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.
European Commission. 2004. ECTS User’s Guide.
Students´ entrance level
Prior knowledge, skills and attitudes compared to core competencies
Koli & Siljander 2002; Tuning 2004
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
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
internal and external networks
Providing curricular framework for each year (annual themes)
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
”Everything should be made as simple as possible, but not simpler.”
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.
USING MATRIX SCIENCESAS A CURRICULAR OUTLINE
LEARNING OUTCOMES AND SCIENCESCOMPETENCES IN STUDY PROGRAMMES
Course or unit/
A B C D E F G H I F
x x x
x x x
x x x
X = COMPETENCE IS ENHANCED AND ASSESSED AND IS SET AS THE LEARNING OUTCOME AND OBJECTIVE OF THE COURSE
FROM ADMINISTRATION TOWARDS osaamisjuonteetPEDAGOGICAL 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.
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.