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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.

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CURRICULUM REFORM AND COMPETENCE DEFINITIONS AT FINNISH UNIVERSITIES OF APPLIED SCIENCES

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Curriculum reform and competence definitions at finnish universities of applied sciences

CURRICULUM REFORM AND

COMPETENCE DEFINITIONS

AT FINNISH UNIVERSITIES

OF APPLIED SCIENCES

www.ncp.fi/ects

[email protected]


Curriculum reform and competence definitions at finnish universities of applied sciences

WHAT IS ECTS?

European Commission. 2004. ECTS User’s Guide.

http://europa.eu.int/comm/education/programmes/socrates/ects_en.html#5

  • 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)

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Curriculum reform and competence definitions at finnish universities of applied sciences

THE FINNISH EDUCATION SYSTEM

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Curriculum reform and competence definitions at finnish universities of applied sciences

FRAMEWORK FOR CURRICULUM DESIGN

WORKING LIFE

STUDENTS

OPERATIONAL

ENVIRONMENT

CURRICULUM OF

A DEGREE PROGRAMME

EUROPEAN

LEVEL

POLYTECHNIC

LEVEL

NATIONAL

LEVEL

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Learning process competence based curriculum

LEARNING PROCESS/COMPETENCE- BASED CURRICULUM

Students´ entrance level

Prior knowledge, skills and attitudes compared to core competencies

LEARNING

MATERIALS

R&D

  • Professional profile/core competencies

  • subject- specific competencies of the degree programme

  • generic competencies

TEACHING

PRACTICES

LEARNING

ENVIRONMENTS

LEARNING PROCESS

individual/community

STUDENT

ASSESSMENT &

EVALUATION

COUNSELLING

LEARNING

ASSIGNMENTS

FEEDBACK

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Koli & Siljander 2002; Tuning 2004


Traditional vs learning process based curriculum

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

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Curriculum reform and competence definitions at finnish universities of applied sciences

LEVELS OF CORE CURRICULUM ANALYSIS

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Curriculum reform and competence definitions at finnish universities of applied sciences

DESIGN OF THE LEARNING PROCESS BASED CURRICULUM

Wiers et.al. 2002

Implementing and further developing the curriculum

Laying foundations and organising the reform process

Defining professional profiles and core competencies

Assessing the prior knowledge and educational needs of future students

Evaluating and (re)designing the curriculum

Defining core contents, learning outcomes and student workload at a course level

Determining curricular models and pedagogical principles

Planning student assessment and counselling

Constructing

internal and external networks

Providing curricular framework for each year (annual themes)

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Curriculum reform and competence definitions at finnish universities of applied sciences

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

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Learning outcomes and competences in study programmes

LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES

Professional profile

2nd. cycle

Second-cycle learning outcomes defined in terms of generic and subject-specific competences

Professional profile

1st. cycle

First-cycle learning outcomes defined in terms of generic and subject-specific competences

Course/ unit

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Curriculum reform and competence definitions at finnish universities of applied sciences

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.

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Curriculum reform and competence definitions at finnish universities of applied sciences

FRAMEWORK FOR COMPETENCE ANALYSIS AND DESCRIPTION

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Curriculum reform and competence definitions at finnish universities of applied sciences

PROFESSIONAL PROFILE

Degree Programme in Wood Technology

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Curriculum reform and competence definitions at finnish universities of applied sciences

PROFESSIONAL PROFILE

Degree Programme in Social Studies

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Curriculum reform and competence definitions at finnish universities of applied sciences

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

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Curriculum reform and competence definitions at finnish universities of applied sciences

LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES

Example

Course or unit/

learning outcome

Competence

A B C D E F G H I F

Course 1

x x

x x x

Course 2

x x x

Course 3

x x x

Course 4

X = COMPETENCE IS ENHANCED AND ASSESSED AND IS SET AS THE LEARNING OUTCOME AND OBJECTIVE OF THE COURSE

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Curriculum reform and competence definitions at finnish universities of applied sciences

EXAMPLE OF THE MATRIX MODEL

X = the competence is enhanced and assessed and is one of the learning outcomes of the course

competence 10

competence 2

competence 3

competence 4

competence 5

competence 6

competence 7

competence 8

competence 1

competence 9

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Professional profile forest products marketing

PROFESSIONAL PROFILEForest products marketing

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Mets ja puutalouden markkinoinnin koulutusohjelman osaamisjuonteet

Metsä- ja puutalouden markkinoinnin koulutusohjelman osaamisjuonteet

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Annual themes in the curriculum forest products marketing

ANNUAL THEMES IN THE CURRICULUM Forest Products Marketing

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Students professional growth and development

STUDENTS’ PROFESSIONAL GROWTH AND DEVELOPMENT

Students´ entrance level

Prior knowledge, skills and attitudes compared to the core competences

  • Professional profile/core competencies

  • subject-specific competences

  • generic competencies

1

2

3

4

study years

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Curriculum reform and competence definitions at finnish universities of applied sciences

FROM ADMINISTRATION TOWARDS PEDAGOGICAL LEADERSHIP

Is the curriculum design mainly based on the needs of educational administration and administrative planning or students’ learning processes?

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?

Is the main focus in supervising teachers’ work on knowledge management and leadership or on administering teaching practices?

The perspective of learning and knowledge management does not remove the need for administration and institutional management! The matter is about what comes first.

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Curriculum reform and competence definitions at finnish universities of applied sciences

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.

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