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CURRICULUM REFORM AND COMPETENCE DEFINITIONS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES www.ncp.fi/ects. WHAT IS ECTS?. European Commission. 2004. ECTS User’s Guide. http://europa.eu.int/comm/education/programmes/socrates/ects_en.html#5. - PowerPoint PPT Presentation
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June 2006 [email protected]
CURRICULUM REFORM ANDCOMPETENCE DEFINITIONSAT FINNISH UNIVERSITIES
OF APPLIED SCIENCES
www.ncp.fi/ects
June 2006 [email protected]
WHAT IS ECTS?
Student-centred system based on the student workload necessary to meet the objectives of a programme
1600 hours = 60 credits per year 26.7 hours = 1 credit
Objectives specified in terms of learning outcomes and competencies
knowledge (to know, to understand) practical skills (to be able to do, can do)
European Commission. 2004. ECTS User’s Guide. http://europa.eu.int/comm/education/programmes/socrates/ects_en.html#5
June 2006 [email protected]
FRAMEWORK FOR CURRICULUM DESIGN
CURRICULUM OF A DEGREE PROGRAMME
STUDENTS
WORKING LIFE
OPERATIONAL ENVIRONMENT
EUROPEANLEVEL
NATIONALLEVEL
POLYTECHNIC LEVEL
June 2006 [email protected]
LEARNING PROCESS/COMPETENCE- BASED CURRICULUM
Students´ entrance level
Prior knowledge, skills and attitudes compared to core competencies
Professional profile/core competencies
subject- specific competencies of the degree programme
generic competencies
LEARNING PROCESSindividual/community
Koli & Siljander 2002; Tuning 2004
COUNSELLINGSTUDENT
ASSESSMENT &EVALUATION
LEARNINGASSIGNMENTS
LEARNINGMATERIALS
R&D
LEARNINGENVIRONMENTS
FEEDBACK
TEACHING PRACTICES
June 2006 [email protected]
TRADITIONAL VS. LEARNING PROCESS BASED CURRICULUM
At a job interview they will hardly ask you: ”What was taught to you?” or ” Which courses did you pass?” but ”What are you able to do?” or ”What kind of competence do you have?”
Bastian Baumann, German student, member of the ESIB Bologna Process
Committee
June 2006 [email protected]
LEVELS OF CORE CURRICULUM ANALYSIS
European level European framework for higher education (e.g. EQF, Dublin Descriptors, Tuning)
National level National framework for higher education Degree programme structure
Degree programme level
Professional profiles (defined using competences) The European, national and institutional dimensions taken into account
Study year level Annual themes and learning outcomes
Course or unit level Core content analysis Workload analysis
June 2006 [email protected]
Wiers et.al. 2002
Laying foundations and organising the
reform process
Defining professional profiles and core
competencies
Assessing the prior knowledge and
educational needs of future students
Determining curricular models and pedagogical
principles
Providing curricular framework for each
year (annual themes) Constructing
internal and external networks
Planning student assessment and
counselling
Defining core contents, learning
outcomes and student workload at a
course level
Evaluating and (re)designing the
curriculum
Implementing and further developing
the curriculum
DESIGN OF THE LEARNING PROCESS BASED CURRICULUM
June 2006 [email protected]
COMPETENCE ANALYSIS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES
In spring 2006, the Rectors’ Conference of Finnish Polytechnics Arene ry commissioned field-specific groups to define the subject-specific and generic competences at Finnish universities of applied sciences
It was suggested that the learning outcomes are defined using the competence distinction created in the project Tuning Educational Structures in Europe
Subject-specific competences Generic competences
Competences are to be understood as wide-ranging combinations of know-how – composites of knowledge, skills and attitudes
June 2006 [email protected]
LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES
Professional profile
2nd. cycle
1st. cycle
Second-cycle learning outcomes defined in terms of generic and subject-specific competences
First-cycle learning outcomes defined in terms of generic and subject-specific competences
Professional profile
Course/ unit
June 2006 [email protected]
COMPETENCE ANALYSIS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES
Motto:
”Everything should be made as simple as possible, but not simpler.”
Albert Einstein
The objective was to create such a collection of competences that is easy to comprehend, can be learned by heart and which actually steers and directs teaching and learning processes in practice.
June 2006 [email protected]
FRAMEWORK FOR COMPETENCE ANALYSIS AND DESCRIPTION
Professional profileDegree programme in ??
Competence description(knowledge and skills)
Subject-specific competences
competence 1
competence 2
competence 3
competence 4
competence 5
Generic competences
competence 6
competence 7
competence 8
competence 9
competence 10
June 2006 [email protected]
PROFESSIONAL PROFILEDegree Programme in Wood Technology
SUBJECT-SPECIFIC COMPETENCES
GENERIC COMPETENCES
Material competence
Competence in wood production technology
Competence in industrial management and economics
Competence in wood product development and R&D
Learning competence
Ethical competence
Communicative and social competence
Development competence
Organisational and societal competence
Internationalisation competence
June 2006 [email protected]
PROFESSIONAL PROFILEDegree Programme in Social Studies
SUBJECT-SPECIFIC COMPETENCES
GENERIC COMPETENCES
Ethical competence in social work
Client work competence
Social services competence
Social analysis competence
Competence in reflective development and management
Community and society competence
Learning competence
Ethical competence
Communicative and social competence
Development competence
Organisational and societal competence
Internationalisation competence
June 2006 [email protected]
USING MATRIX AS A CURRICULAR OUTLINE
ECTS-system relies on pedagogical thinking where learning processes and learning outcomes are seen as a foundation for the curriculum
Definitions of learning outcomes and objectives do not necessarily guarantee that they actually steer and direct teaching and learning in practice
The curriculum should make students’ learning processes visible, i.e. it should illustrate students’ professional growth towards the desired learning outcomes in the degree programme
The matrix used in Tuning project is the recommended model for curriculum outlines at Finnish universities of applied sciences
The different stages of the learning process and professional growth are signposted by annual themes and annual learning objectives
The studies should contain large enough modules and units and form a logical continuum each academic year
June 2006 [email protected]
LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES
Example Course or unit/learning outcome Course 1
Course 2
CompetenceA B C D E F G H I F
x x
X = COMPETENCE IS ENHANCED AND ASSESSED AND IS SET AS THE LEARNING OUTCOME AND OBJECTIVE OF THE COURSE
Course 3
Course 4
x x x
x x x
x x x
June 2006 [email protected]
EXAMPLE OF THE MATRIX MODEL
1. Study year Course A X X
Annual theme Course B X XLearning outcomes Course C X X
Course D X X
Optional studies X X X
Practical training X X X X X
In total 60 cr.
com
pete
nce
2
com
pete
nce
1
com
pete
nce
3
com
pete
nce
4
com
pete
nce
5
com
pete
nce
6
com
pete
nce
7
com
pete
nce
8
com
pete
nce
9
com
pete
nce
10X = the competence is enhanced
and assessed and is one of the learning outcomes of the course
June 2006 [email protected]
PROFESSIONAL PROFILEForest products marketing
SUBJECT-SPECIFIC COMPETENCES
GENERIC COMPETENCES
Product competence in forestry and wood industry
Marketing competence
Business competence
Learning competence
Ethical competence
Communicative and social competence
Development competence
Organisational and societal competence
Internationalisation competence
June 2006 [email protected]
ANNUAL THEMES IN THE CURRICULUM Forest Products Marketing
1. year 2. year 3. year 4. year
Annual theme
Observer of the Forest Sector
Product Expert
Marketer Marketing Developer
Learning outcome/objectives
I’m able to observe and understand wood flow from the forest to the markets and understand how customer needs and requirements are taken into account.
I master the development, manufacture and properties of the most important forest industry products. I know the requirements of the most important customers.
I can work in practical marketing tasks and cater for the needs and requirements of customers and our own enterprise.
I can analyse, plan and develop marketing operations of an organisation
June 2006 [email protected]
STUDENTS’ PROFESSIONAL GROWTH AND DEVELOPMENT
1 2 3 4
study years
Professional profile/core competencies
subject-specific competences
generic competencies
Students´ entrance level
Prior knowledge, skills and attitudes compared to the core competences
June 2006 [email protected]
1. Is the curriculum design mainly based on the needs of educational administration and administrative planning or students’ learning processes?
2. Are the teachers, programme directors, administrative staff and superiors interested primarily on students’ marks and progress in studies or on what they actually learn and know?
3. Is the main focus in supervising teachers’ work on knowledge management and leadership or on administering teaching practices?
4. The perspective of learning and knowledge management does not remove the need for administration and institutional management! The matter is about what comes first.
FROM ADMINISTRATION TOWARDS PEDAGOGICAL LEADERSHIP
June 2006 [email protected]
THE VISION FOR THE CURRICULA AT THE FINNISH UNIVERSITIES OF APPLIED SCIENCES IN 2010
In 2010 a Finnish university of applied sciences uses a curriculum which is feasible and has been designed as an outcome of fruitful collaboration and discussion. It supports the realisation of the vision and strategy of the institution and enhances learning of all stakeholders. The curriculum illustrates and exemplifies how the student should progress in studies and professional development. It orientates towards the future and aims at further development of competences. It is founded on the needs of the operational environment, surrounding region, its industries and development. Furthermore, it takes into account the realistic assessment of students’ prior knowledge and skills as well as the requirements for international cooperation.
