VOCATIONAL QUALIFICATION IN SEAFARING 2010

Transcription

1 Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN SEAFARING 2010 Study Programme/Specialisation in Deck and Engine Repairing, Repairer Study Programme/Specialisation in Electrical Operation, Ship s Electrician Study Programme/Specialisation for Deck Officers, Deck Officer Study Programme/Specialisation for Engineer Officers, Watchkeeping Engineer Officer Regulation 36/011/2010 Publications 2011:16

2 Finnish National Board of Education Publications 2011:16 ISBN (pdf) Translation (Chapters 1.1, 1.2, 4, 9): Lingoneer Oy Layout: Layout Studio Oy/Marke Eteläaho

3 REGULATION Vocational upper secondary education and training providers Qualification committees in the field 21 April /011/2010 Period of validity: effective 1 Aug 2010 until further notice Acts on which the issuing of the Regulation is based: Act 630/1998, Section 13 (2) Decree 811/1998, Section 10 (12) Act 631/ , Section (2) Repeals National Board of Education Regulations no. 6/011/ no. 13/011/ no. 50/011/2009 and for this qualification Regulations no. 42/011/ no. 34/011/ no. 28/011/ no. 32/011/ no. 5/011/2007 REQUIREMENTS FOR VOCATIONAL QUALIFICATIONS Amends National Board of Education Regulation Vocational Qualification in Seafaring The Finnish National Board of Education has rendered its decision regarding the qualification requirements (national core curriculum and competence-based qualification principles) of the Vocational Qualification in Seafaring in accordance with the annexe. The Regulation must be observed in all upper secondary education and training (curriculum-based education and training) and competence-based qualifications started after 1 August All education and training and competence-based qualifications that have started prior to the entry of this Regulation into force may be completed in accordance with Regulations no. 6/011/2004, no. 13/011/2005 and no. 50/011/2009 by 31 July 2020, unless otherwise stipulated in other statutes and Regulations. In curriculum-based education and training, the education provider must draw up and approve a curriculum in compliance with the terms stipulated in these qualification requirements. In providing education and training leading to a competence-based qualification, the education provider determines the educational content and provision in accordance with the qualification requirements. An opportunity to complete a competencebased qualification must be provided to all candidates. The education provider, qualification provider and qualification committee shall comply with the terms stipulated in this Regulation and shall not deviate in any way from it. Director General Counsellor of Education Timo Lankinen Markku Karkama ANNEXE Vocational Qualification in Seafaring

4 CONTENTS INTRODUCTION 7 1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SEAFARING The Objectives of the Vocational Qualification in Seafaring The Structure of the Vocational Qualification in Seafaring Key competences for lifelong learning Eligibility for further studies 19 2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING Design and contents of the curriculum Common part of the curriculum Qualification specific part of the curriculum Individual study plan 22 3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION General on competence-based qualification system Arranging competence-based qualifications Completing a competence-based qualification Requirements of competence-based qualifications Individualisation in competence-based qualifications Assessment of vocational skills in a competence-based qualification Certificates Preparatory training for competence-based qualifications 27 4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SEAFARING Compulsory modules for all Navigation Marine engineering Basic Training for emergencies as well as training for the person in charge of survival craft Study Programme or Specialisation in Deck and Engine Repairing, Repairer Basic deck and mechanical engineering work Marine engineering Electrical engineering and automation Maintenance and upkeep Marine transport engineering Study Programme or Specialisation in Electrical Operation, Ship s Electrician Basic electrical engineering work and upkeep Maintenance and upkeep of electrical engines and equipment Ship automation maintenance and upkeep Study Programme or Specialisation for Deck Officers, Deck Officer Navigation Marine transport engineering Seamanship and management Radiocommunications 122 4

5 4.5 Study Programme or Specialisation for Engineer Officers, Watchkeeping Engineer Officer Marine engineering Seamanship and management Electrical engineering and automation Maintenance and upkeep Modules providing individual in-depth vocational competence (modules that expand the scope of a vocational upper secondary qualification) Business Operations Modules from vocational qualifications (vocational upper secondary qualifications, further vocational qualifications and specialist vocational qualifications) Locally offered modules providing in-depth vocational competence in curriculum-based vocational education and training Additional qualifications (STCW II, IV, V and VI) Master of Vessel, STCW II/ Ship Security Officer s training, STCW VI/ Training for working on the bridge Radiocommunications, STCW IV/ Training for tankers and passenger ships, STCW V/1 and V/ Training in emergency operations and health care, STCW VI Training for domestic traffic Deck hand Boatmaster Engine attendant Skipper, domestic traffic Master of a fishing vessel Final project in curriculum-based vocational education and training THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING Compulsory modules Mother tongue Mother tongue, Finnish Mother tongue, Swedish Mother tongue, Saami Mother tongue, sign language Mother tongue, one s own mother tongue for foreign language users Mother tongue, Finnish as a second language Mother tongue, Swedish as a second language Mother tongue, Finnish or Swedish for sign language users Mother tongue, Romany Second national language Second national language, Swedish Second national language, Finnish Foreign language Foreign language, A language Foreign language, B language Mathematics Physics and chemistry Social, business and labour-market subjects Physical education 223 5

6 5.1.8 Health education Arts and culture Optional modules Optional additional modules to compulsory core subjects Environmental studies Information and communications technology Ethics Cultural knowledge Psychology Entrepreneurship FREE CHOICE MODULES IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING STUDENT ASSESSMENT IN CURRICULUM-BASED VOCATIONAL UPPER SECONDARY EDUCATION AND TRAINING Tasks and objectives of assessment Informing about assessment Recognition and validation of a student s prior learning Assessment of learning and competence Deciding on the grade Storing assessment material Reassessment and improving the grade Rectification of assessment Certificates Assessment in special education Assessing immigrant students and those representing different languages and cultures OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING Guidance and counselling and personal study plan On-the-job learning and working safety Vocational special education Teaching immigrants and representatives of different language and cultural groups Apprenticeship training Cooperation between home and educational institution Student welfare services APPENDIX Description and basic values of seafaring Qualification specific health requirements in vocational upper secondary education and training Vocational skills requirements, targets of assessment and general assessment criteria Abbreviations used in the requirements for the Vocational Qualification in Seafaring 276 6

7 INTRODUCTION A vocational qualification can be completed both as a curriculum or competencebased qualification. The requirements of a vocational qualification include both the requirements of the upper secondary vocational qualification and the requirements of a competence-based qualification and therefore their terminology has been made more uniform. The requirements of a vocational qualification is a regulation and it guides the providers of both curriculum-based training as well as competencebased qualifications, and the electronic version of the qualification requirements document allows one to distinguish, when necessary, the sections that relate to vocational upper secondary education and training (curriculum-based training) and competence-based training. Chapters 1 and 4 together with the parts describing the vocational field and the value basis in Chapter 9 are common. Chapters 2, 5, 6, 7 and 8 only concern vocational qualifications completed in vocational upper secondary education and training and Chapter 3 those completed as competence-based qualifications. The term module of a qualification compares with the term of study entity used earlier in curriculum-based training. A qualification consists of vocational study modules and in vocational upper secondary education and training also of core subjects and free choice modules. Additional modules can be included in a qualification when that is necessary in view of working life sector specific or local vocational requirements or the need for in-depth professional skills of the would-be qualification holder. The requirements of a vocational qualification state the objectives set for the qualification and study programme or specialisation, structure of qualification, module specific skills requirements or objectives, targets of assessment and assessment criteria for core subjects as well as the ways of demonstrating vocational skills in the case of vocational study modules. These requirements also include other provisions concerning vocational upper secondary education and training as well as competence-based qualifications. The requirements of vocational qualification modules and the objectives of core subjects have been defined as learning outcomes (knowledge, skills, competence). This forms the basis for describing the targets of assessment through mastering the work process, work method, equipment and material as well as underpinning knowledge and the key competences for lifelong learning. An education provider approves a curriculum for upper secondary vocational education and training based on the qualification requirements. When arranging preparatory training for competence-based qualifications, the provider decides its contents and how to arrange it in compliance with the qualification requirements. 7

8 1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SEAFARING 1.1 The Objectives of the Vocational Qualification in Seafaring Those who complete the Vocational Qualification in Seafaring have extensive basic professional readiness for various tasks in seafaring as well as for further studies. In addition, they possess more specialised competence and professional skills required in working life in one of the subareas of the qualification to help them enter working life, for them to be able to perform various tasks in the field in changing circumstances and to develop professional competence throughout their lives. Those who complete the Vocational Qualification in Seafaring have versatile professional skills and mathematical and scientific readiness that they will also continuously develop. Seafaring professionals are reliable and quality conscious, they take initiative and are customer service and co-operation-oriented. They show intrapreneurship at work. Seafaring professionals are able to apply the skills and knowledge learned in various situations in working life. They are able to see their work as part of a larger whole and take in their own work into consideration the tasks of professionals in neighbouring fields. Seafaring professionals perform their work in accordance with national and international agreements and regulations related to seafaring. They are able to plan their tasks and present and assess them. Seafaring professionals are able to read and interpret seafaring-related documents. They possess the physical qualities required in seafaring. They observe the objectives of sustainable development in their work, the most central of which are environmental matters. Seafaring professionals are able to act co-operatively and clearly in various interactive situations. They act appropriately and in accordance with working life requirements with people from various cultural backgrounds. Seafaring professionals follow and maintain, exerting special care, working methods and approaches that are safe and promote health and working capacity as well as occupational safety culture that values appropriate attitudes. Seafaring professionals are able to consider changes in environmental legislation in their work. They are able to respond to a customer s or shipping company s questions on the potential environmental effects of working methods and materials. 8

9 They comply with the legislation, regulations and agreements related to occupational safety, taking into consideration the special characteristics of ship work. Professionals working in seafaring are able to use the information technology required in their work. They also master the basic skills of entrepreneurship and participate in the operations and decision-making of a community in a constructive manner. The skills of professionals in international seafaring include language skills, understanding of the target culture, a service-oriented attitude and adaptation to various circumstances required in an international position. In accordance with decision 5/011/1999 by the Ministry of Education and Culture, the following Study Programmes and titles are included in the Vocational Qualification in Seafaring: Study Programme or Specialisation in Deck and Engine Repairing, Repairer Study Programme or Specialisation in Electrical Operation, Ship s Electrician Study Programme or Specialisation for Deck Officers, Deck Officer Study Programme or Specialisation for Engineer Officers, Watchkeeping Engineer Officer. The overall objective of the qualification is to provide such basic professional competence in ship operation, service and maintenance that those who complete the qualification receive certificates corresponding to the studies in the Study Programme completed (A 1797/2009), based on the training and work experience, and may start working aboard a ship or in some other position requiring competence or skills laid out in the aforementioned decree. Professional core competence in the qualification includes the maintenance of safety at sea and ship safety as well as the operation of a ship in accordance with the requirements set in international and national regulations. Another area of professional core competence is the efficient use, maintenance and service of a ship. All who complete the Vocational Qualification in Seafaring must know how to operate as a watchkeeper and master the basics of emergency and safety operations in accordance with the Standards of Training, Certification and Watchkeeping (STCW) for Seafarers: II/4 (watchkeeper), III/4 (engine watchkeeper), VI/1 (basic training for emergencies) and VI/2.1 (competence in survival craft and rescue boats). Those who complete the Study Programme or Specialisation in Deck and Engine Repairing (Repairer) must be able to work as watchkeepers in deck and engine services. They must be able to service and repair ship machinery and equipment. They must master the most common methods of metal processing and welding and be able to understand machine drawings. They must take into account matters affecting 9

10 1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SEAFARING general safety and health in their tasks. This competence is defined in the updated International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, and in the corresponding EC Directive and Government Decree on the Manning of Ships and Certification of Seafarers (1797/2009). Those who complete the Study Programme may work as an able seaman or a motorman, as a boatswain or a repairman after acquiring the work experience stipulated in the decree (1797/2009). Those who complete the Study Programme or Specialisation in Electrical Operation (Ship s Electrician) are able to carry out work related to the installation, use, maintenance and service of electric machines and equipment as well as automation systems in accordance with national and international regulations. Core competence includes the service, troubleshooting, reparation, inspection, adjustment and testing work on electric machines and systems on ships. Those who complete the Study Programme or Specialisation in Electrical Operation have the competence of an engineer officer and an engine watchkeeper as well as the competence to work as a ship s electrician (Government Decree on the Manning of Ships and Certification of Seafarers, 1797/2009) in accordance with the updated International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW) as well as the corresponding EC Directive and the Finnish decree. The content of the Study Programme or Specialisation in Electrical Operation corresponds with the requirements in decision 516/1996 by the Ministry of Trade and Industry for vocational upper secondary education and training, granting the right to perform electricity work ashore as well. The completion of the Study Programme or Specialisation in Electrical Operation, sufficient work experience, and the completion of the Safety at electrical work qualification also make it possible to acquire the electrical competence for electric contracting. Those who complete the Study Programme or Specialisation for Deck Officers (Deck Officer) are able to operate as officers on watch on the bridge. They are able to steer a ship safely in accordance with international regulations. They must be able to use the equipment on the bridge and act appropriately in cases of emergency, on survival crafts and rescue boats, give first aid and head fire extinguishing operations. Furthermore, they are able to operate a ship s radio station. With certain restrictions (STCW), they can operate as the master of a ship in domestic or short-haul traffic. Those who complete the Study Programme or Specialisation for Deck Officers have the training defined in the updated International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), in the corresponding EC Directive and in the Finnish Government Decree on the Manning of Ships and Certification of Seafarers 1797/2009), including supervised on-the-job learning 10

11 of 40 credits. In order to operate as an officer on watch on the bridge, they must have completed a total of 360 days of supervised on-the-job learning. After the further training (STCW A-VI/4-2 and A-VI/5) defined in the decree, completed as a deck officer and required in marine service and ship captency, those who have completed the qualification can operate as the master of a ship in domestic or short-haul traffic in accordance with the restrictions laid out in the decree. The certificate of a Deck Officer s competence grants the right to operate as a Deck Officer in all traffic on a Finnish ship. In the ships in domestic traffic, the competence of a deck officer grants the right to work as a master on a ship whose gross tonnage is below 1,000. Those who complete the Study Programme or Specialisation for Engineer Officers (Watchkeeping Engineer Officer) are able to work as officers on machinery watch. They must be able to use and service the main and auxiliary machines on a ship as well as related equipment and other ship machinery. They must be able to operate in case of emergency, and they must have the competence of a person in charge in a survival craft and rescue boat. They must be able to administer first aid and put out a fire. Those who complete the Study Programme for Engineer Officers have a training that includes supervised on-the-job learning of 40 credits. The qualification is based on the updated international convention (STCW), the corresponding EC Directive and the Decree on the Manning of Ships and Certification of Seafarers (1797/2009). In order to work as an officer on machinery watch, they must have completed a total of 360 days of supervised on-the-job learning. A Watchkeeping Engineer Officer s qualification grants the right to work as an officer on machinery watch in all international traffic. In addition vocational upper secondary education and training is to support students development into good and balanced persons and members of society as well as to provide the students with the knowledge and skills needed in view of versatile development of further studies, hobbies and his/her personality as well as to support lifelong learning (Act 630/98, section 5). 11

12 1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SEAFARING 1.2 The Structure of the Vocational Qualification in Seafaring Vocational Qualification in Seafaring, 120 Credits In vocational upper secondary education and training In a competence-based qualification 4. Vocational modules of the qualification, 90 credits 4. Vocational modules of the qualification The modules include a minimum of 20 credits of on-the-job-learning, a minimum of 5 credits of entrepreneurship and a final project (2 credits). 4.1 Compulsory modules for all, 25 cr Navigation, 10 cr Marine engineering, 10 cr Basic Training for emergencies as well as training for the person in charge of survival craft, 5 cr 4.2 Study Programme in Deck and Engine Repairing, Repairer, 65 cr Basic deck and mechanical engineering work, 20 cr Marine engineering, 10 cr Electrical engineering and automation, 10 cr Maintenance and upkeep, 15 cr Marine transport engineering, 10 cr 4.3 Study Programme in Electrical Operation, Ship s Electrician, 65 cr Basic electrical engineering work and upkeep, 25 cr Maintenance and upkeep of electrical engines and equipment, 20 cr Ship automation maintenance and upkeep, 20 cr 4.4 Study Programme for Deck Officers, Deck Officer, 65 cr Navigation, 30 cr Marine transport engineering, 15 cr Seamanship and management, 15 cr Radiocommunications, 5 cr 4.5 Study Programme for Engineer Officers, Watchkeeping Engineer Officer, 65 cr Marine engineering, 25 cr Seamanship and management, 15 cr Electrical engineering and automation, 10 cr Maintenance and upkeep, 15 cr 4.1 Compulsory modules for all Navigation Marine engineering Basic Training for emergencies as well as training for the person in charge of survival craft 4.2 Specialisation in Deck and Engine Repairing, Repairer Basic deck and mechanical engineering work Marine engineering Electrical engineering and automation Maintenance and upkeep Marine transport engineering 4.3 Specialisation in Electrical Operation, Ship s Electrician Basic electrical engineering work and upkeep Maintenance and upkeep of electrical engines and equipment Ship automation maintenance and upkeep 4.4 Specialisation for Deck Officers, Deck Officer Navigation Marine transport engineering Seamanship and management Radiocommunications 4.5 Specialisation for Engineer Officers, Watchkeeping Engineer Officer Marine engineering Seamanship and management Electrical engineering and automation Maintenance and upkeep 12

13 In vocational upper secondary education and training 4.6 Modules providing individual in-depth vocational competence (modules expanding the scope of a vocational qualification) Business operations, 10 cr Modules from vocational upper secondary qualifications, further vocational qualifications and specialist vocational qualifications Locally offered modules providing in-depth vocational competence in curriculum-based vocational education and training Additional qualifications Master of Vessel Ship Security Officer s training Training for working on the bridge Radiocommunications Training for tankers and passenger ships Training in emergency operations and health care Training for domestic traffic Deck hand Boatmaster, 3,5 cr Engine attendant, 10 cr Skipper, domestic traffic, 10 cr Master of a fishing vessel, 20 cr In a competence-based qualification 4.6 Modules providing individual in-depth vocational competence (modules expanding the scope of a vocational qualification) Business operations Modules from vocational upper secondary qualifications, further vocational qualifications and specialist vocational qualifications Additional qualifications Master of Vessel Ship Security Officer s training Training for working on the bridge Radiocommunications Training for tankers and passenger ships Training in emergency operations and health care Training for domestic traffic Deck hand Boatmaster Engine attendant Skipper, domestic traffic Master of a fishing vessel In vocational upper secondary education 5. Core subjects in curriculum-based vocational education and training, 20 credits 5.1 Compulsory modules for all Compulsory Optional Mother tongue Second national language Second national language, Swedish Second national language, Finnish Foreign language Mathematics Physics and chemistry Social, business and labour-market subjects Physical education Health education Arts and culture 4 credits 1 credit 1 credit 2 credits 2 credits 3 credits 2 credits 1 credit 1 credit 1 credit 1 credit 0 4 credits 0 4 credits 0 4 credits 0 4 credits 0 4 credits 0 4 credits 0 4 credits 0 4 credits 0 4 credits 13

14 1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SEAFARING 5.2 Optional modules Optional additional modules to compulsory core subjects, see Chapters above Environmental studies Information and communications technology Ethics Cultural knowledge Psychology Entrepreneurship 0-4 credits 0-4 credits 0-4 credits 0-4 credits 0-4 credits 0-4 credits 16 credits 4 credits In education provided in Swedish, the scope of studies in the second national language is 2 credits, and the scope of the compulsory core subjects in vocational qualification is 17 credits and the scope of optional modules is 3 credits. The scope of compulsory studies in both physical education and health education is 1 credit. Education provider can divide the compulsory studies in physical education and health education differently, but yet in such a way that their overall scope totals two credits. 6. Free-choice modules in vocational upper secondary education, 10 credits The qualification modules comprise a minimum of 1.5 credits of student counselling The vocational qualification modules for the Vocational Qualification in Seafaring are comprised of seafarer training, certificates and the International Convention on Standards of Training, Certification and Watchkeeping (STCW) for Seafarers respective to normative code A concerning vessel use-related expertise requirements, radiocommunications studies, emergency and health care education and the training required for the granting of a domestic traffic certificate (Government Decree on the Manning of Ships and Certification of Seafarers, 1797/2009) as well as other requirements for professional skills compliant with other working life-related expertise. The most important agreements and regulations forming the foundation of the Vocational Qualification in Seafaring are: the change in the Standards of Training, Certification and Watchkeeping (STCW) for Seafarers Directive 2008/106/EC of the European Parliament and of the Council on the minimum level of training of seafarers Directive 92/29/EC on the minimum safety and health requirements for im- proved medical treatment on board 2008 International Radio Regulations ERC Decision of 10 March 1999 on the harmonised examination syllabi for the General Operator s Certificate (GOC) and the Restricted Operator s Certificate (ROC) (ERC/DEC/(99)01). 14

15 Other decrees: Government Decree on the Manning of Ships and Certification of Seafarers (1797/2009) Council Directives 96/50/EC and 87/540/EC on the harmonization of the conditions for obtaining national boatmasters certificates for the carriage of goods and on inland waterways, applied in the appropriate sections on domestic traffic-related training. Ten (10) credits of practical training are included in all compulsory qualification modules (supervised training). In addition, on a study programme or specialisation basis there are 28 credits in deck and engine repair specific to on-the-job learning as well as 10 credits in electrical operations and 30 credits respective to deck officers and engine-room staff. In addition to the above-mentioned on-the-job learning mentioned above respective to the study programme for deck officers or related specialisation, the following qualification modules compliant with the general STCW convention are included: deck officer training (STCW A-II/1, deck officer) radio operator training (STCW A-IV/2nd level GOC (radio operator) officers fire-extinguishing training (STCW A-VI/3, advanced fire fighting) First Aid Training II (STCW A-VI/4-1, proficiency in medical first aid). In addition to the above-mentioned on-the-job learning mentioned above respective to the study programme for engine-room staff or related specialisation, the following qualification modules compliant with the general STCW convention are included: training for officers in charge of an engineering watch (STCW A-III/1, Officer in Charge of an Engineering Watch) officers fire-extinguishing training (STCW A-VI/3, advanced fire fighting) as well as First Aid Training II (STCW A-VI/4-1, proficiency in medical first aid). Structure of a Vocational Upper Secondary Qualification Vocational Upper Secondary Qualifications comprise vocational modules that are either compulsory or optional. In addition, qualifications that are organised as vocational upper secondary education and training contain compulsory and optional 15

16 1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SEAFARING core subjects and free-choice modules. It must also be possible to individualise a qualification by including additional modules in it when necessary from the point of view of field-specific or local skills requirements, or strengthening the vocational skills of the candidate. The qualification-related optional content rules are presented in the Structure of the Vocational Qualification in Seafaring Table above. The student or candidate may also choose modules from other vocational qualifications for his/her own Vocational Upper Secondary Qualification. The student may select upper secondary studies to ratify his/her eligibility for further studies and complete a matriculation examination. These studies may replace core subjects, other optional modules and free-choice modules. In order to facilitate making choices and the recognition of skills, compensation from completed general upper secondary studies, or those to be completed, has been defined in Chapter 5, Core subjects. Defining this compensation also promotes co-operation between education providers and the utilisation of joint education provision. According to the Act on Vocational Education, completion of the entire qualification should be the primary objective in the training arranged for the purpose. In addition, a student may also complete an Upper Secondary Qualification by completing, one at a time, individual modules that provide more focused vocational competence, when this is appropriate with regard to the individual s study skills, life or employment opportunities. In these cases, students must be provided with flexible opportunities to complete the entire qualification at a later time. In such circumstances, education providers will prepare a plan for the student or candidate on the completion of the entire qualification, in co-operation with the employer where possible. 1.3 Key competences for lifelong learning These key competences for lifelong learning are taken to mean such competence as is needed in continuous learning, in seizing future and new situations as well as in coping with the changing working life environment. They are an important part of vocational skills and reflect an individual s intellectual flexibility and ability to manage different situations. They increase the vocational civilisation and civic readiness needed in all fields and help the students or candidates to keep up with the changes in society and working life as well as to act under changing conditions. They also play a major part in one s quality of life and development of personality. In addition to common emphases of the previous core curriculum of vocational upper secondary education, the Requirements of competence-based qualifica- 16

17 tions and key competences common to all vocational fields, the key competences for lifelong learning are considered to include cross-curricular themes from basic and general upper secondary education together with the recommendations for the key competences for lifelong learning 2005/0221 (COD) made by the European Union Parliament and the Commission. The key competences for lifelong learning are included in the objectives of the requirements of vocational qualification modules and their assessment criteria. The key competences for lifelong learning to be assessed separately consist of the following: learning and problem solving, interaction and cooperation, vocational ethics and health, safety and ability to function. Key competences for lifelong learning are 1. Learning and problem solving 2. Interaction and cooperation 3. Vocational ethics 4. Health, safety and ability to function 5. Initiative and entrepreneurship 6. Sustainable development 7. Aesthetics 8. Communication and media skills 9. Mathematics and natural sciences 10. Technology and information technology 11. Active citizenship and different cultures Description of the key competences for lifelong learning Learning and problem solving The student or candidate plans his/her activities and develops himself/herself and the work. He/she assesses his/her own competence, solves problems and makes decisions and choices in his/her work. Student/candidate is adaptive, innovative and creative in his/her line of work, acquires information and analyses, assesses and applies it. 17

18 1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SEAFARING Interaction and cooperation The student or candidate acts appropriately in different interactive situations and also expresses different views clearly, constructively and in a way that creates confidence. He/she works cooperatively with different people and as a member of a team and also treats all people equally. He/she observes common rules of behaviour and regulations. He/she makes use of the feedback given. Vocational ethics The student or candidate observes the value basis of the profession. He/she is committed to his/her work and acts responsibly following the contracts made and Vocational ethics. Health, safety and ability to function The student or candidate acts safely and responsibly at work and leisure as well as in traffic and also leads a healthy life and maintains his/her ability to function and work. He/she works ergonomically and takes physical exercise needed in the profession and also acts in a manner that prevents the dangers and health hazards in the working environment. Initiative and entrepreneurship The student or candidate works towards completing the objectives set. He/she takes initiative and acts in a customer-oriented way as an employer and/or entrepreneur. He/she plans activities and works to reach the objectives set. He/she acts economically and is result-orientated. He/she sets personal goals in line with the overall objectives. Sustainable development The student or candidate acts according to ecological, economical, social and cultural principles sustainable development in the profession. He/She observes the rules, regulations and contracts of sustainable development prevailing in the sector. Aesthetics The student or candidate takes into consideration the aesthetic factors in his/her line of work. He/she contributes to and maintains the niceness and aesthetics of the working environment. 18

19 Communications and media skills The student or candidate uses his/her language skills in a way that is appropriate, varied and interactive considering the situation. Student/candidate observes, interprets and assesses different media products critically. He/she uses the media and information technology as well as produces media material. Mathematics and natural sciences The student or candidate uses basic mathematics to solve mathematic equations at work and in everyday life. He/she uses for example formulas, graphs, patterns and statistics to help solve work related assignments and problems. Student/candidate applies methods and practices that are based on the laws of physics and chemistry at work. Technology and information technology The student or candidate makes versatile use of technologies used in his/her profession. He/she considers the technological benefits, limitations and risks. He/she makes versatile use of computer technology as a professional and a citizen. Active citizenship and different cultures The student or candidate participates constructively in the activities and decision making of the community. He/she acts according to his/her rights and responsibilities both at work and in everyday life. He observes the acts on equality. He/she acts appropriately and considering the requirements of working life with people from different cultural backgrounds both at home and in international operations. 1.4 Eligibility for further studies According to Paragraph 4 of the Vocational Education and Training Act, vocational upper secondary studies grant the student eligibility to further his/her studies in universities or universities of applied sciences. 19

20 2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 2.1 Design and contents of the curriculum According to the Vocational Education and Training Act (630/1998 paragraph 14) the education provider must endorse for its training a curriculum that is based on the qualification requirements mentioned in this document. It must contain the procedures that ensure that the education reaches the tasks and objectives (L 630/1998, paragraph 5). A curriculum must be approved separately for education provided in Finnish, Swedish and Saami and also for education in any other language when necessary. The curriculum of an education provider is a public document. The curriculum regulates and directs the education offered by the provider and all other activities closely related to it. To give the student protection under the law, the curriculum must provide adequate information about the modules and studies included in the qualification, assessment and arrangements concerning completion of the studies. The curriculum must be compiled so that it enables the students to individually select vocational studies as well as to complete general upper secondary school studies and the matriculation examination. The curriculum also acts as a basis for internal and external evaluation and also allows the evaluating the effectiveness of the education offered by the education provider. The education provider reserves the recourses needed for the education. The education provider also sees that the curriculum allows the student to achieve the objectives set for the qualification, to receive enough teaching and counselling he/ she needs regardless of the way the education is organized on each workday, also during on-the-job learning and skills demonstrations. The curriculum consists of the common part for all the fields of vocational education and training and qualification specific modules. 20

21 2.1.1 Common part of the curriculum The common principles and procedures for all the upper secondary qualifications and core values of the education provider are defined in the common part of the curriculum. The common part of the curriculum consists of (at least) providing education and training as secondary vocational education, as training arranged at a workplace in connection with practical work assignments and as apprenticeship training (Act 630/1998, 3, 15, 17 ) arranging education and training as contact teaching, distance, multi-modal (Act 630/1998, 15 ) and on-line learning plans and methods for completing a module or modules as well as students opportunities to add on to their studies and complete the whole qualification providing education in cooperation with other education providers and working life (Act 630/1998, 14 and 10 ) teaching related measures promoting community spirit, which provides an opportunity for value assessments and getting to know our cultural inheritance (Decree 811/1998, 9 ) common practices on performing student assessment (Act 601/2005, 25a ) in accordance with Chapter 7 compliance with the regulations of Chapter 8 staff development plan. The education provider must include plans on how to promote equality and sustainable development in the curriculum. The education provider must also take into account the stipulations concerning education and training in other statutes when organizing the education Qualification specific part of the curriculum The qualification specific part of the curriculum determines the organization of the vocational qualification modules and the core subjects, in cooperation with other education providers and working life. It also determines the timing of the education, learning environments and teaching methods, with the help of which the student can achieve the vocational skills requirements and objectives of the qualification. The qualification specific part also lists the studies the training provider offers from other qualifications as well as the student s opportunities to complete more 21

22 2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING than one qualification. It includes the assessment plan for the vocational modules and core subjects, which is to include skills demonstrations and other assessment of competence. Qualification specific part of the curriculum is to cover at least structure of the qualification of compulsory and optional vocational modules and core subjects arrangement, timing and progress of studies provision of free choice modules a plan on the provision of individual in-depth vocational modules (modules enhancing a vocational qualification) a plan on assessment of the qualification modules and assessment methods used a plan on assessing vocational modules in a way that it includes a plan on implementation and assessment of skills demonstrations approved by the local board for vocational skills demonstrations locally offered modules, their skills requirements, assessment targets and criteria as well as the objectives, targets of assessment and assessment criteria for the additional optional modules of compulsory core subjects Individual study plan Vocational Education and Training Act (L 630/1998, 14 ) contains the provision of a student s right to make individual choices in his/her studies. Vocational Education and Training Decree (A 811/1998, 3, 4, 12a ) contains the provision of how to inform students of the training offered, of guidance and counselling and recognition and validation of prior skills. In order that a student s right to make individual choices is possible, the training provider must prepare the student an individual study plan based on his/her individual starting point and update it throughout the training offered. 22

23 3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION 3.1 General on competence-based qualification system The competence-based qualification system offers adults a flexible way of demonstrating, renewing and maintaining their vocational competence, or when duties change, qualifying for a new profession In a competence-based qualification a person s vocational competence can be nationally and quality-wise acknowledged despite whether the skills have been acquired through working experience, studies or other activities. In the competence-based qualification system the employer side, employee side and the training sector work in close cooperation when developing the qualification structure, drawing up qualification requirements, planning and arranging competence tests as well as when assessing test performances. Vocational qualifications, further and specialist vocational qualifications can be completed as competence-based qualifications. The requirements of competencebased qualification describe vocational skills as working life competence requirements. The qualifications are made up of modules, which are independent work entities. 3.2 Arranging competence-based qualifications The qualification committees appointed by the National Board of Education and comprising the representatives of employers, employees, teachers and when necessary self-employed persons, are responsible for arranging and controlling competence-based qualifications and they award qualification certificates. The qualification committees sign contracts on arranging competence-based qualifications with education providers and when necessary other communities and foundations. Competence-based qualifications must not be arranged without a valid contract with the qualification committee concerned. 23

24 3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION 3.3 Completing a competence-based qualification A competence-based qualification is completed by successfully demonstrating the skills required in practical work assignments and activities in a competence test. Each module must be assessed separately. Assessment is jointly carried out by representatives of employers, employees and the training sector. In vocational fields where self-employment is typical this party is also to be considered when appointing assessors. The qualification committee passes the final decision on assessment. A qualification certificate can be awarded when all the modules required to make up the qualification have been completed successfully. 3.4 Requirements of competence-based qualifications The requirements of competence-based qualifications define the modules to be included in the qualification and possibly the structure of specialisation, qualification structure, vocational skills required in each module, bases of assessment (targets and criteria of assessment) as well as ways of demonstrating vocational competence. A module is a vocational sub-entity, which can be discerned as a separately assessed entity in a natural work process. The vocational skills requirements defined in modules focus on profession specific key activities, control of processes and vocational practices relevant in the field concerned. They include the skills commonly required in working life, social skills for example. Assessment targets and criteria are derived from the vocational skills requirements. Assessment targets define the sectors of competence that special attention will be paid to. Defining the targets of assessment also make it easier to assess vocational competence in the work activity concerned. Assessment must cover all the targets listed in the requirements of competence-based qualifications. Assessment criteria determine the quality and quantity levels for a successful performance. The ways of demonstrating vocational skills include further instructions on how to complete a qualification. The vocational skills are, in the main, demonstrated in actual work assignments or tasks. The ways of demonstrating vocational skills may also include for example instructions on how a test performance can be complemented if necessary in order for all the skills requirements to have been successfully met. 24

25 3.5 Individualisation in competence-based qualifications Education provider is responsible for individualising the enrolment for a competence-based qualification and for preparatory training, individualising the qualification process as well as the acquisition of the vocational skills required. The National Board of Education has issued a separate regulation on individualisation. 3.6 Assessment of vocational skills in a competence-based qualification The assessment of vocational skills must profoundly and carefully look into how the candidate has shown that he/she masters what the skills requirements of the qualification module concerned prescribe. The assessment criteria defined in the requirements for the competence-based qualification are to be used. When assessing vocational skills, close and profound attention must be paid to how the candidate has shown he/she masters what the qualification requirements state as skills requirements for the module in question. The assessment criteria given in the requirements for the competence-based qualification are to be used in the assessment process. Different and primarily qualitative assessment methods are to be used in the process. Using one method only does not necessarily yield a reliable result. Vocational field and qualification specific special features are to be considered in the assessment process as described in the requirements for the qualification. If a candidate has credible proof of competence demonstrated earlier, the assessors evaluate its correspondence with the skills requirements described in the requirements for the competence-based qualification. The assessors present the document to the qualification committee for validation and approval as part of a competence-based qualification. If the candidate has earlier demonstrated his/her skills in one of the modules of this qualification either in vocational curriculumbased education or in a competence-based qualification, the earlier qualification or its module must be presented for validation as part of the competence-based qualification to be completed. There is no time limit to be set for the skills acquired and demonstrated earlier but the validity of such skills can be checked. The qualification committee makes the final decision on the validation of earlier demonstrated and adequately documented skills. When necessary the candidate must demonstrate the correspondence of his/her skills with the skills requirements of the qualification in question. Assessing vocational skills is a process where collecting assessment material and documenting the assessment process are of key importance. The representatives 25