Competency-based Curricula Development in Higher Education

Mr. Timo Halttunen, Development Manager,

University of Turku, Brahea Centre for Training and Development

Dr. Leila Nisula, Senior Lecturer

HAMK UAS, Professional Teacher Education Unit

Development needs in education

The emphasis is in coherence of policies between educational institutions nationally and in Europe

• the use of ECTS credits • the issuing of Diploma Supplements • the enhancement of quality assurance • the implementation of qualifications frameworks,

including the definition and evaluation of learning outcomes.

Background for the Competency-based Curricula Development in HEI project

• The Bologna Ministerial Communique (Bucharest 26-27 April 2012) statements which focus on learning outcomes > http://www.ehea.info/

• Evaluation of the Bologna Process Implementation in Finland • Part I Evaluation of the Degree Reform• Part II The Implementation of the Bologna Reforms in Finland from an

International Perspective• > http://www.finheec.fi > Finished evaluations > Evaluation of degree reform

Ministry of Education and Culture, Finland: Development Plan for Education and Research 2011–2016

Competence- based education

Working liferelevance

Individuality and flexibility

Challenges at the moment

• Overall structural changes and general reform of higher education (larger and more focused providers of HE)

• Demand of creating larger entities in curriculum instead of individual courses

• Emphasis in student´s individuality, competence-based learning, work-related relevance and definition of the learning outcomes

Universities of applied sciences :• Kemi-Tornio UAS• Lappeenranta

UAS• FUAS

Consortium (HAMK, Laurea, Lahti UAS)

• Turku UAS

Universities:• University of

Oulu• University of

Jyväskylä• University of

Turku

Participating HEI in the Project

Tasks in the Project

• Finnish universities degree programs should be based on more clearly on the Bologna Process framework

• Research and development activities to be included in curriculum and in student´s learning process in the UAS.

• The involvement of companies, employers and other stakeholders in curriculum development process should be increased and structured

• Co-operation between the two sectors of Higher Education should be enhanced: field-specific cooperation

Activities in the Project

• Curriculum development consultation and education for institutions (concerning the work with curriculum development)

• Feedback and evaluation about the work and process of developing curriculums according to demands of Bologna process

• Feedback about the curriculums

Activities in the Project

• Formulation of constant forums for institutions and their stakeholders together with Academic (traditional) Universities. The target is to evaluate, discuss and compare the contents of degrees and the study structure.

• Informative, open seminars and conferences for working life and social partners

• Working in international university networks• Publications

OUTCOMES:

Learning the language of ”compentency-based approach”

• The change from ”aims and contents” to ”intended learning outcomes” means also change from teacher teaching to student learning

• Constructive alignment between teaching and learning as well as assessment of the learning is crucial – and learning design should happen before the learning process has started

OUTCOMES:

Stabilizising and developing the co-operation between the stakeholders

• Definition of the important stakeholders and careful consideration of different intresses and motivations

• Communication and open discussion between the stakeholders, building up the mutual and common understanding about the future professional competencies

• Developing methods for cathering continous feedback from different stakeholders

• Common definition of the needs from working life• Taking in account that the professional profile is not necessarily

known when starting the studies -> the importance of knowing the competence needs in future

• The barriers between the academic disciplines have to be broken• The increase of concrete descriptions of the studies which are

possible to learn during training and practice period

OUTCOMES:

Creating more wide learning competencies

Competency– based curricula

Aims of the programme

Required competency

Learning outcomes/ module / study unit

Assessment criteria

Assessment methods

Teaching andLearning strategy

Recognition of

PriorLearning

Assessment /grading/ feedback

RPL demonstrating competence

Planning,delivery andassessment of thecourse

Students´professional

growth and personal guidance

The cornerstones of competence-based curriculum

• General over view (description)• Working life relevance• Description of competence areas• The student centered learning• Pedagogigal models and methods• Evaluation

In this project we ask our participants to define following statements to develop competency-based curricula and competence-based learning:

• Consider: what do you want your students to achieve?• This program is distinctive because it develops...• The most important values which inform this programme are...• The academic content of this programme concentrates on...• The most important intellectual skills developed in the programme

are...• The most useful practical skills, techniques & capabilities developed

are...• The most important ways in which a student will learn are...• On completing the program we want students to know & understand...• On completing the program we want students to be able to....

Teacher’s own competencies• Pedagogical skills • Quidance and counselling skills• Teacher’s knowledge of his/hers own discipline• Ethical questions• The ability to overcome the barriers of different disciplines and

motivation to combine the subjects• To take in account the student’s previous learning outcomes• Teacher’s learning skills

OUTCOMES: To ensure the quality of learning outcomes

• Student´s individual guidance and feedback• Delayed assessment -> the whole competence area is

evaluated instead of individual course• Exact definition about what will be assessed• Clear learning objectives• Developement of different assessment methods

OUTCOMES:

The assessment of learning outcomes and competencies

• Practicies vary between institutions and disciplines• Roles and tasks on who gives the feedback should be considered • Continuous evaluation should take place on how curriculum is

developed on the basis of feedback • Corrective actions should be made during the student´s learning

process

OUTCOMES:

The feedback and benefit from curriculum development work

DEFINING LEARNING OUTCOMES IN CONTINUING EDUCATION

Ms. Kia Lundqvist, Planning Officer

CET in Social Work and Culturally Competent Practices

University of Turku,

Brahea Center for Training and Development

16.9.2013, Copenhagen, Denmark

Competency-based Thinking in Continuing Education and Training (CET)

• Defining relevant competencies for university graduates should take place in close cooperation between researchers, practitioners and educators

• Case: Social Work and Child Wellfare (30 etc)• Target group: social workers (Master´s level) working in the field and interested in

specializing in child wellfare• Academic network: University of Turku, Brahea Center for Training and Development,

University of Helsinki, and University of Tampere

The training program

The course aims at:- developing the child wellfare competences of the participants - improving the actual services for the children and their families- improved working methods through academicly informed

development projects

Facilitatedgroup sessions

LecturesLearning

Assignmentsand

E- learning diary

Portfolio -method

ReflectionWork-based

LearningGuidanceDialogue

Work based projects

andWork based

guides

E-learning/Computer-mediated

learningMoodle-

learning environment

Pedagogical Model

Supporting Reflection and Learning

”High ground” of theorizising about professionalism does not always match the ”swampy lowlands” of actual practice (Schön 1987)

Reflective practice is an approach designed to assist professionals to become aware of the ”theory” or assumptions involved in their practice (Fook & Gardner 2007,24)

Work-Based Learning

- Reflecting on practice- Making tacit knowledge visible- Shared knowledge practices (Communities of Practice, CoP)- Creating networks- Supervising the development project by academics

- Tutoring learning at the workplace by an expert- Implementing the development project at work

Stakeholders in defining learning outcomes

Workplace Students/ Practitioners

Training provider

Research community

How to Supervise Learners in Critical Reflection?

• Using working in small groups • Focus on each participant in turn• Using critical reflective questioning• To unsettle the fundamental assumption that are implicit• Using specific and concrete examples of practice• To devise new practices and approaches • Create a trusting and collegiate climate• Enhance collaborative learning using a group facilitator

(Fook & Garner: 2007)

Challenges in providing working life relevant continuing education and training

• Novice and expert practitioners side by side• Combining professional language with academic language• Time is money – involveing actors in education at the

workplaces• Research-based development at the working places is not a

tradition in social work• Networks and companionships need to be created

References

Fook, J. and Garner, F. 2007. Practising Critical reflection. A Resource Handbook. Berkshire: Open university Press

Schön, D. 1983. The Reflective Practitioner. How Professionals Think in Action. New York: Basic Books.