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