tampere vocational college the core curriculum for...

Tampere Vocational College The Core CURRICULUM

for Young People

Approved by

Skills Examination Board on 15 May 2015, 24§;

The Upper Secondary Education Board

on 16 June 2015, § 60;

Effective 1 August 2015

Tampere Vocational College The Core Curriculum for Young People

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Table of Contents 1 Courses for young people at Tredu ..................................................................................................................... 4

1.1 Education aiming at an upper secondary vocational qualification ............................................................. 4

1.2 Other training ............................................................................................................................................... 7

2 Student’s study paths ......................................................................................................................................... 8

2.1 Individual study plan (HOPS in Finnish) ....................................................................................................... 8

2.2 The choice of specialisation ....................................................................................................................... 10

2.3 Vocational optional modules ..................................................................................................................... 10

2.4 The optional, additional modules to the core subjects ............................................................................. 10

2.5 The free-choice modules ........................................................................................................................... 10

2.6 Upper secondary school studies ................................................................................................................ 10

2.7 Youth Apprenticeship, 2+1 Model – the last year of study in an apprenticeship ..................................... 11

2.8 The international study paths ................................................................................................................... 11

3 Implementing the training ................................................................................................................................ 13

4 Student selection ............................................................................................................................................... 15

4.1 Other matters related to student selection ................................................................................................. 16

4.2 Other education and training ..................................................................................................................... 17

4.3 Continuing studies ...................................................................................................................................... 17

5 Right to study .................................................................................................................................................... 18

5.1 Right to study in education aiming at qualification .................................................................................... 18

5.2 Right to study in other courses ................................................................................................................. 19

5.3 Limitation of the right to study in all training ............................................................................................... 20

6 Supporting the student ..................................................................................................................................... 21

6.1 Collaboration between home and institution .............................................................................................. 21

6.2 Guidance counselling .................................................................................................................................. 22

6.3 Remedial teaching ...................................................................................................................................... 23

6.4 Student welfare .......................................................................................................................................... 24

6.5 Special needs education .............................................................................................................................. 27

6.6 Individual educational plan (HOJKS in Finnish) ......................................................................................... 28

6.7 Different participants in student support ................................................................................................... 29

6.7.1 Advisory Council for Student Affairs ..................................................................................................... 29

6.7.2 Skills Demonstration Board .................................................................................................................. 29


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6.7.3 Vocational Advisory Councils ................................................................................................................ 29

6.7.4 The entity empowered to take disciplinary action for revoking and restoring the right to study ....... 30

6.7.5 Students’ Legal Protection Board ......................................................................................................... 30

6.8 The students’ peer support and leisure activities ......................................................................................... 30

6.8.1 Student Union activities ....................................................................................................................... 30

6.8.2 Tutorials ............................................................................................................................................... 31

6.8.3 Hobbies and competitive activities ...................................................................................................... 31

7 Assessment ....................................................................................................................................................... 34

7.1 Information for the student on assessment .............................................................................................. 34

7.2 Methods of assessment ............................................................................................................................. 35

7.3 Providing assessment .................................................................................................................................. 35

7.4 Decisions on assessmant ............................................................................................................................. 38

7.4.1 Principles............................................................................................................................................. 38

7.4.2 Adjusted assessment .......................................................................................................................... 39

7.4.3 Resitting and improving the grade given for competence ................................................................ 41

7.5 Rectification of assessment provided on competence ................................................................................. 42

7.6 Acknowledgement and recognition of previously acquired competence ..................................................... 43

7.6.1 Acknowledgement of competence .................................................................................................... 44

7.6.2 Recognition of competence ............................................................................................................... 44

7.6.3 Recognition of competence from another vocational qualification .................................................. 45

7.6.4 Recognition of competence with regard to integration related to an incomplete vocational qualification

..................................................................................................................................................................... 46

7.6.5 Recognition of upper secondary studies ............................................................................................... 46

7.6.6 Recognition of competence acquired through work experience ....................................................... 47

7.6.7 Recognition of competence for studies completed abroad ................................................................... 47

7.6.8 Competence acquired by other means, and its recognition .............................................................. 47

7.6.9 Conversion table, used for prior learning validation .............................................................................. 48

7.7 Certificates .................................................................................................................................................. 48

7.7.1 Qualification certificate ....................................................................................................................... 48

7.7.2 Certificate on the completed part-modules and on vocational skills demonstrations ...................... 49

7.7.3 Certificate on completed education ..................................................................................................... 50

7.7.4 Appendices to the certificate ............................................................................................................. 50

8 Feedback system ............................................................................................................................................... 50


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1 Courses for young people at Tredu

1.1 Education aiming at an upper secondary vocational qualification

The object of vocational training is to raise vocational competencies, to develop working life and to respond to

the required competencies, as well as to promote employment and entrepreneurship, and to sustain life-long

learning.

The object of upper secondary vocational training is to give the students the knowledge and vocational skills

required by the upper secondary vocational qualification, as well as the capacity for ‘entrepreneurship’.

(Vocational Education and Training act 630/1998, 2§, 4§, 5§) Fig. 1 Structure of the upper secondary vocational qualification

Upper secondary qualification

The total scope of the qualification 180 competence

credits

Vocational module

Includes obligatory and optional modules.

135 competence credits

The number of obligatory and optional modules var-

ies, according to the qualification.

Common core study module

- includes obligatory and optional sub-sections

1 Communication and interpersonal skills 11 competence

credits

2 Mathematics and natural science 9 competence credits

3 Required skills in society and the workplace 8 compe-tence credits 4 Social and cultural competence 7 competence credits

35 competence credits

Obligatory 19 competence credits

Optional 16 competence credits

In the Social and cultural competence basket all

sub-sections are optional.

The free-choice modules 10 competence credits

May be one or more modules.

The qualification includes a minimum of 30 competence

credits consisting of on-the-job-learning, guidance counsel-

ling and studies in entrepreneurship.


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The competencies common to all fields of qualification at Tampere vocational college include entrepreneur-ship skills and service skills.

Each upper secondary vocational qualification includes studies in entrepreneurship, equal to seven compe-tence credits. The way these studies are carried out varies according to the qualification. (For a detailed de-scription of individual entrepreneurship-based studies, see the qualification-specific sections.)

Service skills encompass service, guidance and counselling. The target of these competencies is to improve customer service skills both internally and externally and to enhance understanding of one’s own work, and the service process. The central thematic content in the teaching includes a focus on the modifications in the skill requirements, developing one’s own customer service skills, boosting competence in the usage of infor-mation and communications technology, as well as field-specific management of customer safety.

Knowledge of information and communications technology is one of the central competencies required for future work. At Tredu, the basic skills listed below which pertain to information and communication technol-ogy, and are common to all vocational fields, are skills targets for every upper secondary vocational qualifica-tion. The implementation of the teaching of these basic skills varies according to the qualification in question (see ‘qualification-specific sections’).

drafting, saving and printing out appropriate documents (e.g. word processing, spreadsheets and presentation programmes)

use of electronic presentation techniques

use of internet/web search engines and web databases

critical use of information and interpretation of sources, citing sources and complying with copy-right law

data protection and privacy protection management

a sense of responsibility and code of conduct on the web

use of internet

use of intranet

use of library and information services

student administration system management

use and knowledge of the electronic learning environments

use of electronic interactive tools (e.g. video conferencing programmes and social media tools)

The values and principles of sustainable development are carried out at the upper secondary level according to

the Sustainable Development Action Plan. The functional content of the sustainable development varies ac-

cording to the qualification, and a detailed description of the content is provided in the qualification-specific

sections. In the vocational modules, the focus is on a professional awareness of the environment, such as eco-

efficient work and action methods, on the environmental systems pertaining to the profession(s), as well as the

life cycle of the products/services provided in the field. Professional ethics also implies sustainable develop-

ment, and must be taken into account in teaching. For instance, high quality and responsible behaviour and

occupational safety are included in professional ethics.

Teaching of the common core study modules and their sub-sections plays a very important role in forming an

overall picture of sustainable development for the students. The common core study modules familiarize the

students with the environmental and social impact of the vocational field at a regional, national and global level.

CCM subjects offer the capacity to reflect on and contemplate questions of sustainable development in relation


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to one’s own vocational field. The student learns to contemplate his/her own vocational field from all the dif-

ferent viewpoints of sustainable development, be they ecological, economic, social or cultural. He/she will re-

think the opportunities for the vocational field to decrease negative environmental impact, and to promote

sustainable development and other future challenges that are related to the field more generally (such as run-

ning out of natural resources, climate change, aging of the population and the globalization of economics).

The sustainable development skills targets are described in the qualifications criteria. The fundamental objec-

tives and criteria relating to the qualifications and vocational modules further specify the sustainable develop-

ment knowledge that is considered pertinent to any given vocational field, how this knowledge can be demon-

strated, and how it can be evaluated through assessment of on-the-job-learning. The student’s sustainable de-

velopment knowledge and skills are also evaluated through assessment of on-the-job-learning.

One of the targets also set by the service contract is the international dimension of the training. The prepar-

edness of the students in this regard may be improved by having them participate in student exchange pro-

grammes on the one hand and on the other by developing the ‘domestic transnational’ aspect within the insti-

tute. Another way to improve preparedness is to provide additional foreign-language teaching within courses

aiming at upper secondary vocational qualification (see 2.7 International study paths).

The vocational training of athletes at Tredu

In those institutions which have been granted the special task of providing upper secondary vocational educa-

tion and training to athletes, the sports coaching has been integrated in accordance with the athlete’s other

activities. The scheduling of practical training activities is organized in such a way that they do not clash with

study. If this is not possible, the athlete shall participate primarily in the coaching sessions as agreed. The stu-

dent athlete’s work plan includes the possibility to participate in coaching at least three times a week. In these

specialist institutions there is a sports director, with sufficient time allocated for him/her to oversee these ac-

tivities. At Tredu, this task is conferred on a full-time sports coordinator, in cooperation with guidance counsel-

lors who specialize in student athletes, supported by the teachers and other staff.

As to passing the vocational, as well as other obligatory modules, flexible, personalized solutions, such as e-

learning, extended on-the-job-learning and virtual learning environments (known as ‘Treenaamo Teaching’),

are used.

Tredu supports the goals of student athletes with many arrangements aimed at combining sports and study.

Study is supported by comprehensive planning that enables sports practice, as well as by individual study coun-

selling. Time is set aside for sports in between the schoolwork, and Tredu‘s support services and co-operative

network are available. The institution organizes sports coaching to fit in with the student’s timetable on a reg-

ular, weekly basis.

Tredu’s coaching activities support the individual training plans and schedules which are drawn up on the per-

sonal authority of a student athlete’s coach. The training, organized by the institution, is being arranged in co-

operation with the Sammon keskuslukio high school’s sports programme and the Tampere Sports Academy

weekly on Tuesdays, Wednesdays and Fridays from 8 am to 9.30 am in the following disciplines:


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Team sports: soccer, ice hockey, floorball (a form of indoor hockey), volleyball and basketball

Individual sports: orienteering, track and field athletics, swimming and gymnastics

Martial arts and physical education, power training, judo, weightlifting and boxing

Stamina, rehabilitation and support coaching

The coaches at the morning practices in the disciplines organized by Tredu and its partners have been selected

with the sports governing bodies and clubs. In other disciplines, morning practices are arranged in collaboration

with the athlete’s own coach or the club. All training venues are high quality sports facilities in the city of Tam-

pere.

The person responsible for organizing Tredu athletes’ vocational education is a full-time sports coordinator. In

support of the athletes’ studies a guidance counsellor has been appointed who is familiar with combining sports

and studies.

Further information on the targets and assessment of sports training can be found here.

Foreign language undergraduate education

As an authorized education provider, Tredu can also offer courses in the English language, in business admin-

istration, at undergraduate or graduate level.

1.2 Other training

In order to promote and strengthen students’ capacity for study, Tredu furthermore offers a preparatory course

for upper secondary vocational education and training (Vocational Education and Training act 630/98, 13b§ –

amended L 246/215). The scope of the training is 60 competence credits. The aim is to provide a student with

the knowledge and required skills to gain entry qualification for vocational education and training and to rein-

force the student’s opportunities to pass the upper secondary vocational qualification.

The preparatory training for the upper secondary vocational education and training includes

Obligatory Modules (10 competence credits): Orientation towards vocational education and the basic skills for the world of work

Optional modules (50 competence credits): Strengthening of learning skills, preparation for the on-the-job-learning and apprenticeship training, reinforcement of everyday life skills and well-being, modules or subsections of the upper secondary vocational qualification, and free-choice modules related to training.

The course is aimed at vocational training and prepares the student for access to upper secondary vocational education and training. Flexible transition into training aimed at qualification is possible at any stage of the course, if the student possesses the necessary prerequisites, and if the organizing body has a study place available on an appropriate programme. Also, a student preparing for a trainee apprenticeship can, at any point in the training course, take up such an apprenticeship, if he/she finds a suitable place.

For students with special needs, additional educational support is available if necessary, to connect with com-

prehensive rehabilitation in support of their studies. The main emphasis is on pedagogic rehabilitation that

fosters learning. This refers to measures that reinforce the student’s well-being, the capacity for individual


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learning, and opportunities for participation. The point of departure for pedagogic rehabilitation consists of

the student’s individual learning requirements, needs and expectations, functional ability, and resources.

In Tampere, the vocational college organizes, together with the basic education, an additional training course,

the ‘Ammatti10’ (Occupation10), through which it is possible to raise grades, become familiar with the differ-

ent basic qualifications, access the labour market, as well as acquire complementary vocational skills. A certif-

icate pertaining to the modules passed in compliance with the additional teaching curriculum is provided by

the basic education. Close cooperation is conducted with those additional course co-ordinators who are based

at other municipal colleges.

The aim of the different transit point projects and separate support measures, including e.g. AKU activities

(for under-18s, without a study place), is to facilitate the student’s transition from basic to vocational educa-

tion.

2 Student’s study paths

2.1 Individual study plan (HOPS in Finnish)

The aim of counselling is to support the student’s learning and his/her professional/vocational growth at dif-

ferent stages of study so that the student will be able to independently make choices and evaluate the signif-

icance of such choices from the point of view of his/her study and career aspirations. The point of departure

for student counselling is the individual study path, supported by counselling.

The individual study plan is a developmental plan, based on the individual needs of the student, aiming at

supporting studies, self-assessment and career planning. The aim of the individual study plan, to be set out by

each student for himself/herself together with the group/study counsellor, is to develop the student’s own

responsibility for planning his/her studies and learning. An Individual Study Plan is a total system encompassing

the progress of studies, optional modules related to the qualification, teaching arrangements and prior

knowledge.

The aim of the start-up stage of counselling is to persuade the student to commit to studies, and to develop a

sense of active responsibility. The student will be guided when writing out the Individual Study Plan. Counsel-

ling during studies aims at developing the student’s professional identity and self-confidence as well as aspi-

rations and skills for life-long growth and learning. The student will receive counselling in making his/her

choices, in matters pertaining to teaching arrangements, as well as in the life situations involving change. At

the final stage, the aim of counselling is to have the student know how to access further studies and employ-

ment. The student is encouraged to explore not only tasks in his/her own field but also diverse employment

and training opportunities, so that the student would, by the end of the studies, have a plan of his/her own

ongoing career path.

The items that shall be recorded in the study plan:

basic information about the student


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the student’s objectives and methods for learning

the student’s choices performance and planning based on acknowledgement and recognition of the student’s compe-

tence the need for individual support, based on the starting level survey if the student’s mother tongue is other than Finnish, the required amendments and arrangements

The student reviews and updates the aims and content of his/her Individual Study Plan regularly during the

studies. The Individual Study Plan will be recorded in the student administration system and shall be archived

in compliance with the filing instructions.

Forming the study paths

In all upper secondary vocational qualifications there are obligatory vocational modules and core subjects, as

well as free-choice modules. Different study paths may be formed on the basis of the student’s own targets,

his/her earlier education or career to date. The individual study plan is based on planning of the student’s own

studies and individual choices. It fosters the career planning and vocational/professional growth of the stu-

dent, develops the capacity for self-assessment, motivates learning, and is therefore updated throughout the

duration of the study programme.

The upper secondary qualification requirements enable, for example, the following study paths:

The student is aiming for a particular career, in which case the study path may be formed by indi-vidual choices between different education programmes and optional vocational modules. Stu-dents may also choose courses with the aim of starting their own business.

The student wishes to enhance his/her professional competence, in which case the study path may be formed by individual choices of optional vocation modules that go beyond the nominal scope of the qualification (180 competence credits). The student may furthermore develop his/her skills with a view to setting up his/her own business.

The student has graduated from the upper secondary school or has passed some of its exams, in which case the study path may take account of such upper secondary school studies with respect to some common vocational, optional and free-choice modules. This enables the study period to be shortened.

The student aims at further studies, in which case the study path may be formed by as many choices as possible amongst the common core study modules or the upper secondary school stud-ies. This will enable further individual post-graduate study skills.

The student has work experience or competence that has been acquired in other ways, whereupon his earlier acquired knowledge is assessed and acknowledged as part of the qualification. This ena-bles the study period to be shortened individually.

The student is offered a job opportunity in the middle of his/her studies, whereupon the study path may consist of individual modules of the qualification so that alternating work and studies becomes individually possible. The education provider must in these situations take care to write out an individual study plan, so that it will be possible for the student to get back to his/her stud-ies or to complete the qualification at the end of the employment period.

The student has a previous upper secondary vocational qualification or some modules of a further vocational qualification or a specialist vocational qualification, in which case the study path may be formed by acknowledging the other upper secondary, or specialist, vocational qualification as part of the vocational modules. This enables the study period to be individually shortened.


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2.2 The choice of specialisation The education provider may authorize access to a specialisation, either for that access to occur already at the

‘joint application’ stage, to the extent that is set out in the Decree on the Grounds for Accepting Students for

Basic Vocational Training (4/2013) by the Ministry of Education and Culture, or so that the specialisation is se-

lected during the first year of studies. If the selection is made with the studies already underway, the qualifica-

tion criteria of the study plan determine which specialisations may be selected, as well as the selection method,

timetable and selection criteria.

Tredu’s policy on the specialisations offered is based on the needs of working life.

2.3 Vocational optional modules The upper secondary vocational qualification consists of obligatory modules (for all) as well as optional and free-

choice modules. The number of obligatory modules varies by degree, and optionality may apply to all the stu-

dents taking the qualification and/or to those within a certain specialisation.

The optional vocational modules may be carried out as contact (classroom) teaching in an institution, as a com-

bination of contact teaching and learning-on-the-job or entirely at the workplace. The qualification-specific part

of the study plan determines the optional modules, their implementation methods, the selection method and

timetable, as well as the selection criteria.

2.4 The optional, additional modules to the core subjects All qualifications include common core study modules for a total of 35 competence credits, out of which there

are options for a total of 16 competence credits. The studies are subdivided into four so-called ‘baskets’. The

student must make choices so that the criteria set down as the basis of the qualification are fulfilled. The extent

and availability of the common core study modules and their sub-sections are presented in the common core

study modules plan.

2.5 The free-choice modules The upper secondary vocational qualification includes free-choice modules for up to 10 competence credits.

These studies may be professionally specialised or broader, locally offered, optional or upper secondary school

studies, or studies that support study preparation or professional development.

2.6 Upper secondary school studies

The Tampere Vocational College offers upper secondary school subjects as a part of the upper secondary voca-

tional 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 organ-

izing upper secondary education in the town of Nokia from autumn 2016 onwards, as will the Lempäälä Upper

Secondary School from autumn 2017.


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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 sec-

ondary school syllabus, during normal school hours. All students completing their upper secondary qualifica-

tions 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 acknowledged as a part of the upper secondary vocational

qualification, in accordance with the regulations set out by the Finnish National Board of Education, and with

the presentation of the student. 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.

2.7 Youth Apprenticeship, 2+1 Model – the last year of study in an apprenticeship

A youth apprenticeship involves upper secondary vocational education and training aiming at qualification so

that a 4 months minimum apprenticeship contract is also included, by virtue of the Vocational Education and

Training Act (630/1998).

Learning by apprenticeship consists of on-the-job training as well as theoretical studies at an institution. A pro-

fessional on-the-job trainer is appointed to the student, and his/her task is to counsel, support and assess the

student’s learning (skills) on the job. The trainer acts as the contact person for the institution or the apprentice-

ship centre. The apprenticeship contract is a written terminable work contract, in compliance with the collective

agreement in the field.

Once the student has completed his/her studies, he/she is conferred with a qualification certificate and a cer-

tificate of skills demonstration, as well as the certificate of on-the-job learning. Furthermore, the apprenticeship

offers a good opportunity for the student to demonstrate his/her skills in the workplace and a possible path to

finding a job after graduation.

2.8 The international study paths

An optional study path is the international path that may be included in all qualifications and studies.

The options for following the international study path are

English-language qualifications and a related international study path, as well as

a vocational study path that includes international activities (international projects, inter-national tutoring, project studies, international final projects, international entrepreneur-ship, etc.)

The international study path may be supported by exchange programmes abroad, including study and/or learn-

ing-on-the-job. An international competition may be a part of an international study path.


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International orientation and skills demonstrations abroad

Foreign study at a collaborating institution or enterprise forms an integral part of the student’s qualification.

Where on-the-job-learning is organized abroad, the local regulations and customs also need to be taken into

account. A contract is drawn up for the exchange period. Practices and requirements in different countries may

vary. Contracts aim at specifying matters pertaining to the student’s counselling, assessment, occupational

safety and insurance cover, as well as to how the skills demonstrations are implemented. Furthermore, the

parties agree on specific issues, including i.a. responsibility for familiarization and supervision of safety at work,

organisation of meals, travel and lodging. International orientation before the trip and a feedback session as a

part of the exchange period are organized for the students.

The expert exchanges and visits, as well as work periods abroad, are a significant and invaluable addition to the

development of working life skills and vocational education and training, as well as enjoying foreign-language

training.

The comparability, acknowledgment and recognition of studies and ECVET

The purpose of ECVET, the European Credit System for Vocational Education and Training, is to increase trans-

national mobility, exploit what is being learnt abroad as a part of a qualification, and to add transparency to the

qualification. The aim is to promote recognition of the learning outcomes achieved abroad, in order for a stu-

dent to achieve his/her qualification.

After the period abroad, the student’s competence as well as the successfully completed studies/on-the-job

learning are acknowledged and recognized, in accordance with the principles of Ecvet. The learning outcomes

assessed abroad are not reassessed.

2.9 Competitive activities to support learning and growth

The aim of competitive activities is to foster the students’ contacts in their working life as well as their social

capital. Another important aspect is collaborating both within the institution and together with external play-

ers.

Skills Finland ry (non-profit organization) for Taitaja and Skills competitions

Tredu is strongly involved in competitive activities relating to vocational education and training, coordinated in

Finland by Skills Finland ry. The Taitaja (national skills) competition is open to all young VET students under 20

years of age. A student may participate in the competition, if he/she wishes to, more than once, in the same or

different disciplines. The aim of the competition in vocational skills is to have the participants learn more in

depth about vocational issues and to boost their self-confidence in vocational skills and activities. The young-

sters who do well in the competition have the opportunity to access vocational skills coaching that aims at the

international EuroSkills and WorldSkills competitions.

SAKU ry for competitive sports and cultural activities


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Tredu supports students in sports and cultural activities, and promotes their well-being. Tredu aims to

strengthen collaboration with SAKU ry. SAKU ry is a private sports and culture organisation for vocational edu-

cation and training as well as a cooperative organisation for the promotion of well-being, and which offers ser-

vices both for students and staff.

Tredu aims at encouraging students to take part in SAKU ry’s student activities, consisting of sports (physical

education), culture, tutorials, and courses and camps that prepare for the working life. The targets of the sports

and culture activities consist of supporting students’ mental, physical and social growth by providing them with

experiences, adventures and opportunities for self-development, to promote team spirit and to prevent social

isolation. The students learn to respect the rules and each other and they get the opportunity to represent their

institution and to practice networking. SAKU ry’s sports and culture competitions are a showcase for the stu-

dents who are interested in the sports or cultural fields or who have the will to engage in sports or cultural

activities.

3 Implementing the training

Tredu’s key pedagogic idea is that learning takes place through contact teaching, in multiform teaching, on-

the-job-learning in the workplace, as well as outside the school day. Different teaching methods and their com-

binations are exploited in the teaching.

In order for learning to take place, the student’s active participation, reflection and experimentation are re-

quired, so that the student can identify the learning styles and methods best suited to him/her and can be

developed. Besides theoretical studies, emphasis is placed on functionality, problem-based learning and pro-

ject-based working. The aim is to reduce individual, unconnected facts and to increase the connection of the

information to practical working life tasks. Integration among different study subjects is developed all the time,

in order to facilitate perceiving a whole complex of issues.

Accrual by stages A system of four terms per year is observed at Tredu. The length of each term is decided upon annually and the

duration of each term is 9 or 10 calendar weeks. When the work schedules and holidays of the study year are

planned, the aim is to ensure that each term contains a uniform number of lessons by fitting the lessons that

coincide with national holidays into the same or an adjacent calendar week. The scope of a study year is com-

puted at 60 competence credits, with possible deviations, according to the qualification. The students may,

however, collect either more or fewer competence credits, according to how the points are accrued, in com-

pliance with the qualification in question. Competence credits are accrued as the student acquires more

knowledge.

Planning for the study year Planning for the study year takes place in collaboration with all fields of study. When planning is being under-

taken, it is noted that students’ individual study paths should be devised to be as flexible as possible and that

students’ individual choices for completing both upper secondary school education and the matriculation ex-

amination should be acknowledged. In the annual planning, the common core study modules are placed prin-

cipally in the same module with the vocational studies, and they are organized so that the studies support each


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other.

Module, part-module and the study unit

A vocational module may be subdivided into study units (the details can be found in the qualification-specific

plan). Studies pertaining to common core study modules consist of studies of part modules (part modules of

the mother tongue, physics and chemistry are also subdivided into study units). Vocational modules, as well as

part-modules, are assessed as ‘competence’. Course evaluation is the assessment of learning.

Contact teaching The amount of contact teaching per competence point varies slightly according to the qualification.

Campuses

Attempts are made to avoid the need for students to move between different locations on campus by offering

e.g. elective studies at different sites around the campus, in accordance with a separate plan. There may be

exceptions to this, however, depending on the student’s own choices, as is the case e.g. with upper secondary

studies. Guidance counsellors advise the student so that such choices, e.g. shuttling across campus in the mid-

dle of the day, can be avoided. The aim is to make the timetables based on the needs of the student and learn-

ing, so that teaching occurs as evenly as possible over the ‘arch’ of the weekly calendar, and so that the cross-

curricular themes support each other where possible. In contact teaching, the size of the group is kept under

review, so that the qualification-specific ‘special characteristics’ as well as the targets set for learning are carried

out as efficiently as possible.

Multiform learning E-learning, E-teaching

Multiform learning may include contact learning, distance learning, as well as independent data acquisition and

task-based learning. At Tredu, the multiform learning aims at diversity, so that learning can take place by means

of e.g. classroom, e-learning, lectures, in teams, contact and distance learning. Furthermore, learning may be

carried out through different initiatives, projects, special occasions, customer events and customer commis-

sions. Further, if the learners live in different areas, contact learning events may be organized e.g. by videocon-

ference

E-learning and -teaching imply learning and teaching, retrieval, application and understanding of information

via the internet. E-teaching implies exploitation of information and communications technology, especially e-

technology, in learning and teaching. Multiform learning and distance learning, as part of it, are important

forms of e-learning. The use of multiform learning and e-teaching at Tredu are described in more detail in the

qualification-specific parts.

On-the-job learning

On-the-job learning is an integral part of studies within vocational education and training, as well as a form of

training in organisation, where some of the qualification targets are learnt by working on the job. The studies

which are target-oriented, guided and assessed take place in a genuine work environment. Its scope in all up-

per secondary qualifications is at least 30 competence credits.

Carrying out on-the-job learning (planning, counselling and assessment) lies within the responsibility of the

vocational college, which is in charge of ensuring that the actors share a view of how on-the-job learning shall


15

be carried out with an ‘on-the-job learning plan’. Thanks to the collaboration of education and training provid-

ers in the Pirkanmaa region, common practice has been created in the arrangements for on-the-job learning

together with the workplaces, with the guarantee that on-the-job learning is evenly distributed both over time

as well as around the different workplaces.

Also, teaching at the institutions takes place as closely as possible to genuine working life conditions. This is

made possible in the teaching by e.g. arranging assignments to external companies or customers, by organiz-

ing events which are closely linked to qualification content, or by carrying out, within the institution, larger,

project-based work.

Integration ’Integration’ means the provision across the curriculum of the different subjects as a shared, unifying learning

experience. The use of common themes shifts the balance from teaching to learning and lets students see the

connections between different subjects. At the upper secondary vocational level, integration may be

achieved between the part-modules in vocational studies and the common core study modules, within both

the above mentioned part modules, and vocational studies. With integration, temporal and local interconnec-

tions are sought, or acquired skills or concepts are transferred from one subject to another, or several sub-

jects are combined into broad thematic areas. From a temporal point of view, teaching of connected topics

may occur simultaneously or consecutively.

Vocational skills demonstration

A vocational skills demonstration is a work situation or process planned, carried out and evaluated by the edu-

cation provider, where the student demonstrates, through practical tasks, how well he/she has achieved the

level of vocational skills required by the qualification. Competence is evaluated on the basis of the objectives

and criteria determined in the qualification requirements.

A vocational skills demonstration measures practical skills and broad-based activities in genuine work situa-

tions. Vocational skills demonstrations reveal manual skills and practical know-how.

Vocational skills demonstrations occur throughout the study path, and as a core part of the student’s evaluation

are given in all vocational modules.

4 Student selection

The Vocational Education and Training Act 630/1998, Section 26§, determines that a person applying as a stu-

dent is entitled freely to apply for the education that he/she wishes to undertake. The application process for

a student is regulated by the Decree on the Admission Criteria of a Student, issued by the Ministry of Education

(4/2013 in force since the 2014 intake). The student application is effected, in accordance with the Decree of

the Council of the State, via the electronic joint application system (www.opintopolku.fi). The education pro-

vider may also require entrance and aptitude tests.

Admission Criteria for Selection of Students (Act 630/1998, Section 27§)

http://www.opintopolku.fi/


16

Anyone who has completed the national core syllabus at a comprehensive school, or an equiv-alent prior syllabus, may be accepted for entry to an upper secondary vocational qualification.

Also, anyone whom the education provider considers to have sufficient prerequisites to under-

take the course may be selected.

A person whose illness or injury would evidently bar participation in the course cannot be ad-mitted. An aspiring student must provide the education provider with information pertaining to his/her state of health, required by the evaluation of admissibility.

An institution may accept students by using discretion-based selection. Selection in this case is made inde-

pendently of the points awarded for the entrance examination. A maximum of 30 per cent of the students per

course may be selected in this way.

The criteria for discretion-based selection are:

learning difficulties

difficulties of comparison of school certificates with Finnish equivalents

social reasons

It is also possible to apply for upper secondary education throughout the study year by applying for separate

studies. Modules may also be passed as a ‘private student’. As to the fees that shall be collected from private

students, the details are given in the Decree of the Ministry of Education

(http://www.finlex.fi/fi/laki/alkup/2001/20011323, http://www.finlex.fi/fi/laki/alkup/2011/20110180.

4.1 Other matters related to student selection

The students are selected in accordance with the Decree 167/2002 of The Ministry for Education via the joint

application process (www.opintopolku.fi). Matters pertaining to Tredu’s student selection, such as entrance

and aptitude tests, can be found in the application guide and on the website (www.tredu.fi). Applicants for the athlete’s vocational education should fill in a separate application form which is then sub-

mitted, by the institution, to the national sports governing body which governs the sport of the applicant’s

choice, for scoring. Furthermore, the institution’s individual selection procedures, such as interviews, also have

an impact on selection. In accordance with national policy, any person aspiring to become a student athlete

must be, at a minimum, an athlete at the Finnish national level for his/her age group. The students selected to

athletes’ vocational education also receive the athlete status of the Tampere Sports Academy, and the support

services it provides. An athlete may apply to become a student in all upper secondary vocational qualifications offered by the Tam-

pere Vocational College. In practice, most of the athletes are concentrated in the campuses located at Koivis-

tontie, Ajokinkuja, Sammonkatu and Åkerlundinkatu streets in Tampere. A student athlete whose score, awarded by the sport’s governing body, does not suffice for the actual athlete

status, may also be selected to the group consisting of athlete students in Vocational Qualification in Business

http://www.finlex.fi/fi/laki/alkup/2001/20011323,

http://www.finlex.fi/fi/laki/alkup/2001/20011323,

http://www.opintopolku.fi/


17

and Administration, if he/she is able independently to organize the recommended morning practices.

English-language teaching that leads to a vocational qualification in business and administration can be applied

for by application for separate studies. Applicants will be interviewed as part of the selection process.

4.2 Other education and training

Preparatory vocational education (VALMA) 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

for the adults who need additional transitional skills in vocational education and training

for immigrants aiming to apply for vocational education and training

for people changing professions

A person who has completed the national core curriculum in basic education or a corresponding, prior curric-

ulum, and has not previously completed the Finnish Matriculation Examination, upper secondary vocational

qualification, university/polytechnic degree (in Finland or abroad) or a preparatory education, may be ac-

cepted for training. Also, a person who has completed a qualification may be accepted on special grounds,

provided that completing preparatory education in order to gain competence in further studies would be jus-

tified.

When recruiting students, it is taken into consideration that after VALMA, the student will apply for an upper

secondary vocational qualification.

Supplementary education at comprehensive school, the 10th or so-called AMA10 grade, is intended for young

people who were left without a place for further study within the joint application process, and who are in-

terested in vocational training. During the AMA10 grade a student may also raise the grades obtained during

comprehensive education and/or explore different vocational fields, and also e.g. complete some common

core study modules.

The application period for VALMA education and supplementary education at the comprehensive school

(AMA10) is May-June, when students are selected on the basis of interviews. Further information is provided

e.g. on the website www.opintopolku.fi.

4.3 Continuing studies If a student has suspended his/her earlier studies e.g. after having completed a part-module, the student may

apply to complete the studies within the same basic qualification or apply for another qualification. Applica-

tions may be submitted via the joint application system or through an application for separate studies. All stu-

dents must comply with the new grounds for qualification, provided by the Finnish National Board of Educa-

tion, starting from 1st August 2015. Guidance counsellors at Tredu will be able to provide further details.


18

If the student has obtained a qualification certificate and wishes to improve grades already obtained, he/she

will need to apply as a ‘private student’. The fees payable as a private student are outlined in the Decree

1323/2001 of the Ministry of Education. A student may also apply to complete another specialisation within

the same upper secondary vocational qualification. Further information is provided by the guidance counsel-

lors.

The student may also complete the final study year by an apprenticeship contract. The student is eligible to

apply for the 2+1 Model, once he/she has completed the common core study modules, has the basic

knowledge and skills of the profession, and is an independent and responsible student and worker.

5 Right to study

5.1 Right to study in education aiming at qualification

An application for upper secondary vocational education may be submitted normally via the joint application

system or through an application for separate studies. The education provider may also require entrance and

aptitude tests. The students who are offered a study place receive notification in the manner and within the

timeframe provided for in the Opintopolku.fi system of the Finnish National Board of Education.

The student who has been selected must inform the institution within the defined term whether he/she will

accept the study place. The total scope of a course leading to qualification is 180 competence credits, and the

student has 3 years to complete the studies. For some courses (leading to upper secondary vocational qualifi-

cation and a matriculation examination, or a combination of two vocational upper secondary qualifications, or

due to another individual study plan), the study period may be longer.

Study period over 3 years

If the student has not completed his/her studies within three years, he/she will draft a plan to extend the

study period, by means of the ’Wilma’ form, together with the assistance of the group leader/guidance coun-

sellor. The uncompleted studies, a plan for their completion and an estimated timeframe shall be recorded in

the plan.

If the student has still, after the extended time (of 4 years) not completed his/her studies, he/she will need to

make an application for a further extension by means of the Wilma form, together with the guidance counse-

lor, providing the grounds for the request. The decision on a continuation of the study period is made by the

director of vocational education and training. The decision will specify the supplementary period granted for

completing the studies.

Suspension of studies

The student may, by means of an application, suspend his/her studies for a term e.g. because of maternity

leave, military service or other just cause. The length of suspension usually does not reduce the remainder of

the study time. The student must have a plan, recorded in the individual study plan, outlining the continuation

of the studies after suspension.

Withdrawal of the right to study


19

The student’s right to study may also be withdrawn. Withdrawal of the right to study concerns the following

courses: vocational qualification in health care and social services, vocational qualification in logistics special-

ising in transport services, vocational qualification in construction specialising in infrastructure construction,

vocational qualification in aircraft fittings, and vocational qualification of forestry specialising in forest ma-

chine operations; and starting from 1st January 2016, vocational qualification in security.

The student’s right to study may be revoked for the following reasons (Act 630/98, Section 32a§):

The student by repeatedly or seriously endangering the health or safety of another person has proved to be manifestly unfit to perform practical assignments or on-the-job-learning/apprenticeship or

It is evident that the student does not fulfill the prerequisites for admission as a student, as regards state of health or functional incapacity, or

The student has, at the application stage, concealed information pertaining to a previous revocation of the right to study

The student has been convicted for an act offending sexual morality, a sexual offence, an aggravated offence threatening the life or health of another, or for a serious narcotics offence, or if such revocation of the right to study is necessary for the protection of minors (concerns studies that essentially involve working with children).

The student’s right to study may be suspended until he/she consents to the checks and examinations pertaining

to state of health, and necessarily relevant to the revocation process; or until he/she consents to obtain that

extract of his/her criminal record to be declared in situations involving studies that essentially involve working

with children. The decision on a suspension from studies is made by the SORA Committee which also decides

upon eventual revocation, and restoration of the right to study (Act 630/98, Section 35a§).

Fig. 2 Summary of the grounds for revoking the right to study and required clarifications

gro

un

d

Endangering (of) the health or safety of another

Does not fulfill the criteria for selection, due to state of health or functional in-capacity

Conceals an earlier deci-sion pertaining to revo-cation of the right to study

Studies essentially require working with children; has received a conviction

clar

ific

atio

ns

* Endangered seriously (de-scription of event) * endangered re-peatedly (several warnings) * possible examinations

to establish the state of

health

* Will be subjected for checks/examinations by a professional personnel in case of need, to estab-lish the state of health or functional incapacity

* Right to receive infor-mation from the previ-ous provider of educa-tion

* Extract from a criminal record

5.2 Right to study in other courses


20

Preparatory vocational training, VALMA, has a total scope of 60 competence credits. The student has a maxi-

mum of one year to complete the course. In order to secure a supplementary score for a joint application,

studies for a minimum of 30 competence credits must be completed. The period of study may be extended in

exceptional cases.

The point of departure for VALMA training is the student’s personal targets. In the initial stages, the student

will have drawn up a personal study plan, recording the student’s strengths, individual goals and options per-

taining to the training. VALMA enables the student to follow flexible study paths, with different choices and

transitions to and from upper secondary vocational training. VALMA supports the tranche of regulations per-

taining to the acknowledgment and recognition of competencies.

The student can be considered to have quit studies on the same basis as with training for upper secondary

vocational qualification.

5.3 Limitation of the right to study in all training The student can be considered to have quit studies (Act 630/1998, Section 31§) if he/she has not completed

the studies within the given time. Also a student who has dropped out of classes without providing a valid

reason can be considered to have left the course, if it is evident that he/she has no intention of continuing

studies. The decision is made by the director of vocational education and training.

All students have the right to a safe and comfortable learning environment. At all campuses, the regulations

pertaining to secondary education, concerning everyone and at all times, must be complied with. The conse-

quences of violation are based on the Act on Vocational Education of 21 August 1998/630. The consequences

include a written warning, terminable exclusion from school, suspension from studies, revocation of the right

to study, as well as the removal of a student who is harassing people or endangering their safety.

A student may be banned from attending classes (max 3 days) where the student

disrupts teaching

behaves violently or threateningly

endangers the life or health of another

The order may be given by the director of vocational education and training, by a teacher, or a workplace

counsellor, together or individually. The actions related to the case must be recorded in the way deter-

mined by the student services.

The director of vocational education and training may give the student a warning where the student

disrupts teaching

behaves violently or threateningly

acts dishonestly or otherwise violates the regulations of the institution

refuses to present a certificate related to drug testing

has, on the basis of the clarification provided, misused narcotics


21

If the act committed, or omitted, by the student is serious or if the student continues his/her inappropriate

behaviour even after being given a warning, the so-called SORA Committee may expel the student for a fixed

period (max 1 year).

More detailed ‘work peace’ guidelines for actions in studies and counselling can be found here (Tredu mat-

ters of common concernguidelines and forms).

6 Supporting the student

6.1 Collaboration between home and institution

Personnel of the vocational institution shall work in collaboration with parents / guardians (Act

630/1998, Section 5§). The Tampere Vocational College aims at creating a functional and active dis-

cussion channel between the student, his/her custodian and the representatives of the institution. By

way of discussion, coherent insight can be created on the educational targets as well as the required

courses of action. Furthermore, the student’s consistent and balanced growth can be fostered both

at the personal and the vocational level. Collaboration is closely connected to guidance counselling,

the drawing up of a personal study plan, and arranging for learning support services. The significance

of collaboration between home and institution is especially enhanced in cases of students of minor

age.

The group counsellors are the main contacts with the home. Guidance counsellors, school social work-

ers and student health care representatives give expert support and are, when necessary, also in con-

tact with the home. Contact with the home is kept e.g. via the student administration system, Wilma,

as well as personal meetings. However, guardians of students over 18 years of age may only be con-

tacted if authorized by the student.

Events are organised to familiarize and to inform the guardians. All guardians of first year students are

invited at least once during the autumn term to ‘evenings for the folks’. The guardians have the oppor-

tunity, if required, to have a discussion with the group counsellor, teachers or student service person-

nel.

In the ‘evenings for the folks’, and at other information events, the personnel present includes e.g. the head of vocational and adult education division, the group counsellor and student service staff. The subject matters handled in the ‘evenings for the folks’ include

operational principles and rules of the vocational college (the right to study, absence prac-

tices, regulations, etc.)

vocational education and training

studies offered, individual study plans and choices pertaining to them

study counselling and learning support services

learning environments on-the-job learning and vocational skills demonstrations

means of keeping contact and giving mutual feedback


22

opportunity given to guardians of students under 18 to follow up the progress and assess-ment of their studies through the Wilma system

The students are provided, at the beginning of their studies, with A Student’s Guide which includes

important information about the college, about progress of the studies, the rules and regulations, and

the support services offered to the student. Information is also available on the college website

(www.tredu.fi).

6.2 Guidance counselling

The targets, contents and operating principles of guidance counselling vary at different stages, described below:

the pre-study stage

initial stage of studies

more advanced stage of studies

concluding and follow-up stage of studies

The focus areas of guidance counselling are:

student recruitment

student choices induction/orientation

Individual study plans and/or individual educational plan

identification and validation of knowledge

student guidance and follow-up of studies

collaboration between home and college counselling relating to career and further studies

Student counselling is the task of all the staff of the vocational college. In order for this counselling to

prove successful, collaboration is done internally within the college and externally, jointly with ex-

perts, and together with the students and their guardians. Counselling is carried out in accordance

with the Action plan of the student services of the Tampere Vocational College. Link.

Implementation of guidance counselling

A student has the right to obtain individual and other counselling, as required, for the entire duration

of his/her studies (Act 630/1998, Section 29§, Decree 11/1998, Sections 2§ and 4§). The targets, im-

plementation, division of work and assessment are described in more detail in the Action plan of the

student services of the Vocational College.

The aim of counselling is to secure the progress of studies, to support and promote the student’s


23

individual development and to foster vocational growth. Counselling takes place even before the stud-

ies commence and continues along the entire study path.

Counselling at the stage preceding studies The aim of counselling, at the pre-study stage, is to let the applicant obtain information on vocational

training, on the health factors relating to the selection of a given profession, information on how study

content is structured, and information on particular support measures. The applicant is orientated

towards studying, and puts together his/her own study path.

Counselling at the initial stage of studies

The target of counselling at the initial stage of studies is to get the student committed to studying

and to help him/her develop into an active and responsible student. He/she obtains support in

‘learning to learn’ and learning how to orient to the studies. The student is counselled in drawing

up an individual study plan.

Counselling at the more advanced stage of studies

The aim of counselling at the stage while studies are progressing is so that the student will be able

to develop a vocational identity and self-confidence, as well as a willingness and the skills for life-

long growth and learning. The student receives counselling on making his/her choices, on-the-job

learning, and vocational skills demonstrations. The student will be able to seek counselling at times

when life circumstances change.

Counselling at the concluding and follow-up stages of studies

The objective of counselling at the concluding stage is to make the student aware of how to apply

for further studies and prepare for working life. He/she is encouraged to explore tasks that relate

not only to his/her own field, but to a diverse range of work and educational opportunities. At the

end of the studies, the student will have a plan of his/her own path.

Feed-back and follow-up system

Counselling is evaluated throughout the duration of training. The aim of the evaluation is to receive

feedback on the implementation of counselling, and on student placement in working life and fur-

ther studies. Feedback obtained from counselling has an impact on the further development of

counselling work.

6.3 Remedial teaching

The aim of remedial teaching is to foster the student’s learning and studies so that the student will


24

progress in his/her studies in accordance with the individual study plan and can complete the quali-

fication within a specified period. Remedial teaching may be given both in the core subjects and

vocational subjects, in order to promote studies and to strengthen the student’s learning and work-

ing skills.

All students are entitled to receive remedial teaching as well as sufficient guidance in their studies.

A student may tell the group counsellor or a subject teacher about the need for support, whereupon

agreements are made for arranging remedial teaching. Remedial teaching is given individually or in

small groups, either within or outside the lessons, by differentiated teaching. Remedial teaching,

furthermore, can be provided in the so-called ‘arrears workshops’ on campuses (such as Treenaamo/

directive, Konesoppi) where the student may integrate his/her missing studies. Remedial study im-

plies teaching which is given to a student who is temporarily lagging behind. The individual courses

of vocational education and training are responsible for arranging and resourcing remedial teaching

of their own fields.

6.4 Student welfare

Student welfare implies promoting and maintaining the student’s successful learning, good psycho-logical and physical health and social well-being, as well as supporting activities that promote condu-cive conditions within the college community (Pupil and Student Welfare Act 1287&2013, Section 13§). For teachers and other professional staff at the institution this means rethinking and holding onto their responsibilities in their daily routine. The nature of student welfare must be seen primarily as pre-emptive action for which all members of the college community are responsible. The education provider must arrange for student welfare ser-vices (student healthcare, social workers and psychologists) to be implemented together with second-ary education, as well as a multi-disciplinary and systematic collaboration of the social and health sectors with the students and their guardians, and with other partners as necessary.

Student welfare is organised at two levels. ‘Communal welfare’ refers to a culture and programmes that promote students’ learning, welfare, health, social responsibility, interaction and participation as well as a safe, accessible and healthy learning environment throughout the college community. ‘Indi-vidual student welfare’ implies the provision of student welfare services for the individual student.

In accordance with the law, student welfare activities are governed by a steering group. Locally these tasks are managed by the Steering Group of the Children and Youth Services Board of the City of Tam-pere. The steering group is responsible for general planning, development, guidance and assessment.

The steering group for secondary education consists of a management group, augmented with stu-dent welfare representatives. The steering group assembles at least twice a year. The steering group is responsible for planning, development, guidance and assessment of upper secondary level student welfare


25

Each campus of the vocational college has a student welfare group of its own which is responsible, at the campus level, for planning, implementation, development, guidance and assessment of student welfare, in accordance with the plan drawn up by the steering group. E.g. the actions aimed at the proactive and persistent promotion of the welfare of students is recorded in the plan. Entries also include the different actions to be performed at different stages of study, i.e. ’teaming’, and reinforc-ing skills and capacities associated with study. Operational functions of Tredu’s student welfare are managed by the Head of Student Services.

The welfare of the student is also affected by the way students are involved in the planning and deci-sion-making at the college. The college management shall also meet with students by means other than through their representatives (students’ union). Meetings which involve questions and discus-sion between management and students foster open and participative interaction. The students shall also be given information about different opportunities for anonymous contact.

An individual student also benefits from the support of a well-functioning group. Commitment to stud-ies in the first year supports the study path within the required timeframe. The ‘teaming’ of students and the support of the group during studies prevent the experience of loneliness and social isolation. An important part of communal student welfare is to teach and support the student’s responsibility for his/her own and the community’s wellbeing. It is the common task of the college and the home to support a student during studies. All teachers have the task to identify and raise issues and, in case of necessity, refer the student appropriately. The group counsellor has the principal responsibility for acting as the contact person between home and school. The group counsellor shall be in contact with the guardians promptly at the beginning of the studies. In that connection, it is advisable to emphasise the central role of the guardian in fostering studies. Early contact with guardians facilitates contact later during the studies. Fluent collaboration is also made easier by the group counsellor being in contact with home when the feedback to be given is positive. A student who is over 18 years of age has the right to refuse permission for contact be-tween college and home. The aim, however, would be that the students who have come of age would allow a means of communication between home and school to remain.

Parent associations acting in support of the college are one possible resource for collaboration be-tween home and school. Also cooperation between other boards and the third sector as well as the institution shall be strengthened.

Operational functions of Tredu’s student welfare are managed by the Head of Student Services

The person responsible for developing and coordinating student welfare at the vocational college is the Head of Student Services Chief (Secondary education student welfare – directive).

Group counsellors

The group counsellors are regularly in contact with the students in their own groups. They conduct

steering discussions with their students and participate in drawing up the student’s individual study

plan. They follow up on how the students are progressing in their studies and work in cooperation

with college personnel as well as with the students’ guardians.


26

Guidance counsellors and special support personnel

Guidance counsellors and special support personnel participate in the student welfare work. They offer support for learning difficulties as well as the student’s personal issues.

Student accomodation officer

The student accomodation officer, based at the Metsätie Street campus, helps students with per-sonal matters as well as issues relating to accommodation facilities, in cooperation with home and the person responsible for accomodation operations. Furthermore, the officer ensures that the rules and regulations of the accommodation facilities are complied with, and also organises some leisure activities for students.

There are pedagogic study support teams working in the college in support of students, dealing with issues or difficulties relating to them, searching for alternative solutions and planning specific actions in order to support the growth and learning of the student, with emphasis on proactivity and early intervention.

The student welfare activities of the college are based on the directive ‘Student Welfare of Secondary Education of the City of Tampere’. This directive establishes the central principles, division of work, methods and meeting practices of the student welfare group and team activities.

Student healthcare

Student healthcare is the responsibility of the municipality where the campus is located (Primary Health Care Act 66/72). A health check-up, performed by a nurse, is given to all students in the first year of their ‘curriculum-based’ training. Accidents, acute illnesses and health check-ups as well as vaccinations are taken care of, as necessary. Student welfare for intoxicant/drug abusers is a part of student health care.

The students have the opportunity to use the services of doctors or psychologists for student welfare. Dental services are mainly organized in the students’ home municipalities.

The School Social Workers

School social workers act as the experts in psychological and social problem situations for student welfare. Their task is to ensure the wellbeing of the student as well as life-support management in changing life situations.

The school social workers work in collaboration with the student and the people in his/her social net-work. In case of need, they counsel the student to contact services outside the college. In problem situations, the school social workers, together with the teachers and other personnel of the college, organise sufficient support.

The School Psychologist

The school psychologists act as the experts in their own field, in support of teaching and educational


27

work. Their tasks include psychological customer work, collaboration with the home as well as external players, student welfare and the development of support services together with other experts. The psychologist(s) services aim at supporting the student’s psychological wellbeing and positive growth as well as progress in studies. The objectives are early intervention on possible obstacles and preventative mental health work.

College pastor and college deacon

The college pastor and college deacon of the vocational training of the Tampere City Evangelical-Lu-theran congregations participate in the activities of the vocational college. The college pastor and college deacon organize, as necessary, different services and events for students and personnel rep-resentatives, and participate in crisis work.

6.5 Special needs education

Vocational special needs education stands for development of communal learning and operational

environments, individually planned pedagogical support and special study and teaching arrangements.

The basic task is to promote inclusion by means of education, as well sustaining students in need of

special support in their studies, individual growth, finding employment and placement for further

study.

Why?

The aim of vocational special needs education is to enhance the quality and effectiveness of the train-

ing, as well as to promote equality and inclusion. For this to happen, every student must have, despite

different learning potential, the equal opportunity to participate in vocational education and to find

his/her place after education, whether at work or in further studies, as a fully fledged citizen. Special

needs education ensures the student’s opportunity to participate in vocational education methodically

by securing sufficient support measures as well as flexible study paths. By providing a wide range of

courses, the educational needs of the student, working life and society can be met.

For whom?

Vocational special needs education is mainly aimed at students who have disparate difficulties related

to learning or studies, in order to participate in upper secondary vocational qualification. In order to

progress in his/her studies, the student needs long-term or regular methodical special support. Special

needs education does not mean short-term or sporadic remedial teaching, nor is it the same as diver-

sifying the learning tasks.

How?

Special needs education implies collaboration, whose starting point includes a sense of community,

early intervention and the holistic consideration of the student, as a part of the broader study com-

munity. The studies of the students in need of special support, as well as their flexible study paths, are

planned individually, and special support measures are organized for them in order to achieve personal


28

vocational goals. In this way, the aim is to guarantee educational equality and equal opportunities for

all students.

Vocational education of the student in need of special support is carried out primarily in the same

teaching groups as other students. Other opportunities for implementation exist in different types of

groups as well as a part of preparatory vocational education (VALMA). By providing a wide range of

courses, the educational needs of the student, working life and society can be met.

Special needs education means that different students are taken into account when developing the

operational environments, such as the comprehensive planning of education, organization, leadership,

finances, resourcing, operational culture, study plan work and network collaboration, both with the

internal and external interest groups.

Individually planned special needs education means different pedagogical support including: teaching

and studying arrangements responding to personal needs; timetable arrangements, study and work

environments, Treenaamo (directive), individual and group forms, parallel teaching, reading support,

teaching methods and study materials, as well as the use of teaching aids and technological solutions,

personal targets based on individual capacity (and adapted as necessary), individual assessment meth-

ods and arrangements with regards to learning and knowledge, personal counselling and support for

learning, such as discretion-based selection, educational trials, data exchange and further counselling.

6.6 Individual educational plan (HOJKS in Finnish)

An individual study plan is drafted for every student. For the students in need of special support, a

decision on special needs teaching and an individual educational plan is also drafted, as required, for

the student with the collaboration of the guardian, group counsellor and a special needs teacher. The

Individual Study Plan is a binding contract both for the student and the institution and constitutes a

tool for planning the required support as well as for following up its implementation. An Individual

Educational Plan contains the following details:

information on the qualification or education to be taken, and its duration

decision on special needs education

grounds for special needs education

decision on adjustment of the vocational skills requirements or competence targets con-tained in the modules, or of competencies

the student’s individual study plan that includes the student’s individual goals and infor-mation pertaining to pedagogic support and the arrangements for special needs education and studies

information on the other individual services and support activities the student is receiving

updating of the Individual Education Plan

the operational persons in charge


29

The aim of special needs teaching is so that the student may attain the vocational skills requirements

and competence targets based on the qualification. The student is entitled to special arrangements

for teaching, if required for the completion of studies. The support measures aim at having the student

obtain at least the vocational skills requirements contained in the module, or the satisfactory target

level set by the evaluation criteria. If the student, despite the support measures, does not obtain the

satisfactory competency, the special needs education may deviate from the qualification criteria, by

adjusting the vocational skills requirements and competence targets, as well as the evaluation of com-

petence to the extent that is necessary, taking into account the individual targets and competence of

the student (Chapter 7). The most important tool used in planning, implementation and assessment

is the special educational plan, as a part of the student services action plan (Chapter 3).

6.7 Different participants in student support

6.7.1 Advisory Council for Student Affairs

In order for students’ voices to be heard and their opportunities for influence to be increased, the

Committee for Education, Competence and Economic Development of the City of Tampere appoints

to the Tampere Vocational College an Advisory Council for Student Affairs, for a two year term. The

Board consists of an equal distribution of student representatives over the different fields of study and

campuses in the Tampere area.

6.7.2 Skills Demonstration Board The Skills Demonstration Board is a statutory body (Act 601/2005 Section 25a§), with the task of su-

pervising and advising on the implementation and assessment of vocational skills demonstrations.

Twelve members and an equal number of deputies shall be appointed for a term (of two years). Seven

of the Board are representatives of the work, trade and industry field, one is an education provider,

two are teachers, and two are students. The Skills Demonstration Board also deals with requests for

assessment adjustment.

6.7.3 Vocational Advisory Councils

The Vocational Advisory Councils are field-specific bodies for cooperation between the institution and

professional entities. In the City of Tampere the Skills Demonstration Board and the Vocational Advi-

sory Councils are appointed by the Committee for Education, Competence and Economic Development

of the City of Tampere (OSELA) for their term, of two years. The members of the skills demonstration

boards are selected from among employers and employees, so that both groups are represented.

The Committee for Education, Competence and Economic Development of the City of Tampere ap-

points its own representatives to each advisory board. The representatives of the college are elected

from among the teachers the vocational field. The students also have their representatives on the

advisory boards. The advisory boards deal with matters concerning their own field from the point of


30

view of vocational education, by e.g. providing the skills demonstration board with statements regard-

ing the qualification-specific modules of the study plans.

6.7.4 The entity empowered to take disciplinary action for revoking and restoring the right to study

The education provider must also set up an entity responsible for revoking and restoring the right to

study as well as dealing with disciplinary action, (Act 630/1998, Section 35a§). The body appointed by

the Committee for Education, Competence and Economic Development of the City of Tampere for the

purpose (the ‘Sora Committee’) has representatives from the education provider, student welfare,

teachers, working groups and students. The term of the committee is two years.

In matters concerning revoking or restoring the right to study, the education provider also nominates

to the committee a representative from the student’s work placement. The chair of the committee

cannot be a representative of the student. The member who represents the student must be at least

15 years of age. This member has the right to attend and speak at meetings of this committee. Mem-

bers who are entitled to vote officially take legal responsibility for their actions.

The committee deals with and decides upon disciplinary matters, such as terminable exclusion from

school, exclusion from student accommodation, and suspension of studies.

Prior to making a decision on the withdrawal of the right to study, or taking disciplinary action, a state-

ment from an expert, or other clarification deemed necessary, must be obtained, and the student and

his/her guardian must be given the opportunity to be heard.

6.7.5 Students’ Legal Protection Board The Finnish Council of State has set up a nationwide Students’ Legal Protection Board to deal with

possible appeals for adjustment pertaining to the withdrawal of the right to study and/or its restora-

tion. The term of the Board is three years.

6.8 The students’ peer support and leisure activities

6.8.1 Student Union activities The status and existence of a student union in the college are guaranteed in law (Act 630/1998). All

regular students of the Tampere vocational college are members of the Student Union. The duty of

the Student Union is to promote students’ collaboration and school work. The involvement of students

is aimed primarily at including them in the decision-making process concerning themselves and the

vocational college. The Student Union exercises the students’ right to speak prior to decisions that

have a substantial impact on their studies and on other matters (Section 36§).


31

Student union activities are carried out by nominating, from the campuses, student representatives

who serve at campus level (student union activities of the campus) with some of these students con-

stituting a common Board of the Tredu student union. The practical tasks of the student union may

include the organisation of common activities and events, student contacts with the directorate of the

college, participation in the activities of the student organisations OSKU ry and SAKKI ry representing

the students studying towards a profession qualification, as well as collaboration with the ‘Youth Par-

ticipation Activity’ of the municipalities in the Pirkanmaa region. Tredu has a joint student union co-

ordinator who works together with the Head of Student Services.

A student who has participated in Student Union activities is granted an additional certificate, and the

competence acquired during the student union activities can be recognised as equivalent to 1-2 com-

petence credits in the free-choice modules.

6.8.2 Tutorials

The aim of student tutorials at the vocational college is to highlight the student’s point of view in the

internal and external networks of the college.

Student tutors are involved in orienting new students with their studies and the college, and represent

their institution at different marketing events and presentations; furthermore, they present the cam-

pus and their expertise to the general public who are interested in the activities of the college. The

tutors may participate in planning and organization of different campus events.

Student tutors are assigned from the fields of study during the autumn term of the student’s first year.

The tutor activities coordinator trains the tutors in their tasks. The student tutors meet during the

school year, as required. Active participation in tutorials is a component of student assessment in the

free-choice modules.

6.8.3 Hobbies and competitive activities

6.8.3.1 Taitaja national skills competition

The Taitaja national skills competition is open to all vocational education and training students under

20 years of age. A student may elect to participate in the competition more than once, in the same or

in different disciplines. By competing for vocational skills, the students learn more about vocational

issues in depth, and boost their self-confidence in vocational skills and activities. Youngsters who do

well in the competition have the opportunity to access vocational skills coaching aimed at the interna-

tional EuroSkills and WorldSkills competitions.

The aim of the Taitaja Skills competition is to

promote the vocational skills and comparability of the learning outcomes

increase the students’ interest in continuously developing their competencies, and in en-trepreneurship


32

develop their vocational skills by means of competitive and training activities, as well as the interconnection between education and the life of work

increase awareness of vocational training, as well as its appeal and recognition

ensuring the availability of a skilled workforce

The Tredu Taitaja Skills competition is transparent and open, and is aimed at all students and staff.

Everybody has the chance to participate in the activities. The activities are organised and managed

centrally. In the national skills competition Tredu appears as an entity, as one team.

Participation in the semi-finals is encouraged in all fields, in order to achieve as much team repre-

sentation as possible in a wide range of fields. This supports Tredu’s marketing and visibility in the

field of vocational education.

Taitaja Skills 9 competition The Taitaja Skills 9 competition is an important collaboration between the vocational college, com-

prehensive schools and businesses in the region. The competition offers students in their final year

of study the opportunity to become familiar with vocational training and different fields of study in

an interesting and exciting way.

The Tampere Vocational College organises a local Taitaja Skills 9 competition annually. The Taitaja

Skills 9 competition is a contest geared to 9th graders at comprehensive schools and aimed at raising

awareness of fields that require manual skills in a fun and inspiring way. Three-member teams are

faced with different tasks to be solved, requiring manual dexterity, problem-solving abilities as well

as creativity. The contest’s easy tasks are drawn from different vocational fields and require no ad-

vance training. The best local teams from the Tampere region are rewarded, and have the oppor-

tunity to participate in the Taitaja Skills 9 ‘territorial’ competition in the Pirkanmaa region. The best

teams then qualify for the national finals organised annually in connection with the Finnish voca-

tional skills championship, the Taitaja competition.

6.8.3.2 Activities in SAKU ry

SAKU ry is a nationwide private (non-profit) sports and cultural organisation for vocational education

and training, as well as a cooperative organisation for the promotion of well-being.

SAKU’s competitive sports activities (SAKUsPorts)

Tredu has an important history within SAKU’s sports activities both as a participant and major con-

tributor. Hundreds of students at Tredu participate in the activities every year, and there are events

every few weeks throughout the study year.

Competitions are held at three levels:

National Finnish championship for VET students, in individual and team sports. This is the most widely held form of competition


33

Domestic track competition, where the results obtained in the municipalities of VET stu-dents determine their participation in the National Finnish championship.

Internal competitive activities at the vocational college, such as ’school class’ floorball, where the most extensive activities take place in Tredu, and where the winners are able to represent the vocational college on the national stage.

Strategies:

Tredu participates in nearly all the competitions organised by SAKU, both in individual and team disciplines.

Travel to competitions and events is a part of the educational activities, and the rules and regulations of the college are complied with at all times.

Students in teams representing the college are selected both on sports and educational grounds.

SAKU ry for competitive cultural activities (SAKUstars)

SAKUstars is an annual three-day cultural competition for all students aiming at a profession. It

includes advance and live categories (for work presented prior to and during the event, respec-

tively). Tredu encourages all its students to take part in the SAKUstars cultural competition.

The visual arts categories include different areas of visual arts from painting to sculpture and from photography to computer graphics. The categories where competitions are held ‘on the day’ are ’art in two hours’, ’digital visual art in a day’, as well as ‘drawing from life’.

The categories in the writing contests include both essays and poems.

There are three categories for drama: the stage (plays, puppetry, recitation and perfor-mance), individual, and team categories; as well as a ‘talent’ category that includes i.a. circus skills, beat box, stand-up, and magic tricks.

Dance fitness includes the categories of group dance and solo performance. Both re-hearsed and improvised dance routines are included.

There are many categories in music: individual categories for solo and group perfor-mance, both vocal and instrumental.

Chess is also a discipline by itself.

The disciplines for presentation are selected by each contest organiser.

Tredu encourages its students to participate in courses that support competencies for a future life

of work, aimed at young people in their last year of study. Furthermore, our vocational college

encourages students to apply for the ‘work passport’. This ‘passport’ promotes the student’s occu-

pational and working capacities and well-being. The passport consists of five sub-sections: ongoing

commitment to physical fitness through occupational capacities; good healthcare practice; capacity


34

for hard work in a chosen occupation; recreational pastimes, hobbies, and other leisure activities;

and developing stamina and the capacity for work.

7 Assessment

The assessment plan of the Tampere Vocational College is based on legal requirements and the De-

cree on vocational upper secondary education and training, as well as the provisions of the Finnish

National Board for Education (‘Qualification criteria’ and ‘Other regulations’). At Tredu, the instruc-

tions given in the FNBE ‘Guide to Assessment’ are also complied with. These guidelines apply to upper

secondary vocational education and training leading to qualification. The instructions relating to as-

sessment in upper secondary vocational education and training can be found in the said plan.

7.1 Information for the student on assessment

The student has the right to receive information on the assessment criteria and how they apply to him/her. This requires that

before the studies are underway, the student is informed of the structure of the entire qualification (by the group counsellor)

the student is notified of which studies, tasks and vocational skills demonstrations the modules are composed of (by the group counselor and subject teachers)

the student is informed of the assessment objectives and criteria at the commencement of studies, and how the competence verified by vocational skills demonstrations influ-ences the assessment of the skills pertaining to a particular module (by the teacher of the said studies or module)

in the vocational skills demonstration, tests, and in other fact-finding measures the exer-cises are selected so that they are based on how well they represent the teaching goals (by all the assessors)

during the learning process, assessment of learning is the guiding principle (all assessors)

the assessment results achieved during the studies imply assessment of learning (all assessors); grades of the modules are not based on them (all assessors)

assessment of competence is focused on the assessment targets, and during assessment, the assessment criteria contained in the foundations of the upper secondary qualification are complied with (pedagogical function; all assessors)

in the assessment plans relating to qualification-specific vocational skills demonstrations, the emphases placed on assessing competence of a (given) module must be expressed as clearly as possible (the heads of vocational and adult education division)

also the principles of acknowledgement and recognition of previously acquired competence, as well as the application process, are made clear to the student (the student guide, group counsellor, all teachers)

the student is informed about the opportunity for rectification and the related application process


35

Every teacher must have an assessment discussion with the students before the studies terminate. Assessment of learning must be entered into the student administration records within two weeks of providing the assessment. Assessment of a module, a part-module or a vocational skills demonstration must be entered into the student administration records within two weeks of completion. This date shall be used as the notification date of assessment in any possible rectification process relating to the assessment.

The student must have the opportunity to monitor the grades he/she has taken in as close to real time as possible. This is enabled by providing the student with the rights and the required access codes for the student administration programme. Also, guardians of students who are still minors may monitor the progress of their children by means of an access code, provided to them as guard-ians. The validity of such codes ceases when the student comes of age.

7.2 Methods of assessment

Assessment methods are selected so that they measure the attainment of set targets and vocational skills requirements, are applicable to the teaching methods used and support the students’ learning. The students have the opportunity to prove their competence in a versatile way and may also them-selves assess their own learning. The core factors in assessing learning are target-orientation, encouragement, incentive, constructive feedback and self-assessment. The student participates in assessment and feedback discussions to-gether with the teacher (and where on-the-job learning is concerned, also with the workplace coun-sellor). The self-assessment and assessment sessions allow the student to gain knowledge of his/her strengths, as well as areas that require strengthening. The core factors of assessment are the assessment objectives and criteria of the module used as a basis for the assessment, the vocational skills demonstration as an assessment method, assessment discussion and the assessment decision.

7.3 Providing assessment

Assessment is a part of study and learning, and is based on a student’s competence and develop-ment. The purpose of assessment is to support the student, by means of interaction and feedback, to form a realistic picture of him/herself, and to provide information on the progress of studies, the strengths and shortcomings of competencies, and hence to foster learning. The methods used in assessment are interactive and include self-assessment and peer assessment, as well as assessment provided by the teacher/workplace counsellor.


36

Fig. 3 Assessment of learning and competence

Assessment of learning The student’s learning is assessed continuously and both oral and written feedback on the progress of studies is provided by the teacher. As a rule, numeric assessment is not needed, because assess-ment of learning has no impact on the grades that will be contained in the qualification certificate. Assessment of learning is registered on the student card by the marking S (for ’suoritettu’ – ’pass’). If the studies have not progressed in accordance with the targets of the study unit, module or part-module, and if ‘additional performance’ is required of the student in order to attain the targets, the marking T (‘täydennettävä” – ‘to be completed’) shall be entered in the student card. If the studies continue into another study year unit, the marking J (’jatkuva’ – ’continuous’) shall be entered in the student card. If the studies pertaining to a module/part-module continue over into the next study year, the study units shall be arranged so that learning can be assessed with a ‘credit’ at the end of the present study year for work carried out thus far. The point of learning assessment is to let the student know what he/she knows and what he/she still needs to learn. The core factors in counselling are encouragement, individuality and support for self-assessment. At the end of each study unit, a feedback and assessment discussion is held with the student. When assessing him/herself, the student examines his/her own actions, strategies and experience by com-parison with the assessment criteria set out in the foundations of the qualification. Self-assessment is focused both on the learning process and on obtaining the competence goals. Peer assessment aims at having the students assess each other using standard assessment criteria, or more casually by giving feedback and commenting verbally, presenting their opinions in turn. The aim is not to criticize but to assess. When peer assessment is used properly, learning occurs through the contri-bution of the group.

Assessment of learning: e.g. feedback on practical work, the student’s self-assessment

Assessment of learning: e.g. feedback on practical work and on the study stage; feedback discussion with the teacher, self-assessment, peer-assessment

Assessment of learning: e.g. feedback on practical work and on the study stage; feedback discussion with the teacher, self-assessment, peer-assessment

Assessment of competence, consisting of vocational skills demonstration and/or of another assessment of learning


37

Fig. 4 Grades used in assessing learning

Continuous ’Jat-kuvat’ (J)

The studies continue and the student has progressed with his/her studies according to the plan.

Passed ’Suoritettu’ (S)

Learning assessment completed = studies have progressed according to the learning targets; passed; the teacher may complete/integrate assessment into the student administration, orally or in writing HOPSiin))

To be completed ’Täydennettävä’ (T)

The student has shortcomings in his/her performance; the teacher must ALWAYS enter into the student administration records the ac-tions the student needs to undertake NB! The study stages where the student has obtained the grade ‘T’, do not necessarily create an obstacle for progressing (in the studies) (qualifi-cation-specific variations occur)

If the student passes the vocational skills demonstration, assessment of the said study stage may be considered to be passed, without any other performance ‘credit’

Assessment of competence

The grades entered in the upper secondary vocational certificate are an assessment of competence. The field-specific assessments in the common modules are also part of competence assessment, but will only be registered in the transcript of the study record. The upper secondary vocational certifi-cate will include the grades entered in four different part-modules contained in the common core study modules. Assessment is always based on the assessment objectives of a module or part-module of upper sec-ondary vocational education and related criteria, as defined in the foundations of a qualification. The assessment objectives common to all qualifications within upper secondary vocational education are the management of work processes, working methods, tools and materials, data management con-stituting the basis for work, as well as the key skills pertaining to life-long learning. The assessment objectives of the common modules vary in part. Assessment of the upper secondary vocational education and training qualifications uses a three-tier scale 1-3 (1= satisfactory, 2= good, 3= excellent. If the student is given an adjusted assessment, he/she will furthermore obtain a verbal evaluation of his/her competence. In the free-choice mod-ules, competence may be assessed by the grade ‘hyväksytty’ (passed) if competence in the module has been acknowledged and recognized through work experience or if its performance suggests elibigility for further study or vocational development. The starting point in assessing a student is that the student studies in accordance with the targets and vocational skills requirements that have been determined in the criteria of the nationwide qual-ification, even if he/she has needed plenty of support in his/her studies. The learning outcomes of immigrant students or other students belonging to different linguistic or cultural groups are assessed


38

in the same way as those of all other students. The methods used to measure competence and skills are such that eventual inadequacy in the language skills will not impair the grade.

Fig. 5 Grades used in assessing competence

’To be completed’ (T) ’Täydennettävä’

assessment of competence pending

in scale 1-3

assessment of each module assessment of part-modules of common core study modules

’Passed’ (H) ’Hyväksytty’

assessment ’H’ used exceptionally for certain qualifications, due to other regulations free-choice modules (only items 4.4 and 4.5)

7.4 Decisions on assessmant

7.4.1 Principles

Assessment standards are based on the following principles:

when a student is given a grade, his/her competence is compared with the targets of the skills

requirements of the module or part-modules of common core study modules; assessment

is performed by means of the given assessment criteria

the grade of a module is formed based on the grade given by assessing the vocational skills

demonstration (vocational modules) and other possible competencies; these shall be de-

termined in the skills demonstration plan and as complementary skills on the assessment

form of the student’s skills demonstration

the grades of the common core study modules shall be formed according to the weight deter-mined by the scores of the part-modules

The teacher or a team of teachers responsible for the module to be assessed will make an assessment

of a student, once the latter has demonstrated at least a satisfactory knowledge of the vocational

skills requirements or targets of the module.

The grade for competence in the vocational skills demonstration is decided upon by the teacher

and representative from the workplace, together or separately, in a way approved by the skills ex-

amination board. The student, workplace counsellor and/or teacher, acting as chair, participate in a

discussion of the assessment. The teacher(s) decide(s) upon the grade for the skills demonstration

at college. The student(s) and teacher(s) participate in the assessment discussion.

A student whose mother tongue is other than Finnish (i.e., the language of the college), must have


39

acquired, before the vocational skills demonstration and other assessment, such language skills that

he/she can understand the instructions and regulations related to the skills demonstrations. The

need for support, however, must be identified and adequate support measures must be planned

accordingly, together with the representatives of the field of education and the workplace, and the

student. The assessors of the vocational skills demonstration and persons participating in its imple-

mentation must be trained, if required, to understand the impact that cultural factors may have on

communication between individuals. Furthermore the assessors who participate in implementation

of the skills demonstration must be prepared to use clear language when providing instructions.

A person other than the teacher participating in assessment must have such education, work ex-

perience or vocational skills deemed sufficient for assessing vocational skills demonstrations

(A603/2005 Section 11§). The possible inadmissibility of the person participating in assessment is

determined in the Administrative Law (L434/2003 Sections 27-29§). Close persons or relatives of

the students are not qualified to participate in assessing competence or deciding upon a grade. The law defines ’a close person’ as 1) the spouse of the official, a child, grandchild, sibling, parent, grandparent of the official, another person especially close

to the official, as well as the spouse of the same;

2) a sibling of the official and the spouse of the same, a child of a sibling of the official, and the previous spouse of the official, and 3) a child, grandchild, sibling, parent and grandparent of the spouse of the official, the spouse of the same, as well as the child of the sibling of the spouse of the official. A comparable half-relative shall also be considered a close person. A spouse is defined as the partner in wedlock, a domestic partner or a partner in registered partnership.

The grade for competence related to the part-modules of common core study modules is given in

accordance with the assessment objectives and criteria evaluation contained in the qualification cri-

teria. An assessment discussion shall be conducted with the student before terminating each part-

module.

Decisions on grades for common core study modules are made by the teacher/s of the same, and

the grade is entered into the student administration programme by the teacher to whom the task

has been conferred.

7.4.2 Adjusted assessment

Teaching and assessment shall always be implemented primarily in accordance with the foundations

of the national qualifications, and if required, by using individual methods and materials.

If it is known in advance that a student will not pass a particular module in accordance with the skills

requirements or goals, the teaching may be implemented directly in accordance with the adjusted

requirements or goals and/or the assessment criteria. Assessment based on the foundations of the

qualification must, however, always be possible, if the progress of the student so requires.


40

If a student, despite the individual methods, materials and other specific actions recorded in his/her

individual study plan, is not able to complete the studies in accordance with the qualification criteria,

the student must draw up the competence requirements or goals and/or assessment criteria based

on his/her learning potential.

The core competence that the student is required to master, in order for him/her to receive a di-

ploma in accordance with the qualification criteria, shall be determined.

A decision on adjustment shall always be made together with the student and, if he/she is a minor,

with the guardian. The plan is drawn up by the subject teacher, always together with the teacher for

special needs. The teacher for special needs prepares the adjustment decision, and the personal

goals and criteria shall be recorded in the Individual Educational Plan. It is important that all teachers

teaching the adjusted module are aware of the newly set goals and criteria.

The adjusted goals and assessment criteria are drafted so that the adjusted ’A’ grade (3) is below the

level ’satisfactory’ (1) as determined in the qualification criteria. When assessing a student in need

of special support, the student’s strengths, individual goals and assessment criteria must be paid

attention.

Fig. 6 The relation between assessment based on qualification criteria vs. adjusted assessment

An individual educational

plan is drafted and skills

requirements and assess-

ment criteria are adjusted

• acts independently

• is able to apply knowledgeK3

• self-directedH2

• capable of working when partly counselled/helpedT1

•acts independently

•is able to apply knowledgeK3

•self-directedH2

•capable of working when partly counselled/helpedT1


41

If the student performs the vocational skills demonstration in accordance with the adjusted

plan and assessment criteria, it would be advisable – where possible – to involve a teacher

for special needs when planning for the skills demonstration. The other persons involved in

its implementation must be briefed for the event in question.

The diploma shall contain as a footnote the text ’Studies performed by means of adjusted

targets, in compliance with the provision of The Vocational Education and Training Act

630/1998, Section 19§’

7.4.3 Resitting and improving the grade given for competence

The student must complete and pass all the modules contained in the qualification in order

to achieve the diploma. Assessment of competence in a module or a part-module stays pend-

ing until all the core competencies have been assessed. The college determines qualification

- specifically the method, time and place for performing the part to be completed – which

may vary depending on the module/part-module.

The student can also improve the grade given for competence. The decision on opportunities

to improve the grades is made specific to the qualification. Resits and methods of implemen-

tation are determined each study year, and further information on the schedules and meth-

ods can be found in the student administration system (‘Wilma’ interface).

The student may also improve grade(s) granted to him/her by virtue of acknowledgment and

recognition. When assessing the level of competence, the latter shall always be compared

with the assessment objectives and criteria of the vocational qualification, e.g. grades

granted to the student in the upper secondary school may be improved by comparing the

student’s current competence to the criteria of the part-modules of the common core study

modules. In that case the question is not of the recognition of competence but of the stand-

ard assessment of a basic qualification.

Fig 7 Student wishes to improve his/her assessment.

The student wishes to improve the grade obtained for COMPETENCE

(NB! also applicable for a grade obtained through recognition)

The student discusses with the guidance counsellor and/or the subject teacher.

The teacher determines the method and timetable for improving the grade and

agrees on the material this improvement is based on. As required, the teacher may agree on the improvement together with

the head of the training division.

If the person in question is a private student, the decision of the Director of

vocational education and training is required.


42

It is also possible to improve the grades after completing the qualification. If the person has

already obtained a diploma, he/she will need to apply as a private student. These improve-

ments will also be confirmed by a separate certificate pertaining to the modules, in accord-

ance with the basic certificate formulas. The principle of fees payable by a private student is

enacted in the decree of the Ministry of Education. Payment is only applicable for the stu-

dent’s participation in the assessment but not in the studies themselves (Decree of the Min-

istry of Education 1323/2001, Section 4§).

7.5 Rectification of assessment provided on competence

If the student considers that an error has been made in an assessment, he/she shall discuss

the matter with the teacher who carried out the assessment, before applying for an adjust-

ment. A joint discussion may lead to the adjustment process being no longer required.

Fig 8 Student dissatisfied with his/her assessment

The student may appeal against a decision on an assessment of competence within 14 days

from the date he/she was first notified of the assessment. The teacher who performed the

assessment shall enter the assessment into the student administration records within two

weeks of completion of the module or part-module of the qualification, from which point the

student is deemed to have been notified of the assessment. A written or oral application for

an adjustment is made to the teacher who performed the assessment, or to another person

who performed the assessment, or to the director of vocational education and training. For

each presentation of an application for adjustment, including an oral one, it is necessary to

fill in a form to be submitted to the head of the vocational and adult education division and

the director of vocational education and training. The decision (reassessment / no reassess-

ment, with grounds provided) will be submitted to the head of vocational and adult educa-

tion division and the director of vocational education and training.

The student is dissatisfied with the assessment obtained.

Discussion with the assessor.Mutual understanding of the

assessment.


43

If a student is dissatisfied with the decision at the first stage of the adjustment process, he/she

may ask for further rectification of the assessment within 14 days after receiving the foregoing

decision on assessment (Act 630/1998, Section 25c §). The request for rectification shall be

submitted to the director of vocational education and training and he/she will further submit

it to the secretary of the skills demonstration board. If the decision on assessment is regarded

as erroneous, the skills demonstration board may require that a new assessment be made.

This possible reassessment is made by the same persons as before, or the demonstration skills

board may appoint another person to perform the assessment. The decision of the skills

demonstration board is not subject to appeal.

In the eventuality that the student may present a request for rectification, all documents re-

lating to assessment shall be deposited for a period of 6 months from the date of the dec-

laration of a grade.

7.6 Acknowledgement and recognition of previously acquired competence

The student’s right to receive recognition of his/her competence relating to the goals and

vocational skills of the qualification to be completed is laid down in the Act and Decree con-

cerning the vocational education and training (Act 630/1998, Section 30§, Decree 811/1998,

The student is still dissatisfied with the assessment received, and/of the discussion with the assessor does not

lead to further action

A request for adjustment, either in written or oral form, is submitted to

the teacher/-on-the-job counsellor/director of VET.The

recipient of an oral request fills in, by request, the relevant form pertaining

to the request of adjustment.

Decision of the teacher/on-the-job counsellor/Director of VET

- no amendment OR

reassessment.

The student may appeal against the decision on assessment by presenting a written request for rectification to the skills demonstration board within 14

days of the decision

The skills demonstration board handles the request for rectification. The

decision is either ‘no amendment’ OR ‘reassessment’

The decision shall be notified to the student, the assessor and the director

of the vocational education and training who will take care of possible further actions, in accordance with the

decision of the skills demonstration board.

Fig 10 Request for rectification of assessment, stage 2

Fig 9 Request for rectification of assessment, stage 1


44

Sections 12a § and 13§).

Competence can be acquired in many different ways and at different times. Competence is

accrued in formal courses within institutions, but also in working life, within the family, and

through hobbies, as well as learning from everyday routines. Recognition of competence en-

ables more flexible, individual study paths. Hence, overlapping studies can be avoided and

study time shortened. At the same time, the principles of economy and efficiency can be en-

hanced.

Fig 11 Acknowlegdement and recognition of prior competence

7.6.1 Acknowledgement of competence

When acknowledging competence, the aim is to identify what the students already know at

the commencement of studies. Before the commencement of a new module/part-module,

the teachers shall explain accurately to the students the goals and vocational skills require-

ments of the module, so that the student will have an idea of whether the module contains

competencies that he/she already has. On these grounds the student may apply for recogni-

tion of prior learning, whereupon he/she will need to produce sufficient documentary evi-

dence of his/her competence. If the documentary material (qualification certificates, certifi-

cates of studies, work certificates, etc.) do not suffice, other methods, such as interviews and

a description of one’s own competence may be valid. The website www.osaan.fi where the

skills requirements of the qualifications can be found may also be used as an aid.

Acknowledgement of competence may lead to recognition of skills or to the support of the

student’s further studies. On the grounds of acknowledging such competence the teacher

may plan the initial stage of his/her teaching so that the student’s initial skills level is taken

into account.

7.6.2 Recognition of competence

The student’s prior studies and/or acquired knowledge which coincide with vocational

The student has the right to present his/her

competence for recognition. A

guidance/group counsellor advises the student to consult the

subject teacher.NB! The guidance counsellor

may recognize certain skills immediately

The teacher assesses competence by

comparing it to the competence

requirements and goals..

In the absence of a school report, the teacher

performs an assessment by means of comparison with

the assessment criteria. E.g. vocational skills

demonstrations or other assessment criteria

covering the module are taken into account.

Assessment may not be unnecessarily

postponed, in order for the student’s

progress not to be delayed

http://www.osaan.fi/


45

skills requirements and goals of the upper secondary vocational qualification are recog-

nized and accepted as part of the qualification. Prior knowledge may cover the entire mod-

ule/part-module of the qualification or only a sub-section.

Recognition of competence is the part of the student’s assessment that needs to be per-

formed by the teacher and cannot be delegated to other staff. The teacher has a duty to

evaluate whether the requirements of the prior studies correspond to current requirements

and goals. There is no time limit set in the decrees after which acquired competence will not

be recognized. If previously acquired competence, through qualification or some other way,

has not been maintained, or if the field of knowledge has undergone significant change, the

acquired competence may become outdated. The manner in which competence should be

updated will be decided by the education provider e.g. by means of work certificates, inter-

views or vocational skills demonstrations.

Nor is any quantitative limitation applied to the recognition of competence. A student has the right to present prior knowledge, acquired by any means, for as long as it covers the skills determined in the qualification criteria. If the qualification criteria clearly specify which other studies apply to and supersede the

modules within the upper secondary vocational qualification criteria, this technical compe-

tence can be recognized by the guidance counsellor.

When recognizing competence, it must be ensured that the recognized competence meets the vocational skills criteria or competence goals

or assessment criteria contained in the qualification criteria

sufficient evidence of recognizable competence (reliable documents) has been pre-

sented

the competence being recognized is up-to-date

if no grade has been conferred for studies completed elsewhere or on knowledge oth-erwise acquired that would cover one entire module, an assessment must be arranged and competence assessed, in a way that is based on the goals, vocational skills and assessment criteria.

Validation of prior learning must take account of such qualifications and modules whose modes of implementation are substantiated elsewhere in the law. These include e.g. voca-tional qualifications in health care and the social services and qualification as a practical nurse; vocational qualification in aircraft mechanics and basic logistics (separate modules).

7.6.3 Recognition of competence from another vocational qualification

If the student has been recognized for competence in a module of a vocational qualification,

performed as a skills demonstration, then the grade contained in the certification conferred


46

by the qualification committee, or in the certificate for an individual module, shall be en-

tered both in the vocational upper secondary certificate and in the certificate of skills

demonstration.

If competence is recognized for a vocational or a specialist vocational qualification the

grade to be registered is a Pass (’H’, by virtue of the Act 329/2015, Section 10§). For those

parts where competence is recognized in the obligatory or vocational modules and the

student wants to have a numeric grade for a module, the latter shall be assessed by means

of the requirements relating to the qualification criteria.

7.6.4 Recognition of competence with regard to integration related to an incomplete vocational qualifi-

cation

All students complete their studies in accordance with the qualification criteria which came

into force on 1st August 2015. The student’s previous acquired competence is recognized as

a part of the qualification by comparing his/her competence with the vocational require-

ments, goals as well as assessment objectives and requirements, contained in the qualifica-

tion criteria. The guidelines of the Finnish National Board for Education shall be complied with

during the transition period.

7.6.5 Recognition of upper secondary studies

If a student has previously taken the matriculation examination, competence shall al-ways be recognized.

in the common core study modules (32 competence credits); ICT and its

uses, working life skills, as well as enterprise and entrepreneurship must always be completed in accordance with the goals of the vocational qualifi-cation

Furthermore the student may present recognition of competence for the following

free-choice modules (10 competence credits); and optional modules (15 competence credits), if the studies meet the disposi-

tions of e.g. the Decree on the contents of Vocation Qualification 801/2014, Section 5§.

If a student, while conducting upper secondary studies, has completed different subject syl-

labuses, competence shall be recognized, depending on the prior completion of studies, to

the related part-module of common modules and/or optional modules and/or free-choice

modules.

Separate courses of the upper secondary school may substitute competence of part-mod-

ules of the common modules, in a way determined in the qualification criteria. To determine

equivalence, the goals and contents of the courses of the upper secondary school and part-


47

modules are used as the basis. To determine this equivalence the requirements of the upper

secondary curriculum from 2003 have been used. If the student’s certificate is of an earlier

date or compliant with the curriculum of the general upper secondary school for adults, the

comparison of equivalence of studies shall be performed by the education provider (appen-

dix: recognition of competence related to the upper secondary studies for the time being

only in Finnish).

If the student completes vocational education and upper secondary school studies in tan-

dem, recognition of competence is made from separate upper secondary school courses.

If the student has completed the upper secondary school studies in respective subjects (=op-

pimäärä in Finnish), recognition of competence is made into either/or obligatory or optional-

part-modules of common modules, optional modules or free choice modules.

7.6.6 Recognition of competence acquired through work experience

A student may improve his/her competence through work experience. Work experience may

have been acquired in the student’s own field or in another. Assessment of competence ac-

quired through work experience must focus on its significance, coverage and degree of diffi-

culty in relation to working in the vocational field.

If the competence that has been acquired through work experience in the student’s own

field covers an entire module, the student must display his competence in a competence

test, as determined by the qualification criteria. If the competence acquired through work

experience only partly covers a module, a note must be entered in the student’s individual

study plan that says how the missing competence should be acquired and assessed.

Competence acquired through work experience may be recognized not only in the modules

of the vocational qualification but also in the free-choice modules. The competency and

scope are identified and entered into the qualification certificate.

7.6.7 Recognition of competence for studies completed abroad

Studies completed abroad may be recognized in accordance with the European Credit Sys-

tem for Vocational Education and Training, ECVET, for all modules of a qualification, if the

competence corresponds to the vocational skills criteria of the module to be completed.

With regards to free-choice modules, it is possible to recognize the kind of competence that,

as such, cannot be found within the modules or whose assessment has been performed on

a scale not comparable to the one used by the upper vocational education. In these cases,

the grade will be a Pass.

7.6.8 Competence acquired by other means, and its recognition

When assessing competence that has been acquired by other means, such competence

needs to be examined for its significance, coverage and degree of difficulty in respect of per-

formance in that specific vocational field.


48

Studies completed in traditional high schools or in polytechnics, which correspond to the

goals and vocational skills qualification criteria the student is aiming for, may be recognized.

If competence acquired, as above, covers an entire module, the scale 1-3 is used for assess-

ment. Competence may only cover a part of the competence contained in a module, where

the total assessment is supported by skills demonstrations in the vocational qualification

modules. In the free-choice module, the marking ‘pass’ may be used to assess competence.

The specific competencies previously acquired by the student for which he/she has docu-

mentary proof (hygiene certificate, EA1 card, hot work card, etc) are recognized as a part of

the module where competence has been determined in the qualification requirements, or

as a part of studies within a free-choice module. In these cases, it is however necessary to

verify the validity of the cards and certificates.

7.6.9 Conversion table, used for prior learning validation

If the earlier studies have been assessed by using a scale different from the three-step

model, the grades shall be converted as follows:

GRADING SCALE

1–3 1–5 5–10

very good 3

very good 5

excellent 10

very good 9

good 2

good 4 good 8

good 3 satisfactory 7

satisfactory 1

satisfactory 2 moderate 6

satisfactory 1 adequate 5

Fig. 12 Transformation table of grades

7.7 Certificates

7.7.1 Qualification certificate

A qualification certificate is an official document, and at Tredu, the National Board of Educa-tion guidelines on certificates (regulation 3/012/2015) and the (upper secondary vocational) qualification requirements are complied with. The qualification certificate, being an official document, must be archived and permanently stored, which at Tredu occurs in accordance with the ‘archive forming plan’.

All assessments, both of learning or competence, must be entered into the student admin-istration records within two weeks of the completion of studies impacting assessment. The term must be observed, in order to enable the required certificates to be made available to the student, in accordance with the ’certificate process’ (the process description to be updated in autumn 2015).


49

The education provider has the duty to provide the student with the qualification certificate in the language that had been used in the teaching and which appears in the ‘authorisation to provide education’. The student himself/herself is responsible for procuring a translation of the certificate, as required.

The qualification certificate is an entity that includes the vocational upper secondary cer-

tificate and the certificate of skills demonstration. The grades of all the modules that com-

prise the qualification shall be entered in the vocational upper secondary certificate. The

grades of vocational modules entered in the same (or: VUSC) are formed in the modes de-

scribed in the implementation and assessment plan of vocational skills demonstration. The

vocational skills demonstrations must be passed to enable a grade to be entered in the vo-

cational upper secondary certificate. The grades of the common modules are formed in

such a proportion that emphasis suggested by part-modules is taken into account.

If the student has demonstrated particular skills pertaining to a specific competency, such as may

be recorded in a 'work passport', only a special competency outside the normal qualification criteria

is entered in the certificate.

When the student has been in apprenticeship training (2 + 1 model) and has completed

his/her qualification in upper secondary vocational education, in accordance with the Act

630/1998 (but not in skills demonstration), he/she will be granted the same kind of qualifi-

cation certificate as would be the case where he/she would have performed the vocational

upper secondary education and training (the qualification certificate includes vocational up-

per secondary certificate and the certificate of skills demonstration). The grades provided in

the certificate of skills demonstration are based on the vocational skills demonstration. The

grades of the upper secondary certificate are given on the basis of the vocational skills

demonstration and other assessments of competence (as a combination of assessment per-

taining to theoretical studies and education taking place on the job, by virtue of the Act

630/1998, Section 25§). The vocational upper secondary qualification, performed in ap-

prenticeship training, also provides eligibility for further studies, at polytechnics or universi-

ties.

7.7.2 Certificate on the completed part-modules and on vocational skills demonstrations

If the student quits studies in the middle of the course, he/she will be granted a certificate

for the completed part-modules and vocational skills demonstrations.

The certificate for the completed part-modules must be given to the student, at the request

of the same, even while studies are ongoing (by virtue of the Act 630/1998, amend.

787/2014).


50

If the student later completes another specialisation within the same vocational upper sec-

ondary qualification, he will not be granted a second qualification certificate for the same,

but will receive a certificate pertaining to the part-modules. With regard to teaching and

assessment of a new specialisation, new regulations and qualification criteria that came into

force on 1st August 2015 are aimed at everybody, and shall be complied with.

A certificate for the completed part-modules will also be granted in case the student, after

having already obtained a qualification certificate, later wishes to improve the grades.

7.7.3 Certificate on completed education

A student participating in preparatory vocational education (VALMA) is granted a certificate

produced according to the ‘model certificates’ of the Finnish National Board of Education.

The certificate relating to supplementary education at the comprehensive school is granted

by the City of Tampere basic education authority. A student may also obtain a certificate for

studies relating to a vocational upper secondary qualification, if he/has completed them.

Credit transfers can be given to a student who has acceptably passed such studies in accord-

ance with vocational upper secondary qualification, provided that he/she continues with the

studies for a vocational upper secondary qualification.

7.7.4 Appendices to the certificate

The certificates shall have attached a transcript of the study record or other similar proof of

the part-modules and subsets of common core study modules completed by the student, as

well as the related assessment of competence, and other components of smaller units that

a student has studied but for which he/she has not yet received a grade.

Recognition of prior learning shall be made clear in a footnote provided on all certificates to

be granted, when an entire module has been completed ’by recognition of assessment.

Recognition of competence regarding the subsets of common core study modules shall be

entered in transcript of the study record.

The student is also issued, in connection with the qualification certificate, an international,

appendix in English, produced by the Finnish National Board of Education.

8 Feedback system

The central tool of assessment of the core processes is the feedback system which allows vocational colleges to plan and organise enquiries with regard to strategically important ob-jectives. Systematic feedback is gathered from the students at the vocational college, while the studies are in progress, as follows:

survey of students who have commenced their studies (1st study year)

survey about arrangements concerning teaching, counselling and learning environ-ments (2nd study year)

feedback questionnaire for the students approaching their final stage of studies Learn-


51

ing-on-the-job and skills demonstration processes are refined by collecting the feed-back from central participants (students, workplace counsellors, counselling teachers) and by planning the required actions based on their suggestions:

survey of students with regard to implementation of the on-the-job learning and vo-cational skills demonstrations, depending on the field of study, after each on-the-job learning stage/vocation skills demonstration or on a date to be established

survey of workplace counsellors with regard to implementation of the on-the-job learning and vocational skills demonstrations, depending on the field of study, after each on-the-job learning stage/vocation skills demonstration or on a date to be estab-lished

questionnaire concerning final assessment and further studies/employment opportu-nities (for students close to qualification)

The training-specific summaries of the feedback enquiries are submitted to the director of

vocational education and training and head of vocational and adult education division. The

reports are handled by the steering ’team’. The head of (vocational and adult education)

division analyses and deals with the matters pertaining to his/her area of responsibility with

the team responsible. The team responsible handles the reports by itself. The group coun-

sellors discuss the reports with their own groups. Handling of the identified strengths, targets

‘to be addressed’ and proposals for action are dealt with in the steering group of the (voca-

tional and) educational training field and in the meeting held among the directors of voca-

tional and educational training. The steering group at Tredu receives summaries on feedback

enquiries and they are discussed in their meetings.

The feedback system is also used for identifying ‘near miss’ and industrial accident events

occurring on the job and at the college. The principal aim of this feedback is prevention which

is widely understood. The aim is also to have an impact on developing the culture of safety

and to intervene in the problem situations, to intensify collaboration with different players,

to inform the staff and students on the current issues, as well as to provide training pertain-

ing to the subject.

In order to assess their teaching successfully and to develop their own activities, the teachers

collect feedback on the teaching and its contents. The teachers deal with the feedback thus

obtained immediately. The feedback is also discussed together with the supervisor and/or

the team, in accordance with the prevailing practice in the educational field, since feedback

on study units constitutes a central part of the vocational education quality assurance pro-

cess. Different methods for collecting feedback may be used, the most common ones being

the use of feedback forms and informal comment.

Käännetty suomenkielisestä asiakirjasta englannin kielelle Pirkanmaan tulkkikeskuksessa 11.9.2015 / Translated from a Finnish-language document at Pirkanmaa Interpreters Centre on 11 September 2015.

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