Yhteiset opintokokonaisuudet kotieläinhoidon tutkinnoissa. Risto Virkkunen, Kainuun ammattiopisto

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1 Yhteiset opintokokonaisuudet kotieläinhoidon tutkinnoissa Risto Virkkunen, Kainuun ammattiopisto

2 Miksi eurooppalaisia opintokokonaisuuksia? Hollantilainen partnerimme aktiivinen osapuoli. Kyselivät vanhoilta partnereiltaan halukkuutta lähteä mukaan Muodostivat kaksi ryhmittymää ja hakivat kaksi samantapaista hanketta, joissa toisessa teemana kotieläin ja toisessa laajemmin maatalous Ehkä yllättäen molemmat hyväksyttiin

3 Miksi eurooppalaisia opintokokonaisuuksia? Hankkeessa on mukana monia elementtejä, miksi se sopii hyvin KAO:n strategiaan Antaa ammatillista lisäarvoa, sillä sen kautta voimme tarjota sellaista osaamista, joka ei omassa oppilaitoksessa ole mahdollista Panos tuotos suhde hyvä, sillä tarjoamalla kaksi opetuspakettia pääsemme mukaan kuuteen Kotikansainvälistyminen saapuvien opiskelijoiden takia Opettajille haastetta globalisaatioon, sillä heidän on pidettävä tunteja englanniksi ECVETin juurruttamista niin meillä kuin kumppanimaissa Työelämäyhteistyön kehittäminen, sillä osa opetuksesta koulun ulkopuolella Opiskelijoiden osuus merkittävä

4 Miten ja millä partneriryhmällä?

5 Our partners Lentiz MBO Maasland in The Netherlands Grans Naturbruksgymnasium, Sweden Kainuun Ammattiopisto, Finland Neath Port Talbot College Group, Wales This project is funded by the European Union

6 Miten ja millä partneriryhmällä Tavoitteena: - Alkuperäinen ajatus keskittyä muihin kuin ns. hyötyeläimiin ja jaksojen pituus kahdeksan viikkoa. Näistä kuitenkin luovuttiin. - kehittää kahdeksan kotieläinten hoidon moduulia, joiden pituus neljä viikkoa - Testata kaikki moduulit siten, että niille osallistuu opiskelijat partnerimaista - Kuvata kunkin moduulin sisällöt KSC periaatteella ja laatia Learning Agreementit - Arvioida oppimistulokset ECVET-periaatteella siten, että arviointi tapahtuu kussakin maassa maan tavalla - Tunnistaa ja tunnustaa opinnot kunkin maan opintoihin

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11 Yhteistyö työelämän/sidosryhmien kanssa? Kaikkien moduulien rakenne samanlainen, ensin kaksi viikkoa koululla ja siten toiset kaksi yrityksissä Moduulien suunnittelussa yritysten kanssa ei niinkään yhteistyötä, mutta toteutuksessa todella tärkeitä Arvioinneissa ainoastaan Suomessa yritykset mukana arvioinneissa. Muissa maissa arviointi tapahtui koululla

12 Hyödyt ja haasteet Opiskelijat enimmäkseen erittäin tyytyväisiä jaksoihin, yhteensä 75 liikkujaa mukana Opiskelijoiden mukaan saanti helppoa Niin ammatillinen kuin arkielämän taitojen osaaminen kasvoivat Opettajat joutuivat ja pääsivät suunnittelemaan ja toteuttamaan opetusta vieraalla kielellä vieraille opiskelijoille Kotikansainvälistyminen toteutui toisissa maissa paremmin, toisissa huonommin Opettajien lisääntynyt yhteistyö

13 Hyödyt ja haasteet? Peruskonsepti ja malli on toimiva ja soveltuu myös muille aloille Kokemukset Ecvetin toteuttamisesta: oppimistulosten kirjaaminen, arvioinnit, dokumentit, tunnistaminen ja tunnustaminen Kokemukset eri partnerimaiden soveltuvuudesta tällaiseen toimintaan Kokemukset pilotin siirtämisestä osaksi arkipäivää ja opetussuunnitelmia. Toiminta jatkuu ja jopa laajenee, vaikka hanke päättyi Partnerius jatkuu myös muissa hankkeissa

14 Haasteet? Yhdellä partnerilla suuria vaikeuksia toimia suunnitelman mukaan Ongelmana mm. opiskelijoiden ikä, vakuutukset, isännöinnin byrokraattisuus, kiire ja sitoutumattomuus sekä opitojen tunnistamisen ja tunnustamisen vaikeus Opiskelijoiden lähtötaso hyvin erilainen

15 Miten opittu tunnistetaan ja tunnustetaan? Tässä hankkeessa tunnistaminen ja tunnustaminen oli helppoa Suomen ja Ruotsin osalta. Molempien opetussuunnitelmat joustavat ja mahdollistavat ulkomailla opitun tunnustamisen Hollannissa tämä oli vaikeaa, sillä useimmissa tapauksissa ulkomailla opittu moduuli ei soveltunut heidän opetussuunnitelmaansa Walesin osalta tunnistaminen ja tunnustaminen jäi keskeneräiseksi vähäisten liikkuvuuksien takia. Todennäköisesti vain ns. added value

16 Miten opittu tunnistetaan ja tunnustetaan Yhteistyö jatkuu uudessa ErasmusPlus-hankeessa Feeding the World samoin Lentizin koordinoima Mukana osa AHENE ja AgriEcvetin partnereista ja samoin joitain uusia, yhteensä 12 partneria Tässä tavoitteena 12 uutta maatalouteen liittyvää moduulia, jotka pilotoidaan ja tunnistetaan ja tunnustetaan partnerimaissa KAOn tehtävänä johtaa tätä prosessia ja siltä pohjalta teimme kyselyn, jonka tulokset seuraavassa

17 What is the competent body to recognize the studies abroad? FI AT NO NL SE BE VET school Federal Ministry of Education and Science student guidance and in difficult cases the national agency Recognition of studies abroad will be done by the local study counsellor (and/or the head of education) at the vocational college where the students is enrolled. In case of any doubt, the case will be presented to the one national trade committee (: faglige udvalg) dealing with agricultural vocational education. Our school - however we have to stick to the curriculum Ministry of education The principal Department of education

18 What is the competent body to recognize the studies abroad? In the UK there are no awarding bodies who provide recognition/ certification for study undertaken abroad unless they form part of an existing qualification already validated by them. There are awarding bodies which may validate individual modules such as the National Open College Network (NOCN) but they usually require a guarantee of a minimum number of candidates per year before they will consider validation. We can issue a college certificate or use ECVET, but these would only be a recognition of training and have no National recognition of competence. The modules taken abroad would not contribute to the core qualification the student is studying. This is because the awarding bodies insist on having control over standard of delivery and the assessment process. UK EE LV ES School Smiltenes tehnikums Our centre which needs to stick with the curriculum for vocational training schools recognized by the Ministry of Education

19 Who is the person who will do the recognition in practice? FI AT NO NL SE BE UK EE LV ES teacher Dr. Erwin Gierzinger student counsellor The study counsellor (or the head of education) at the vocational college where the students is enrolled. Principal of school Board of vocational education The responsible teacher for that subject The board of teachers For a qualification / module accredited by a National awarding body it would have to be a tutor or assessor who is recognised by the awarding body Head of the Department of Education Mentor/practice manager at school The principal of the centre together with the tutor of each student.

20 How easy do you find recognition of studies and learning abroad? FI AT NO NL SE BE UK EE LV ES Very easy Not so easy Somewhat easy Somewhat easy Somewhat easy Not at all easy Very easy Not so easy Not at all easy Very easy Somewhat easy Somewhat easy

21 If not easy what is the reason for that? AT inflexible curriculums NO NL SE BE UK If student need recognition of a course/module to fully replace a part of curriculum, there must be an assessment (at least pass/fail). In few cases this is not the situation. Two and a half out of three weeks are according to curriculum A lot of regulations to take care of. Very bureaucratic. There are no documents that say that what we are doing is legal. Awarding bodies require schools to be centre approved to deliver their qualifications and the monitor the quality of delivery and assessment to ensure it meets National standards. Center approval is site specific and all delivery staff have to be deemed competent and approved.

22 The module FI AT Can be totally different to the home curriculum. could be partially overlapping with home curriculum can be totally different to the home curriculum. could be partially overlapping with home curriculum NO NL SE BE UK EE LV ES could be partially overlapping with home curriculum could be partially overlapping with home curriculum could be partially overlapping with home curriculum could be partially overlapping with home curriculum can be totally different to the home curriculum. can be totally different to the home curriculum. could be partially overlapping with home curriculum could be partially overlapping with home curriculum

23 In you curricula have you got any free-choice studies where modules abroad can be recognised? FI AT NO NL SE BE UK EE LV ES Yes No Yes Yes Yes Yes Yes No No Yes Yes Yes

24 Is the extension of the modules i.e. number of credits in your curricula FI AT Based on competences independent on time Based on time, hours, weeks... Based on time, hours, weeks... Based on competences independent on time NO NL SE BE UK EE LV Based on competences independent on time Based on time, hours, weeks... Based on time, hours, weeks... Based on competences independent on time Based on competences independent on time Based on competences independent on time Based on time, hours, weeks...

25 Do you use credits or competence points in your curricula? FI AT Yes No No No NO NL SE BE UK EE LV ES Yes No Yes No No Yes No Yes

26 FI AT Have you got a minimum length for a module abroad which can be recognized? If so, how long it has to be? no No We do not None NO NL SE BE UK EE LV ES No No idea. But if filled in as a subject of choice it will be 240 learning hours (partly lectures, partly homework) 2 weeks No minimum length No, there is no minimum length, but the module studied abroad would be an additional qualification, not part of the students core qualification. no 3 weeks, depend from module It depends on hours, type of competences. There is not a maximum

27 What is your assessment scale? E.g 1-10, 1-3 etc. FI AT NO NL SE BE UK EE LV ES (Good-poor) 1-7 (A-F) We use a 7-point scale. (12, 10, 7, 4, 02, 00, -3). See details at: 02 is the minimum grade for passing an exam. Apart from the 7-point grading scale, pass/fail assessment may also be used. The student's performance must be assessed according to academic targets set for the specific subject or course (absolute grading method). The relative grading method must not be used or incompetent, competent, good/excellent A-F This depends on the qualification, different qualifications and different awarding bodies use different systems, some are pass or fail, some are pass, merit, distinction, some are graded as a percentage. Different awarding bodies set the pass mark at different levels ranging between 40% and 80%

28 In the end of the module there has to be? FI AT No exam needed, the participation in the module is enough No exam needed, the participation in the module is enough Exam with fail/pass assessment Exam with fail/pass assessment NO NL SE BE UK EE LV ES No exam needed, the participation in the module is enough Exam with fail/pass assessment Exam with number scale assessment No exam needed, the participation in the module is enough No exam needed, the participation in the module is enough No exam needed, the participation in the module is enough Exam with fail/pass assessment Exam with number scale assessment

29 Do you recognize also informal learning like FI AT Language and interaction skills;soft skills like cultural competences; Language and interaction skills; Language and interaction skills; Language and interaction skills;soft skills like cultural competences; NO NL SE BE UK EE LV ES Language and interaction skills; Language and interaction skills;soft skills like cultural competences; Language and interaction skills; Language and interaction skills; Language and interaction skills;soft skills like cultural competences; Language and interaction skills;soft skills like cultural competences; Language and interaction skills; Language and interaction skills;

30 In the exam FI AT We have mutual trust with receiving partner and their teacher can do the assessment We have mutual trust with receiving partner and their teacher can do the assessment We have mutual trust with receiving partner and their teacher can do the assessment We have mutual trust with receiving partner and their teacher can do the assessment NO NL SE BE UK EE LV ES Our teacher has to be with in the assessment We have mutual trust with receiving partner and their teacher can do the assessment We have mutual trust with receiving partner and their teacher can do the assessment We have mutual trust with receiving partner and their teacher can do the assessment Only our teacher can do the assessment Our teacher has to be with in the assessment We have mutual trust with receiving partner and their teacher can do the assessment We have mutual trust with receiving partner and their teacher can do the assessment

31 Does the teacher have to travel with students? FI AT NO NL SE BE UK EE LV ES Not needed Not needed Not needed Not needed Not needed Not needed Not needed Not needed Not needed Not needed Not needed Not needed

32 Any other comments? NO NL #13: Exam with fail/pass assessment is minimum, is course should substitute (all or part of) a course in normal curriculum. If module substitutes af curricula course 1:1 and this curricula course has exam with number scale assessment, then an exam with number scale assessment is preferable for the module (but not mandatory). #14: We do not have a course with only informal learning (e.g. course in cultural competence), but informal learning outcomes (e.g. cultural competence and professional attitude) are part of the total set of learning outcomes for the education. There are other ways to assess students in addition to exams, like performances, presentations, etc. The main issue is the recognition. If we can get it accepted as a subject of choice it is easy to fulfill with an assessment. If not, it is probably more difficult to realise within the students education results.

33 Any other comments? UK EE The answer to question 13 would depend on the awarding body it may be any of the three. Question 14 would only be by college certificate. There are specific qualifications for soft skills, but for them to be Nationally recognised they would have to be validated by an awarding body under their rules. Question 15 would depend on how the module is recognised. If it is by College certificate the first option is ok, but if by an awarding body it would have to be by a person approved by the awarding body. Question 16 For our students going to study, if the student is over 18 years old the first option is ok, but if under 18 it is the third option. For my KA1 bid I have assumed the students would be 18 and traveling unaccompanied quest.13 - the module output is necessary LV ES Participation is also important together with exams.

34 Katso video