans for arranging competence tests. The education of each student is based on an individual study programme provided in the appendix to the apprenticeship contract, and where training results in qualification the student draws up an individual, or personalized, study plan. The preparatory training for upper vocational education and training Preparatory training for vocational education, the so-called Ammattistartti ( Vocational Start-up ), preparatory education of immigrants for vocational training, and rehabilitative instruction and guidance for the disabled have merged. The new education is called VALMA the preparatory training for upper vocational education and training. A preliminary stage of apprenticeship training has been included in this education. The purpose of preparatory training for upper vocational education and training is to prepare the student for access to vocational education and training and to foster the student s prerequisites to complete an upper secondary vocational qualification. The aim of the education is that the student strengthens his/her capacity to study, clarifies his/her ideas of choice of a career and acquires skills for further studies. The student is given sufficient counselling and support in his/her studies as well as information on different opportunities for further studies. The aim of the education is to help the student learn to learn, and to strengthen the student s capacity to study for the future. The scope of the education is 60 competence credits. The student will create an individual study plan where the total scope of studies is determined. VALMA preparatory vocational education is intended primarily for young people who have completed their comprehensive schooling for young people excluded from education who, for different reasons, have not found a suitable place of study for applicants with special needs o for adults who need additional transitional skills in vocational education and training o for immigrants aiming to apply for vocational education and training, as well as for people changing professions. 20

21 VALMA education s requirements include Tampere Vocational College Obligatory modules (10 competence credits): Orientation towards vocational education and the basic skills for the world of work Optional modules (50 competence credits): Strengthening of learning skills, preparation for the on-the-job-learning and apprenticeship training, reinforcement of everyday life skills and wellbeing, part-modules or sections of the upper secondary vocational qualification, and elective modules related to training. Immigrant education Over the past years migration to Finland from abroad has both diversified and increased remarkably in number. Along with the changing situation, multiculturalism and multilingualism have become ever more important factors in Finnish society. The Tampere Vocational College responds to this challenge by offering young persons and adults with immigrant backgrounds versatile educational opportunities. The vocational college provides preparatory training for upper vocational education and training, with four prior trainings aimed at different target groups preparatory, coaching, counselling and rehabilitative education - incorporated. Another central task of education is to foster e.g. the students with immigrant background to actively take responsibility for their life situations, and to support them in adapting to Finnish society. Besides the legislation set out by the Finnish National Board of Education, immigrant education is governed by the Act on the Integration of Immigrants and Reception of Asylum-seekers (493/1999), the Public Employment Services Act (1526/2009) as well as by the Act on the Promotion of Immigrant Integration (1386/2010). The aim of the integration act is to promote immigrant integration and to foster their active participation in the activities of the Finnish society. Immigrant education is aimed at fostering students preparedness for the requirements set by further education and to improve their study skills. The target is to increase the debate on values in the institution, hence creating the basis on which concrete teaching solutions may be built and contribute to the development of a genuinely multicultural learning environment that promotes the principle of equal opportunities. Education enhances the immigrant students rights and opportunities to find solutions for to their studies and lives. Students and student groups are encouraged to adapt a self-managed approach to education, in their everyday and working lives. Tredu offers different types of immigrant education such as beginner-level language training for young persons and adults, preparatory training for basic education for the young people over school age, as well as preparatory training for upper vocational education and training. Immigrants or persons of immigrant background who access the aforementioned education should have the Finnish language skills that, in accordance with the common European Framework of Reference for languages, are equal to level A

22 Furthermore, labour market training, as well as National Certificates of Language Proficiency, are arranged. Athletes vocational education The Ministry of Education has conferred on Tredu a special task of arranging vocational education of athletes. At the college of physical education, the students acquire a vocational qualification as well as the eligibility for further studies, while developing as athletes in a well-balanced way. The institution fosters the student s development comprehensively. The most important partner in cooperation in the practical training activities is the Sports Academy of Tampere; in joint training groups the student athletes of Tredu train three mornings per week. The groups are coached by professional coaches who are approved by the national sports governing bodies. Participation in the sports training of the institution is accredited as a part of studies of the qualification. Education aiming at a qualification in a foreign language By virtue of the authorisation to provide education, Tredu organises English-language education aiming at Vocational Qualification in Business and Administration, with the teaching in English. 2 Tredu supporting the student and learning Under the Constitution of Finland, all people shall have equal opportunities to obtain, besides a basic education, any other education in accordance with their capabilities and special needs, as well as to develop themselves independently from their economic situation. In order to secure these basic rights, Tredu invests in individual and group guidance counselling, as well as in the so-called transit point cooperation which has as its aim to secure the rightful information on vocational training and opportunities provided by it. Furthermore, the offer of free-choice studies and development of the keyskills for life-long learning ensure the students opportunity to make selections that concern their work career and promote their quality of life. Acquiring knowledge is not dependent on time, place or method. The purpose of cooperation with the guardians of minors is to foster and promote students founded choices affecting their lives. Guidance counselling Guidance counselling implies activities which encourage career choices, studies, learning, professional growth and access to further studies. Students are counselled and the success of their studies and attainment of their targets are supported and monitored at all stages of studies and while making further 22

23 plans. The contents of guidance counselling vary at different stages of the study path. Guidance counselling may imply counselling in groups, in small groups or individually. The qualification-specific part of the curriculum sets out a basis for planning and counselling of studies, as well as for drafting an individual study plan (HOPS) and an individualized study plan (HEKOSU). The plans include e.g. student s individual choices, progress of studies and assessment, acknowledgement and recognition of studies and individualization of acquired vocational skills, a plan covering learning that occurs in the workplace, as well as plans concerning vocational skills demonstrations/qualification events. Teacher(s), and the study counselor as required, will draft the individual and individualized study plans together with the student. The individual study plan (HOPS) determines the learning targets, the timetabling of studies and the individual arrangements required for completion and assessment of studies. The personalized study plan (HEKOSU) verifies the learning acknowledged as relating to individual access to studies; a plan to complete qualification is drafted in modules, and the contents and modes of implementation for preparatory training are determined. Implementation of the two plans (HOPS, HEKOSU) is followed up and the plan may be specified and amended together with the student as required. In the action plan of the student services the contents of counselling and special counselling in young adult and adult education are described in detail. Student welfare The aim of the Pupil Student Welfare Act 1287/2013 is to promote student s learning, health and welfare, as well as participation, and to prevent problems from arising promote welfare, health, safety, accessibility and communal activity throughout the college community and learning environment secure early support for those in need guarantee equal access to the student welfare services reinforce implementation of student welfare and manage it as a functional entity, in multifield cooperation. Student welfare implies promoting and maintaining the student s successful learning, good psychological and physical health and social well-being, as well as supporting activities that promote supportive conditions within the college community. Communal spirit and preventive work are enhanced in the activities in the colleges and campuses. A student has the right, if he/she wishes, to obtain individual services of student welfare. These services are provided by school social workers, school psychologist and the student welfare client service. 23

24 Individual student welfare is undertaken by mutual consent with the student, as appropriate. The starting point implies interaction that is appreciative towards the student, listens to his/her views and builds on trust. The student s independent position in student welfare issues is taken into account in the activities. Matters that pertain to the need of support of an individual student or student group are dealt with casespecifically, in diverse expert groups. The organisation of student welfare is defined in the guidelines entitled Student Welfare of Tampere Upper Secondary Education describing how the student welfare is organized. Communal student welfare matters of common concern Individual student welfare and Campus-specific student welfare programme General planning, development, guidance and assessment of student welfare is the responsibility of the Steering Group (Steering Group of the Children and Youth Services Board) as well as the student welfare group of the upper secondary education (steering group for secondary education consisting of a management group, augmented with student welfare representatives). Local, guiding student welfare plans are drafted in the campuses of the Tampere Vocational College. Regulations concerning access to information and confidentiality set the guidelines for the activities of different professional groups. The matters concerning student welfare are registered in student welfare reports. The registers where such entries are made are kept confidentially and separately. The student administration system Primus is used for entries pertaining to pedagogic activities. Collaboration between home and institution Personnel of the vocational institution shall work in collaboration with parents / guardians (Act 630/1998, Section 5). The vocational college of the Tampere region aims at creating a functional and active communication channel between the student, his/her custodian and the representatives of the institution. By way of discussion, coherent insight can be created on the educational targets as well as the required courses of action. Furthermore, the student s consistent and balanced growth can be fostered both at the personal and the vocational level. Collaboration is closely connected to guidance counselling, the drawing up of a personal study plan, and arranging for learning support services. The significance of collaboration between home and institution is especially enhanced in cases of students of minor age. The students are provided, at the beginning of their studies, with A Student s Guide which includes important information about the college, about progress of the studies, the rules and regulations, and the support services offered to the student. Collaboration between institution and home is managed by means of events aimed at the folks, personal contacts and via handouts distributed for homes. An 24

25 important means of communication and information is the student administration system, Wilma. Information is also available on the college website Safe learning and working environment The starting point for the college activities is that the students are enabled equal learning opportunities. Prevention, acknowledgement and timely intervention in problems are necessary for the studies to be successful. In order to reach the set targets, the vocational college has drafted rules and regulations that govern such matters as behavioural disorder, smoking, use of intoxicants as well prevention of bullying and harassment work peace guidelines for actions in studies and counselling action plan of the student services, and instructions for crisis work Every campus of a vocational college has, in the case of traumatic crisis or for problematic events preceding them, a multi-discipline crisis group which acts in support of students and personnel. The group s activities are regulated by a crisis work plan. Situations that may be shocking for the entire college community are e.g. a student s or colleague s death or accident or a situation involving violence or a near miss event. Every campus provides a student administration service, available to students, staff and Tredu s cooperative partners. The task of the service is to support students in their studies and data acquisition by counselling the students on their studies or matters of social concern. Collaboration with students The status and existence of a student union are guaranteed in law (Act 630/1998). All regular students of the Tampere vocational college are members of the Student Union. The duty of the Student Union is to promote students collaboration and their opportunities to influence and participate, as well as develop collaboration between students and the vocational college. The Student Union also, for its part, helps prepare students to become active and critical citizens. The involvement of students is aimed primarily at including them in the decision-making process concerning themselves and the vocational college. The Student Union exercises the students right to speak prior to decisions that have a substantial impact on their studies and on other matters. 25

26 The Tampere Vocational College TREDU has authorized the joint student association TaQ ry (a nonprofit organization) to act as the Student Union, determined by provisions under the law. The practical tasks of the student union may include the organisation of common activities and events, supervision of the students interests, participation in work and development groups, as a representative of the students, student contacts with the directorate of the college, participation in the activities of the student organisations OSKU ry and SAKKI ry, representing the students studying towards a professional qualification as well as participation in the Youth Participation Activity of the municipalities in the Pirkanmaa region. Furthermore, the locally elected, campus-specific student unions organize activities on individual campuses with the aim of promoting community spirit and welfare. Tredu has a part-time joint student union coordinator, as well as contact persons at the campus level, who work together with the Head of Student Services. A student who has participated in Student Union activities is granted an additional certificate, and the competence acquired can be recognised as part of the free-choice modules. Tutorials are an important part of the cooperative activities conducted with the students. The aim of student tutorials at the vocational college is to highlight the student s point of view in the internal and external networks of the college. Student tutors are involved in orienting new students with their studies and the college, and they represent their institution at different marketing events and presentations; furthermore, they present the campus and their expertise to the general public who are interested in the activities of the college. The tutors may participate in planning and organization of different campus events. They may act as peer support for students starting or continuing with their studies. The tutors counsellors at the vocational college are persons, appointed at the campus level, who are responsible for training the tutors and who coordinate joint activities at the campus level, advised by students, and organize marketing events and presentations. At marketing events, the guidance counsellors are important collaborators for the tutors and the person responsible for the same. The parttime tutor activities coordinator is responsible for the tutorial activities. Remedial teaching The aim of remedial teaching is to foster the student s learning and studies so that the student will progress in his/her studies in accordance with the individual study plan and can complete the qualification within a specified period. Remedial teaching may be given in all studies, to strengthen the student s overall learning and working skills. All students are entitled to receive remedial teaching as well as sufficient guidance in their studies. A student may tell the group counsellor or a subject teacher about the need for support, whereupon agreements are made for arranging remedial teaching. Remedial teaching is given individually or in small 26

27 groups, either within or outside the lessons, by differentiated teaching. Remedial teaching, furthermore, can be provided in the so-called arrears workshops on campuses (such as Treenaamo, Konesoppi) where the student may integrate his/her missing studies. Remedial study implies teaching which is given to a student who is temporarily lagging behind. The individual courses of vocational education and training are responsible for arranging and resourcing remedial teaching in their own fields. Testing of starting level and teaching of reading and writing All groups at the initial stage of studies do the so-called starting level charting which includes the testing of everyone s starting level in reading, writing and mathematics. Based on these tests, the student s study capacity and possible needs for special support are assessed, in order to create a basis for planning the studies. If either the read-write field or the mathematics field gives indications of learning difficulties, the matter will be discussed individually and in more detail with the student and with the guardian of the same, as required. The so-called LUKI ( read-write ) disorder may often involve other issues that pertain to conceptualization and maths skills. LUKI disorder assessment is not a diagnosis per se but may give an indication that the student might need support in relation to studies. The student may strengthen his/her skills through LUKI teaching that would be involved as a part of his/her individual study plan and that needs to be taken into consideration when organizing the student s studies. Special needs education Special needs vocational education stands for individually planned pedagogical support and special study and teaching arrangements as well as development of communal learning and operational environments. The basic task is to sustain students in need of special support in their studies, individual growth, finding employment and placement for further study, as well as to promote inclusion of the students by means of education. A more accurate tool used in planning, implementation, follow-up and assessment of special needs education is the special educational plan, as a part of the student services action plan. The action plan and study plans, as well as the process descriptions and directives based on them together form an entity of high quality that directs activities. The plan concerning the organisation of special needs teaching includes the following principles: targets and services of special needs education at the different stages of training organisation of special needs education (job descriptions), development (foresight, project activity), comprehensive assessment (follow-up and assessment of the impact, processes, operations models, quality of work) and financing (separate budget and follow-up) access to studies (marketing and transit point work); mapping the need for support at the initial stage of studies; flexible forms of support once studies are underway; further counselling at the final stage 27

28 decision on the required special needs education and drafting, follow-up and assessment of the individual educational plan (HOJKS) (student administration programme) teaching arrangements and methods required for/by special needs education support and special services, expert services, cooperative partners/participants and responsibilities assessment in special needs education 3 Tredu as a workplace and learning environment Well-being The focus of well-being is shifting from the pursuit of material prosperity to the relevancy of life and the value of human relationships. Well-being is regarded as the good health of the student/employee and their ability to cope, the safety of the learning environment/workplace, good job management, functional ability, a positive working atmosphere, constructive support from the teaching staff. A safe and healthy employment and working environment enables, for its part, fruitful activity and occupational well-being. The aim is for the promotion of welfare and health to be taken into account in all activities. A healthy institution does not spring up spontaneously, but welfare is created by assiduous collaboration. The education provider, teachers, occupational health and student health care workers, the students and all members of the community are involved in this collaboration. At the operational level, the prerequisite of welfare is that people s occupational safety, occupational ability and mental well-being are well taken care of. In the everyday life of the institution, the students welfare is affected by tutorials, by awareness and prevention of bullying, by early intervention, compliance with agreed manners, improvement of facilities spatial comforts, listening to the students, encouragement of the practice and atmosphere of participation, openness and development of collaboration and functional student union activities. A healthy student is committed to his/her studies, the absences and occupational incidents decrease, the student s work is intensified and the quality of work improves. The Vocational College of Tampere, in order to foster well-being, pays attention to the comfort of the facilities as a workplace and working environment. Comfort is imparted on people who treat each other respectfully and equally. The facilities are comfortably equipped for the activities they are designed for. Safety The implementation of an internal safety programme requires teachers capable of managing safety. Safety is a culture of awareness, of caring, and taking action (Statement issued in the Forum on Safety in Education, on 3 May 2012). 28

29 A student has the right to a safe study environment. Regulations direct the culture of safety, as well as the implementation of operational models for early support and intervention in the school environment. Internal security refers to the kind of communal workspace where everyone is able to enjoy the rights and liberties set out by the legal system, as well as a safe environment without criminality, nuisance, accidents, incidents or without fear of insecurity due to disorder stemming from Finnish society or the world at large. The definition of internal security supports and lays obligations on schools and those who work in the field of safety. The web folder called Turvakansio (Safety Folder), located on the City of Tampere intranet, contains vast amounts of documentation and directives pertaining to security and occupational safety within the institution. Occupational safety and risk management The aim of the activities in the area of occupational safety is to systematically develop occupational and learning environments, occupational welfare, as well as occupational health and safety, by means of collaboration between the employer, staff and students. The aim is to promote an effective and influential approach within the work community, and to improve the students quality of life. The students of the Tampere Vocational College and the entire staff are all included within the realm of occupational safety. General legislation is in force covering a variety of educational fields. There are also other dispositions and qualification requirements that are complied with. Detailed plans pertaining to occupational safety in different professional fields have been drafted and presented for qualificationspecific parts of the core curriculum. Risk management in the upper secondary education of the City of Tampere is based on the guidelines and plans pertaining to risk management that appear in the everyday life of the institution, as a part of its daily activities. The aim is to maintain undisturbed and safe activity within learning. The assessment of risk in the workplace and remedies in the cases of observed defects lies within the responsibility of the staff of the vocational college. They ensure that the machinery and equipment in the occupational environment are safe to use. The institution nominates occupational safety personnel who, together with other staff, make sure that the occupational and learning conditions are such that a student or employee will not be exposed to accidents or to work-related diseases. The identification and assessment of risk shall be carried out in all areas of the institution s activities. By means of assessment the aim is to detect any factors that might endanger the achievement of targets, and to remove or reduce them. Furthermore, the related follow-up and documentation are kept updated. The risks and hazards related to working in upper secondary education are recorded in the Monitori programme, within the electronic occupational safety data system. In addition, near miss situations, as well as statutory inspections regarding health and safety, are also documented there. Other observations, such as suggestions for improvements, may also be recorded. Through Monitori all the information 29

30 pertaining to occupational health is collected in one place and the implementation of an institutional safety policy is hence easier to achieve. Systematic staff development Staff development is based on target-oriented and proactive skills management. The aim of systematic staff development is to ensure the competence of individuals, of teams in the working community, of professional groups and of Tredu in its entirety. The strategic and central targets to be addressed have been determined in the action plan. More detailed measures to secure knowledge are determined annually in Tredu s human resources and educational plan, when the annual plan is drafted. Staff development rests on projected learning and skill needs, and on selective strategic core skills. The competence, work performance and skills needs of the personnel are assessed regularly, using a variety of methods, while development and skills discussions are conducted annually. Career aspirations and other communal and individual matters to do with occupational welfare are also covered in these discussions. An education and development plan is drafted for every worker. Each member of staff is also personally responsible for developing his/her professional skills.. In order to assess systematic staff development, questionnaires for the staff aim at establishing trends in occupational welfare and work ability, and a minimum of three training days are provided for each member of staff to encourage staff satisfaction with regard to skills management. Verification and renewal of skills At Tredu, staff trainings and other measures concerning the approach to the development of learning included in the model are carried out systematically. The themes of learning relate to upcoming revisions and pedagogic operations models, to the strengthening of management skills and management work, to coaching the directorate and staff in the LEAN management system, and to increasing economic and cost awareness. The targets to be addressed have been divided into four programme entities: new teacher identity and the qualification reforms; strengthening of ICT and digital skills; line-manager and leadership skills; and occupational welfare and safety. Practices concerning on-the-job learning, peer group learning and sharing knowledge are continuously developed, in order to ensure ongoing staff competencies. Equality and non-discrimination The Tampere Vocational College is a diverse and pluralist work and study environment. The starting point for equality and non-discrimination is the duty of every member of the community to promote equitable study and work. A work environment that is based on equality and non-discrimination is a basic right for each and every student and employee within Tredu. The principles of equality and non-discrimination are implemented by ensuring opportunities for the students, customers and staff in participation and inclusion; and by promoting an environment 30

31 respectful of diversity (of inherent differences, in age, gender, sexuality, status, values, language, culture and morals). An additional Plan for equality and non-discrimination in Upper secondary education was approved on 14 November Learning environments and methods The teaching methods and learning environments are steered by the concept of a communal spirit in learning. At Tredu we are working together in order to learn whether in the planning, or the removal of obstacles from learning, or tackling the learning situation itself, or making an assessment of learning and skills. Learning environments Planning of the service network of the upper secondary vocational education encompasses all the renovation and repair work on the Tampere Vocational College s campuses. The steering and monitoring group of the service network within welfare services has appointed, in readiness, a working group whose duty is to map out the spatial requirements of the teaching, campus by campus, in order to draft a report. The needs reports for campuses are composed systematically, by following up on the changes that the occupational fields undergo, as well as the variable needs of space, devices and ICT requirements. TREDU s repair and renovation work plan extends well into the next decade and the needs and expectations of both personnel and students have been taken into account in the planning. Learning implies target-oriented communal activity The Tampere Vocational College strengthens its students capacity to live a good life, self-managed. As part of the vocational learning skills, a student needs such everyday and working life skills, and knowledge that can be defined as a modern form of civics or as it stands in the qualification requirements the key skills to life-long learning. At the core of such skills are capability to understand entities willingness to continuously learn something new ability to establish and maintain social relations understanding the relationship between the individual and society skills to act ecologically and economically use of modern information and communication devices. At Tredu, the students self-direction is reinforced. According to this principle, the student s desire, own initiative and sense of responsibility are nurtured. A student at Tredu has faith in him/herself, acts flexibly in new situations while having consideration for other people, tolerates uncertainty in new life situations and is capable of assessing his/her own or others actions by a critical analysis. In order for the students to obtain such self-awareness, Tredu s professionals listen to them and help them understand their 31

32 experiences. Along the entire study path, the students are counselled to take responsibility for their own learning. At Tredu, a student traverses his/her study path, i.e. obtains his/her skills, according to the competencies required in the training. A student also acquires competence in his/her daily activities. The teaching and study methods, and the learning environment, are governed by the concept of a communal spirit of learning: at Tredu, things are done together in support of learning whether planning studies, removing obstacles to learning, tackling the learning event or assessing competence. Teaching methods Tredu has developed the practice whereby teachers plan their teaching together, thus crossing the boundaries of their own discipline. When planning studies, the directors of vocational education and training, heads of vocational adult education divisions and teachers listen to the other experts of learning: Tredu s support staff, representatives from the workplace, developers of special teaching methods and environments, and the students themselves. At Tredu, the aim is to sustain teaching that breaks the common concept of a teacher who exclusively shares information with his/her students: a group may work simultaneously with several teaching professionals, and as studies progress, the teacher s leading role can evolve from motivator and counsellor of studies, to coach. A sense of community is present in Tredu s everyday life: along his/her study path, the student meets different forms of project learning, obtains peer support from his/her own group and from tutorials, and makes contact, through on-the-job learning, with practitioners in his/her own field. Students are also encouraged to take part systematically in associated activities and hobbies outside the college. Such activities may be acknowledged as part of the student s vocational qualification. At Tredu, learning takes place in accordance with the principles of learning through experience. Teachers naturally describe the phenomena also at a theoretical level and share information, but understanding of such phenomena is enhanced by working together and reflecting on such actions. Systematic, target-oriented and counselled reflection on experiences gained from the learning event, conducted together with other members of the group, teachers and professionals from the workplace helps to conceptualize entities as well the student s professional identity and self-image. Besides theoretical studies, emphasis is placed on functionality, problem-based learning and projectbased work. The aim is to reduce individual, unconnected facts in teaching and to increase the connection between information and practical work-oriented tasks. On-the-job learning courses are the best way for students to tackle authentic tasks in a genuine working environment. Also, teaching at the institutions takes place as closely as possible to genuine working life conditions. This is made possible in the teaching by e.g. arranging assignments to external companies or customers, by organizing events which are closely linked to qualification content, or by carrying out, within the institution, larger, project-based work. Learning presumes active participation, reflection and experimentation by the student. Minor mistakes, too, are permitted, so long as safety is not compromised. In the safe environment of an institution, the 32

33 mistakes may be scrutinized together and skills for life-long learning enhanced. Teachers do not always provide ready-made answers in their teaching but give, at the initial stage of studies, smaller tasks that require application of knowledge to some degree. As the studies progress, the student himself/herself selects the best methods to carry out the tasks provided. At Tredu, integration has been developed between different studies, as well as between vocational modules and the common core study modules. In order to create a functional basis for integration, the teacher of the common core study modules must be familiar with the skills requirements of the vocational studies, and on the other hand, the vocational teacher must be aware of the significance of the common core studies in working life, and aware of the central content and targets of the common core study modules. The physical learning environment At Tredu, the physical learning environment is an adaptable, modern and pleasant environment which gives the opportunity to develop social skills, increase capacity for team work and have the students adapt more speedily to the requirements of today s working life. At Tredu, the teaching facilities are multifunctional and adaptable spaces, designed for the purpose, where ergonomics are also taken into consideration. The remainder of the built environment and nature itself are part of the physical learning environment. Company visits and fairs are also an important part of the learning environment. Information and communications technology skills Graduates from Tredu are professionals, well prepared to use information and communications technology (ICT) in work and business life, further studies and life-long learning. Tredu s operational culture fosters and encourages communal development, openness and sharing of knowledge. The targets of the information and communications technology plan are based on the values of the upper secondary school s activities, and the focus set by Tredu s action plan ( ). The ICT plan is part of the curriculum. Transparency: By using ICT technology we make sure that the required information is available for everyone. The students and staff get to participate in preparation of matters of common concern and their handling, and have an impact on the matters that concern themselves. On the Internet, an open discussion of developments of activities and other matters of common concern is promoted. Responsibility: Tredu takes responsibility for students managing the responsible, safe and sustainable use of ICT technology as future workers, professionals and active members of society. Community spirit: By means of ICT technology we increase the inspiring feeling of togetherness, as well as a sharing of information and knowledge. The teachers and students are encouraged and counselled to create networks in the social media among themselves, as well as with the professionals and experts. Interaction takes place increasingly on the Internet. 33

34 Boldness: Tredu is innovating and boldly experimenting with new ways of promoting learning through ICT. The principles of the use of ICT are appropriate and student-centered pedagogic solutions that consider the requirements of working life. Obligatory and optional targets for the use of ICT technology contained in the curriculum are taken into consideration in all studies, in an appropriate way. Development of learning environments in working life and timely, shared counselling and interaction between the workplace and the institution are sustained by the fact that during the study stages and in the workplace, the following factors are exploited: versatile implementation of the Internet cloud services and shared study materials students own devices (tablets, laptops, i-phones) simulation technology real and virtual technologies of augmented reality connected to the world experiential spirit and gamification methods of individual and community learning, as well as social media in such a way that the student may already, during the study period, start building professional networks. By means of mobile technology, electronic learning materials and cloud services, learning taking place in the institution, at the workplace or anywhere else is connected to the individual learning environment of the student. Continuous development of ICT learning guarantees that guidance and other pedagogic operational models, services and learning environments are kept up-to-date and that all students have the opportunity to exploit ICT technology in their studies. ICT skills are a natural, everyday part of the teachers professional skills. A peer coaching network, and ICT pedagogic and technical experts, act in support of the teachers. Libraries as open learning environments At Tredu, all campuses are equipped with inspiring and comfortable library or learning facilities which act as a versatile learning environment at the same time. The libraries have good tele-informatic equipment and software, used in teaching and implemented in the work stations, also allowing study-related work to be conducted in the library. The devices (cameras, video cameras and barcode readers) and software give everyone the opportunity to practice their tele-informatic skills and media skills, independent of their vocational field or subject. Data management skills and media and information literacy are important learning areas for today s information society. These skills are needed in working life, studies and in leisure time. The ability to search for, analyse and assess information should, in fact, belong to every student s basic skills. A library supports the learning of these abilities by providing information retrieval and use of library knowledge 34

35 systematically, both for students and the staff. The library also organizes courses on important subjects relating to information retrieval, such as copyright matters. The library services acquire useful databases, digital material, e-books and other online services, and gather links from various professional fields. These contents are available online, via the TOKI Web Library. The library also carries out its traditional tasks and offers content, such as textbooks and other source materials in support of studies. Also fiction, comics and simple-language literature are available for the needs of different groups. The library supports literary and cultural activities. The TOKI Web Library is the joint online portal of the Tampere colleges, through which it is possible to search for information on the material available for schools. Different kinds of materials may be borrowed from the libraries of the colleges and they are all in common use. The materials may, as requested, be transported between the different campuses, by means of internal courier. Through the TOKI Web library it is possible to renew loans and search and reserve material. The Web library can be found at the website The on-the-job learning places as learning environment On-the-job learning is an integral part of studies within vocational education, as well as a form of training in organisation, where a part of the qualification targets are learnt by working on the job. The studies which are target-oriented, guided and assessed, take place in a genuine work environment. Its scope in all upper secondary qualifications corresponds to a minimum of 30 competence credits. Carrying out on-the-job learning (planning, counselling and assessment) lies within the responsibility of the vocational college which is in charge of ensuring that the actors share a view of how on-the-job learning shall be carried out. Thanks to the collaboration of education and training providers in the Pirkanmaa region, common practices have been created in the arrangements for on-the-job learning together with the workplaces, with the guarantee that on-the-job learning is evenly distributed both over time as well as around the different workplaces. The student shall obtain counselling and support related to on-the-job learning already at the initial stage of studies, before the learning stage, as well as during and after it. The teachers who counsel on-the-job learning shall have the prerequisites for working life collaboration, as well as a sufficient amount of experience, training and education. The vocational colleges are also responsible for making sure the workplace counsellors obtain sufficient coaching and training. On-the-job learning is principally organized whereby the student is not under contract to the employer, but the vocational college is responsible for the student s statutory cover. Implementation of the 35

36 principles and targets of on-the-job learning are ensured by the authorization to provide education and on-the-job learning contracts proportionately during the contract period. The prerequisite for concluding a contract is that there is a sufficient amount of production and service activity for education and vocational demonstration skills, in accordance with the qualification requirements, available in the educational workplace, as well as the required tools and competent personnel from the professional and educational point of view, and with enough work experience to act as the student s responsible trainer. A student has the right to a safe learning environment (Act on Vocational Education and training 630/1998, Section 28 ). This right covers both the psychological and physical aspects of a safe environment. The employer is responsible for the occupational safety during the education that is organised on the job in connection with the practical tasks in ways that have been determined and set out, also in those cases where the student is not under contract to the employer (Act on Vocational Education and training 630/1998, Section 19 ). Before concluding a written agreement, the vocational college ensures that on-the-job learning and the skills demonstrations related to it can be carried out safely. The employer complies with the dispositions set out for clarifying the dangers and assessment of work in the places where on-the-job learning is carried out (Act 738/2002, Sections 10 and 11 ). Rules and regulations In order to guarantee the well-being, comfort and safety of everyone studying or working in the institution regardless of learning environments and learning methods, the Tampere Vocational College has its rules and regulations, as well as the rules of the accommodation facilities, in place. 4 From a student of Tredu to a responsible member of the society Sense of community and participation The education provider shall promote participation of all students and take care that they all have the opportunity to participate in the activities and development of the institution, as well to express their own opinions in matters relating to the position of the students. (Act 630/1998; Section 36 ) Activities that foster a sense of community and offer the opportunity for contemplation on values and acquaintance with cultural heritage are combined with the training that takes place in the institution. The task of education is to develop the cultural capital and to increase the sense of community and equality. A student is supported in order to become a self-managed, enterprising, target-oriented, collaborative, critical and participative citizen. Participation stands for activities where students set goals, discuss and ponder on different solutions, as well as make decisions and take responsibility for their actions. 36

37 At Tredu, the student union is an important part of a democratic working culture where the students capacity to act as the representatives of their own groups and to instill an active mastery of collaboration based on negotiation is enhanced. A Student Union, with campus-specific divisions, has been founded at Tredu. The student union coordinator is the person in charge of this entity. The coordinator and student union contact persons, as well as student representatives form a steering group, which aims at involving the active participation of the students. This steering group meets at least once a year. Students are encouraged to participate (including student union, tutorials, physical education and cultural and other activities,) and the group has its own action plan and economic framework within which the student union and its divisional activities are carried out. Participation and influencing skills may be carried out at many different levels of the institution: in the entire vocational college, educational field, qualification field and in the campus. The societal levels include local, national, European and global. The students own participation and the opportunity to give them a concrete opportunity to have an impact on well-being and to implement the principle of equality in the institution. Expertise through learning The working life requirements with regard to competence undergo continuous changes. Education needs to be increasingly forward-looking: to understand what kind of competencies will be required by professionals of the future in five, ten or fifteen years. To be able to respond to the precise vocational skill needs is extremely challenging. Education must therefore give the learner, above all, the required knowledge and skills, so that he/she will be able to solve the vocational challenges faced in the future and to develop their own learning. In other words, the aim is to continuously integrate knowledge, by means of life-long learning. According to today s concept of learning, learning instead of teaching, and individual construction of competence and skills based on prior experience, instead of studying pre-packaged dogmatic solutions, is enhanced. The learner is given many opportunities, but on the other hand he/she is made responsible for his/her own learning. The most important source of motivation is the willingness to learn, which helps in acquiring new competence and skills. However, motivation is not necessarily always enough: the path from a motivated learner to an active and successful learner takes more or less support in the course of the learning process. Learning is hence only possible by experiencing and doing in a genuine learning environment. The learner actively constructs his/her own competence and skills basing them on existing experience, competence and skills. The learner must be given responsibility for planning, implementation and also assessment of his/her own learning. Meaningful learning hence requires clear awareness of targets and the commitment related to them. Even if the individual s own goal-setting, personal commitment and self-managed assessment of results are emphasized, the learner must not be left alone. The duty of the teacher is to modify and process the 37

38 competence aspired to in such a way that the learner is capable of acquiring competence and skill. Teachers shall also manage the working-life oriented vocational entities outside their own specialization so well that they are able to support a variety of learners with different starting points and backgrounds, as well as different ways forward towards the targets set. Besides their own vocational expertise, the teachers must be able to master different methodologies and observe the learning environment with open eyes. A teacher becomes a counsellor, assistant, coach and supporter. The learning event is also a social one: a learner may act as a counsellor to another learner and be part of a larger team with a common goal. Strong social skills and acting as a team player are, in fact, an increasingly important part of vocational skills in all fields. The development of current information networks, access to them and especially their adaptability in support of teaching and learning poses a challenge for both the learner and the teacher. In order to travel on the information superhighway without getting lost requires an increasingly critical approach to knowledge. A learner must analyze and evaluate the actual need and validity of information with increasing accuracy. These requirements also set teachers a challenge: the duty of all teachers is to counsel the student in the acquisition of analytical and critical data, while respecting copyright law in considering matters of data protection. Life-long learning The key skills of life-long learning are included in the vocational skills requirements as well as the assessment criteria of vocational and common modules. The aim of the key skills is to support the development of such learning that is required for continuous learning, in coping with working life situations and with new challenges of the future. The availability of counselling services, individual career management paths and the quality and coordination of counselling are important in achieving the key skills for life-long learning. The key skills are included in the vocational skills requirements of the vocational modules, as well in the targets of complementary vocational skills and their assessment criteria. The individually assessable objectives of the key skills for life-long learning consist of the following: learning and problem-solving, interaction and collaboration, professional ethics and health, safety and functional ability. The key skills for life-long learning within Tredu s activities are shown as follows: 1. Learning and problem-solving Every student at Tredu develops his/her own skills from his/her personal starting point towards the individual targets and the targets set by the qualification criteria. For a future working life, acquiring new skills and a critical approach towards knowledge are emphasized. Students assess their own learning and knowledge. Tredu s pedagogical solutions develop students problem solving and data application skills. 2. Interaction and collaboration Interaction and collaboration are carried out at different levels: in international and national collaboration, in cooperation between education and working life, between different vocational fields and 38

39 between different educational levels. Strong social skills are an increasingly important part of professional skills required by different fields. Good collaboration and interaction skills are required, as work is occurring more and more within networks. Tredu s learning concept emphasizes interaction occurring both between the staff and students as well as among students themselves. Teachers encourage students to work together. Tredu s students and staff show respect towards other people by complying with codes of conduct and operating principles. Assessments of one s own interaction and collaboration skills are part of the activities of every student and member of staff. 3. Professional ethics Professional ethics stands for ethical principles, rules, norms, values and virtues that should be complied with when practicing a profession. Professional ethical skills encompass a sense of responsibility and an ethical course of action. Tredu s staff and students comply with the working hours, agreements drafted, the ethical guidelines in the field and rules relating to professional secrecy. Everybody acts at work with a sense of responsibility and accuracy. Students are counselled to commit to the learning targets e.g. by a personal study plan. 4. Health, safety and functional capacity Tredu s students are made aware how to act safely in different learning environments. They are encouraged to take care of their own health and functional capacity. Proactiveness with risks and dangers, and notification in case any dangers are detected, are important for safe activities. In their own actions, the staff and workplace counsellors should take into account the fact that they constitute the students behavioural models. Qualification-specific study plans determine the learning content with regard to ergonomics and work safety pertaining to each field. Tredu s students are encouraged to acquire a passport that promotes student s occupational and working capacities and well-being. 5.Sense of initiative and entrepreneurship In accordance with Tredu s learning concept, a student is given, and is counselled to take responsibility for planning, and implementing and assessing his/her own learning. Assessment of learning and an individual study plan help the students to develop target-oriented learning and entrepreneurship. In particular, a student is encouraged to participate in voluntary and internal entrepreneurship within different learning environments, and to contribute to their development. (e.g. Young Entrepreneurship activities, Entreneurship studies). 6. Sustainable development Activities in accordance with Tredu s sustainable development are based on the criteria of sustainable development of vocational education, according to which themes of sustainable development are selected for the institution annually. Education and training that promote sustainable development aim at acquiring a sustainable lifestyle and at building on the future, by citizens who understand the basic requirements of sustainable development. 39

40 Sustainable development meets the needs of the present without compromising the ability of future generations to meet their own needs, as defined by the World Commission of Environment and Development of the United Nations. At Tredu, a student learns to observe his/her own vocational field from all the different aspects (ecological, economic, social and cultural) of sustainable development. The institution must act in accordance with its teachings and create a favourable learning environment in which to learn preparedness for sustainable development. Sustainable development at Tredu is part of the institution s values, management and operational culture and is taken into consideration in the targets, contents and methods of teaching, as well as in the planning and implementation of the learning environment. Related support activities must also underpin the targets of sustainable development. Vocational education should produce trained workers who are capable of responding to the requirements of their own time, as well as to the questions pertaining to sustainable development and environmental responsibility. Knowledge of the means to prevent climate and environmental changes, reflecting on global responsibility, awareness of global economics, prevention of social inequality and acceptance of cultural differences will all be enhanced in the working life of the future. The action plan of the sustainable development programme of the upper secondary education and teaching at Tredu is carried out in accordance with the following aspects of sustainable development: 1. Overall picture of sustainable development 2. Life cycle thinking and ecological efficiency 3. Economic sustainability 4. Knowledge of environmental systems 5. Customer service 6. Acting as a citizen 7. Ethics of the vocational field and own values 8. Future thinking 9. Social and cultural sustainability in vocational studies 10. Learning environment in support of sustainable development teaching 7. Aesthetics Tredu s students and staff aspire to work in a comfortable working atmosphere everyone respects and maintains tidiness and comfort in and outside the work environment. Everyone at Tredu represents Tredu in their work; also when they are working outside the institution, and assess the impact of aesthetic factors on their activity. 8. Communication and media skills Tredu s students are counselled to be critical and open to media literacy. The students master the telephone, and Internet etiquettes. They are counselled to acquire data with a critical eye, while complying with copyright and data protection. By the use of electronic learning environments, such as internet learning, social media, Smart Boards, etc, communication skills and media know-how are acquired. 9. Mathematics and natural sciences 40

41 The skills requirements and teaching pertaining to mathematics and natural sciences in each specific qualification are set out in the qualification-specific curricula. Teaching is strongly linked to competence required by the vocational field, by integrating the teaching of mathematics and natural sciences, via different pedagogical methods, with the vocational subjects. A student is counselled to learn via formulas, graphs, figures and statistics, as well as by means of using methods and operating principles that obey the laws of chemistry and physics, with the scope to find a solution to problems posed by vocational tasks and the profession. 10. Technology and information technology Tredu s students have a vast amount of technology available to them and for some qualifications there is the opportunity e.g. for simulation-based learning. Every student at Tredu masters the common information technology prevailing in their field. Students are counselled to act critically while acquiring data and to comply with the etiquette within the electronic communication field. 11. Active citizenship and different cultures Tredu s students are constructively encouraged to participate in the activities of their institution (e.g. by the student union activities), and to influence the assessment and development of its activities. The students are encouraged to commit to the development of the institution s activities by means of e.g. tutorials. They know the rights and obligations of a worker and act in accordance with them, in the institution and during the on-the-job learning stage. Fairness, equality, respect for differences and constructive criticism are all in evidence in the individual study plans of Tredu students. International and cultural dimension within the institution Cultural diversity and internationalism are part of Tredu s everyday life. All individuals at Tredu are professionals who respect diversity and who are able to act in multicultural work and operational environments at home and abroad. Tredu responds to the challenge posed by the increasingly international operational environment, by investing in the continuous development of training, competence and mobility. English-language modules as well as specializations are developed for the needs of increasingly international teaching. International activities within Tredu s vocational fields of education are based on assiduous network collaboration, and on the mobility of students, teachers and experts, both at home and abroad. Furthermore, project work involving mobility and international cooperation, as well international support services, are provided for at Tredu. International study paths At Tredu, the aim is to enable individual study paths. One possible study path is the international one, supported by courses abroad. The student exchange programmes may include studies and/or on-the-job training. International competition may be part of an international study path. An international study path may be included in all qualifications and studies. 41

42 The options for an international study path are - English-language qualifications and the related international study path, and - vocational study path which includes international activities (international projects, international tutoring, project studies, international final projects, international entrepreneurship, etc.) Domestic transnationality Domestic transnationality stands for the acquisition of different aspects of operational preparedness (language skills, knowledge of cultures and customs) by means of opportunities provided by the home institution. Thanks to domestic transnationality, Tredu offers opportunities, through which students who cannot go abroad can nevertheless acquire, as a part of their studies, sufficient transnational competence that may be expected in a future career. A student may acquire transnational operational preparedness at his/her own college e.g. by participating in teaching of languages and culture studies, selecting courses from the foreign-language teaching menu, acquainting his/herself with the international students of the college and by acting as their tutors, assistants and guides for the Finnish way of life, participating in different events, projects, theme days and information events, as well as accessing the immigrant students knowledge and skills. Studies, international orientation, and vocational skills demonstrations abroad Foreign study at a collaborating institution or enterprise forms an integral part of the student s qualification. Where on-the-job-learning is organized abroad, the local regulations and customs also need to be taken into account. A contract is drawn up for the exchange period. Practices and requirements in different countries may vary. Contracts aim at specifying matters pertaining to the student s counselling, assessment, occupational safety and insurance cover, as well as to how the skills demonstrations are implemented. Furthermore, the parties agree on specific issues, including i.a. responsibility for familiarization and supervision of safety at work, organisation of meals, travel and lodging. International orientation before the trip and a feedback session as a part of the exchange period are organized for the students. The expert exchanges and visits, as well as work periods abroad, are a significant and invaluable addition to the development of working life skills and vocational education and training, as well as implementing foreign-language training. The comparability, validation and acknowledgment of studies and ECVET The purpose of ECVET, the European Credit System for Vocational Education and Training, is to increase transnational mobility, exploit what is being learnt abroad as a part of a qualification, and to add 42

43 transparency to the qualification. The aim is to promote recognition of the learning outcomes achieved abroad, in order for a student to achieve his/her qualification. After the period abroad, the student s competence as well as the successfully completed studies are acknowledged and recognized, in accordance with the principles of ECVET. 5 Assessment as a guide for learning and reporter of competence Why assessment is made The task and target of assessment of a student is to counsel, motivate and encourage the student to reach learning targets, to develop the self-assessment skills of the student, strengthen a positive self-image, and growth as a professional person. Assessment is an essential part of the learning process and it produces information on the student s level of knowledge for the student him/herself, for teachers and employers, as well as for the purpose of further studies. What is assessed Assessment is subdivided clearly into assessment of learning and that of competence. Assessment of learning must be conducted in constructive interaction with the student. It is naturally encouraging and motivating, and guides and supports the learning process, in order to meet learning objectives. The aim is to have the student know what he/she knows and what there is still to learn. An important part of assessing learning is the feedback, and assessment discussions. No grades awarded for the qualification modules are given on the basis of learning assessment. Assessment of learning occurs in accordance with the assessment objectives and criteria determined in the qualification requirements; for a qualification that is completed as vocational education and training, vocational skills demonstrations are used, and for a competence-based qualification assessment is performed in a qualification event. Competence is proved by performing practical tasks, in accordance with the vocational skills required by the qualification or the task. The assessment criteria express the level of competence with the use of three-tier scale. Through assessment, information on competence is being provided for the student or candidate himself/herself, for the teachers and employers, and for the purpose of access to further studies. A student has the right to present prior competence for acknowledgement and recognition, if he/she has skills in accordance with what has been determined in the qualification criteria. Students study time varies due to identification and recognition of prior competences and skills. When assessment is made Students and other individuals completing a qualification shall be notified on the principles of assessment and their application before studies commence, as well as during their progress. One of the core factors of assessment is the assessment discussion where the student has an equal role in the process. 43

44 The student has the opportunity to improve the grade given for competence. The student may also improve the grade granted to him/her by virtue of acknowledgment and recognition of skills. How assessment is made Assessment methods are selected so that they measure the attainment of set targets and vocational skills requirements, are applicable to the teaching methods used and support the students learning. Development of self-assessment skills is an essential part of constructive assessment and life-long learning. Who assesses Involved in the assessment process are the students (for self-assessment and peer assessment), teachers, and representatives of partner enterprises. While performing self-assessment, the student observes his/her own activities, operating principles and experiences in comparison with the assessment criteria. Self-assessment is focused both on the learning process and on reaching the competence goals. Peer assessment aims at having the students assess each other using standard assessment criteria, or more informally, by giving feedback and commenting verbally, presenting their opinions in turn. The aim is not to criticize but to assess. By means of peer assessment, learning occurs through the contribution of the whole group. The proof of vocational skills, i.e. competence, is assessed by the teacher(s) and/or the representatives of the partner enterprises. When selecting the assessors, attention is brought to the assessors possible incompetence due to the likelihood of bias with regard to the student (for incompetence, the applicable legislation is the Administrative Procedure Act 434/2003, Sections ). The assessors must be motivated for making assessment, and they must be familiar with assessment and feedback procedures. More detailed instructions relating to assessment can be found in the separate sections that cover the vocational education for young adults, vocational education of adults and Immigrant education, as well as in the qualification-specific sections. Käännetty suomenkielisestä asiakirjasta englannin kielelle Pirkanmaan tulkkikeskuksessa / Translated from a Finnish-language document at Pirkanmaa Interpreters Centre on 21 September