Indicators1 Vocational

THE COMPETENT TEACHER 20102020
The competences of teaching staff in upper secondary

vocational education and training
Final report
Aila Paaso & Kati Korento
Aila Paaso & Kati Korento
THE COMPETENT TEACHER 20102020
The competences of teaching staff in upper
secondary vocational education and training
Final report
Finnish National Board of Education and the authors 2010
Translation and interpretation service Intertext Ok
Layout: Taittotalo PrintOne
ISBN 978-952-13-4435-0 (paperback)
ISBN 978-952-13-4436-7 (pdf )
Tampereen Yliopistopaino Oy - Juvenes Print, Tampere 2010.
3
FOREWORD
Te factors behind the success of Finnish education and training are the solid
teaching profession and confdence in the competence of teaching staf. En-
suring the availability of skilled labour requires competent teaching staf and
continuous renewal of competences. Tools for competence development in-
clude teacher training and staf development training for education person-
nel. In order to ensure up-to-date initial and continuing teacher training, it is
crucial to anticipate competence needs among teaching staf.
Te purpose of this study was to chart the current state of competences among
vocational teachers and their future competence needs. Te report presents
the views of a broad group of experts on vocational teachers key compe-
tences, competence areas and competence development needs.
I would like to thank everyone involved in implementation of the research
project and those who promoted its implementation through their own active
participation. I hope that organisations working with initial and continuing
teacher training will make use of the research results when planning, develop-
ing and reforming continuing training. Te study is also an excellent tool for
use by VET providers when determining vocational teachers competences
and building their competence management and development systems.
Timo Lankinen
Director General
Finnish National Board of Education
4
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ........................................................................ 6
PREFACE .................................................................................................... 8
1 INTRODUCTION .............................................................................. 10
2 PROJECT BACKGROUND AND STARTING POINTS .................. 12
3 PROJECT OBJECTIVES AND CONTENTS .................................... 14
4 PROJECT NETWORK ....................................................................... 17
5 SEARCHING FOR THE FUTURE USING THE DELPHI
METHOD IN THE eDELFOI ENVIRONMENT ...............................19
5.1 Designing questionnaire surveys for the eDelfoi
research environment...................................................................... 21
5.2 Expert panels .................................................................................. 25
5.3 Implementation of surveys ............................................................. 28
5.3.1 Research orientation survey .................................................. 28
5.3.2 First and second Delphi rounds ............................................ 29
5.3.3 Top Ten in 2008 ................................................................... 32
5.3.4 Tird Delphi round .............................................................. 32
6 RESULTS OF THE STUDY ON THE COMPETENCES
OF UPPER SECONDARY VOCATIONAL TEACHERS .................. 34
6.1 Surveys in the Competent Teacher 20102020 study and
numbers of respondents .................................................................. 34
6.2 Background details of panellists involved in the study..................... 34
6.3 Top Ten surveys in 2007 and 2008 ................................................. 36
6.4 Key lifelong learning skills .............................................................. 40
6.5 Vocational competence ................................................................... 43
6.5.1 Current state and future prospects
of vocational competence ..................................................... 43
6.5.2 Importance of vocational competence
in 2007, 2010 and 2020 ....................................................... 44
6.6 Competence relating to VET/industry co-operation .......................... 44
6.6.1 Background details of panellists responding
to the surveys ........................................................................ 44
6.6.2 Current state and future prospects of
VET/industry co-operation competence .............................. 49
6.6.3 Importance of VET/industry co-operation competence ....... 52
6.7 Pedagogical competence ................................................................. 60
to the surveys ........................................................................ 60
6.7.2 Current state and future prospects of pedagogical
competence ......................................................................... 65
6.7.3 Importance of pedagogical competence
in 2007, 2010 and 2020 ....................................................... 67
5
6.8 Working community competence ................................................... 84
6.8.1 Background details of panellists responding to the surveys ....... 84
6.8.2 Current state and future prospects of working
community competence ...................................................... 89
6.8.3 Importance of working community competence
in 2007, 2010 and 2020 ....................................................... 92
7 FIELD-SPECIFIC RESULTS OF VOCATIONAL
TEACHERS COMPETENCES .......................................................... 98
7.1 Competence in tourism, catering and domestic services .................. 98
7.1.1 Panellists responding to surveys ............................................ 99
7.1.2 Current state and future prospects of teachers
competence ........................................................................ 103
7.1.3 Current state and future prospects of feld-specifc
competence ........................................................................ 108
7.1.4 Importance of competence areas described
in the curricula in 2007, 2010 and 2020 ............................ 112
7.1.5 Command of competence areas: teacher
teacher team workplace instructor expert ...................... 118
7.2 Competence in social services, health and sports ........................... 119
7.2.1 Panellists responding to surveys .......................................... 120
competence ........................................................................ 124
competence ........................................................................ 128
7.2.4 Importance of competences described in the curricula
in 2007, 2010 and 2020 ..................................................... 132
teacher team workplace instructor specialist .................. 140
7.3 Competence in architecture and construction ............................... 141
7.3.1 Panellists responding to surveys .......................................... 142
competence ........................................................................ 145
competence ........................................................................ 148
7.3.4 Importance of competences described in the
curricula in 2007, 2010 and 2020 ...................................... 150
teacher team workplace instructor specialist .................. 156
8 SUMMARY ........................................................................................ 158
9 REFERENCES ................................................................................... 160
10 LIST OF APPENDICES .................................................................... 163
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ACKNOWLEDGEMENTS
Te most important challenges faced by providers of vocational education
and training (VET) include meeting the skills needs of the future world of
work and ensuring the competences of vocational teachers. Te signifcance
of charting the competences of vocational teachers and determining the rele-
vant competence areas was recognised in the Oulu area after Oulu Vocational
College launched its continuing teacher training project in 2005. Based on a
regional pilot study, a project proposal was submitted to the Finnish National
Board of Education (FNBE) with a view to determining the competence
areas of vocational teachers working in upper secondary vocational education
and training.
We would like to thank Mr. Timo Lankinen, Director General of the Finnish
National Board of Education, Ms. Elisabet Kinnunen, Counsellor of Educa-
tion and Ms. Sirkka-Liisa Krki, Counsellor of Education, who believed in
our project and provided funding to enable its implementation in 2007 and
2008.
Tanks are also due to the projects Steering Committee and the FNBE rep-
resentative, Mr. Markku Karkama, Counsellor of Education, for their expert
opinions and statements that helped move our project forward. We would
also like to express our heartfelt thanks to Mr. Jarmo Paloniemi, Principal of
Oulu Vocational College, and Mr. Veikko Mtt, Director of the Adult and
Workplace Education and Training Unit, for all the support and guidance
provided for our work. We would also like to acknowledge the continued
funding for the reporting periods, which allowed us enough time to analyse
the data more thoroughly in both qualitative and quantitative terms.
Our thanks go to staf at South Savo Vocational College, Vocational Educa-
tion Centre Sedu and Oulu Vocational College and their stakeholders in the
world of work, the representatives of vocational teacher education colleges
and other experts for participating in our surveys and for active argumenta-
tion. Tis study would not have been possible without their input.
Our positive forward-looking thoughts roll along the eastern railway tracks
and via the online learning environment all the way to Mikkeli, to Director
Hannu Linturis Futures Workshop. At the workshop, we explored the secrets
of futures studies, the Delphi method and the eDelfoi application as part of
an enthusiastic community. We got to share the competences of a major ex-
7
pert network and to participate in generating new ideas and building connec-
tions of competence. Tis is a good place to head towards the future along
new paths of collaboration.
We hope that the results of this study will open up new horizons for deter-
mining the competences of vocational teachers and help VET providers with
competence management.
Te current state and future prospects surveys conducted as part of this study
were used by Ms. Aila Paaso as a basis for her doctoral thesis entitled Te
Competent Vocational Teacher 2020: A study on vocational teachers future
job description.
Aila Paaso Kati Korento
Project Manager Project Co-ordinator
8
PREFACE
Upper secondary vocational education and training has been undergoing a
period of change over the last ten years. We have seen a succession of re-
forms: three-year vocational qualifcations, on-the-job learning, vocational
skills demonstrations and curricular reforms have reshaped vocational educa-
tion and training. It is fair to say that this reshaping has been carried out very
well throughout Finland including Northern Finland. A clear indication of
this is the revolution that took place in the joint application procedure for
upper secondary programmes. Right now, vocational upper secondary edu-
cation and training is more popular than its alternative, the non-vocational
general upper secondary school.
However, managing these changes has not been self-evident. Without persist-
ent continuing teacher training, the VET sector would not have been able
to transform and meet increasingly complex challenges. In addition to per-
sistence, planning, co-ordination and analysis of continuing training have
required courage to challenge the operating models of old school cultures.
Similar to embracing new knowledge, unlearning old habits is a process that
has also presented a major challenge in the Competent Teacher project.
At present, anticipation of the future is part of everyday life in the VET sec-
tor as well. One-year micro-anticipation is no longer anywhere near enough
for parties involved in the VET sector. Sights are now set as far ahead as 15
years from now; this is how it should be in order to ensure the quality and ef-
fectiveness of VET provision as ef ciently as possible. Consideration of stafs
competences is also an integral part of anticipation. In this respect, research
methods such as Delphi work as sort of cross hairs, if used correctly. Te
cross hairs stay clear in the eyes of the user, i.e. the researcher, as long as the re-
search problem and target are thought out properly. Regardless of its consid-
erable scope, the Delphi network study carried out as part of the Competent
Teacher project was excellent, because the data obtained through this method
will also allow us to draw broader conclusions. Tis goes to show that research
really can contribute to VET development.
Te projects results can be used to further specify continuing training in
particular. Te research results ofer good arguments when understandably
critical VET teachers comment on continuing training provision. After all,
teachers themselves have played a key role in the study both as research sub-
jects and as participants involved in refection on its topics. With solid argu-
9
ments, it is easier for us to ensure our stafs commitment to training courses.
Te research results also give out strong signals for pedagogical, curricular and
working community development. Tis is in fact a good example of a success-
ful study; it allows us to identify a wide range of new initiatives instead of
just giving answers to the basic research problem.
It makes unequivocal sense to make use of such a broad analytical study on
a national level. Further utilisation of the research results requires, frst and
foremost, solid specialist leadership on the part of superiors. It is now high
time for diferent organisations to shift to competence management, where
the superiors work focuses on leadership, i.e. management of people instead
of things. In the future, the study will also be made available as a guide to de-
veloping continuing teacher training as well as to more analytical and precise
anticipation of vocational education and training.
Jarmo Paloniemi
Principal
Oulu Vocational College
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1 INTRODUCTION
Changes in society and in the world of work and growing skills needs, com-
bined with reforms of education policy and structural development, increase
challenges for teaching stafs competence. Key development targets during
the period covered in the Education and Research 20072012 development
plan include better matching of VET provision with working life needs and
stronger links with the world of work; anticipation of training needs; arrange-
ment of on-the-job learning; consideration of individual training needs in
planning and provision of training and development services; and utilisation
and development of teachers competence. Te upper secondary vocational
qualifcations structure is being developed during the development plan period
in order to ensure that it supports acquisition of vocational skills required for
the transition to the labour market and working in an occupation as fexibly
and ef ciently as possible. Vocational qualifcations consist of competence
areas derived from the skills needed in working life and the relevant compe-
tences may also be demonstrated on the basis of prior learning. Te fexibility
of the qualifcations system is enhanced by providing diverse opportunities to
include modules from diferent qualifcations as part of the vocational quali-
fcation being completed.
Te requirement for whole age groups to participate in post-compulsory edu-
cation and training has brought along major challenges for VET providers,
managers, as well as teachers and the entire staf at vocational institutions.
How should they reconcile the objectives specifed within the National Core
Curricula and the vocational skills required by business life, on the one hand,
and the demands set by society and within the National Core Curricula on
the VET sectors educational mission and individualisation of studies, on the
other? What types of competence needs do vocational teachers have and how
can they meet challenges when problems relating to students studies, learn-
ing motivation, absences and general restlessness are part of everyday school
life?
Changes create training needs in order to develop teachers vocational and
pedagogical competences as well as competences relating to VET/industry
co-operation and to the working community. According to the Ministry of
Educations Teacher Education Development Programme (2001), the main-
taining organisations of educational institutions are required to develop con-
tinuing teacher training systematically. Individual employers and teachers, in
turn, are responsible for maintaining and developing competence.
11
Staf development training for education personnel should be provided and de-
veloped taking into account:
the objectives of the Ministry of Education (MoE) Development Plan
for Education and Research 20072012;
the proposal for an action programme by a preparatory group appointed
by the MoE (Valtion rahoittaman opetustoimen henkilstkoulutuksen
kehittminen 2007:45 [Development of government-fnanced staf devel-
opment training for education personnel]); and
the policies and priorities set out by the Advisory Board for Profes-
sional Development of Education Personnel (1
st
February 2008 to 31
st

January 2011).
During the 20072012 development plan period, special attention is being
paid to continuing training for teaching staf. VET providers are required to
ensure that their staf receive regular continuing training to improve their
professional competence. Continuing training should be systematic and rele-
vant to the VET institutions development work. Staf development train-
ing consists of in-service training provided by the employer, government-
fnanced staf development training for education personnel in line with
education policy priorities and self-motivated continuing training. Continu-
ing training should be better geared towards individual teachers diferent
training needs during their careers. Development as a teacher should be seen
as being a gradual process that combines studies, work at educational insti-
tutions and continuing training. Continuing training may also signifcantly
promote teachers well-being at work. From the perspective of an individual
VET institution, it is important that continuing training is systematic and
linked to the institutions development work. Tis, in turn, requires research
into vocational teachers competences and drawing up personal and institu-
tional training plans.
12
2 PROJECT BACKGROUND
AND STARTING POINTS
Anticipation of training and skills needs becomes increasingly important with
changes in the operating environment. Eforts are being made to anticipate
future skills needs in national, regional and feld-specifc terms. Good ex-
amples of major anticipation projects include those run by the Confederation
of Finnish Industries entitled Education Intelligence and Services 2020 Com-
petences in the International Service Society. Te Finnish National Board of
Education has also launched several qualifcation-specifc skills needs surveys
in connection with updating upper secondary vocational qualifcations. Its
report entitled Education, training and demand for labour in Finland by 2020
(2009) contains anticipation data on the supply of and demand for labour
and on intake needs in vocationally/professionally oriented education and
training by feld of education.
Te Ministry of Education Anticipation Review (Opetusministerin ennakoin-
nin selvitysraportti 2008:5) points out that Finland has implemented plenty
of EU-funded anticipation projects, but their practices have not become es-
tablished as a permanent part of organisations operations. According to the
Ministry of Education, organisations should arrange anticipation eforts as
part of their normal operations and quality systems, while anticipation capa-
bilities should also be improved. VET providers skills needs anticipation ef-
forts should be based on close co-operation with the world of work and busi-
ness; this caters for curricular development and alignment of provision in the
short term. Meeting the changes, skills needs and mismatch problems on the
labour market calls for feld-specifc anticipation of competences and deter-
mination of competences among teachers and workplace instructors working
with upper secondary (initial) vocational qualifcations, further qualifcations
and specialist qualifcations. In order to succeed, this requires a new form of
innovative co-operation and setting up an operational network and system.
Education and training organisations competence management should be
based on national, regional, sub-regional and organisational strategies and on
anticipation of changes occurring in the operating environment. Te munici-
pal competence 2012 workbook (Kuntaosaaja 2012 -tykirja) points out that
education and training organisations should carry out competence manage-
ment paying special attention to anticipation of skills needs, management,
assessment and development of organisational knowledge and skills as well
as guidance of learning that takes place within the organisation. Competence
13
development and management should involve anticipation of future needs
relating to competence and human resources and develop competence and
training in the right direction. Organisational and staf competence and de-
velopment should be assessed systematically on the basis of operational ob-
jectives.
Oulu Vocational College carried out a 3.5-year project (1
st
August 2005 to
31
st
December 2008) with a view to organising continuing teacher training
in the Provinces of Oulu and Lapland. During the project, the aim was to de-
velop teachers competence and continuing training.
In the early stages of the project in 2006, an anticipation study of competence
needs among teaching staf was carried out to determine how teachers per-
ceptions of their own competence needs tallied with those identifed by their
superiors and the world of work. Te questionnaire survey covered teachers
who participated in the Competent Teacher 2006 training event, representa-
tives of the world of work from the Vocational Colleges stakeholder groups,
the Vocational Colleges management and directors of joint municipal au-
thorities within the Province of Oulu.
During the course of the continuing training project, another project was
implemented in 20072008 to develop the competences of upper second-
ary VET teachers entitled Te Competent Teacher 20102020 by means
of government grants awarded by the Ministry of Education/the Finnish
National Board of Education. Tis is the development projects fnal report.
Te eDelfoi learning environment, surveys, results and materials related to
the project are available in Finnish at: www.eDelfoi.f/f/kirjasto/osaavaopet-
taja.
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3 PROJECT OBJECTIVES AND CONTENTS
Te projects objectives were specifed in co-operation with the Steering Com-
mittee on the basis of the project plan. Te Steering Committee emphasised
the signifcance of co-operation with the world of work and considered it
important to describe the perceptions both of representatives of the world
of work and of the VET organisation and teachers. Te project was aimed at
seeking not only shared, but also difering views of a broad group of experts
on the future competence needs and areas of vocational teachers.
VET organisations may make use of the projects results when building their
competence management systems in line with their own visions and stra-
tegic goals. We hope that the results will prove useful when determining the
contents and levels of vocational teachers competence areas, assessing com-
petences and drawing up feld-specifc and teachers individual development
plans.
Te projects objectives were to:
1. analyse the current state of competences of vocational teachers and
their vocational felds in terms of strengths and weaknesses as well as
future threats and opportunities;
2. chart the views of a broad and multidisciplinary expert group on the areas
of vocational teachers pedagogical competence, working community
competence and VET/industry co-operation competence and on the
importance of command of these competence areas in 2007, 2010 and
2020;
3. describe vocational teachers feld-specifc competence areas and the
importance of command of these competence areas in 2007, 2010 and
2020 based on the perceptions of representatives of the world of work,
experts and teachers;
4. refect on how command of vocational competence should be divided
between an individual teacher, a teacher team, a workplace instructor
or some other specialist.
Where applicable, the project made use of the defnitions of competence
areas according to the concept of vocational teachers expertise presented by
Seppo Helakorpi (2004; 2006):
substantive competence: vocational know-how and working life skills;
pedagogical competence: educational skills and command of the VET
process;
15
working community competence: teamwork and networking skills, f-
nancial and administrative skills;
development competence: development of ones own competence, de-
velopment of ones own feld and the world of work.
In derogation of Helakorpis model, the concept of working life skills was
extended into VET/industry co-operation competence and raised as a separ-
ate competence area. Tis area involved charting perceptions of working life
skills and competences relating to competence-based qualifcations and com-
petences in line with the mission of vocational institutions to serve and de-
velop the world of work. Upper secondary vocational teachers development
competence was considered to be a part of each competence area and was
therefore included within the competence areas.
Te competence areas of vocational teachers used in this study were:
vocational competence
VET/industry co-operation competence
pedagogical competence
working community competence.
Te competence areas are made up of descriptions of the current state and
future prospects and of competence pathways included in each specifc com-
petence area. A competence pathway refers to the competencies involved in a
specifc competence area as a whole.
Te following table describes the contents of the competence areas set out
in the expertise model developed by Helakorpi (2006) and in the vocational
teachers competence model outlined by Paaso (2007).
16
Table 1. Vocational teachers competence in the eDelfoi study; comparison of models
developed by Helakorpi and Paaso.
The vocational teachers expertise
Seppo Helakorpi, 2006
The vocational teachers competence
Aila Paaso, 2007
Current state and future prospects: strengths, weaknesses,
opportunities, threats, weak signals
Key lifelong learning skills
Substantive competence
Vocational know-how
Vocational competence
incl. development of personal competence
Substantive competence:
Working life skills
VET/industry co-operation competence
incl. working life skills, competences relating to competence-
based qualications and competences in line with the
mission of vocational institutions to serve and develop the
world of work, as well as development of ones own eld
and the world of work
Pedagogical competence
Educational skills
incl. pedagogical knowledge, pedagogical thinking,
promotion and support of students learning and personal
development as a teacher
VET process planning
Planning and command of the VET process
Working community competence
Financial and administrative skills
incl. participation in strategy and quality work, nancial
planning, as well as operational development and
assessment of the working community.
Working communitys competence
Teamwork and networking skills
Practical command of competencies involved in working
community competence, acting in line with objectives,
complying with common ground rules, process compe-
tence, project competence, nancial skills, occupational
safety and well-being competence, communication within
the working community, group and team working skills,
networking skills, sense of community, recognition and
development of personal competence, operational develop-
ment of the working community, regional co-operation com-
petence, global competence, management competence
(HR management, pedagogical management, competence
management, change management, self-management)
Development competence
Developing ones own
competence
included as part of the competence pathways of vocational
competence, lifelong learning, pedagogical competence
and working community competence
Development competence
Development of ones own eld
and the world of work
included as part of the VET/industry co-operation pathway
17
4 PROJECT NETWORK
Table 2. Steering Committee
Markku Karkama, Counsellor of Education Finnish National Board of Education
Anne Kuusela, Senior Lecturer
1
st
August 200731
st
May 2008
Oulu University of Applied Sciences,
School of Vocational Teacher Education
Jarmo Salo, Principal Lecturer
1
st
June 200831
st
December 2008
Oulu University of Applied Sciences,
School of Vocational Teacher Education
Seppo Lopakka, Regional Ofcial Finnish Construction Trade Union,
Oulu Regional Ofce
Pekka Palo, Service Director Wetteri Oy, Oulu
Antti Grekel, Development Manager Arinan Kauppa Oy
Mikko Ahola, Specialist, Education
and Training Policy
Confederation of Finnish Industries, Oulu
Jarmo Paloniemi, Principal, Chair Oulu Vocational College
Timo Kettunen, Teacher Oulu Vocational College
Aila Paaso, Project Manager Oulu Vocational College
Kati Korento, Project Researcher, Secretary Oulu Vocational College
Te Steering Committee convened six times. Te Steering Committee was
provided with its own group site within the eDelfoi environment for the pur-
poses of disseminating information.
The Delphi network
Te project to determine vocational teachers future competence was imple-
mented as a Delphi study in co-operation with Metodix Oy and Internetix,
using eDelfoi software. Director Hannu Linturi functioned as the chief Del-
phi specialist and Mr. Ville Venlinen provided IT expertise. In addition,
the workshop was consulted as required by Delphi experts Mr. Osmo Kuusi,
DSc (EBA), and Mr. Yrj Myllyl, PhD, as well as futures researchers Adjunct
Professor Anita Rubin, DSc (Political Science), and Adjunct Professor Petri
Tapio, DSc (Agriculture and Forestry).
Te Mikkeli-based workshop, run by Director Hannu Linturi, is a joint forum
bringing together enthusiastic researchers, students and various project
participants operating in diferent parts of Finland. Workshop participants
18
can listen to briefngs by experts and researchers involved in futures studies.
People studying the Delphi method present their work, while top experts act
as opponents and consultants. Guidance and support is also available through
the Internet and access to video recordings of expert lectures is also provided.
Te Delphi workshop represents a new type of approach and activity. Every
participant seeks and gets what they need in order to make progress in their
own work. Guidance is individual and the spirit of the workshop is stimulat-
ing and positive. Team spirit among the personalities studying at the work-
shop is also splendid; creativity and humour are fourishing and people pro-
duce results! Sharing knowledge and competence brings about new thinking,
widening peoples perspective on their own project and work. Competence
networks expand and the process creates new and fascinating competence
connections between diferent ideas and participants.
Partners from Northern Finland
Members of Oulu Vocational Colleges teaching development team,
staf team and qualifcation development teams
Oulu Vocational Colleges partners from business life
Adjunct Professor Pirkko Remes, PhD (Education), Oulu University
of Applied Sciences, School of Vocational Teacher Education
Professor Kysti Kurtakko, PhD (Education), University of Lapland
Partners from Eastern Finland in the spring
Partner institution involved in recruiting experts from the world of
work:
South Savo Vocational College, Project Manager Riitta Flinkkil
Co-operation with partners from Eastern Finland was more extensive than
planned. In addition to the planned Working community competence panel,
South Savo Vocational College also participated in panels entitled Vocational
competence and working life skills and Pedagogical competence.
Partners from Western Finland in the autumn
Partner institution involved in recruiting experts from the world of
work:
Vocational Education Centre Sedu, Director Reija Lepola
Vocational Education Centre Sedu participated in the project to the fullest
possible extent, i.e. in all four panels: Vocational competence, VET/industry co-
operation competence, Pedagogical competence and Working community compe-
tence.
19
5 SEARCHING FOR THE FUTURE USING THE DELPHI
METHOD IN THE eDELFOI ENVIRONMENT
Tis is a forward-looking study, as the phenomenon being studied involves
the competences of teaching staf in vocational education and training be-
tween 2010 and 2020. Rubin (2004) af rms that the future is not something
that is just out there, but something that we are creating together. Kuusi
(2002) also suggests that the best way to anticipate the future is to create
it yourself. Futures studies is multidisciplinary, interdisciplinary and cross-
disciplinary by nature. Anticipation of the future, or foresighting, and
creating the future are called for whenever peoples decisions and actions may
infuence the course of events. Futures information helps allocate resources
and choose appropriate tools for understanding and action. (Kamppinen,
Malaska & Kuusi 2002, 2021, 25; Rubin 2000, 4; Rubin 2003, 903.)
Rubin divides futures studies into four basic approaches: anticipatory, cul-
tural or interpretative, critical and analytical approach. Te anticipatory ap-
proach is based on instrumental thinking; the approach aims to identify tools
to shape the future and focus ones own actions. Te methods applied here
are based on time series and mathematical modelling and the objective is to
prepare as clear and precise a forecast as possible to form a basis for decision-
making and strategic planning. However, the time span covered by such a
forecast cannot be very long. Te cultural approach suggests that the future
consists of various alternative scenarios which are constructed taking the dif-
ferent values and cultural practices of diferent parties into account as equally
as possible. Te relevant methods are hermeneutic and geared towards explor-
ing the efects of various cultural or social factors on decision-making and the
subsequent future. Te key with the critical approach is peoples involvement
in and mobilisation on social action and it aims to study and question the
assumptions and premises based on which the future is being outlined.
Analytical futures research, in turn, aims to examine possible, probable,
conditional, desirable and frightening futures and to develop tools to shape
the future and focus ones own actions. It is based on both normative and
instrumental thinking and the time span for planning is long. According to
Rubin (2004), the main bulk of futures research conducted in Finland falls
within the analytical approach, as does this study.
Te Delphi technique makes it possible to bring together experts in the area
being studied to refect on the relevant research problem. Osmo Kuusi sug-
gests that the Delphi technique allows us to grasp peoples creative and goal-
20
oriented solutions, to put weak signals observed by individual panel members
and the felds development targets forward for assessment by a larger group
and to prevent conficts of authority and interest from afecting research re-
sults. (Kuusi 1993, 138139.)
Kuusi and Linturi characterise the Delphi technique as being a method of
structuring a group communication process with a view to helping the group
made up of individuals deal with a complex problem as a whole. Linturi sug-
gests that the defnition emphasises the formation of knowledge and under-
standing that takes place within the process, where diferent opinions, argu-
ments and views are brought into dialogue with each other. (Kuusi 2002,
205210; Linturi 2006, 10.)
Te Delphi method has three distinct key features: unidentifability, complex-
ity and feedback. Tose applying the Delphi technique no longer aim at unan-
imity among experts but rather at several justifed views on future devel-
opment. At present, the Delphi technique is used to refer to a method of
collecting expert opinions with a view to assessing the possibilities of future
development. Te method is well suited to producing views, ideas and argu-
ments as a basis for decision-making when an issue or a problem is still open
and people wish to assess alternative future scenarios. Te Delphi method
can be characterised as being a method of surveying the future, where experts
representing diferent opinions on future development outline key factors for
the future in the course of the process. (Kuusi 2002, 205, 210212; Linturi
2006, 7).
Te Delphi process produces diferent viewpoints and statements which
will be discussed by anonymous experts with command of the research sub-
ject from diferent perspectives. Charting phenomena relating to vocational
teachers competence requires generation of opinions, views and perceptions
of the widest possible, regionally and nationally comprehensive expert net-
work.
Te eDelfoi network aims to create structured and committed communica-
tion among a broad network of diverse panellists and to produce and justify
alternative future scenarios. Te network software opens up new paths to
applying the Delphi technique. Steering the research process and processing
opportunities improve as the method, participants and activities meet online
rather than using traditional questionnaire forms. In the course of the process,
experts interact with the subjects themes and with other participants. Te
idea is to distil their views on the themes into shared or difering collective
views, both of which are equally valuable as results. Tey may agree or disa-
21
gree about objectives, arguments, or the probability or desirability of alterna-
tive scenarios. (Linturi 2007, 103; Linturi 2006, 8, 4445.)
Linturi (2006) points out that a collective conception of knowledge allows
use of the Delphi method as a tool for learning communities and networks
and, consequently, he raises involvement alongside expertise. Factual
knowledge should be accompanied by systemic knowledge, which requires
generalist expertise. Linturi refers to Mikhail Bakhtins (1993) epistemological
classifcation of scientifc, artistic and existential knowledge. Te Delphi
process makes it possible to obtain existential knowledge, narrative
knowledge, through means such as scenarios. Its polyphony the diversity
and independence of voices, speakers and opinions vis--vis each other and
dialogism link process abilities of knowledge production to static competenc-
es. Linturi (2007, 111) sets the following criteria for a panels operations: 1)
the panels ability to produce material from several diferent categories and
perspectives; 2) the ability to produce plenty of material; and 3) the ability to
produce what would otherwise not be created.
Linturi emphasises that a heterogeneous panel produces enough alternatives,
arguments for alternatives and solutions to dissolve collegial expert institu-
tions, which standardise their members behaviour. Tese are replaced by an
approach that creates networks, where the wisdom and creativity of masses
can be made available to communities. Panel membership is recommended
for all those involved, i.e. experts, specialists, generalists and lay people. Lin-
turi thus reminds us that Illich (1975, 1977) criticised the increasingly spe-
cialised society for cutting more and more people of from creative activities.
Alongside narrow expertise, we also need involvement and operating methods
that bring involvement or interest and expertise together. (Linturi 2007,
104107.)
Te online Delphi network allows organisations interested in their future to
use the Delphi method to unravel alternative future scenarios and determine
their course of action. Te multiple Delphi method may include sub-studies
based on several Delphi panels communicating with each other. Online, it is
possible to expand the range of participation in these studies.
5.1 DESIGNING QUESTIONNAIRE SURVEYS FOR THE eDELFOI
RESEARCH ENVIRONMENT
Te projects planning phase was launched at the beginning of 2007 with def-
inition of objectives, which were recorded in the project plan (1
st
June 2007)
appended to the grant application (No. 22/65/2007).
22
Te planning and preparation phase involved the following measures:
project planning and defnition of objectives;
customisation and implementation of the eDelfoi software for the
project;
charting, acquiring and editing preparatory data and material relating
to the project and eDelfoi software for use as background material;
recruitment and motivation of co-operation partners;
setting up the projects Steering Committee;
assembling expert panels;
selection and motivation of panellists;
preparation of the eDelfoi research environment and designing ques-
tionnaire surveys.
Figure 1. Home page of the research environment.
Oulu Vocational College was provided with a dedicated project platform
within the eDelfoi research environment. Te site included a home page and
the projects information page with access to all research groups, the compe-
tence pathways and surveys to be implemented, background materials relating
to the project and the Whats new section. Te home page of the research
environment is shown in Figure 1.

23
Te research environment was designed within the eDelfoi environment.
Te following questionnaire surveys were created within the environment:
the background survey, the Top Ten survey, the key lifelong learning skills
survey and the surveys on the current state and future prospects. In addition,
the project created pathways for vocational competence in the specifc VET
felds, subfelds and occupations and designed surveys covering vocational
competence pathways as well as surveys for VET/industry co-operation,
pedagogical and working community competence pathways.
Te background survey aimed to identify respondents for the purposes of par-
ticipation in Delphi rounds and expert panels. Te background survey was a
typical survey to collect extensive data on respondents background details.
Te background survey charted the respondents gender, age, background
organisation, VET/industry co-operation networks, co-operation networks
supporting students learning and life skills, co-operation networks within
the working community, sector of activity, industry class, qualifcation (for
students), geographical location of the place of work or study, size of work-
place, duration of employment and knowledge of the groups being assessed
(Appendix 1).
Te Top Ten method refers to a way of describing phenomena by preparing
Top Ten lists of relevant perspectives (Mkel 2000, 97). According to Man-
nermaa (1991, 81), Top Ten lists aim to capture a group of phenomena that
an expert group has assessed to have potentially the most relevant efects on
the future in terms of the specifc phenomenon being analysed. For the Top
Ten survey, a list of 83 items was prepared on the basis of vocational teach-
ers competence areas and panellists were then asked to vote for the ten com-
petencies that they thought were the most important in an upper secondary
vocational teachers competence (Appendix 2).
Te key lifelong learning skills survey aimed to determine how important re-
spondents felt it was for vocational teachers to command the key skills speci-
fed in Recommendation 2006/962/EC of the European Parliament and of
the Council in 2007, 2010 and 2020. Tese key skills covered by the sur-
vey were communication in the mother tongue, communication in foreign
languages, mathematical competence and basic competences in science and
technology, digital competence, learning to learn, social and civic competences,
sense of initiative and entrepreneurship and cultural awareness and expres-
sion. Te key skills survey was designed in line with the Delphi method, ask-
ing respondents to indicate the importance of commanding these skills on a
scale from 0 to 10 in 2007, 2010 and 2020 (Appendix 3).
24
In order to establish the current state and future opportunities and threats of
teaching stafs competences, separate surveys were designed for respondents
in vocational, pedagogical, VET/industry co-operation and working com-
munity competence areas. Te questions were open-ended and respondents
were asked to give their opinions on strengths, weaknesses, opportunities and
threats. Respondents participating in the vocational competence survey were
asked to provide their opinions on the current state and future prospects of
competences both in terms of the relevant industry and among teachers. Te
survey charting the current state and future prospects of working community
competence was based on the perspectives covered by the Balanced Score-
card approach; in other words, the idea was to examine working community
competence from the perspectives of processes and structures, renewal and
working capacity, fnances and resources, as well as efectiveness (Appendices
4 and 5).
Te competence pathway surveys relating to vocational competence were de-
signed on the basis of the classifcation of felds of education to cover voca-
tional competence pathways for diferent VET felds and their subfelds and
individual occupations based on the competences covered in the qualifcation
modules of the current National Core Curricula and the contents of the
osaan.f website (Appendix 6).
Te survey covering the VET/industry co-operation pathway was created on
the basis of the contents of teachers working life skills studies and specialist
studies in competence-based qualifcations, as well as the objectives specifed
for the mission of VET to develop and serve the world of work. In addition,
an open-ended question was added to the pathway with a view to bringing
out respondents own thoughts and ideas (Appendix 7).
Te pedagogical competence pathway and surveys were designed for four com-
petence pathways based on the contents of the curricula of vocational teach-
er education colleges (pedagogical knowledge), Patrikainens doctoral thesis
(pedagogical thinking), the results of the ESF-funded pilot projects of
innovative workshops (promotion and support of students learning), and
the description of Oulu Vocational Colleges VET process (planning and
command of the VET process) (Appendix 8).
Te working community competence pathway and survey was designed on the
basis of the objectives of VET organisations strategic and HR management
in order to chart the ideas of organisations administration and development
teams and teachers (Appendix 9).
25
Te assessment scale selected to describe the importance of competence was a
scale from 0 to 10, where 0 = unimportant, 5 = fairly important and 10 = very
important. When assessing competence pathways, respondents were asked to
assess the importance of competencies on a scale from 0 to 10 in 2007, 2010
and 2020. A comment feld was created next to each item, asking respondents
to comment on their choices. Te last item in all competence pathway sur-
veys was an open-ended question asking respondents whether there was any
other important skill or competence that they would like to add.
Te questions were fnalised and revised by: 1) members of the research team
of the project to determine the competence areas of upper secondary VET
teaching staf; 2) representatives of the vocational teacher education college
belonging to the Steering Committee for Continuing Teacher Training; and
3) experts and expert lecturers in the Mikkeli Delphi workshop. Te outlines
of the surveys were also commented on by the members of this projects
Steering Committee at their meeting.
Te surveys and questionnaires for the frst and second round of surveys were
developed side by side in order to ensure the logical progress of the research
process. At the Delphi workshop in Mikkeli, we refected on the logical place-
ment of surveys and themes in the diferent survey rounds. We fed details of
a test person into the eDelfoi software to test survey functionality.
5.2 EXPERT PANELS
Planning and assembling expert panels and co-operation on panels
Anticipating future competence needs of vocational teaching staf requires a
suf ciently comprehensive network of experts covering the broadest possible
expertise in regional and even national terms.
Te project paid special attention to assembling, selecting and motivating ex-
pert panels. Te process was divided into the following phases:
Te frst step was to determine the competencies for which expertise
was to be sought, based on the themes.
Te second step was to determine diferent interest groups, i.e. ex-
perts who were deemed to have expertise in terms of the competency
in question. Te interest groups were representatives of the world of
work, teachers, students, teacher trainers, experts and researchers, VET
organisations management and staf, and representatives of education-
al administration.
Te third step was to examine the dimensions of network competence
26
among each interest group in national, regional and organisational
terms. Participants in diferent networks included members of National
Education and Training Committees and Qualifcation Committees,
representatives of the Finnish National Board of Education, representa-
tives and stakeholders of diferent industries, special needs teachers and
guidance counsellors.
Experts were recruited with the aid of expertise of the Finnish National
Board of Education, vocational teacher education colleges, Oulu Vocational
Colleges stakeholders and those of partner institutions based in Seinjoki and
Mikkeli. For the feld-specifc eDelfoi learning pathways designed to assess
vocational competence and on-the-job learning competencies, the project
sought the expertise of teachers, students and industry representatives from
Eastern Finland (South Savo Vocational College, Mikkeli), Western Finland
(Vocational Education Centre Sedu, Seinjoki) and Northern Finland (Oulu
Vocational College, Oulu). National expertise on the expert panel was pro-
vided by members of the National Education and Training Committees and
experts involved in national feld-specifc skills needs surveys and from the
Finnish National Board of Education.
Teachers from VET organisations, members of pedagogical development
teams, representatives of vocational teacher education colleges and a large
number of pedagogical specialists and experts were invited to participate in
the expert panel on pedagogical competence. Te core of the expert panel on
working life competence was made up of VET organisations management,
teachers and other staf members. In addition, experts and researchers in HR
management and working community management were invited to join the
panel.
Assembling expert panels
Initially, an illustrative table was created to outline the panels to be set up for
the study (Appendix 10), indicating what types of experts were to be assem-
bled regionally from Oulu (OU), Mikkeli (MI) and Seinjoki (SE). Te same
table also described the distribution of national experts into diferent panels.
Co-operation partners gathered their own regional experts in Mikkeli and
Seinjoki and subsequently submitted their complete lists to the project re-
searcher by the beginning of November 2007. In Oulu, panellists were as-
sembled by the project researcher in co-operation with leaders of vocational
qualifcation teams.
27
Qualifcation-specifc expert representatives of teachers, students and the
world of work from the relevant vocational felds were selected using a form
template, which was completed with suitable individuals under the supervi-
sion of those responsible for each specifc qualifcation. An example of the
form used for the Study Programme in Vehicle Painting is provided below.
Te form templates, accompanied with instructions, were sent to Mikkeli on
28
th
September and to Seinjoki on 1
st
October 2007.
Table 3. Vocational pathway experts.
Vehicle Painting Pathway NAME E-MAIL TELEPHONE ROLE/
WORKPLACE
23 vocational teachers
12 student(s)
23 industry representatives
Based on the forms, each expert was assigned a user name and panel-specifc
access rights to the eDelfoi environment. User names were created and ex-
perts were grouped by the project researcher in Oulu and by eDelfoi tech nical
support in Mikkeli. National experts from Qualifcation Committees and
National Education and Training Committees and from the Ministry of Edu-
cation registered independently for the environment and they were grouped
into relevant panels by the project researcher.
An information bulletin (Appendix 11) and the www.eDelfoi.f website were
used to motivate experts. Information meetings were organised for key people
both in Seinjoki and in Mikkeli. Key people were responsible for further
motivation within their own organisations. Within Oulu Vocational College,
information about the project was provided for the management team, the
teaching development team, the vocational education and training commit-
tee, the staf development team, as well as at meetings of vocational qualifca-
tions development teams and development working groups.
During October and November, experts were grouped into ten diferent panels,
each with its own dedicated research platform within the eDelfoi environ-
ment. Te panels were as follows: 1) everyone (including all participants);
2) Culture; 3) Natural Sciences; 4) Natural Resources and the Environment;
5) Tourism, Catering and Domestic Services; 6) Social Services, Health and
Sports; 7) Technology, Communications and Transport; 8) Social Sciences,
Business and Administration; 9) pedagogical competence; and 10) working
community competence. A specifc battery of surveys was created for each
expert panel. Te matrix made up of the ten panels and surveys was reviewed
28
at Mikkeli Delphi workshop on 26
th
27
th
October 2007. Based on feedback
received at the workshop, the panels were fnalised prior to the frst round of
surveys.
5.3 IMPLEMENTATION OF SURVEYS
Te planning phase was followed by launching surveys relating to the Com-
petent Teacher 20102020 project on the competences of teaching staf in
upper secondary vocational education and training. Te surveys were carried
out as follows:
1. Te research orientation survey was implemented in November and
December 2007:
the background survey;
Top Ten 2007; and
key lifelong learning skills.
2. Implementation of the frst and second Delphi rounds was staggered as
follows:
the frst step (JanuaryFebruary 2008) involved implementing sur-
veys on the current state and future prospects of vocational compe-
tence and pedagogical competence and the relevant competence path-
way surveys; and
the second step (April and May 2008) involved implementing
surveys on the current state and future prospects of VET/industry
co-operation competence and working community competence and the
relevant competence pathway surveys.
3. Te 2008 Top Ten survey was implemented in the autumn of 2008.
4. Te third Delphi round was implemented in the autumn of 2008:
group interviews;
probability and desirability of the working scenarios of the images
of the future (doctoral thesis by A. Paaso, 2010).
5.3.1 Research orientation survey
Te frst round of surveys was designed to cover all experts participating in
the study. Te survey round included three surveys:
the background survey;
a Delphi survey on key lifelong learning skills; and
a Top Ten survey of vocational teachers competencies.
When the frst round was launched, experts received an e-mail informing
them of the launch. Te newsletter provided direct links to the studys infor-
mation page and to the three surveys. Respondents were given two weeks to
29
fll in the surveys, but the time was extended by a further two weeks at their
request, as this was a busy time at work and with studies for many. Te analy-
sis of the frst round was postponed to be carried out side by side with analysis
of the Delphi surveys.
5.3.2 First and second Delphi rounds
Due to the extensive scope and multiple steps of the study, the frst and second
rounds of Delphi surveys were staggered. Instructions and questionnaires for
the feld-specifc panels of the eDelfoi round were completed at the begin-
ning of January 2008. Te 892 experts signed up for the environment were
grouped through user management as participants in panels dealing with the
following seven felds of education: 1) Culture; 2) Natural Sciences; 3) Nat-
ural Resources and the Environment; 4) Tourism, Catering and Domestic
Services; 5) Social Services, Health and Sports; 6) Technology, Communica-
tions and Transport; and 7) Social Sciences, Business and Administration.
Within the panels, experts were further grouped into vocational pathways,
such as the pathways for Woodworking or Clothing Artisans, etc. Te panels
group functions, sites and instructions were tested on 9
th
January 2008.
Te frst step (JanuaryFebruary 2008) involved implementing the frst Del-
phi round, which covered the current state and future prospects surveys of vo-
cational competence and pedagogical competence and the relevant competence
pathway surveys. At the same time, the surveys for feld-specifc panels were
specifed into qualifcation-specifc sections, where experts only flled in the surveys
relating to their own feld (see Figure 2). Each expert flled in at least two sur-
veys: the frst one asked them to assess the current state and future prospects
of competence in their own industry and among teachers, while the second
one asked them to assess how important it was for teachers to command dif-
ferent areas of the upper secondary vocational qualifcations, further qualif-
cations and specialist qualifcations within their own teaching feld in 2007,
2010 and 2020 by qualifcation pathway. Some experts were on more than
one panel, in which case they completed surveys for all these panels.
30

8 pane|s
surveys
Figure 2. Expert panels and surveys in the eDelfoi environment.
Figure 2 illustrates how the expert panel on Technology, Communications and Trans-
port, for example, is further divided into smaller panels dealing with the following
eight subfelds: Automotive and Transport Engineering; Architecture and Con-
struction; Food Sciences, Food Industry and Biotechnology; Mechanical, Metal
and Energy Engineering; other subfeld in Technology, Communications and
Transport; Process, Chemical and Materials Engineering; Electrical and Automa-
tion Engineering; and Information and Telecommunications Technology. Each
panel covers one current state and future prospects survey and as many feld- specifc
surveys as there are qualifcation-specifc pathways. By way of example, there were
12 questionnaires in all relating to the Automotive and Transport Engineering
panel.
Te pedagogical panel was most successful in reaching experts, inspiring them
to refect on the strengths and challenges of teachers competences in a diverse
manner. Each of the fve surveys was completed by more than 100 respond-
ents. Response rates varied considerably on feld-specifc panels.
Design of the second Delphi round for the frst phase started immediately
after the previous survey round. Te work started on the pedagogical
panel, where the project manager classifed the results and grouped them into
themes for a round of comments. Te results of the vocational panels were
made available for panellists to comment on them in their original form.
31
Figure 3. The comment round of the pedagogical panel.
As part of the second Delphi round, the answers from the frst round were
made available for panellists to view within the eDelfoi research environ-
ment; this is how panellists were provided with information about other par-
ticipants views and arguments. Panellists were asked to provide further ar-
guments and comment on the answers; they also had the chance to change
their own opinions and assessments and the answers they had given during
the frst round.
Te results and classifcation of the frst phase were also reviewed at the
Mikkeli Delphi workshop. Te current state and future prospects of the feld-
specifc pathways and other emerging themes were discussed in small groups
at a meeting of Oulu Vocational College vocational qualifcations develop-
ment working groups held on 14
th
February 2008. Te research environment,
the thorough surveys, open-ended questions and topical themes received a lot
of praise from participants. Te survey response rates varied by feld and par-
ticipants wished that feld-specifc leaders would mobilise panellists to par-
ticipate in the relevant surveys.
Tentative results were also discussed at the Steering Committee meeting.
Eforts were made to take the comments of the Steering Committee and the
leaders of the feld-specifc vocational qualifcations teams into account in
focusing the research.
32
Te second step (April and May 2008) involved implementing the frst and
second Delphi rounds for VET/industry co-operation competence and work-
ing community competence surveys. Tese surveys were launched later so as to
make sure that active members of teaching staf with several diferent roles
within their VET organisations would not have too many surveys to respond
to at the same time. Te surveys were carried out in line with the process
used in the frst phase. During the frst Delphi round, experts were asked to
provide their perceptions of the current state and future prospects of com-
petence and their opinions on the importance of commanding the diferent
competence pathways included in these two competence areas in 2007, 2010
and 2020. During the second Delphi round, answers given during the frst
round were made available for panellists to view within the eDelfoi research
environment. Te panellists were asked to provide further arguments and to
comment on the answers. Tey also had the chance to change their own opin-
ions and assessments and the answers they had given during the frst round.
5.3.3 Top Ten in 2008
Te Top Ten competencies of vocational teachers survey aimed to chart respond-
ents perceptions of vocational teachers competencies at the end of the study.
Te survey was carried out in the autumn of 2008 with content identical to
the 2007 Top Ten survey.
5.3.4 Third Delphi round
In the autumn of 2008, the project carried out the third Delphi round as a
group interview with members of Oulu Vocational Colleges vocational quali-
fcations teams in Tourism, Catering and Domestic Services, Health Care
and Social Services and Construction. Te aim of the group interview was to
specify perceptions in terms of the current state and future prospects in the
relevant felds and to consider how competences within the feld should be
divided between individual vocational teachers, teacher teams, workplace in-
structors and specialists.
One more Delphi survey was conducted for the experts involved in the net-
work. Te panellists were asked to assess the probability of the working scen-
arios for the future (current rate scenario, threat scenario and desirable scen-
ario) becoming a reality by 2015 and by 2020. Te respondents were also
asked to assess the desirability of the scenarios. Te working scenarios for the
images of the future presented to the panellists are outside the scope of this
projects objectives and they were devised in the summer of 2008 by Ms. Aila
Paaso on the basis of the data collected during the frst and second Delphi
33
rounds using the futures table method. Te images of the future and the as-
sessed probability and desirability of the working scenarios are presented in
Ms. Paasos 2010 doctoral thesis.
34
6 RESULTS OF THE STUDY ON THE COMPETENCES
OF UPPER SECONDARY VOCATIONAL TEACHERS
6.1 SURVEYS IN THE COMPETENT TEACHER 20102020 STUDY
AND NUMBERS OF RESPONDENTS
Te surveys carried out as part of the study and the panellists to whom sur-
veys were sent have been compiled into the table in Appendix 12. In addition,
the table shows the numbers of respondents and response rates. As one indi-
vidual may have answered more than one survey, the numbers of respondents
to diferent surveys do not add up.

6.2 BACKGROUND DETAILS OF PANELLISTS INVOLVED
IN THE STUDY
Te following tables describe the background details of the panellists who
participated in the study and completed the background survey, including
background group, age, experience and geographical location. Te back-
ground details of panellists involved in each competence area will also be pro-
vided at the beginning of the chapters dealing with pedagogical competence,
VET/industry co-operation competence, working community competence
and competence in three vocational felds.
A total of 298 women and 259 men answered the background survey. One
respondent did not indicate their gender.
0
50
100
150
200
250
300
Female Male
298
259
54 % 46 %
Figure 4. Gender.
35

2
46
18
64
121
14
258
32
3
558
Other
Management in VET organisation
Staff in VET organisation
Student
Industry representative
Teacher trainer
Teacher
Expert/researcher
Representative of educational administration
Total
Respondents Non-respondents
Figure 5. Respondent groups.
Almost half (46%) of respondents were teachers, while one ffth (22%) repre-
sented the world of work, 11% were students, 8% represented VET organisa-
tions management, 6% were experts and scientists, 3% represented staf of
VET organisations and teacher trainers, and another 1% were representatives
of educational administration and other participants.

13
171
208
106
60
0 50 100 150 200 250
over 60
aged 5160
aged 4150
aged 3140
aged under 31
Figure 6. Panellists age distribution.
Te largest age group was those aged 4150, accounting for 37% of respond-
ents, while the 5160 age group was almost as large, at 30%. Only 11% of
respondents were aged under 31.
36

15
33
227
124
98
61
0 50 100 150 200 250
Other
I'm a student
more than 10 years
6-10 years
3-5 years
2 years
Figure 7. Panellists work experience in their current role.
Tose with more than ten years of work experience accounted for 41% of re-
spondents, while 11% had less than two years of experience.

13
11
116
101
69
248
0 50 100 150 200 250 300
Other
Central Finland
Western Finland
Eastern Finland
Southern Finland
Northern Finland
Figure 8. Panellists geographical location.
44% of respondents were located in Northern Finland, while those in West-
ern, Eastern, Southern and Central Finland accounted for 21%, 19%, 12%
and 2%, respectively, and another 2% were located elsewhere in Finland.
6.3 TOP TEN SURVEYS IN 2007 AND 2008
Te Top Ten method refers to a way of describing phenomena by preparing Top
Ten lists of relevant perspectives (Mkel 2000, 97). Mannermaa suggests
that Top Ten lists are popular as an auxiliary method. Tey aim to capture a
group of phenomena that an expert group has assessed to have potentially the
most relevant efects on the future in terms of the specifc phenomenon being
analysed. (Mannermaa 1991, 81.)
37
In the Top Ten survey, panellists were asked to vote for the 10 most important
competencies in an upper secondary vocational teachers competence from a
list of 83 items. Te survey was conducted twice; the frst time was in Decem-
ber 2007 and then again in October 2008. Tis allowed respondents percep-
tions of the importance of competencies to be assessed at the beginning and
at the end of the study, as a sort of barometer. Te results were used to com-
pile a Top Ten chart of competencies, showing how appreciation for diferent
competencies had changed over a period of one year.
In the table below, the competencies shown in boldface were among the Top
Ten in both surveys, while the underlined competencies only made it into
the Top Ten on one occasion. Te three-digit fgure after the ordinal number
indicates the number of respondents who placed the competency in question
on their Top Ten list. For instance, the number one on both lists, vocational
knowledge and skills, was selected by 301 and 52 panellists in 2007 and
2008, respectively.
Table 4. The 2007 and 2008 Top Ten surveys.
Top Ten 2007, n = 485
1. 301 vocational knowledge and skills
2. 215 inspiring to learn
3. 210 knowledge of future challenges in the
world of work and skills requirements for
VET programmes
4. 173 group and team working skills
5. 171 support for occupational growth
6. 128 recognition and development of personal
competence
7. 128 VET process implementation competence
8. 123 acceptance of diversity
9. 121 student-focused guidance
10. 112 identication of guidance and support
needs
11. 112 assessment and continuous improvement
of the VET process
12. 111 use of student-focused teaching methods
13. 105 identication of learning difculties
14. 096 support for individual learning styles
15. 094 development of personal competence in
support and guidance for students
learning
16. 094 continuous improvement of command of
and competence in the VET process
17. 093 guidance towards working life and
further studies
18. 093 assessment competence
Top Ten 2008, n = 94
1. 052 vocational knowledge and skills
2. 050 knowledge of future challenges in the
world of work and skills requirements for
VET programmes
3. 036 group and team working skills
4. 036 support for occupational growth
5. 032 inspiring to learn
6. 027 sense of community
7. 024 identication of learning difculties
8. 023 student-focused guidance
9. 023 identication of guidance and support
needs
10. 022 use of student-focused teaching methods
11. 022 acceptance of diversity
12. 021 support for individual learning styles
13. 020 creation of a safe, healthy and
pleasant learning environment operating
in a student-focused manner
14. 020 development of personal competence in
support and guidance for students
learning
15. 020 assessment and continuous improvement
of the VET process
16. 020 assessment competence
17. 018 recognition and development of personal
competence
38
19. 092 guidance towards creativity
20. 092 technological planning of education and
training
21. 086 planning and implementation of instruction
22. 086 planning VET programmes
23. 082 group management
24. 081 guidance and support for students in
preparation of individual study plans
25. 080 competence in occupational safety and
well-being at work
26. 077 entrepreneurial education
27. 077 support for personality development and
personal growth
28. 075 dissemination of and learning from good
practices
29. 074 vocational pedagogy
30. 070 support for students life skills
31. 070 curricular competence
32. 069 planning and development of learning
environments
33. 068 creation of a safe, healthy and
pleasant learning environment operating
in a student-focused manner
34. 063 sense of community
35. 061 conception of humanity
36. 058 competence relating to individual study
plans
37. 057 guidance counselling
38. 056 recognition of and compliance with
common ground rules
39. 055 virtual pedagogy
40. 055 dealing with multiculturalism
41. 055 evaluation of organisational performance
42. 054 self-management
43. 054 competence required for individual
curricula (adjustment)
44. 049 adult education
45. 048 special pedagogy
46. 047 teaching methods competence
47. 047 planning the school year and phasing of
studies
48. 046 dealing with diversity
49. 046 organisational strategy work
50. 045 networking skills
51. 043 student orientation
52. 039 vocational orientation
53. 031 conception of learning
54. 031 production of learning materials
55. 030 development of the working community
56. 030 nancial competence
57. 030 anticipation
18. 018 dissemination of and learning from good
practices
19. 017 networking skills
20. 017 curricular competence
21. 015 planning and development of learning
environments
22. 015 competence relating to individual study
plans
23. 014 guidance and support for students in
24. 014 special pedagogy
25. 014 adult education
26. 013 group management
27. 013 dealing with diversity
28. 012 virtual pedagogy
29. 012 guidance towards working life and
further studies
30. 012 process competence
31. 012 planning and implementation of instruction
32. 012 dealing with multiculturalism
33. 011 recognition of and compliance with
common ground rules
34. 011 competence in occupational safety and
well-being at work
35. 011 guidance towards creativity
36. 011 conception of humanity
37. 011 competence required for individual
curricula (adjustment)
38. 010 support for personality development and
personal growth
39. 010 support for students life skills
40. 010 teaching methods competence
41. 010 planning VET programmes
42. 010 self-management
43. 010 anticipation
44. 009 continuous improvement of command of
45. 009 planning and development of organisa-
tional performance (quality work)
46. 009 vocational pedagogy
47. 008 operational development of the working
community
48. 008 production of learning materials
49. 008 development of teachers pedagogical
thinking
50. 007 entrepreneurial education
51. 007 conception of learning
52. 007 guidance counselling
53. 007 planning the school year and phasing of
studies
54. 007 basic studies in education
39
Te table shows that vocational knowledge and skills, knowledge of future chal-
lenges in the world of work and skills requirements for VET programmes, group
and team working skills, support for occupational growth, inspiring to learn, stu-
dent-focused guidance, identifcation of guidance and support needs and inspir-
ing to learn are among the ten most important competencies in both surveys.
In the Top Ten 2008 survey conducted at the end of the study, the competencies
ranked among the top ten were sense of community, identifcation of learning
dif culties and use of student-focused teaching methods. It is remarkable that
recognition and development of personal competence, VET process implementa-
tion competence and assessment and continuous improvement of the VET process
dropped out of the top ten list in the 2008 survey. It is worth contemplating
what kind of role planning, assessment and development competences play in
58. 029 multidisciplinary co-operation in student
welfare services
59. 028 operational development of the working
community
60. 028 competence management
61. 028 competence relating to individual
educational plans
62. 025 responsibility for equality
63. 025 development of teachers pedagogical
thinking
64. 025 administration of VET programmes
65. 025 assessment methods competence
66. 024 project competence
67. 021 basic studies in education
68. 021 HR management
69. 020 team integration
70. 020 updating pedagogical knowledge
71. 020 change management
72. 020 planning and development of organisa-
tional performance (quality work)
73. 020 regional co-operation competence
74. 019 planning qualications
75. 019 process competence
76. 019 awareness of, commitment to and
compliance with organisational objectives
77. 017 global competence
78. 015 study unit planning competence
79. 013 pedagogical leadership
80. 011 communication within the working
community
81. 011 schedule preparation
82. 010 nancial planning
83. 009 conception of knowledge
55. 006 nancial competence
56. 006 updating pedagogical knowledge
57. 006 competence relating to individual
educational plans
58. 005 development of the working community
59. 005 competence management
60. 005 awareness of, commitment to and
61. 005 multidisciplinary co-operation in student
welfare services
62. 005 VET process implementation competence
63. 004 communication within the working
community
64. 004 change management
65. 004 vocational orientation
66. 003 responsibility for equality
67. 003 team integration
68. 003 project competence
69. 003 HR management
70. 002 planning qualications
71. 002 conception of knowledge
72. 002 student orientation
73. 002 technological planning of education and
training
74. 001 pedagogical leadership
75. 001 study unit planning competence
76. 001 administration of VET programmes
77. 001 assessment methods competence
78. 001 regional co-operation competence
79. 000 schedule preparation
80. 000 nancial planning
81. 000 evaluation of organisational performance
82. 000 organisational strategy work
83. 000 global competence
40
reorganisation of teaching work in a changing world and what impact these
competence areas would also have on how teachers cope at work.
Among the diferent areas of working community competence, sense of com-
munity and group and team working skills were perceived as being signifcant.
Te 2008 Top Ten survey was carried out in the weeks following the Kauha-
joki school killings and this event has apparently had a bearing on the higher
ranking of sense of community: in 2007, it ranked 34
th
, while it had climbed
to 6
th
place in 2008. Te items ranked lowest in the order of importance
of teachers competencies included regional co-operation competence, organisa-
tional strategy work and evaluation of organisational performance as well as
fnancial planning.
6.4 KEY LIFELONG LEARNING SKILLS
Te key lifelong learning skills survey aimed to determine how important re-
spondents felt it was for vocational teachers to command the key skills speci-
fed in Recommendation 2006/962/EC of the European Parliament and of
the Council in 2007, 2010 and 2020. Tese key skills covered by the sur-
vey were communication in the mother tongue, communication in foreign
languages, mathematical competence and basic competences in science and
technology, digital competence, learning to learn, social and civic compe-
tences, sense of initiative and entrepreneurship and cultural awareness and ex-
pression. Te key skills survey was designed in line with the Delphi method,
asking respondents to indicate the importance of commanding these skills on
a scale from 0 to 10 in 2007, 2010 and 2020.
Communication in the mother tongue
Mother tongue and communication skills are teachers basic skills, forming
the foundation for all activities, understanding as well as teaching and guid-
ance work. Te signifcance of the mother tongue will remain at a high level.
Specifc challenges for vocational teachers include making the terminology
of their specifc vocational feld and occupation understandable to students.
Another challenging task is to increase understanding of the concepts used on
the labour market and in curricula.
Communication in foreign languages
When respondents were asked about the importance of teachers command
of foreign languages on a scale from 0 to 10, it received an 8 in 2007 and
2020, but only a 7 in 2010. In their comments, however, respondents point-
ed out that the signifcance of foreign languages was constantly increasing as
a result of internationalisation, immigration and European integration.
41
Table 5. Importance of key lifelong learning skills.
Importance 2007 2010 2020
10
9 Communication in the
mother tongue
Communication in the
mother tongue
Communication in the
mother tongue
Digital competence
Learning to learn
8 Communication in
foreign languages
Learning to learn
Digital competence
Learning to learn
Social and civic
competences
Sense of initiative and
entrepreneurship
Communication in
foreign languages
Mathematical
competence
Social and civic
competences
entrepreneurship
7 Mathematical
competence
Digital competence
Social and civic
competences
entrepreneurship
Communication in
foreign languages
Mathematical
competence
CULTURAL awareness
and expression
Cultural awareness and
expression
6 Cultural awareness and
expression
05
Mathematical competence and basic competences in science
and technology
Te signifcance of mathematical skills was considered to vary by feld, even
though all felds require basic competence. In the felds of Technology and
Natural Sciences, teachers mathematical competence is the basis for expert-
ise. Logical mathematical thinking was also regarded as being the key to de-
velopment of work processes and to application of any knowledge.
Digital competence
Te signifcance of digital competence was seen to be growing and gaining
in emphasis in the future as a result of networking and activities based on
online environments. In the future, digital competence will be as important
as mother tongue skills. Panellists thought that teachers digital competence
was important and that teachers should develop themselves in this respect.
Digital competence also needs the support of a new type of pedagogy.
42
Learning to learn
Te signifcance of learning-to-learn skills becomes pronounced in a chan-
ging and increasingly complex world. According to respondents, learning-to-
learn skills and their continuous development is particularly important in the
teaching profession. Work and working environments are changing, know-
ledge becomes outdated and it is becoming increasingly important to update
teachers competence.
Social and civic competences
Respondents also perceived social competences as being important. Te sig-
nifcance of these competences becomes more pronounced when dealing with
challenges involved in the requirement to provide entire age groups with edu-
cation and training and with students from diferent cultures.
Sense of initiative and entrepreneurship
Respondents perceived that the signifcance of initiative and entrepreneur-
ship would increase in the future. Initiative, internal entrepreneurship and
entrepreneurial behaviour are required and the role of self-employment and
self-marketing is increasing. Teachers actions also refect on students. Some
panellists felt that teachers did not have advanced skills in internal entrepre-
neurship. Others felt that entrepreneurship was a misleading word; not every-
one sets up a business and it would therefore be more appropriate to speak
about responsible doers and actors.
Cultural awareness and expression
Te diversity of cultural expression and understanding of cultures are key
skills, which were perceived to become more signifcant in the future. Toler-
ance and openness play a pronounced role in an increasingly international
world. Vocational teachers would need training in areas such as the history of
diferent cultures.
Other skills
Panellists were also asked to indicate any other key skills that teachers may
need. Te skills mentioned here will be addressed below in connection with
surveys focusing on feld-specifc, pedagogical, VET/industry co-operation
and working community competences. Panellists placed particular em phasis
on the signifcance of sense of community, co-operation, respect for other
people and ethical skills in teaching work.
Te results, distributions and arguments of the lifelong learning skills survey
are available in Finnish at: http://www.eDelfoi.f/f/kirjasto/osaavaopettaja.
43
6.5 VOCATIONAL COMPETENCE
Tis section examines the current state and future opportunities and threats of
vocational competence. Chapter 7 discusses in more detail the results of sur-
veys focusing on the competence of vocational teachers in the following VET
felds: 1) Tourism, Catering and Domestic Services; 2) Social Services, Health
and Sports; and 3) Architecture and Construction. Te results of surveys
covering other felds involved in the study can be found in Finnish on the eDel-
foi website under feld-specifc competence results of the Competent Teacher
20102020 project at: http://www.eDelfoi.f/f/kirjasto/osaavaopettaja.
6.5.1 Current state and future prospects of vocational
competence
Vocational competence was analysed on the basis of data from the perspec-
tives of four competence sectors or themes, which were:
practical work experience;
vocational knowledge and skills;
feld development and continuing training; and
development of personal competence and continuing training.
Practical work experience
As a general rule, teachers were considered to have solid work experience and
diverse empirical knowledge and practical know-how. However, respondents
pointed out that some teachers lacked work experience and practical skills.
In addition, the short duration of teachers professional development place-
ments or lack of up-to-date vocational skills were also seen as being weak-
nesses. Teachers lack of practical work experience and outdated knowledge
and skills were perceived as being threats to the quality of vocational educa-
tion and training. Respondents wished that teachers would have practical
work experience in the future and that they would work alternately at their
own institution and at workplaces representing their own vocational feld.
Vocational knowledge and skills
Teachers are experts in the basics of their own vocational feld and they have
solid vocational and theoretical competence in their own feld. However, they
were considered to have defciencies in terms of command of IT software
and new working methods used in their feld as well as in fnancial skills and
entre preneurial competence. Deteriorating substantive competence was seen
as creating a threat for the future. Perceived future opportunities included
entrepreneurial competence, ecological focus, service orientation, wellness
services and utilisation of technological competence.
44
Field development and continuing training
Teachers were deemed to have the will to develop their own feld and sense
of responsibility for development of their own specialisation area. Te future
prospects of diferent felds were not seen clearly and the economic recession
was perceived to impair the attractiveness of certain felds and to reduce will-
ingness to study. Perceived future opportunities included Skills competition
activities, job rotation and participation in technological development and
implementation projects.
Development of personal competence and continuing training
Some teachers are actively aiming to reform, try new things, make use of pro-
fessional development placements and train themselves. However, updating
competence lacks a systematic approach. Treats cited by respondents included
clinging to the past too much, shortage of training courses, estrangement
from the labour market and infexibility of VET institutions and collective
agreements. Te challenges for change in the world of work were considered
to require continuous studying, updating of knowledge and skills in the rel-
evant vocational feld, organisation of professional development placements
at workplaces and participation of teachers in working life projects and inter-
national exchanges.
6.5.2 Importance of vocational competence
in 2007, 2010 and 2020
Te importance assigned to competences described in vocational curricula
in 2007, 2010 and 2020 has been described in Chapter 7 in terms of Tour-
ism, Catering and Domestic Services, Social Services, Health and Sports, and
Construction.
6.6 COMPETENCE RELATING TO VET/INDUSTRY CO-OPERATION
to the surveys
Data on the panel on VET/industry co-operation competence is distributed
by survey according to the following table.
45
Table 6. Distribution of responses to VET/industry co-operation competence surveys.
Survey Number of panellists Respondents
f f %
Background survey 892 160 17.94
Current state and future prospects survey 892 137 15.36
VET/industry co-operation pathway survey 892 154 17.26
Te background survey was flled in by 160 members of the panel on VET/
industry co-operation competence. Of these, 137 responded to the current
state and future prospects survey and 154 to the pathway survey.
Te following fgures provide further details on the respondents:

1
12
10
10
36
1
80
10
160
Other
Student
Teacher trainer
Teacher
Expert/researcher
Total
Figure 9. Participation rate among panellists focusing on VET/industry co-operation compe-
tence.
Half (50%) of respondents to the VET/industry co-operation competence
survey were teachers, while representatives of the world of work accounted
for 23%. Experts, students, VET organisations staf and management each
represented 6% of respondents. Respondents did not include any representa-
tives of educational administration. Respondents consisted of 95 women and
64 men; one did not answer the question concerning gender.
46

4
55
61
29
11
0 20 40 60 80
over 60
aged 5160
aged 4150
aged 3140
aged under 31
Te 4160 age group accounted for 72% of respondents, whereas the fgure
for those under 31 was 7%.

4
5
75
38
23
15
0 20 40 60 80
Other
I'm a student
more than 10 years
6-10 years
3-5 years
2 years
Almost half of respondents (47%) had more than ten years of work experi-
ence.

5
3
30
33
29
60
0 10 20 30 40 50 60 70
Other
Central Finland
Western Finland
Eastern Finland
Southern Finland
Northern Finland
47
People representing Northern Finland accounted for 38% of panellists. Al-
most as many responses were received from Southern, Eastern and Western
Finland, with about 20% of panellists representing each of these regions.
Te following passages explore respondents representation in various net-
works.
Table 7. Respondents representation in VET/industry co-operation networks.
Teacher VET
organ-
isation
manage-
ment
VET
organ-
isation
staff
Student Industry
repre-
senta-
tive
Teacher
trainer
Expert
I am not a member
of any co-operation
network
18 1 1 10 9 - 1
National Education and
Training Committee
4 2 2 - 7 1 5
Qualication Committee 13 2 3 - 14 - 5
VET organisations
committee/board
1 1 - - 1 - 1
Local Advisory Council
for VET
3 2 - - 5 - 2
Working group on
qualication
development
28 5 - - 2 - 1
Assessment Committee 3 2 - - - - -
Regional/eld-specic
co-operation network
20 5 3 - 5 1 1
Action network for
on-the-job learning/
vocational skills
demonstrations
36 2 2 - 8 - 1
Action network for
competence-based
qualications
24 2 5 - 6 - -
Other co-operation
network
5 3 2 - 2 - 1
Blank 2 - - - - - 1
Respondents did not include any students or representatives of educational ad-
ministration. Te table shows that teachers were most actively involved in on-
the-job learning and vocational skills demonstrations networks in their own
48
feld, working groups on qualifcation development, action networks for com-
petence-based qualifcations and Qualifcation Committees. A quarter of re-
spondents, 23% of teachers and 25% of representatives of the world of work,
were not members of any VET/industry co-operation network. Representatives
of the world of work were most actively involved in Qualifcation Committees.
Table 8. Respondents representation in multidisciplinary co-operation networks in support of
students learning and life skills.
Teacher VET
organ-
isation
manage-
ment
VET
organ-
isation
staff
Student Industry
repre-
senta-
tive
Teacher
trainer
Expert
I am not a member
of any co-operation
network
46 3 2 6 28 - 4
Pedagogical develop-
ment network
11 3 4 - 2 - 2
Guidance counselling
network
10 1 3 1 - - 1
Student welfare network 9 4 4 - - - -
Special education
network
10 - 3 - - 1 1
Tutoring activities 3 1 2 1 - - 1
Facilitator activities 2 - - - - - 1
Health care network 1 1 3 - 1 - -
Social services network 1 1 2 1 1 - 2
Youth work network 1 1 3 1 - - -
Parish work network 1 1 1 1 - - -
Student association
activities
2 1 2 1 - - -
Crisis management
network
2 1 1 - - - -
Other multidisciplinary
network
5 - 1 - 2 - 2
Mentoring activities - - 1 - 1 - 1
Blank 5 2 - - 1 - 1
Teachers were most actively involved in pedagogical development networks
and in guidance counselling and special education networks. Conversely, par-
ticipation in multidisciplinary networks operating outside VET organisations
is rare; as many as 58% of teachers are not members of any co-operation net-
49
work aiming to support students learning. Moreover, involvement among
representatives of the world of work in multidisciplinary networks is min-
imal, with 78% of respondents not belonging to any network aiming to sup-
port students learning.
Table 9. Respondents representation in working community co-operation networks.
Teacher VET
organ-
isation
manage-
ment
VET
organ-
isation
staff
Student Industry
repre-
senta-
tive
Teacher
trainer
Expert
I am not a member of any
18 2 1 9 8 1 1
Working community team 43 4 6 - 13 - 5
Management team or
similar
10 9 4 1 15 - 2
Internal communication
network
3 1 1 - 2 - 1
HR development network 6 3 3 - 6 - 2
Operational development
network
8 7 4 - 7 - 2
Staff committee 4 1 - - 3 - 2
Occupational health and
safety network
10 2 - - 1 - 2
Other network relating
to working community
competence
5 1 - - 4 - 3
Blank 2 - - - - - -
Teachers were most actively involved in working community teams, man-
agement teams or similar and in occupational health and safety networks. A
quarter of teachers (23%) did not belong to any working community net-
work. Representatives of the world of work participated in management
teams and working community teams, while 2% of them did not belong to
any working community network.
6.6.2 Current state and future prospects of VET/industry
co-operation competence
Co-operation between vocational education and training and the world of
work was examined from the perspectives of the following seven competence
themes:
50
industry-driven competence;
competence relating to arranging on-the-job learning and vocational
skills demonstrations;
guidance and supervision of students on-the-job learning and voca-
tional skills demonstrations;
instruction and training for workplace instructors;
adult training and competence-based qualifcations competence;
competence in line with the customer-focused mission to serve and
develop the world of work;
development of VET/industry co-operation competence and continu-
ing training.
Industry-driven competence
According to panellists, teachers ability to anticipate their vocational felds
skills needs and their knowledge of skills needs and requirements in the world of
work vary by feld and teacher. Creation of a culture of open dialogue between
the world of work and VET providers has got of to a good start. Tere were
fears that teachers would not have the time to respond to the rapid changes and
developments in the world of work. Prolonged study periods and mismatched
training were considered as being threats. Perceived opportunities included ex-
tending and increasing teachers professional development placements, increas-
ing industry-driven education and training and anticipation of working life
needs, as well as the presence of industry representatives in VET institutions.
Competence relating to arranging on-the-job learning and vocational
skills demonstrations
Co-operation between workplaces and VET providers and teachers has in-
creased with organisation of students on-the-job learning and vocational
skills demonstrations. Tere is still room for improvement in competence
relating to recruitment of on-the-job learning places. Respondents identifed
teachers lack of time and resources as being a threat. Arranging vocational
skills demonstrations was perceived as being a future development challenge.
Perceived future opportunities included experimentation with and modelling
of new operating methods and models in co-operation between individual
students, teachers and workplace instructors.
Guidance and supervision of students on-the-job learning and vocational
According to panellists, there is room for improvement in terms of clarif-
cation of the roles of those responsible for guidance and supervision of on-
the-job learners. Panellists stated that teachers should guide students towards
on-the-job learning periods and vocational skills demonstrations in advance
51
at school and they also wanted teachers to become more involved in supervi-
sion of students at workplaces. Rush and lack of common resources afect the
quality of guidance and supervision. As a threat, panellists perceived teachers
diminishing guidance role and time. Perceived opportunities included teach-
ers active involvement in supervision of on-the-job learning at workplaces,
development of diverse learning environments and outsourcing instruction
into businesses under the guidance of teachers.
Instruction and training for workplace instructors
Panellists believed that not all felds and teachers had adequate resources for
instructing workplace instructors and arranging training for workplace in-
structors. Tey perceived the shortage of trained workplace instructors as
being a threat and wished that workplace instructors would be provided with
training in students on-the-job learning and supervision.
Adult training and competence-based qualifcations competence
Teachers working in adult training have working life skills and competence
relating to organising preparatory training for competence-based qualifca-
tions, but there is room for development in terms of individualisation of
students studies. Panellists perceived integration of adult training and youth
VET as being a threat, whereas perceived opportunities included competence
relating to individualisation of studies and building individual learning path-
ways, as well as the industry-driven approach.
Competence in line with the customer-focused mission to serve and
develop the world of work
Responses to the survey focusing on competence in line with the customer-
focused mission to serve and develop the world of work did not include any
strengths; conversely, panellists wished to see a shift from the old-fashioned
school-centred approach to a more industry-driven approach. Treats cited
by panellists included the rigidity of VET organisations and the school world,
teachers attitudes and infexibility. Tey feared that education and training
would become stuck in a rut while the world of work moves on. Perceived
opportunities included co-operation between teachers and industry repre-
sentatives, joint projects and planning VET provision to meet the needs of
the world of work.
Development of VET/industry co-operation competence and continuing
training
Co-operation, co-operation skills and networking activities have increased
with the introduction of on-the-job learning. As a general rule, teachers have
good contacts with the world of work, but there are felds and teachers who
52
should develop their competence and contacts. Tere is room for improve-
ment in fnding joint operating methods, common language and shared time.
As threats, panellists cited the lack of time and resources, increasing paper-
work and teachers prejudiced attitudes and unwillingness to develop their
own skills. Opportunities outlined by panellists included teachers active in-
volvement in the world of work, exchanges between teachers and industry rep-
resentatives, periods of work experience, international co-operation, network
competence, benchmarking skills and co-operation between diferent felds.
6.6.3 Importance of VET/industry co-operation competence
Panellists were asked to assess the importance of VET/industry co-operation
competence. Te competence area consisted of working life skills, compe-
tence-based qualifcations competence and competence in line with the mis-
sion to serve and develop the world of work.
6.6.3.1 Working life skills
Te research questions relating to working life skills were based on the
National Core Curriculum for Teachers Working Life Skills (FNBE, 2006).
Te competence areas being assessed included development of on-the-job
learning, vocational skills demonstrations, teachers professional development
placements and feld-specifc working life skills.
Te following table describes the importance assigned to working life skills in
2007, 2010 and 2020.
Table 10. Importance of working life skills.
10 Development of
on-the-job learning
Field-specic working
life skills
9 Field-specic
working life skills
Vocational skills
demonstrations
competence
Professional
development
placements
Development of on-the-job
learning
Field-specic working life skills
Vocational skills
demonstrations competence
Professional development
placements
Vocational skills
demonstrations
competence
Professional
development
placements
8 Development of
on-the-job learning
0-7
53
Development of on-the-job learning
Development of on-the-job learning has been one of the priorities of VET de-
velopment for ten years now and its signifcance will probably increase even
further. Te world of work and training needs are undergoing constant change
and co-operation with the world of work is crucial for training skilled work-
ers for the future. It is important to refect on the level at which co-operation
should be carried out, whether partners only concentrate on driving their own
point or whether they focus their attention on a common cause, such as de-
veloping and structuring on-the-job learning and solving its problems, and
whether they also evaluate their own procedures in a critical manner.
On-the-job learning is an important area in terms of learning practical voca-
tional skills, as the best place to learn how to do the work and obtain working
life skills is a workplace and these days it is often the case that young people
will not get their frst chance to do any work until they are studying. Basic
education cannot cover all areas of instruction required and teaching stafs
professional skills are not suf cient on their own to deal with the challenges
of a changing world of work. Te extent to which on-the-job learning has
become a regular operating model varies by feld and requires gradual adap-
tation. It is possible that the concept of on-the-job learning will expand and
change. Te procedures of the world of work are changing and vocational
teachers should also do diferent types of work to keep up to date and be
aware of the constantly changing requirements of the world of work. Know-
ledge also spreads into teaching objectives through various forums for teach-
ers and industry representatives.
On-the-job learning creates genuine dialogue between workplaces and VET
institutions, as the world of work is the real context of learning where all par-
ties can learn. For instance, motor vehicle electronics, body technology and
other technical systems develop continuously, which means that on-the-job
learning makes it fairly easy for students to gain a good idea of the current
development stage of new vehicles. Tis is a learning opportunity for industry
representatives as well as for students and teachers.
Te division of work in terms of competence in and guidance and supervision
of on-the-job learning is still unclear to some extent. Tese aspects are covered
by teachers appointed to supervise on-the-job learning in VET organisa-
tions and workplace instructors at workplaces. On-the-job learning should
therefore be developed into a more high-quality process. Te role of work-
place instructors should be further specifed and they should be better trained
for their duties. Co-operation between vocational institutions and work places
should be further improved. At present, some industry representatives view
54
implementation of on-the-job learning as being problematic, because it has
not taken entrepreneurs wishes into account suf ciently and workplaces do
not receive any compensation for the time they spend on supervision. Te
global economic situation leads to temporary lay-ofs in businesses and it is
not as easy to arrange on-the-job learning places as it used to be.
If training will increasingly move from institutional environments to work-
places, these issues of pay and division of work should be contemplated in
co-operation between the VET sector and the world of work. On-the-job
learning is becoming such an important part of studies that it might be advis-
able to assign its supervision and development to an individual who would be
able to dedicate his/her full contribution to organising on-the-job learning,
at least not just doing this in addition to his/her other duties. Tere is a risk
that the resources available for supervision of on-the-job learning in the VET
sector will continue to decrease, which means that it is necessary to identify
new ways of developing on-the-job learning. Is a new occupation emerging at
the interface between the VET sector and the world of work?
Vocational skills demonstrations competence
Vocational skills demonstrations have been part of all curricular, i.e. school-
based, upper secondary vocational qualifcations since 1
st
August 2006. VET
providers are required to organise vocational skills demonstrations in co-
operation with the world of work in genuine learning environments and pri-
marily in connection with on-the-job learning. Organisation, supervision
and guidance, assessment, development and quality assurance of vocational
skills demonstrations require teachers to gain new skills and co-operate with
the world of work.
Expert opinions on vocational skills demonstrations are divided into two
camps, advocates and sceptics. Sceptics would organise skills demonstrations
at schools; they feel that skills demonstrations are a nuisance for teachers and
employers and that the idea of performing skills demonstration assignments
is utopian in certain felds. Tose advocating vocational skills demonstra-
tions, in turn, emphasise diversifying forms of vocational skills assessment
and consider skills demonstrations to be the best assessment method. Vo-
cational skills demonstrations anchor instruction to the real world and help
teachers with planning and implementation of instruction. Teachers should
be aware of what essential skills their own vocational feld requires and receive
training relating to organisation of vocational skills demonstrations.
Tere is plenty of room for improvement in arranging vocational skills demon-
strations in workplaces and more efort should be made in their organisation
55
and quality assurance. Competence in arranging vocational skills demonstra-
tions varies by feld and teacher. Vocational skills demonstrations should be
established as part of normal operations through co-operation between VET
organisations, teachers, workplaces and workplace instructors. One panel-
list distilled the point of vocational skills demonstrations into the form of a
question: Is there vocational competence without competence in skills
demonstrations?
Field-specifc working life skills
Knowledge concerning vocational felds and vocational practices develop
constantly. Education and training needs and expectations towards the VET
sector are changing and it is important for teachers to keep up-to-date and
also to anticipate changes afecting their own vocational feld. Teachers needs
for updating feld-specifc working life skills and for professional develop-
ment during their careers will increase in the future. It is not possible to teach
a practical occupation based on theoretical knowledge alone. Diferent occu-
pations are also converging, while cluster studies are incorporated into upper
secondary vocational qualifcations, competences cross sectoral boundaries
and new work assignments and occupations emerge.
Some panellists feel that it should be mandatory for vocational teachers to up-
date their feld-specifc competence at workplaces at regular intervals, while
others think that it is enough if you remain alert and follow developments in
your feld. Teachers do not have to be specialists in their vocational feld; basic
competence is suf cient for basic vocational education.
Teachers professional development placements
A professional development placement in the world of work is a goal-oriented
period during which a teacher updates the skills of the vocational feld that
he or she teaches. During periods of professional development placement,
teachers move into working environments within their own vocational feld,
forming an overview of the vocational skills required in working life within
that feld. Tese periods provide teachers with opportunities to update their
own competences, while also bringing variety to their teaching careers. In
order to implement periods of professional development placement during
teaching careers, teachers, VET organisations management and the world
of work should co-operate to develop appropriate operating models. Speci-
fcation and careful planning of the objectives of a professional development
placement are key to implementation of a good and successful placement
period. In the future, the process of professional development placements
could result in development of a diverse model of closer co-operation.
56
6.6.3.2 Competence relating to competence-based qualications
Te following table describes the importance assigned to competence relating
to competence-based qualifcations in 2007, 2010 and 2020.
Table 11. Importance of competence-based qualications competence.
10 Vocational skills assess-
ment competence
Vocational skills assess-
ment competence
9 Competence in plan-
ning competence tests
Competence relating
to implementation of
competence tests
Vocational skills
assessment competence
Competence relating to
the competence-based
qualications system
Competence relating
to organisation of
competence-based
qualications
Competence in
planning competence
tests
individualisation
Competence relating
competence tests
Competence relating
to developing
arrangement of
competence tests
and assessment of
vocational skills
qualications system
Competence relating
to organisation of
competence-based
qualications
Competence in
planning competence
tests
Competence relating
individualisation
Competence relating
competence tests
Competence relating
to developing
arrangement of
competence tests
and assessment of
vocational skills
8 Competence relating to
qualications system
Competence relating
to organisation of
competence-based
qualications
Competence relating
individualisation
developing arrangement
of competence tests and
assessment of vocational
skills
0-7
57
Competence relating to the competence-based qualifcations system
Te proportion of adult training and the number of competence-based quali-
fcations will increase in the future. Te world of work is changing rapidly
and training should also follow these changes in terms of competence-based
qualifcations. Teachers and industry representatives are required to have good
knowledge in and command of the competence-based qualifcations system.
Flexibility is increasing in completion of qualifcations and good competence
in the qualifcations system helps development work.
Competence relating to organisation of competence-based qualifcations
Competence relating to organisation of competence-based qualifcations
within VET organisations has been sporadic to some extent and some work-
places are not committed to organising competence tests. Organisation, plan-
ning, implementation and individualisation of competence-based qualifca-
tions go hand in hand.
Competence in planning competence-based qualifcations
Te objectives of competence-based qualifcations should be uniform
throughout the country. Te international perspective and that of trans-
national companies should also be taken into account in planning. Co-
operation with industries and workplaces should be increased at the planning
stage. Te perspective of planning work relating to competence tests should
focus on competence. Planning qualifcations is important, because compe-
tence tests must be arranged in keeping with the terms and conditions of the
contract for arranging competence tests and so as to allow verifcation of all
vocational skills required.
Competence relating to implementation of individualisation
Individual learning pathways will increase in the future. At workplaces, em-
ployees are provided with personal development targets and training plans.
It is necessary to be able to build fexible individual learning pathways for
students in co-operation with the world of work. Tere is room for improve-
ment in terms of competence relating to individualisation. Teachers should
have enough knowledge of human nature and ability to deal with diferent
students. It is important to chart individual students competence, guide their
studies and provide them with support.
Competence relating to implementation of competence-based
qualifcations
Competence tests should be arranged in co-operation with the world of
work. Workplaces have competence relating to implementation of compe-
tence tests. Implementation must comply with the terms and conditions of
58
the contract for arranging competence tests. Teachers are required to be fa-
miliar with workplaces operating in their vocational feld and they should
fnd good partners for implementation from the world of work.
Vocational skills assessment competence
Assessing vocational skills in competence tests is a matter for the candidates
future. Assessors training is therefore of the utmost importance. Te candi-
dates legal protection is overseen by a person who has completed the training
for Specialists in Competence-based Qualifcations. Assessment criteria must
be clearly defned.
Competence relating to developing arrangement of competence
tests and assessment of vocational skills
Development of arrangement of competence tests and assessment of voca-
tional skills should be carried out on a continuous basis in co-operation be-
tween VET providers and representatives of the world of work. Competence
test assessors could have national training days; this would enable assessors
mobility in competence tests arranged by diferent educational institutions.
Development ideas and needs stem from practical situations; everyone in-
volved in these activities should also be involved in the development process.
6.6.3.3 Customer-focused mission to serve and develop
the world of work
Te customer-focused mission to serve and develop the world of work refers
to competence development services ofered to businesses, public bodies and,
in particular, to small enterprises. Providers of further vocational training aim
to create new co-operation models and development partnerships between
training and the world of work by means such as project grants. Te follow-
ing table describes the importance assigned to the customer-focused mission
to serve and develop the world of work in 2007, 2010 and 2020.
59
Table 12. Importance of competence in line with the customer-focused mission to serve and
develop the world of work.
10
Skills inventory
competence
Competence in
analysing skills needs
Competence in
planning training
programmes
Skills inventory
competence
Competence in
Competence in
planning training
programmes
8 Skills inventory
competence
Competence in
Competence in
planning training
programmes
0-7
Skills inventory competence
Te majority of panellists did not understand this question at all, at least not
from the perspective of teachers competence. Some thought that skills in-
ventory competence is a key skill for teachers and that all training activities
should be based on customers and their needs.
In companies, employees personal skills, strengths and areas for improve-
ment are charted through performance reviews. Individual training needs in-
crease and change and the education and training sector is moving towards
more individual customer service. Static skills inventories are losing their sig-
nifcance, while identifcation of changing skills needs is becoming more im-
portant.
Competence in analysing skills needs
Panellists perceived that identifcation of skills needs was necessary and that
its signifcance would continue to increase. Teachers are increasingly required
to have a vision for the future; training must meet future skills needs. Teach-
ers play a signifcant role in terms of analysing and summarising skills needs,
drawing conclusions and implementing further measures. Tey should be
cap able of analysing the types of skills that will be needed in co-operation
with representatives of the world of work.
60
Competence in planning training programmes
Training programmes should be planned in co-operation with workplaces
and they should meet the needs of the world of work. On the other hand, the
signifcance of planning training programmes is decreasing as individualisa-
tion gains ground, because it is possible that each student will be provided
with a tailored learning pathway. Some respondents felt that a rank-and-fle
teacher does not need to command or plan programmes, but that planning
should be assigned to specialists and managers. Others thought that teach-
ers must be involved in planning for the sake of their own job satisfaction, if
nothing else, that teachers must command integrated wholes and that plan-
ning is a natural part of teaching work.
In conclusion, it is fair to say that competence in line with the customer-
focused mission to serve and develop the world of work was the least familiar
competence area for panellists. Some also found the terms used in this com-
petence area strange and dif cult to understand and not all panellists were
able to answer the questions. Indeed, competence in line with the customer-
focused mission to serve and develop the world of work is a new topic that
requires further development and co-operation and operating models. Teach-
ers competence relating to this mission should also be developed and they
should be provided with continuing training to improve their command of
the competencies involved.
6.6.3.4 Other competence to increase the relevance of VET
to the world of work
Panellists also mentioned some targets of co-operation to enhance and in-
crease the relevance of VET to the world of work, including job rotation
between teachers and industry representatives as well as international co-
operation.
6.7 PEDAGOGICAL COMPETENCE
to the surveys
Tis section describes the background details of panellists who participated
in the pedagogical competence surveys. Participants in the pedagogical com-
petence surveys included teacher trainers, teachers, students and others in-
volved in development of instruction. Te background survey was completed
by a total of 107 people. In addition, another 10 respondents participated in
a specifc pathway survey but not in the background survey.
61
Table 13. Distribution of answers into different pedagogical competence surveys.
f f %
Background survey 107
Current state and future prospects 385 100 25.97
Pedagogical knowledge 385 113 29.35
Pedagogical thinking 385 104 27.01
Promotion and support of students learning 385 111 28.83
Planning and command of the VET process 385 110 28.57

12
7
13
1
6
64
4
0
107
Student
Teacher trainer
Teacher
Expert/researcher
Representative of educational administration
Total
Figure 13. Participation rate among panellists focusing on pedagogical competence.
Te following fgures outline respondents backgrounds in more detail. Re-
spondents included 35 men and 72 women. 36% of respondents were aged
4150, while those aged 5160 and those aged no more than 40 each ac-
counted for 31%. Two respondents were aged over 60. 32% of panellists had
more than ten years of work experience. Half of the panellists (53%) were
from Northern Finland.

2
33
39
22
11
0 10 20 30 40 50
over 60
aged 5160
aged 4150
aged 3140
aged under 31
62

2
7
34
27
22
15
0 10 20 30 40
Other
I'm a student
more than 10 years
6-10 years
3-5 years
2 years

3
1
19
21
6
57
0 10 20 30 40 50 60
Other
Central Finland
Western Finland
Eastern Finland
Southern Finland
Northern Finland
Te following tables show respondents representation in various networks.
63
Table 14. Respondents representation in co-operation networks between VET and the world
of work.
Teacher VET
organ-
isation
manage-
ment
VET
organ-
isation
staff
Student Indus-
try
repre-
senta-
tive
Teacher
trainer
Expert
18 - 1 12 1 1 1
Training Committee
2 - 1 - - 1 1
Qualication Committee 1 - 1 - - - -
VET organisations
committee/board
- - - - - - -
for VET
3 2 - - - - -
Working group on
qualication development
18 5 - - - 1 1
Assessment Committee 2 2 - - - 1 -
Regional/eld-specic
15 5 2 - - 3 2
Action network for on-the-
job learning/vocational
31 4 1 - - - 1
Action network for compe-
tence-based qualications
16 4 3 - - 1 1
Other co-operation
network
4 1 1 - - 2 -
Blank - - - 1 - - -
Te table reveals that the teachers who responded to the pedagogical compe-
tence surveys were most actively involved in action networks for on-the-job
learning and vocational skills demonstrations and working groups on quali-
fcation development. Among these teachers, 28% did not participate in any
co-operation networks between VET and the world of work.
64
Teacher VET
organ-
isation
manage-
ment
VET
organ-
isation
staff
Student Indus-
try
repre-
senta-
tive
Teacher
trainer
Expert
37 - 1 8 1 1 1
Pedagogical development
network
11 9 3 - - 4 2
network
6 1 3 - - - 1
Student welfare network 8 6 1 2 - - 2
Special education
network
8 1 1 - - 1 2
Tutoring activities 5 1 - 1 - 2 -
Facilitator activities 1 - - - - - -
Health care network 1 1 - - - - 1
Social services network 2 - - - - - 1
Youth work network 2 1 1 1 - 1 1
Parish work network 2 2 - 1 - - -
Student association
activities
2 2 - 3 - - -
Crisis management
network
1 3 - - - - 1
network
7 1 2 - - - 1
Mentoring activities - - - - - - -
Blank 2 - - - - - -
Of all those teachers who responded to the pedagogical competence surveys,
58% reported that they did not participate in any multidisciplinary co-
operation networks in support of students learning and life skills. All repre-
sentatives of VET organisations management were involved in at least one
network.
65
Teacher VET
organ-
isation
manage-
ment
VET
organ-
isation
staff
Student Industry
repre-
sentative
Teacher
trainer
Expert
15 - 2 11 - 1 1
Working community team 37 5 4 1 1 4 2
Management team or
similar
6 12 2 1 - 1 1
network
6 2 1 - - - 1
HR development network 4 5 1 - - - 1
network
9 6 3 - - 2 3
Staff committee 4 4 - - - - 1
safety network
3 3 - - - - 1
competence
4 - - - - 2 -
Blank 2 - - - - - -
58% of those teachers who responded were involved in a working community
network, whereas 23% did not belong to any working community network.
6.7.2 Current state and future prospects of pedagogical
competence
Pedagogical competence data was divided into the following seven thematic
competence areas:
pedagogical knowledge and skills;
competence relating to students as individuals;
competence relating to students as group members;
curricular competence;
competence in teaching methods;
competence in planning instruction;
pedagogical competence development and continuing training.
Pedagogical knowledge and skills
Teachers vocational and basic pedagogical competence is at a good level,
66
but there are shortcomings in their conception of humanity, identifcation of
students learning dif culties, special pedagogical skills and diferentiation of
instruction. Tere were fears that teachers would need to spend all their time
educating students, leaving no time left to teach the substance. Perceived op-
portunities included competence in learning platforms and virtual pedagogy
as well as competence in instruction in diferent learning environments.
Competence relating to students as individuals
While pointing out that experienced teachers did have a vision of student
guidance and counselling, respondents felt that there were defciencies in
terms of dealing with diferent learners, identifying learning dif culties,
taking individuality into account and motivating all students. Tey perceived
the diferent values of young people and adults as being a threat. Perceived
opportunities included developing teachers conception of humanity and
supporting students by means of individual learning plans.
Competence relating to students as group members
Teachers function as tutors responsible for specifc student groups, but re-
spondents found defciencies in their skills at dealing with and guiding het-
erogeneous groups. Tey perceived too large heterogeneous groups as being a
threat and support for students individuality within groups as being an op-
portunity.
Curricular competence
Teachers are familiar with the contents of the National Core Curricula and
comply with these in their teaching work. However, shortcomings were iden-
tifed in integration of common competence. Committing the world of work
to curricular development work was seen as posing a challenge for teachers.
Curricular reform and cluster-based thinking create opportunities for peda-
gogical planning of instruction.
Competence in teaching methods
Te methods being used include teacher-driven instruction and learning by
doing, but utilisation and development of various new teaching methods
leave a lot to be desired. Treats identifed by respondents included getting
stuck in a rut with old teaching methods, decreasing focus on practising man-
ual skills and upholding the old model of education and training and class
instruction. Opportunities outlined by respondents included making use of
fexible learning environments and methods.
Competence in planning instruction
Teachers plan instruction and participate in planning the school year to a
67
varying extent, but there is room for improvement in terms of their overall
understanding of the learning process. Bureaucracy and shortage of planning
time were perceived as being threats. Te gradual change of mentality was
seen as being an opportunity; it should be possible to move from planning
teaching towards planning support for learning.
Pedagogical competence development and continuing training
Teachers pedagogical competence varies and there is a threat of pedagogic-
al development being pushed into the background. Changes in occupations
and work challenge teachers to get involved in development work as well as
in development of pedagogical competence.
6.7.3 Importance of pedagogical competence
in 2007, 2010 and 2020
Te following table provides a summary of respondents perceptions concern-
ing the importance of pedagogical knowledge.
Table 17. Importance of pedagogical knowledge in 2007, 2010 and 2020.
10
9 Vocational pedagogy Vocational pedagogy
Special pedagogy
Updating
pedagogical
knowledge
Vocational pedagogy
Adult education
Special pedagogy
Updating pedagogical
knowledge
8 Basic studies in education
Adult education
Special pedagogy
Updating pedagogical
knowledge
Basic studies in
education
Adult education
Virtual pedagogy
Entrepreneurship
education
Basic studies in
education
Virtual pedagogy
Entrepreneurship
education
7 Virtual pedagogy
Entrepreneurship education
0-6
Te role of educational science in teaching work is still important, as the
focus of vocational education and training is moving more and more towards
education, while education and training policy aims to provide everyone with
individual study opportunities. Tere are many 16-year-olds who are not yet
ready for a world of fully independent study. Teachers should therefore be
capable of dealing with the needs of a growing and maturing young person.
68
As a science, education provides tools to deal with diferent students, ranging
from immigrants, those in need of special education or support, young people
and adults and, in more general terms, with new generations who change in
step with changes taking place in society.
When examined from the perspective of a vocational teachers competence
needs, basic studies in education could be focused more vigorously on young
peoples growth and education in the context of VET. Research competence
could receive less emphasis in teacher training, thus allowing instruction
to concentrate more on those subjects that aim to promote the interests of
young people and adult students in need of support (sociology of education,
educational psychology).
Te role of vocational pedagogy will remain strong. Vocational pedagogy,
falling under the concept of vocational education, refers to teaching and
learning objectives, contents and materials within vocational education and
training. In addition to knowledge of their own vocational feld, teachers
should also be more widely aware of diferent occupations in the future. Each
VET feld is unique with its own special characteristics, which means that
vocational pedagogy should deal with learning an occupation from many dif-
ferent perspectives and using many diferent methods. Tis requires theory,
practice, psychology, sociology, parenthood, mastery in other words, versa-
tility as a teacher. Te role of learning by doing will become more prominent.
With a changing world of work, vocational felds are developing all the time.
Teachers must be capable of teaching up-to-date knowledge and information
required in working life, which requires them to be well versed in the chan-
ging needs, tasks and challenges in the world of work. Teachers need more
working life skills.
Tere will be considerable investment in adult training in the future. Com-
mand, understanding and application of adult education are absolutely ne-
cessary when working with adult students. Adults need to be handled difer-
ently from young people; in their case, the signifcance of a guidance-oriented
approach becomes more prominent. Te majority of respondents considered
that it was more likely that the number of adult students would increase than
decrease in the future.
Te reasons cited for this included the following:
Tere are many adults in the world of work without any education.
Retraining and continuing training for adults will increase.
Lifelong learning will increase.
69
Te ageing population and the changing age structure will lead to in-
creasing numbers of adults in training.
Members of the baby boomer generation need to update their compe-
tencies, but this need will subside within about 20 years.
Special pedagogy will play an increasingly signifcant role. Te number of spe-
cial needs students has increased and there are more and more young people
with multiple problems. Various mental problems seem to have increased among
young people. In vocational education and training, diferent learners are inte-
grated into regular teaching groups, in keeping with the objective of providing
education and training for the entire age group. All vocational teachers should
command at least the basics of special pedagogy and understand that some stu-
dents may have real problems with learning or life skills. Dealing with diferent
learners is already part of every teachers daily routines, while special pedagogy
can also be applied to all forms of individual instruction. In the future, however,
more should be invested in recruiting actual special needs teachers for schools, so
that not all vocational teachers need to be experts in special pedagogy.
It is likely that there will be labour shortages in the future and it would there-
fore be important to train every single individual who is capable of working.
Education and training should be developed so as to enable special needs
learners to obtain vocational qualifcations. Ten again, work assignments
are becoming more complicated and simple tasks are disappearing, which will
create more challenges for education and training.
Basic knowledge and skills relating to guidance counselling are necessary for
all teachers, even though it is only advisable for some of them to specialise in
this area. Guidance counselling provided by group tutors, as well as by other
teachers, may prevent learning problems, because guidance counsellors do
not have enough time to familiarise themselves with the details of every single
students circumstances. It is the closest instructor who knows the individual
students and their parents best. Guidance counsellors deal with more general
lines and cannot take the same kind of educational responsibility for guiding
students as tutors, for example. Nevertheless, guidance counsellors are needed
and their strength lies in their ability to focus specifcally on co-ordination of
guidance and counselling.
Guidance counselling will play an increasingly signifcant role in the future
for the following reasons:
Students learning pathways are becoming more diversifed, vocational
qualifcations are being revised and working life needs are changing.
Counselling for integration and training of immigrants is increasing.
70
Demands on individualisation of instruction are increasing.
Tere are growing numbers of special needs students and adult students.
Working life orientation is playing an increasingly signifcant role.
Specialisation is on the increase, which means that teachers expertise in
guiding and encouraging students towards further studies will improve.
Teachers should be aware of the opportunities and limitations involved in
virtual pedagogy and should be able to make use of these while also bearing
in mind that it is not the only way of operating. Teachers should know how
virtual pedagogy can be utilised during face-to-face and distance learning
periods, in supervision of on-the-job learning, etc. Virtual pedagogy is
something that teachers need to command even for the sake of their own
employability. However, development of learning environments should not
be associated with virtual pedagogy exclusively; this is a broader concept of
learning in diferent environments.
Respondents cited the following aspects as being strengths of virtual pedagogy:
Teaching is independent of time and place.
Virtual pedagogy is well-suited for teaching theoretical topics.
Online environments form part of young peoples everyday lives.
Future professionals should be taught how to use networks and how to
build services online.
Virtual pedagogy supports diferentiation of instruction.
Use of virtual pedagogy makes it possible for those living further away
from urban centres to study, when at least part of the studies can be ar-
ranged in such a way that learners can participate from their own home
computers.
Te limitations of virtual pedagogy cited by respondents included the follow-
ing aspects:
Not everything can be taught and learnt online (such as manual skills)
and it is not possible to learn a trade solely via the Internet.
Learning will remain a social event in the future as well, which means
that virtual pedagogy cannot resolve all the problems of teaching.
Virtual pedagogy may have been given too large a role in debates, even
though it is a good aid.
Entrepreneurship education is important and its signifcance will increase
in the future, but not everyone can be expected to command it extensively.
People should be realistic in terms of setting objectives in this respect as well.
Tose who wish to specialise in entrepreneurship need to be provided with
advanced studies in addition to basic knowledge. Conversely, every teacher and
71
student can work on their internal entrepreneurship. Teachers partici pating
in Practice Enterprise or Junior Achievement activities deal closely with
entrepreneurship. It might also be advisable to make more use of experts in
entrepreneurship, so that not every teacher is required to become an expert in
this area. As a group, immigrants have the most courage to set up in business.
Pedagogical knowledge should be updated, as the target group of vocation-
al education and training changes with time, while teaching methods de velop.
Knowledge becomes obsolete very fast, which means that teachers must be
capable of changing in step with changes in society. From the perspective
of the well-being of teaching staf, renewal of pedagogical knowledge is be-
coming more and more important each year, because there are plenty of age-
ing teachers working during the periods under review here. New trends and
good ideas can be obtained, say, through training courses and, in particular,
by discussing with teachers working at other educational institutions.
Table 18. Importance of pedagogical thinking in 2007, 2010 and 2020.
10
9 Conception of human-
ity
Conception of learning
Development of
teachers pedagogical
thinking
Conception of humanity
Conception of
knowledge
Development of teachers
pedagogical thinking
Conception of
knowledge
Development of teachers
pedagogical thinking
8 Conception of
knowledge
0-7
Te signifcance of the conception of humanity in teaching work divides
panellists into the following four camps:
1) Absolute compliance: Te conception of humanity and basic values set
out in the National Core Curriculum form the foundation for all teaching
activities. It is a regulation that must be complied with as provided.
2) Understanding compliance: It is important to comply with the National
Core Curriculum, but people are diferent and their values are always visible
in the background. Moreover, values change over time, so there must be some
fexibility in this respect as well; in other words, you must not deal with these
things all slavishly, even though the curricular conception of humanity should
pervade all activities. Te majority of panellists advocated this position.
3) Sceptical: Fine things in theory, but they should also become a reality in
practice.
72
4) Wishing for change: I personally do not subscribe to the conception of
humanity described in the National Core Curriculum. I fnd it too positive.
Te current system makes no sense. Te wrong words in the wrong place. I
am waiting for the situation to improve.
Conception of learning:
1) Absolute compliance: Te National Core Curriculum is a regulation,
it must be complied with. Learning has been structured accordingly into a
logical whole.
2) Understanding conception of learning: It is essential to recognise your
own conception of learning in your own thinking and actions. You must
understand diferent conceptions and styles of learning and act accordingly.
3) Expanding conception of learning: Te conception of learning conforms
to mainstream qualities and you must understand that there are diferent
styles and conceptions of learning. It is the teachers duty to implement in-
struction in a student-focused manner, which sometimes requires divergence
from the prevailing conception in one way or another. Students learn all the
time and everywhere, so this should also be borne in mind within school
grounds. Close co-operation with the world of work will be key to success in
the future. Lets incorporate more know-how from the world of work into the
knowledge provided at school.
Conception of knowledge:
1) Absolute compliance: Te National Core Curriculum is a regulation,
which must be complied with.
2) Importance of understanding: You must understand the relativity of
knowledge and the way in which it is constructed. Te conception of know-
ledge combines knowledge with skill, which will become increasingly import-
ant in the future.
3) Practical challenge: Tese are all extremely important ideas, but compli-
ance with them and their manifestation in a teachers work is another matter
altogether; how can we make the above-mentioned declarations meaningful
to teaching work?
Development of teachers pedagogical thinking. Knowledge about learn-
ing and about barriers to learning develops constantly and this should also
be refected in teachers pedagogical thinking. Teachers need further training
and various opportunities for professional development, because some topics
and areas of knowledge become outdated very quickly. Development needs
must stem from each individual teacher, because you cannot make someone
do something against their will. Teachers pedagogical thinking and its devel-
opment will also create a good foundation for other aspects of teaching work.
73
Table 19. Importance of promotion and support of students learning in 2007, 2010 and 2020.
10 Acceptance of diversity
Student orientation
Inspiring to learn
Acceptance of diversity
Dealing with
multiculturalism
Responsibility for equality
Student orientation
Inspiring to learn
Identication of guidance
and support needs
Guidance and support for
students in preparation of
individual study plans
9 Acceptance of
diversity
Dealing with variety
Responsibility for
equality
Student orientation
Inspiring to learn
Team integration
Group management
Vocational orientation
Identication of
learning difculties
Identication of
guidance and
support needs
Guidance and
support for students
in preparation of
Support for individual
learning styles
Support for
occupational growth
Student-focused
guidance
Creation of a safe,
healthy, pleasant and
student-focused
learning environment
Use of student-focused
teaching methods
Assessment
competence
Guidance towards
working life and
further studies
Development of
personal competence
in support and
guidance for
students learning
Dealing with
multiculturalism
Responsibility for
equality
Team integration
Group management
Identication of learning
difculties
Identication of guid-
ance and support needs
Guidance and support
for students in
preparation of
learning styles
Support for
occupational growth
Support for personal-
ity development and
personal growth
Student-focused
guidance
Creation of a safe,
student-focused learning
environment
teaching methods
Assessment competence
Support for students life
skills
Guidance towards
working life and further
studies
Development of per-
sonal competence in
support and guidance
for students learning
Team integration
Group management
Identication of learning
difculties
learning styles
Support for occupational
growth
Support for personality
development and
personal growth
Student-focused guidance
Creation of a safe,
student-focused learning
environment
teaching methods
Guidance towards
creativity
Support for students life
skills
Guidance towards
working life and further
studies
Development of personal
competence in support
and guidance for
students learning
74
8 Dealing with
multiculturalism
Support for personal-
ity development and
personal growth
Guidance towards
creativity
Support for students
life skills
Multidisciplinary co-
operation in student
welfare services
Guidance towards
creativity
Multidisciplinary
co-operation in student
welfare services
Multidisciplinary
co-operation in student
welfare services
0-7
Acceptance of diversity should be self-evident to all teachers, since we are all
diferent. Providing entire age groups with education and training, increasing
provision of adult training and numbers of diferent students and growing
diversity in terms of learning challenges and ethnic and other backgrounds
amplify the signifcance of accepting diversity in teaching work. Diversity
is a source of richness that needs to be upheld. However, it does not mean
privilege the common rules apply to everyone. People must be able to shed
their prejudices and stereotypes. Racism has no place in the school world.
On the other hand, teaching groups are big and there is not much time for
face-to-face instruction, which may make it dif cult to notice and take note
of diversity.
Dealing with variety was an unfamiliar concept to several panellists:
What is this variety supposed to mean, I wonder, does it difer from
diversity?
What else can this variety be other than a wide variety!
Diversity and variety describe a growing number of students and both are
increasing constantly. Dealing with a wide variety of students is key to every-
thing. It calls for skills and awareness of values from teachers. As an entire age
group is provided with education and training, the number of diferent stu-
dents and diverse learners increases constantly and construction of learning
pathways will become a regular part of vocational education. Teachers must
be capable of interacting with all sorts of individuals. Instead of pandering, it
means equal treatment and acceptance of students in class.
Dealing with multiculturalism is also part of dealing with variety. Te
number of immigrants will increase, which means that it is imperative to
be capable of integrating instruction according to student group. Tere is a
need for more information and positive attitudes. Internationalisation and
75
co- operation with foreign twin schools have facilitated and promoted this
cause. Multiculturalism is a reality today and in the future; it should be a
normal part of life.
Responsibility for equality is an important topic, but it requires consider-
able efort to realise it. Everyone must be treated equally; everyone must have
equal duties and responsibilities. Appreciation of diversity and competence
alongside the concept of equality calls for a delicate balancing act. Young
people have a pronounced need to be like everyone else, which means that
the requirement for equal treatment also becomes pronounced when working
with young people. Teachers must be fair and equitable in all respects, while
also understanding that some individuals need more support than others.
Orientation of students is part of teachers core competence and it is always
important. Students should be well oriented to their place of study. Tis can
be compared with staf orientation at workplaces. Orientation takes place
through team integration, where students commit to their group while also
learning the house rules. Te better the orientation, the easier it is to study.
Orientation is each students right and, if performed well, it motivates the
student to study.
Inspiring to learn is important. Inspiration stems from a teachers own en-
thusiasm, dealing with students as individuals, setting the right objectives and
providing constructive feedback. It is diverse and holistic work. Experiences
of success help students to carry on, which also makes it possible to inspire
them to learn. Successes should be noted and acknowledged. On the other
hand, studying should not hinge exclusively on teacher-driven inspiration,
since students at upper secondary level should already be motivated to study
of their own accord. Immigrants do not generally need to be inspired or mo-
tivated; it is enough to sustain their existing motivation.
Students mostly study in groups, which means that team integration com-
mits students to their studies and ofers them a chance of belonging to a
group as equal members. As a result of successful team integration, absences
will decrease, students will take care of each other, commit to their studies
and graduate in time. A good group acts in harmony, is capable of good per-
formance and creates a safe learning environment where students also dare to
fail once in a while. Te signifcance of team integration grows as students
become more heterogeneous. On the other hand, online studies and indi-
vidual study plans and fexible provision make it extremely challenging to
bring about genuine synergies and peer support for everyone in all situations.
Te wide range of options does not support team integration either. In adult
76
training, teachers are increasingly required to command group processes also
involving the world of work.
In terms of group management, panellists were divided on the question of
whether teachers ought to be authority fgures who need to get the upper
hand over a group of students, or whether it is better for them to employ
group dynamics methods and aim to guide students towards a sense of com-
munity.
Vocational orientation supports occupational growth and increases commit-
ment. It is important to start studies by immediately providing information
about the relevant vocational feld as a whole, in order for students to gain
an overview of their future occupation. In addition, more general orientation
across occupations will be important in the future, because the boundaries
between occupational felds are becoming somewhat blurred as occupations
develop and renew at a rapid pace. Co-operation with the world of work is
also important in this respect.
Identifcation of learning dif culties at the earliest possible stage is import-
ant both in terms of a students own learning and progress and from the per-
spective of the entire groups ability to study in peace. In many cases, identif-
cation of learning dif culties is hard and requires good co-operation between
teachers, guidance counsellors and special needs teachers. An objective for the
future is that learning dif culties will have already been identifed at lower
levels of education, leaving the upper secondary level with the task of taking
these into account.
As entire age groups participate in education and training, this brings various
challenges for identifcation of guidance and support needs. It is crucial to
identify those students who need additional support and guidance. Tey are
the ones who drop out of studies if support is not available. Students prob-
lems can be quite diverse and many students do not dare to bring up their
problems on their own initiative. Increasing information facilitates identifca-
tion, but does the necessary information reach all teachers? A multidisciplin-
ary approach to and division of responsibilities for identifcation of support
needs will probably become more important. However, we must avoid exces-
sive guidance so as not to explain everything away with a disability or dif -
culty, thus forming a barrier to development. Instead, we should emphasise
means of compensation.
Guidance and support for students in preparation of individual study
plans is important, but is there enough time for this and who has the time?
77
An individual study plan (ISP) is a good tool for taking note of increasing
individual learning pathways and individual needs. Respondents had oppos-
ite views about who is responsible for guidance relating to individual study
planning. Is this the responsibility of a vocational teacher, or should the task
be assigned more centrally to people such as tutors or guidance counsellors?
If students were to be provided with enough information about their own
opportunities and those provided by diferent learning situations, they could
also prepare their own individual study plans. Te right tools facilitate the
work of both teachers and learners. A student commented on their own ex-
perience as follows: I personally have received good guidance. Its a weight
of your mind when you get things sorted out and see the bigger picture of
the course of your studies.
Support for individual learning styles calls for time and resources, which
are in short supply when working with a large group or one with multiple
needs and problems. An ideal situation is a small group where the teacher can
dedicate enough time to each student.
Support for occupational growth is a basic task in vocational education and
training, which should be carried out in co-operation with the world of work.
Working life requires command of a wide variety of vocational skills and
knowledge. Good command of basic skills provides opportunities for further
development in line with the requirements of the world of work. Becoming
a professional requires guidance and supervision and a master/journeyman
confguration. Learning takes place through practice in authentic work situ-
ations, where students are also provided with relevant feedback.
Support for personality development and personal growth divides re-
spondents opinions into two groups:
Studying develops personality and personal growth in itself. Tere is
no need for separate support as long as the system works as a whole.
Neither is this primarily a vocational teachers duty; you ought to give
support, but the responsibility lies elsewhere.
Everyone is a unique personality, myself included. If I receive support
at home and at work, then students will surely need support in their
own work (i.e. studying). Family and friends are also important sources
of support an important area of support now and in the future.
Student-focused guidance. Where else should teaching work focus if not on
the student? If there are no students, there is no need for teaching staf either,
so everything should be based on the students situation. Guidance should al-
ways be both group- and student-focused.
78
Creation of a safe, healthy, pleasant and student-focused learning envir-
onment. Te above-mentioned attributes are the prerequisites of well-being,
which make it possible to promote learning and occupational growth. We can
aford to take these aspects into account in learning environments, consider-
ing that this is already done at workplaces. A learning environment must be
safe for everyone.
Use of student-focused teaching methods is a good way of motivating stu-
dents. Students learn best when teachers make the most of their qualities in
teaching and familiar things make it easier to study. On the other hand, this
requires teachers to have a diverse command of methodology and to make
use of multimodality in instruction as well as to identify the stage of studies
and students individual situations and needs. Some teachers fnd it dif cult
to adopt new methods and operating models.
In addition to assessment competence, it is necessary to pay attention to
provision of feedback in general including continuous feedback and the
way in which feedback is provided. With the aid of feedback provided on as-
sessment, teachers can guide learners learning process towards the objective,
in other words, make learners aware of their own actions. Fair assessment of
learning and competence is each students basic right. Self-assessment should
be carried out on a continuous basis, in order for students to be aware of the
current stage of their learning process. All goal-oriented teaching activities
are based on assessment. In the future, assessment competence will become
all the more important with the introduction of producing industry-driven
outputs and vocational skills demonstrations.
Guidance towards creativity divides opinions among panellists:
1) No room for creativity: Qualifcations are not completed creative-
ly, but as ordered; creative individuals cannot manage to complete their
qualifcations. A vocational qualifcation is a fxed indicator used to evalu-
ate education and training so much for that creativity. You cannot make
anyone creative by force.
2) Creativity is part of being human: Creativity is innate, a life skill.
Progressive inquiry learning increases creativity, which in turn is needed
in the future.
3) Creativity as a competitive asset: Once students have absorbed the
basic knowledge and skills, there should be a chance for creativity, with
due consideration for safety and economic ef ciency. In a globalised world,
creativity unties many knots. Te need for creativity stems from the chal-
lenge of innovation. I hope to see creativity education programmes in-
cluded as part of vocational education.
79
Support for students life skills. Teachers are educators, but they cannot
and must not assume the role of a parent. Social background, in particular,
has a bearing on study attainment. It is important to support students from
disadvantaged social backgrounds, in order for them to have equal opportun-
ities with other students. Tere are too few study units relating to life skills
and it is dif cult to organise them in the context of vocational education and
training, even if the needs were recognised. Making use of the opportunities
provided by multidisciplinary networks and student welfare services is also
important in this respect.
Competence in multidisciplinary co-operation in student welfare ser-
vices is part of a teachers work, even though guidance counsellors, special
needs teachers and school social workers function as liaisons. Te number
of people with multiple problems has increased and multidisciplinary
networking is therefore important in this respect as well. In the future, results
obtained in other disciplines should be increasingly put to use in teaching
and learning, which would be supported by closer multidisciplinary co-
operation and not only in terms of student welfare services.
Guidance towards working life and further studies. Guidance to work-
places by means of on-the-job learning places has already proven to be good.
Even more guidance will be needed in the future. While this is an important
area, individual teachers do not have to assume the main responsibility for
everything on their own. Co-operation with other parties should be increased.
Development of personal competence in support and guidance for stu-
dents learning. Teachers must be ready to develop their own competence
and change along with developments, if they intend to be involved in train-
ing workers for the future. Information increases teachers own courage to
test diferent methods of instruction, for example.
80
Table 20. Importance of planning and command of the VET process in 2007, 2010 and 2020.
10
9 Knowledge of future
challenges in the world
of work and skills
requirements for VET
programmes
Competence in
teaching methods
Assessment methods
competence
Planning and
implementation
of instruction
Knowledge of future
of work and skills
programmes
Planning VET
programmes
Planning and
development of
learning environments
Competence in
teaching methods
Assessment methods
competence
Planning and
implementation of
instruction
Assessment and
continuous
improvement of the
VET process
Knowledge of future
of work and skills
programmes
Anticipation
Planning VET
programmes
Planning and
development of
Production of learning
materials
individual educational
plans
Competence required
for individual curricula
(adjustment)
Competence in
teaching methods
Assessment methods
competence
Planning and
implementation
of instruction
VET process implemen-
tation competence
Assessment and
continuous
improvement of the
VET process
81
8 Anticipation
Planning qualications
Planning VET
programmes
Planning educational
technology
Planning and
development of
materials
plans
Competence required
(adjustment)
Study unit planning
competence
tation competence
Assessment and
continuous improve-
ment of the VET process
Continuous improve-
ment of command of
and competence in the
VET process
Anticipation
technology
materials
Preparation of
schedules
plans
Competence required
(adjustment)
Study unit planning
competence
tation competence
Continuous improve-
ment of command of
VET process
technology
Planning the school
year and phasing of
studies
Preparation of
schedules
Study unit planning
competence
Continuous improve-
ment of command of
VET process
7 Administration of VET
programmes
Planning the school
year and phasing of
studies
Preparation of
schedules
Administration of VET
programmes
Planning the school
year and phasing of
studies
Administration of VET
programmes
0-6
Knowledge of future challenges in the world of work and skills require-
ments for VET programmes. Some respondents felt that knowledge of fu-
ture challenges in the world of work and of skills requirements for VET pro-
grammes was primarily the responsibility of people in charge of contents,
scopes, amounts and development of VET programmes. However, it should
be noted that teachers should be experts in the skills requirements of their
own feld; they must know what types of skills are required in working life, in
other words, for what purpose they are training their students.
82
Anticipation. Anticipation of the future is dif cult, but it is nevertheless ne-
cessary to aim to anticipate changes occurring in the world of work through
co-operation between the VET sector and the world of work, in order to take
future needs into account in planning VET programmes. Is this more of a
duty for teachers or representatives of the world of work? Should teachers be
able to make use of or produce anticipation information? Should there be an
analysis of the regional operating environment, or should you concentrate on
an analysis covering your own feld?
Respondents feel that the primary responsibility for planning qualifca-
tions and VET programmes lies with parties other than teachers, although
it would also be advisable for teachers to be involved in planning by providing
feedback on the efectiveness or otherwise of these areas, so as to ensure that
requirements match the actual possibilities.
Planning educational technology. Technology is becoming more and more
important in modern society and it is still a growing trend. Not all techno-
logical opportunities have as yet been exploited. However, is it primarily the
duty of teachers, or at least all teachers, to plan technology? Tis area would
require increasing the number of competent planners.
Planning and development of learning environments. It is important to
plan learning environments and perceive them in broader terms not just as
classrooms or workshops but also including many other aspects. In this re-
spect, teachers are experts together with representatives of the world of work.
Production of learning materials. In some felds, learning materials are out-
dated, or they are in short supply or completely unavailable. Other felds,
in turn, have plenty of good learning materials. Learning materials should
change in step with the world of work and curricula, but textbooks always
tend to lag behind change. Production of up-to-date learning materials will
become increasingly important in the future as sources of information diver-
sify and teachers produce more and more teaching materials online.
Administration of VET programmes. It is desirable for all teachers to have
good basic knowledge in this area, but they can hardly be expected to have
more in-depth competence, as this task is primarily assigned to administra-
tion professionals.
Planning the school year and phasing of studies depends on the teachers
duties; it is important to some but not to others. Everyone must understand
the principles of a school year and phasing of studies, but not everyone is
83
involved in planning these. Tis is not all that important in adult training,
because the time and place become blurred in learning, as the world of work
does not run according to timetables and school years. In addition, online
learning breaks the traditional yearly and periodic phasing of studies.
Te importance of preparation of schedules splits opinion sharply into two
camps. Some feel that this is not part of a teachers duties. As a result of indi-
vidualisation, each student has a personal timetable, which means that this has
little bearing on guiding an individuals processes, in particular in adult training.
Others, in turn, believe that these structures are necessary to support the work.
A well-designed and properly prepared schedule is the best way to cater both for
students and teachers. For example, it makes it possible to ensure that working
days are of appropriate duration for everyone neither too long nor too short.
Curricular competence forms part of every teachers basic competence, if
this refers to competence relating to applying the curriculum. Each teacher
must be familiar with and capable of teaching in compliance with the cur-
riculum governing their own feld. Tis competence combines knowledge of
the world of work and pedagogical skills. Teachers are increasingly involved
in curricular development work as experts in their own felds substance. In
order to be able to prepare high-quality curricula, you must also command
the logic behind curricula on a more general level.
Competence relating to individual study plans (ISPs). Some teachers are
still struggling with ISP competence and more training is therefore called for
in this area. VET institutions are increasingly building individual learning
pathways for students studying in many diferent ways. Some respondents
felt that each student should prepare their individual study plan with help
from the guidance counsellor and then submit it to the teacher for approval.
Competence relating to individual educational plans (IEPs). Te increas-
ing number of special needs students also increases the need for IEP compe-
tence. Tis competence area is mostly the responsibility of guidance counsel-
lors and special needs teachers. It is just not always possible to consult them,
especially in terms of vocational education. However, it is possible even for
disadvantaged students to complete qualifcations, as long as there is suf cient
special support. Individual educational plans are not used for adult training.
Competence required for individual curricula (adjustment). All teachers
must have basic knowledge of what adjustment means and what it entails in
instruction. Learning objectives are adjusted with the aid of a special needs
teacher.
84
Study unit planning competence. All teachers working in youth-level voca-
tional education and training must know how to read study unit plans and
act accordingly. Tis competence is not required in adult training.
Competence in teaching methods is part of a teachers basic competence.
Teachers should be aware of diferent teaching methods and also actively test
and develop them.
Tere is not enough assessment methods competence. More training in
performing assessments is required. At the same time, assessment methods
should be developed in a more equitable and realistic direction. Tere is a
need for new thinking and assessment co-operation, where assessment should
be based on working life requirements. Students self-assessment is a trend for
the future.
Planning and implementation of instruction and guidance are part of
every teachers basic professional skills. However, concepts may also be
renewed: Id rather speak about planning learning and learning pathways.
VET process implementation competence is an area in which some teach-
ers may specialise in more detail, which means that not all teachers need to
command this area.
Assessment and continuous improvement of the VET process. Improve-
ment is constantly topical; assessing your own work, collecting and making
use of feedback. In adult training, people speak more about assessment and
improvement of learning processes.
Continuous improvement of command of and competence in the VET
process. Teachers are required to develop themselves on a continuous basis.
6.8 WORKING COMMUNITY COMPETENCE
6.8.1 Background details of panellists responding to the surveys
Te background survey was completed by a total of 49 panellists focusing on
working community competence. Panel participants included experts, teach-
ers, representatives of the world of work and members of VET organisations
management. Data relating to the panel on working community competence
is distributed by survey and respondent group as shown in the following
tables.
85
Table 21. Distribution of answers to working community competence surveys into different
surveys.
f f %
Current state and future prospects 372 32
1
8.6
Working community competence pathway 372 47
2
12.63
1
Two members of the current state and future prospects survey panel did not ll in the background
questionnaire.
2
Two respondents did not ll in the background questionnaire. Five respondents to the working
community competence pathway survey did not respond to the current state and future prospects
survey.
Te following fgures provide further details on the respondents:

1
5
38
1
4
49
Other
Teacher
Expert/researcher
Total
Figure 17. Participation rate among panellists focusing on working community competence.
Respondents comprised 25 women and 24 men. One respondent to the
working community competence survey was aged over 60, while the 51-60
and 4150 age groups accounted for 43% and 33% of respondents, respect-
ively. Respondents to this survey were older than those who responded to the
pedagogical competence survey. 45% of respondents had more than ten years
of work experience. 65% of respondents were from Northern Finland.
86
1
21
16
10
1
0 5 10 15 20 25
over 60
aged 5160
aged 4150
aged 3140
aged under 31

0
22
15
9
3
0 10 20 30
I'm a student
more than 10 years
6-10 years
3-5 years
2 years
1
7
7
2
32
0 10 20 30 40
Central Finland
Western Finland
Eastern Finland
Southern Finland
Northern Finland
87
Table 22. Respondents representation in co-operation networks between VET and the world
of work.
Teacher VET organisation
management
Industry
representative
Expert Unknown
9 - 1 1 -
Training Committee
- - - - -
Qualication Committee 1 - - - -
VET organisations
committee/board
- - - - -
Local Advisory Council for
VET
2 - - 1 1
Working group on
qualication development
17 1 - 1 -
Assessment Committee 3 1 - 1 -
Regional/eld-specic
7 2 - 1 -
Action network for on-the-job
learning/vocational skills
demonstrations
17 - - - -
Action network for compe-
tence-based qualications
13 - - 1 -
Other co-operation network 3 3 - - -
Blank - - - - -
Te table reveals that 45% of teachers who responded to the working com-
munity competence survey belong to a working group on qualifcation devel-
opment in their own feld. Tose belonging to action networks for on-the-
job learning and for competence-based qualifcations accounted for 45% and
34% of respondents, respectively.
88
management
Industry
representative
Expert Unknown
23 - 1 2 -
network
5 1 - - -
Guidance counselling network 6 - - - -
Student welfare network 5 1 - - 1
Special education network 4 - - - -
Tutoring activities - - - - -
Facilitator activities - - - - -
Health care network - 1 - - -
Social services network - - - - -
Youth work network - 2 - - -
Parish work network - 1 - - -
Student association activities 1 - - - -
Crisis management network 1 - - - 1
Other multidisciplinary network 2 - - 1 -
Mentoring activities - - - - -
Blank 1 1 - 1 -
Of all those teachers who responded to the working community competence
surveys, 61% reported that they were not members of any co-operation net-
work aiming to support students learning. Tose involved in guidance coun-
selling networks accounted for 16% of respondents, while the fgure for those
participating in pedagogical development and student welfare networks stood
at 13%.
89
management
Industry
representative
Expert Unknown
6 - - 1 -
Working community team 24 1 1 1 -
Management team or similar 5 5 - 1 1
Internal communication network 1 1 - - -
HR development network 2 1 - - -
network
6 3 - 3 -
Staff committee 3 3 - - 1
Occupational health and safety
network
2 1 - 1 1
Other network relating to working
community competence
4 - - - -
Blank 1 - - - -
63% of those teachers who responded were involved in a working commu-
nity team, whereas 16% did not belong to any network.
6.8.2 Current state and future prospects of working
Data on working community competence was divided into the following
eight competence areas:
competence in organisational strategy work;
operational planning, development and evaluation;
competence in line with the organisations operational system; fnancial
competence;
resources;
sense of community;
well-being at work;
regional co-operation competence, national and global competence;
working community development and continuing training.
Competence in organisational strategy work. According to the panel-
lists, strategic planning in large VET organisations is challenging, but once
achieved, it is an excellent way of steering operations and fnances. Tey felt
that decision-making processes within a large VET organisation were detached
from teaching work and that less attention was being paid to pedagogic al
90
objectives and planning. Tey considered that everyone had an opportun-
ity to participate in development work, but that teachers commitment left
something to be desired. Large VET organisations were perceived as repre-
senting both a threat and an opportunity. Te infexibility of organisations,
their bureaucratic operating models and increasing administrative workloads
were seen as being threats that afect teachers work and competence. Op-
portunities provided by large VET organisations were considered to include
extensive co-operation and networks, shared expertise, participation in plan-
ning and quality improvement of education and training.
Operational planning, development and evaluation. Panellists felt that re-
newal and description and management of operating processes were extremely
challenging in large VET organisations. Teachers process competence varies
and there are defciencies in command of integrated wholes. Treats cited by
panellists included diminishing chances to infuence, processes not being up-
dated and a lack of a shared vision of goals. Consolidation of project compe-
tence, transparency of structures, clarifcation of division of roles, a more fex-
ible operational culture, team-based organisations, development projects and
the new National Core Curricula were seen as being opportunities and condi-
tions for development of competence in line with the operational system.
Financial competence. Panellists think that teachers do not have responsi-
bility for fnances and consider that factors related to fnancial management
are dif cult to understand. Some teachers participate in fnancial planning,
planning of investments and procurement and monitor the fnancial situ-
ation on a monthly basis. Treats identifed by panellists included too extreme
fnancial accountability, on the one hand, and the distance and bureaucracy of
fnancial accountability vis--vis teachers, on the other. Perceived opportun-
ities included delegation of fnancial management powers and responsibil-
ities to teachers within their respective areas of responsibility. Teachers should
understand the principles of fnancial management within a VET organisa-
tion and what fnancial management means at an individual level.
Resources. According to respondents, teachers are under considerable pres-
sure due to the lack of resources, while shortages of human and time re-
sources and backup systems increase their workloads. Te threats identifed
by respondents included further increases in workloads, rush, burn-out and
decreasing fnancial resources for VET institutions, combined with the deteri-
orating public economy. Large joint municipal authorities were perceived as
providing opportunities in terms such as teacher training and competence
development. Linking teachers development time to their working hours was
also considered to be one desirable opportunity.
91
Sense of community. Teachers have the capabilities and the ability to com-
municate, while participation and co-operation opportunities are also avail-
able. Teachers chances of co-operation are limited by their working hours
and some teachers seldom participate in co-operation and in dealing with
community afairs. Teachers professionalised approach to teaching work, at-
titudes and competition were considered to form threats to the development
of a sense of community. A collaborative teacher identity and teamwork based
on multidisciplinary co-operation were seen as being opportunities.
Well-being at work. Te extent to which teachers look after their working
capacity varies; many do maintain their working capacity, but there are also
many teachers with diminished capacity to cope at work. Exhaustion among
ageing teachers was seen as being a threat. Teachers mental and physical well-
being should be safeguarded and employers should provide activities to main-
tain their working capacity and rehabilitative services. Everyone should be
guided to maintain their working capacity.
Regional co-operation competence, national and global competence.
Some teachers are actively involved in development of their own feld in re-
gional, feld-specifc, national and international terms. However, there are
defciencies in skills required for international contexts, which were also seen
as being a threat. Respondents called for more training for international con-
texts and understanding diferent cultures.
Working community development and continuing training. Panellists
perceived curricular co-operation as being a strength in terms of working
community competence; in other respects, they felt that a teachers work was
still about doing things on your own. As threats, they cited inefectiveness
of administration and HR administration in particular. Tey believed that
teachers were willing to network and renew themselves and perceived linking
development work to working hours and teachers training to become experts
in working community afairs as being opportunities.
92
6.8.3 Importance of working community competence
in 2007, 2010 and 2020
Table 25. Importance of working community competence in 2007, 2010 and 2020.
10 Recognition of and
compliance with
common ground rules
Recognition and
development of
personal competence
Recognition of and
compliance with
common ground rules
Recognition and
development of
personal competence
Recognition of and
compliance with
common ground rules
Recognition and
development of
personal competence
9 Competence in
occupational safety
and well-being at work
Group and team
working skills
Self-management
Development of the
working community
Evaluation of
organisational
performance
Dissemination of and
learning from good
practices
Awareness of,
commitment to and
compliance with
organisational
objectives
Competence in
occupational safety
Communication within
the working community
Group and team
working skills
Networking skills
Sense of community
Operational
development of the
working community
Pedagogical leadership
Self-management
Development of the
working community
Evaluation of
organisational
performance
learning from good
practices
Awareness of,
commitment to and
compliance with
organisational
objectives
Competence in
occupational safety
Group and team
working skills
Networking skills
Sense of community
Operational
development of the
working community
Competence
management
Self-management
93
8 Planning and develop-
ment of organisational
performance (quality
work)
Development of the
working community
Evaluation of organisa-
tional performance
learning from good
practices
Awareness of,
commitment to and
compliance with organ-
isational objectives
Process competence
Project competence
Financial competence
Networking skills
Sense of community
Operational
development of the
working community
Regional co-operation
competence
Global competence
Competence
management
Planning and develop-
work)
Process competence
Project competence
competence
Human resources
management
Competence
management
Change management
Planning and develop-
work)
Process competence
Project competence
competence
Global competence
Human resources
management
Change management
7 Organisational strategy
work
Financial planning
Global competence
Human resources
management
Change management
Organisational strategy
work
Financial planning
Global competence
work
Financial planning
0-6
Recognition of and compliance with common ground rules. An organisa-
tion needs to establish jointly agreed procedures, make the agreed rules vis-
ible to everyone and then also operate accordingly. Te rules must allow some
fexibility, but maverick behaviour has no place in a working community.
Recognition and development of personal competence. Self-development
will form part of a teachers basic competence in the future as well. Recog-
nition and development of personal competence will play an increasingly
94
prominent role in a world of work that is changing at an accelerating pace,
while they are also key factors for coping at work.
Joint development of the working community is important. An efective
working community cannot aford to nurture so-called freeloaders.
Evaluation of organisational performance
According to the Quality Management Recommendations for Vocational
Education and Training (2008, 7), legislation governing vocational education
and training for young people and adults confers extensive decision-making
powers on VET providers in issues concerning VET provision as well as in
use of funds granted for this purpose and quality management. Te law obli-
gates providers to evaluate their VET provision and its efectiveness. Tis ob-
ligation requires VET providers to have an operational system in place which
covers procedures for efective quality management and is used to implement
the quality policy specifed by the VET provider within the organisation.
Evaluation is increasingly carried out in order to demonstrate excellence. It
is necessary to know how to use evaluation methods, because evaluation is a
precondition for obtaining project funding, for example. From the perspec-
tive of a teachers work, however, panellists suggest that this would only be
the duty of some teachers. Performance is mainly evaluated through various
surveys that teachers fll in, but the results are not always published or made
suf ciently visible to respondents. Performance evaluation is playing an in-
creasingly signifcant role in development of working communities. Analysis
and interpretation of and conclusions drawn from the results are key develop-
ment tools in all felds and at all levels.
Dissemination of and learning from good practices. Dissemination of
your own good practices and learning from other people liberate resources
both for your own work and for operational development. At present, this
method is used much too infrequently. On the other hand, this is a problem-
atic area, as education and training providers compete for performance-based
funding and success. Good practices may increase results, facilitate work and
save resources.
Awareness of, commitment to and compliance with organisational object-
ives are the only way of operating, because the basic premise for individuals
own work is to be aware of why they are doing their own work and of how it
is connected to the objectives of the entire organisation. It is absolutely vital
to sail the ship in the same direction in order to achieve the common goals.
95
Competence in occupational safety and well-being at work. Occupational
safety issues are based on the law and command of them is at a good level.
Competence in well-being at work is playing an increasingly signifcant role
in more and more hectic working life.
Communication within the working community. People must be able to
speak about and discuss work-related issues. Communication and dissemin-
ation of information have continuously improved, while networking through
various types of media is increasing and the systematic nature of communica-
tion is becoming more and more signifcant.
Group and team working skills are of the utmost importance in a teachers
work. In the years to come, social skills will play an increasingly signifcant
role in teaching work at all levels (students, working community, co-oper-
ation with the world of work).
Networking skills. Networking is increasing, as the economic situation will
probably force people and organisations to network in diferent functions to
the largest extent possible in the years to come; it is vital to know how to seek
information, support, help and partners.
Sense of community. Do teachers need a sense of community in their work,
and if they do, how much? Can there be a proper sense of community in the
large units of the future? Success in future working life may possibly call for a
new coming of sense of community.
Operational development of the working community divides panellists
views sharply in two. Some think that there are developers and teachers ap-
pointed for development work, bringing their own knowledge to this work.
In general terms, operations are developed by flling in questionnaires, while
actual operational performance does not really develop. Teachers have their
work cut out for them in dealing with their weekly teaching hours, leav-
ing little spare time for development work. Others feel that development of
working community operations is everyones responsibility and forms part of
vocational teachers core competence.
Pedagogical leadership. All sorts of leadership require substantive compe-
tence. When new managers are recruited to a VET organisation, they should
command this area. Teachers must know how to develop curricula and they
must be pedagogical leaders in their own vocational feld.
96
Te signifcance of competence management will increase. Unit directors,
programme directors, programme heads and department directors manage
competence. Te types of competences required in a VET feld are deter-
mined in co-operation with the world of work and partner networks. Teach-
ers, in turn, bring up their own competence areas and development needs as
part of their performance reviews. Teachers are able to infuence competence
management.
Self-management. Teaching work always requires self-management, because
the work involves many elements of independent work as well as planning of
working hours, various implementation methods and co-operation.
Planning and development of organisational performance (quality work).
Quality work has been carried out for years now, but fltering quality down
to practice is still challenging. On the other hand, this should not take exces-
sive resources away from the basic task, i.e. teaching. Even at present, people
participate in operational planning and implementation at department and
teacher (tutor, etc.) levels in order to achieve the specifed objectives. Devel-
opment of your own work and of the entire working community should be a
natural way of working, which means that there is no need for separate qual-
ity work.
Process competence is one of the mainstays of teaching work and it is cur-
rently at a good level among some teachers.
Project competence is currently at a good level, according to respondents.
In particular, those responsible for project work must know how to man-
age project work and co-ordinate projects. It is necessary to make sure that
project co-ordinators really have the skills, training and competence required
for the task.
Respondents wish that the signifcance of fnancial competence would de-
cline, but believe that it will probably increase. A competent fnancial sec-
retary brings added value as the signifcance of entrepreneurship increases
continuously. Te signifcance of fnancial competence will increase among
teachers involved in commercial customer services in particular.
Regional co-operation competence is an area for the future that is only just
being developed.
Global competence afects everyone, even though it is fairly superfcial in
terms of teacher training and teaching work. It is to be expected that require-
97
ments will increase in this respect. It is possible to be aware of global issues
through the online world, although international activities are quite Euro-
centric in Finland.
According to panellists, human resources management is fairly important
now and in the future, while not forming a precondition for teachers work.
Its importance depends on the teaching subject and other work duties. Man-
agement of students resembles HR management, in particular when working
with adult students.
Change management. Anticipation of the future is a good thing; an emer-
ging need for this is in sight.
Participation in organisational strategy work ensures commitment to the
VET institutions operations while the opportunity to participate increases
democracy. Strategy defnes our everyday activities and must therefore be
clear to all employees. Competent teachers bring the future prospects of their
own feld to strategy work. Tis is not part of every teachers responsibilities,
but it is to be hoped that everyone is provided with this opportunity to infu-
ence, if they so wish.
Financial planning. Panellists consider fnancial planning to be more part
of managements responsibility, but as the signifcance of money and fnances
increases all the time, everyone should aim to work as economically as
possible. Awareness and understanding of the formation of fnances, fnan-
cial planning, monitoring of budget implementation and reacting to changes
during a fnancial period is important. It is not the duty of the treasurer to
think about how to make ends meet; instead, staf need to be committed to
planning cost-ef cient activities and attending to fnances. Competition is
increasing and more and more needs to be done with less and less year after
year. It would be advisable to go over the basic economic concepts every year.
98
7 FIELD-SPECIFIC RESULTS OF VOCATIONAL
TEACHERS COMPETENCES
Tis chapter examines the results of the future competences of teaching staf
in the following three VET felds in more detail: 1) Tourism, Catering and
Domestic Services; 2) Social Services, Health and Sports; and 3) Architec-
ture and Construction. Data on each feld consists of a selection of answers
given by representatives of these felds to the feld-specifc surveys as well as to
the pedagogical competence, working community competence and VET/industry
co-operation competence surveys. Te results of the overall data on vocation-
al teachers pedagogical competence, working community competence and
VET/industry co-operation competence are discussed more extensively in the
previous chapter.
Field-specifc analyses aim to identify indications of contradictions or de-
velopment areas in vocational teachers guidance and teaching work which,
based on this study, are worth taking into account when planning future pri-
ority areas for competence development. In addition, these analyses pay at-
tention to selected assessments of teaching stafs professional qualifcations,
working life competence or competence in line with the mission to serve and
develop the world of work that aim to illustrate change needs as we move to-
wards the 2020s.
7.1 COMPETENCE IN TOURISM, CATERING AND DOMESTIC
SERVICES
Data relating to the panel on competence in Tourism, Catering and Domes-
tic Services is distributed by qualifcation and respondent group as shown in
the following table.
Te current state and future prospects and VET/industry co-operation surveys
clearly had the highest response rates. Respondents to the VET/industry co-
operation survey and the current state and future prospects survey accounted
for 29.1% and 24.4%, respectively, of all members of the Tourism, Catering
and Domestic Services panel.
Tere were a total of 86 members on the Tourism, Catering and Domestic
Services panel and 39 of them responded to at least one of the surveys listed
in Table 26. Te primary target groups of this study included teachers and
industry representatives and the target was to obtain at least 10 respondents
from both groups. Te target was achieved in both respondent groups.
99
Table 26. Distribution of answers into different surveys and respondent groups.
Survey Teacher/VET
organisation
management
Student Industry/
expert
Total
Current state and future prospects 12 4 5 21
Study Programme in Catering and Customer Services 3 1 3 7
Study Programme in Institutional Meal Production 6 2 2 10
Study Programme in Restaurant Meal Production 3 1 3 7
Study Programme in Restaurant Services - 1 - 1
Specialist Qualication for Hotel, Restaurant and
Catering Service Managers
3 1 1 5
Study Programme in Tourism Sales and Information
Services (Travel Counsellor)
3 3 2 8
Working community competence 7 - 5 12
Pedagogical competence 7 2 - 9
VET/industry co-operation 15 1 9 25

1
5
12
19
2
39
8
10
12
14
3
47
Student
Teacher
Expert/researcher
Total
Figure 21. Participation rate among Tourism, Catering and Domestic Services panellists.
7.1.1 Panellists responding to surveys
Te following fgures describe respondents backgrounds in more detail. Te
39 respondents comprised 29 women and 10 men. Almost half of them were
aged 41 to 50 and 61.5% had more than ten years of work experience in the
feld. Tis allows us to conclude that panellists possess solid work experience
and expertise to back up the statements and assessments that they have given
in the surveys. About half of the panellists worked in Northern Finland and
the second largest group of respondents was from Eastern Finland. Tis geo-
100
graphical bias is probably also refected in the responses in that they place
more emphasis on the special characteristics of Northern and Eastern Finland
in development challenges for VET and the world of work.

9
18
7
5
0 5 10 15 20
aged 5160 years
aged 4150 years
aged 3140 years
aged under 31

2
24
4
5
4
0 5 10 15 20 25 30
I'm a student
more than 10 years
6-10 years
3-5 years
2 years

5
10
5
19
0 5 10 15 20
Western Finland
Eastern Finland
Southern Finland
Northern Finland
101
Table 27. Respondents representation in co-operation networks between VET and the world of
work (number of respondents n=39).
VET/industry co-operation
network
Teacher Industry
representative
VET
organisation
management
Expert Total no. %
Training Committee
1 1 1 3 7.7
Qualication Committee 4 4 10.3
for VET
4 2 6 15.4
Working group on quali-
cation development
7 1 8 20.5
Assessment Committee 1 1 2.6
Regional/eld-specic
7 3 10 25.6
Action network for on-the-
job learning/vocational
11 6 17 43.6
Action network for
competence-based
qualications
6 1 7 17.9
Other co-operation
network
2 1 2 5 12.8
Panellists represent a wide variety of co-operation networks, as only 4 stu-
dents and 1 expert did not participate in any of the networks described in
the following tables. Representation was highest in action networks for skills
demonstrations (17), regional or feld-specifc co-operation networks (10),
working community teams (15) and management teams or similar (10). Te
networks with least representation included multidisciplinary co-operation
networks in support of students learning and life skills, where it is common
for guidance counsellors, tutors or special needs teachers to act as liaisons.
Te active participation of teachers and industry representatives in VET/in-
dustry co-operation networks can also be seen in the higher response rate to
the relevant survey.
102
students learning and life skills (number of respondents n=39).
Multidisciplinary
Teacher Industry
repre-
sentative
Student VET organ-
isation
management
Expert Total
no.
%
network
2 1 3 7.7
network
4 4 103
Student welfare network 3 1 4 10.3
Special education network 6 6 15.4
Tutoring activities 1 1 2 5.1
Facilitator activities 2 1 3 7.7
Health care network 1 1 2.6
Youth work network 1 1 2.6
Parish work network 1 1 2.6
Student association
activities
1 1 2.6
Crisis management
network
1 1 2.6
network
2 2 5.1
Table 29. Respondents representation in working community co-operation networks (number
of respondents n=39).
Working community
network
Teacher Industry
repre-
sentative
Student VET organ-
isation
management
Expert Total
no.
%
Working community team 9 5 1 15 38.5
Management team or
similar
5 5 10 25.6
network
1 1 2 5.1
HR development network 1 1 1 3 7.7
network
3 1 4 10.3
Staff committee 1 2 3 7.7
safety network
1 1 2.6
competence
2 2 4 10.3
103
Panellists were asked to assess how well they were personally familiar with
the competences and qualifcations requirements listed in the surveys by oc-
cupational group. According to these self-assessments, a clear majority of re-
spondents were either very or extremely familiar (assessment 810) with the
requirements of the work of a teacher (64%), a teacher team (51%) and a
workplace instructor (56%). Conversely, the largest group of respondents, or
43.6%, thought that they were able to assess the competence of a specialist
fairly well (assessment 46), whereas those who felt that they were able to as-
sess this competence very or extremely well only accounted for 23%.
Table 30. Respondents self-assessment on their familiarity with the competence and qualica-
tions requirements of a teacher, a teacher team, a workplace instructor or a specialist.
Assessment Teachers
competence
Teacher teams
competence
Workplace instruct-
ors competence
Specialists
competence
10 = I am extremely familiar 7 6 1 -
9 4 6 12 3
8 14 8 9 6
7 2 4 7 4
6 3 4 2 4
5 = I am fairly familiar 4 3 5 11
4 2 4 1 2
3 - 1 - 2
2 - - - -
1 - 1 - 4
0 = I am not at all familiar 2 1 2 2
competence
Polarisation of teachers vocational and pedagogical competences
A specifc strength of vocational teachers working in the feld of Tourism, Cater-
ing and Domestic Services is their solid vocational competence in their own
feld; they command theory while also possessing more and more practical
know-how, in so far as they have kept their own competence up-to-date. Teach-
ers knowledge of the feld is often based on experience gained on the labour
market. Teachers are pedagogically qualifed and their consideration for diferent
students both individually and in groups is at a good level. Teachers get along
with diferent people and accept diversity. Teachers are committed to their work
and capable of both renewing themselves and reforming things. Teir compe-
tence is extensive, enabling them to provide multidisciplinary education.
104
However, some teaching staf do not rise to the level of competence described
above. Tey do not have suf cient working life experience and they have be-
come alienated from the demands of their work and fnancial obligations.
Some staf members have detached themselves from development work, say,
10 years before they are due to retire, thus making room for younger people.
Vocational teachers should be qualifed to teach vocational subjects while also
possessing better abilities to function in a working community.
Representatives of the world of work wished for teachers to change along
with development and, preferably, to march at the forefront of development.
Teachers know-how should be more comprehensive and they should under-
stand the felds service process as a whole. Specifc areas for improvement
cited by these respondents included logistics, ef ciency and training in
legislation.
Competence development and new challenges vs. ageing and lack
of experience among new teachers
Teaching staf will retain their good professional skills, because there is strong
belief in the felds attraction and teachers who want to work in the feld also
train themselves and keep up with the times. Te vocational teachers in-
creasingly diverse and challenging job description will refne inspiring and
encouraging people into the teaching profession. Opportunities associated
with competence development include use of experts in teacher training to
provide specialist knowledge and further training in new subject areas as the
curriculum is reformed.
Perceived threats include age and ageing, which contribute to teachers no
longer having the time or energy to study, learn or plan new things. Indifer-
ence increases and coping at work becomes a more and more topical issue.
Teachers job descriptions are changing, involving more and more time spent
on the computer, and unqualifed teachers are also doing the work. Te threat
of ef cient qualifcation education for teachers puzzles one panellist in par-
ticular: I think that becoming a teacher in 20 hours is a paradox.
Treats perceived by representatives of the world of work include shortage of
teachers and the scenario that, in the future, it will become rarer and rarer to
meet a solid professional working as a teacher. It is conceivable that teachers
will not want to visit workplaces at all and will not be able to keep abreast of
developments in real-life work assignments. In the future, both teachers and
students will lack real competence at doing the work.
105
Teachers command of vocational competence areas
In terms of subject-specifc contents, the following competence areas were
cited as teachers strong points: self-monitoring, customer service, nutritional
knowledge, organisation and problem-solving skills, basics of cookery, trad-
itional manual skills, teaching occupational hygiene and tourism education.
Developments in the feld are continuously producing new things, with
which teachers do not yet feel entirely comfortable. Tese include new equip-
ment (such as institutional kitchen appliances), food production processes,
products, raw ingredients and suppliers as well as new trends in more general
terms. Weaknesses cited by respondents included competence areas relating
to knowledge of business activities, such as management, marketing, guid-
ance towards entrepreneurship, internal entrepreneurship, economic ef -
ciency, productivity and business thinking.
As future opportunities, teachers identifed the chance to develop advanced
management and leadership competence and to increase international activ-
ities and command of new technologies. Representatives of the world of
work, in turn, wished that teachers could spend more time at workplaces,
thus increasing their knowledge of practices. It would be advisable to take
increasing tourism from Russia into account in instruction, while more
specialised competence is also needed.
Teachers command of pedagogical competence areas
Teachers have good command of the relevant National Core Curricula and
Qualifcation Requirements, individual guidance and supervision of on-the-
job learning, while also understanding competences required in working life
and participating in development of instruction. Te pedagogical areas spe-
cifcally identifed as being strong competences included adult pedagogy (in
adult training), conceptions of humanity, learning and knowledge, educa-
tional guidance and vocational preparation.
Weaknesses identifed in pedagogical competence were related to command
of new teaching methods, online teaching skills and lack of frmness among
recently graduated teachers. Teaching materials and theoretical studies would
require updating to meet todays requirements. More competences would also
be required for dealing with and listening to diferent learners, identifcation
of learning dif culties and styles, as well as understanding students circum-
stances and taking these into account in teaching and education. Genuine
collaborative teaching and working life knowledge, as well as training in im-
migrant education were perceived as being future opportunities in teachers
pedagogical competence.
106
Teachers command of working community competence areas
Creation of on-the-job learning networks has become efective, which means
that teachers both know these networks well and maintain them. Tey com-
mand the co-operation skills and group and team working skills required for
networking. VET provision is organised so as to make it more efective and
fexible by means such as fexible provision of studies, individualisation and
the non-stop model. Teachers strong focus on economic ef ciency can be
seen in regular monitoring of operating budgets, daily pricing of products
and interest in learning more about fnancial and resource management in
their own work.
Vocational teachers work in an extensive and challenging feld, where tools
for maintaining personal working capacity include understanding the sig-
nifcance of looking after ones own mental and physical resources as well as
developing and training oneself. In terms of general working skills, respond-
ents wished to see more co-operation and interaction skills, fexibility and IT
skills.
Structures and operating models in support of teachers work and
competence development
Teaching stafs participation in training has a positive efect on renewal of
teaching work and helps them to maintain their working capacity. Teachers
have opportunities to take an active part in all development eforts, which
means that they can and may co-operate. Teachers have good opportunities
to infuence both their own work and the world of work. Tey command
various procedural models, curricula and individual study plans used in edu-
cation.
However, the lack of time and resources restricts the use of these opportun-
ities in many ways. Opportunities to maintain vocational skills are limited
and there is not enough time for co-operation and maintaining contacts
with the feld, while teachers working hours also hinder development work
and co-operation. Teachers are not committed to development work, while
organisations are also not committed enough to provide resources for
development. Te necessity and inevitability of reform may create an
obligation for teachers to renew themselves, which diminishes their well-
being at work. Tere is a lack of control of the bigger picture.
Not everyone perceives economic ef ciency as being a positive indicator and
an opportunity to develop teaching services; instead, fnancial and resource
management is perceived in narrow terms. People stick to old structures and
operating models, even though they should shift from the old-fashioned
107
school-centred way of thinking to an industry-driven approach. Te lesson-
based operating model should be dissolved and the focus should be turned
to competence development, i.e. from completion of a qualifcation to com-
petence and better employment opportunities for students. Students resig-
nations from school have a substantial efect on its fnances, which is usually
dif cult to tackle.
Te teaching and guidance process and teachers job description in more
general terms could be developed in terms of the following functions:
more co-operation with businesses;
teachers professional development placements;
making use of industry representatives in education as specialists;
getting teachers out into the feld more frequently to supervise and
work with students at workplaces.
Suf ciency and allocation of resources in the future as well are hot topics of
discussion among teachers. As threats, they perceive the lack of time and the
project-based nature of work, which slows down long-term development. Use
of time is no longer under control; people are not able to shift from old oper-
ating methods to new ones but, instead, they work somewhere in the middle
ground between old and new methods.
Respondents are worried about the future allocation of teachers training re-
sources. In what areas will employers invest and how easy will it be to par-
ticipate in training? Training should be concrete and organised locally. Te
segmentation of work and competence areas into small fragments may threat-
en extensive competence. One respondent presents a threat scenario where
maintaining teaching qualifcations will require more and more educational
qualifcations, because this is how polytechnics and universities sustain and
increase their own operations. Another challenging issue is how to reconcile
two diferent felds of education and whether diferent educational institu-
tions have the equipment and resources required for both felds. As threats,
respondents see mutual competition, diferences of attitude and opinion, as
well as the knock-on efect of the poor standard of students and poor educa-
tion, which leads to producing quantity rather than quality.
Treats identifed by representatives of the world of work included various
stringency measures in the educational sector and in municipalities, non-
existent resources, reductions in continuing training and cutting down on
teaching hours. Te shortage of resources may contribute to transferring per-
haps too much assessment to the workplaces. Tis runs the risk of under-
mining appreciation for teaching work.
108
Sense of community and division of work
In general terms, teachers have good networks with workplaces in their re-
gion, which makes it possible to fnd on-the-job learning places for students
in co-operation with the world of work. Teachers think that the division of
work in guidance and supervision of on-the-job learning is clear-cut and ef-
fective. Industry representatives, in turn, wish for more co-operation between
workplaces and VET institutions. Teachers could go to workplaces to guide
their students and also learn something themselves. Teachers duties could
focus more on actual teaching work and less on everything else.
Teachers are reluctant to participate in dealing with common afairs at their
own workplaces. Tey have much too little time to co-operate with busi-
nesses as well, even though they need to update their working life knowledge.
Te worlds of school and work are too far apart. One solution to the above-
mentioned issues that was highlighted was to ofer teachers paid compulsory
professional development periods at workplaces.
Teachers identifed the following threats in future operating models:
educational bureaucracy takes too much time away from teaching
work;
getting tired of incessantly learning new things;
frustration with flling in various forms and fling reports;
the worlds of business and school are going completely separate ways.
Te pace of change on the labour market is rapid and new things are emer-
ging continuously. Representatives of the world of work were worried about
the possibility of teachers becoming alienated from a changing labour mar-
ket and detached from practical work. Tis threat scenario is reinforced by
the fact that teachers work involves various projects and time spent on those
takes them away from actual teaching work. Te increasing number of re-
ports and accounts to be written may eat away at motivation, when you no
longer have time to focus on areas such as practical training and guidance.
7.1.3 Current state and future prospects of eld-specic
competence
Strengths in competence within the VET feld and the industry
Personnel working in the tourism, catering and domestic services industry are
well-trained and responsible in their work. Tey actively follow developments
and trends in the feld and develop their own skills and the felds services and
products. Co-operation between the VET sector and the world of work is ef-
fective. People in the VET feld have good command of on-the-job learning and
109
skills required in working life. Tere are plenty of on-the-job learning places
and students get to do a wide variety of work assignments relevant to their
studies. Students receive instruction and guidance in areas that they will need
in working life. Planning and implementation of VET provision is individual
and fexible. Tere is a strong working culture in traditional manual skills.
Teachers identifed the following topics among strong competence areas in
the feld: competence in and knowledge of hygiene, making use of equipment
technology and self-monitoring. Strong competence areas cited by industry
representatives included customer service, advertising, sales work and rapid
utilisation of new technologies.
Strengths in the world of work within the industry include systematic and
customer-focused operating methods. Tese can be seen as competence in
terms of creating strong chains and well-functioning service and product con-
cepts. Te industry is capable of producing diverse products that meet various
needs and have just the right price/quality ratios. Personnel have extensive,
up-to-date and fexible competencies and react to changes rapidly. Another
strength of the industry is open and healthy competition in general terms.
Specifc strengths in the catering industry include diversity of the feld and
jobs, decent working hours, year-round work, not being sensitive to econom-
ic fuctuations, relatively stable customer volumes, machinery and equipment
modernised and increased, utilisation of technology, networking and large
cooking and catering kitchens.
Specifc strengths identifed in the hotel and restaurant industry included
trends creativity, plenty of on-the-job learning places for students, stop-
gap occupations absence of clueless people, good training in the feld,
secure on-the-job learning places, employment rates, international nature,
basic services that will always provide work, as well as networking.
Weaknesses in competence within the VET eld and the industry
Teachers should have more enthusiasm, ability, competence and vision to de-
velop instruction to meet the current needs of the world of work. Tere is a
need for more networking with experts from the world of work. Tere would
also be room for improving team working skills and learning from others, as
well as identifcation of other peoples strengths and weaknesses.
Teachers brought up the following individual areas with room for improve-
ment: theoretical instruction, diverse use of equipment, IT skills, entrepre-
neurship, compliance with hygiene regulations and customer service.
110
Te industry should be developed so as to focus more on the importance of
overall service and price/proft development as a result of cost increases. On
the other hand, it is necessary to combine the institutional catering and res-
taurant sectors, because the world of work needs all-rounders. At the same
time, however, there is also a need for the ability to develop individual prod-
uct alternatives. In more general terms, internationalisation, networking and
knowledge of Finland were seen as being important areas for improvement.
Industry representatives specifcally raised the following factors as being areas
for improvement: technical vocational competence (Restaurant Cooks), vo-
cational skills, better understanding of legal matters and individual learning
opportunities and pathways.
Te catering industry is characterised by low attractiveness, poor pay, age-
ing staf, skills defciencies in the use of new technology, machinery, equip-
ment and information technology, varying levels of competence in produc-
tion technology, defcient ergonomics and concerns about workers health,
while large cooking and catering kitchens are simultaneously the industrys
strength and weakness.
Weaknesses identifed in the hotel and restaurant industry include manage-
ment, organisation, dependence on fuctuations and trends, employment
rates and fxed-term employment contracts. Expensively trained workers do
not stay in the feld.
Future development and improvement opportunities in the VET feld
and the industry
Te industry could be developed through new products. New ideas could
include diferent types of tourism services, depending on the area, such as
making use of history and water systems by means of drama. International
activities, networking and making use of the competencies of diferent ethnic
groups will introduce new opportunities. It would be advisable to increase
regional, national and international co-operation between schools and busi-
nesses operating in the industry and international activities should be further
developed from Finlands neighbouring areas towards Russia and Southern
Europe.
Te merger of the hotel and catering felds brings about new challenges and
opportunities. Te felds will have a common curriculum and both equip-
ment and facilities will be modernised along with this reform. Tis requires
good co-operation between VET institutions and the world of work and
possibly increasing involvement of industry experts in instruction. Specifc
111
opportunities identifed for development of the VET feld and the industry
included new technologies, increasing on-the-job learning, improving appre-
ciation of permanent and skilled labour and opportunities to update know-
ledge and learn new things on a continuous basis.
Development opportunities within the catering industry are also being
opened up by modernisation and development of food preparation technol-
ogy, improving its image by means such as workwear and diversifed training,
the opportunity for full-time work and development of tailored work assign-
ments.
Opportunities identifed within the hotel and restaurant feld include putting
the industrys know-how to more efective use, developing individual train-
ing pathways progressing with the work, increasing the focus of instruction
on peoples well-being and healthy lifestyles (special diets, healthy food and
various indulgences).
Future threats for the VET feld and the industry
Future threats are divided into three categories: issues concerning the work-
force, expectations and pressures targeted at experts, and threats relating to
the division of work. Tere is a risk that the workforce will decline if young
people desert the industry. Respondents also see as a threat a development
where people are required to complete educational qualifcations to demon-
strate their competence, even if they already had the required competence.
Te lack of time and resources and coping at work are seen as posing the most
signifcant threats. Teachers burn out and there are constant development
pressures. At the same time, the tightening economic situation in municipal-
ities and subsequent reductions in resources contribute to making this threat
a reality. Te salaries do not attract the best experts to the feld and there is a
risk that appreciation of the feld will vanish.
Te race against industry development will continue to step up if:
the business world changes at a dizzying pace;
competition for applicants to education and training programmes
becomes tighter;
everything is too pompous, leading to loss of interest;
co-operation deteriorates.
As threats relating to working hours and the division of work, respondents
identifed wasting energy running their own organisation and bureaucracy.
Teachers are constantly assigned with new duties and challenges, which means
112
that they no longer have enough time to cover everything. Students should
be the number one priority in a teachers work, because they need guidance,
but the time available for them just keeps decreasing. It is also conceivable
that the industry will face problems with the division of work in the future, if
institutions only train Cooks, Waiters or Waitresses and Hotel Receptionists
from now on. Tere is also demand for other workers on the labour market!
Key threats for the catering industry include the following: labour shortage,
catering and cooking kitchens, boredom, lack of vocational skills, outdated
equipment, increasing institutionalisation that makes work even harder and
more strenuous, workers health and well-being at work, low pay level, part-
time nature of work, suf ciency of trainable labour by region, meagre public
funds allocated to areas such as meal services for elderly people. Future threats
for the hotel and restaurant industry include dependence on fuctuations,
being labelled as just a stop-gap occupational feld, inadequate appreciation
of vocational skills in terms such as pay, as well as fxed-term employment
contracts.
7.1.4 Importance of competence areas described
in the curricula in 2007, 2010 and 2020
Panellists were asked to assess how important it was for teachers to com-
mand competence areas included in their felds upper secondary, further and
specialist vocational qualifcations in 2007, 2010 and 2020. Tey were in-
structed only to respond for the qualifcation(s) in which they had expertise.
Tey did not have to respond for all vocational qualifcations in the feld or
all modules of a specifc qualifcation. Te questions were formulated on the
basis of the qualifcations laid down in the currently valid National Core Cur-
ricula and Qualifcation Requirements and on the modules and contents of
these qualifcations as outlined on the Finnish National Board of Educations
osaan.f website. Panellists assessed the importance of command of diferent
competence areas on a scale from 0 to 10. Te order of competences in the
following tables is based on the response averages. For instance, the import-
ance assigned to tourism services in the frst table was 9 in 2007 and 10 in
both 2010 and 2020. A summary of comments provided by panellists on
qualifcation modules is provided under each table.
113
Table 31. Vocational Qualication in the Tourism Industry.
10 Tourism services Tourism services
9 Tourism services
Information acquisi-
tion and communica-
tions in tourism
Selling tourism and
transport services
Information acquisi-
tion and communica-
tions in tourism
Selling tourism and
transport services
Information acquisition and
communications in tourism
Selling tourism and
transport services
Sales and information
services in domestic tourism
8 Sales and information
services in domestic
tourism
Sales and information
services in domestic
tourism
0-7
Summary of comments on the Vocational Qualifcation in the Tourism
Industry:
Tourism services increase year after year and the proportion of foreign tourists
visiting Finland is growing. Tere is a need for more customer service orienta-
tion, language skills and knowledge of occupational safety.
Table 32. Vocational Qualication in Catering, Study Programme in Catering and Customer
Services.
10 Customer service in the
catering eld
Service and sales func-
tions in the catering eld
Private catering and
delivery services
Caf and fast-food
services
9 Kitchen functions in
the catering eld
Customer service in
the catering eld
Meal services at a
customer site
Kitchen functions in the
catering eld
Customer service in the
catering eld
delivery services
Banqueting services
Meal services at a
customer site
catering eld
Banqueting services
Meal services at a
customer site
8 Service and sales
functions in the
catering eld
delivery services
Banqueting services
Caf and fast-food
services
Service and sales functions
in the catering eld
Caf and fast-food services
0-7
114
Table 33. Vocational Qualication in Catering, Study Programme in Institutional Meal
Production.
10 Customer service in the
catering eld
Preparation of dishes
for private and themed
functions
catering eld
Institutional meal
production
functions
Banqueting services
Caf and fast-food
services
catering eld
Institutional meal
production
functions
Banqueting services
Caf and fast-food
services
Meal services at a
customer site
9 Kitchen functions in the
catering eld
Institutional meal
production
Banqueting services
Caf and fast-food
services
Meal services at a
customer site
catering eld
Meal services at a
customer site
catering eld
0-8
Table 34. Further Qualication for Cooks, Institutional Catering.
10 Cookery in institutional
catering
Preparation of dietetic
meals
Preparation of
vegetarian meals
9 Cookery in institutional
catering
Cookery in staff
restaurants
Private function and
banqueting services
meals
Cookery in institutional
catering
Cookery in staff
restaurants
banqueting services
meals
Cookery in staff
restaurants
banqueting services
Entrepreneurship
8 Preparation of
vegetarian meals
Preparation of
vegetarian meals
Entrepreneurship
7 Entrepreneurship
0-6
115
Summary of comments on the Vocational Qualifcation in Catering and
the Further Qualifcation for Cooks, Institutional Catering:
Command of basics. Teachers must be able to teach the basics and the versa-
tile use of raw ingredients more ef ciently. Students should be able to recog-
nise raw ingredients produced in Finland and be aware of the ways in which
primary production infuences both society and the functions of professional
kitchens. Tere are plenty of defciencies in this respect. Students must be
given reasons why things must be done in a certain way. It is important to
command areas such as self-monitoring, food preparation and quality assur-
ance. In working life, people must command the whole and know the basics
of food preparation in order to be able to guide, advise and serve customers.
Company-specifc catering concepts will then be learnt in working life. Dif-
ferent types of subcontracting companies are also growing and increasing,
thus creating plenty of new jobs.
Customer service is constantly becoming more and more demanding, while
the service culture will rise to an international standard, at least to some extent.
It is necessary to understand and know how to serve diverse customers from
diferent cultural backgrounds. Teachers should develop their own psycho-
logical competence and understanding of customer behaviour. Studies in psy-
chology and education are very useful. Knowledge of human nature and service
behaviour will play an increasingly signifcant role in the future. In addition,
IT capabilities will increase. Corporate websites, dealing with customer
feedback and customer contacts via the Internet are already a megatrend.
Logistics will increase and will also require employees. Transport-related
skills should be taught. As the concept of product liability becomes more
widespread, basic knowledge should also be improved. Delivery functions
make use of more and more technical solutions.
Te supply of and demand for banqueting services are increasing and there
is demand for all-rounders. In the future, there will be signifcant volumes of
catering-type tailored domestic services provided for groups such as elderly
people, which require restaurant-level waiter/waitress skills. Tis could also
form a proft-making area in public sector meal services. Pensioners ability
to pay for such services will probably be relatively good in the future and they
know how to demand high quality.
Meal services at a customer site. Customers expect more diverse choices and
services to supplement meal services. Meals will be delivered to customers at
their homes and to various banqueting facilities. Te signifcance of personal
116
service competence will increase and better command of this area is also re-
quired in instruction. Students must be taught how to pack dishes and write
lists of supplies and implements to make sure that these will not go missing.
Te feld will increasingly assume the characteristics of the restaurant feld
in the future with the increasing customer base and requirements relating to
well-being at work.
Caf and fast-food services. Strong international operators will gain more
market share and the caf culture will diversify in Finland as well. Teachers
would do well to keep abreast of the times. In their current sense, fast-food
services do not as yet play a signifcant role in institutional catering, but it
is possible to consider take-away products as forming part of this category
in the future, provided that the felds VAT practices can be changed. In this
case, these services will become more signifcant in instruction.
New products would be needed in fast-food services. For instance, soups
could be produced on the same principle as hamburgers. Tis requires prod-
uct development in packaging and innovations from the industry and entre-
preneurs. Vegetarianism and nutritional awareness will increase, which would
make it possible to market functional soups as fast food.
Te feld requires diverse competence in safety issues. People should com-
mand safety issues in dealing with customers and consumer legislation. Large
public sector units require ef ciency and command of safety issues.
Working methods in institutional meal production will develop due to
new machinery and equipment. Preparation of multi-component foods and
special diets will introduce new competence needs and requirements. In the
future, the ability to prepare special dietetic meals will form part of normal
cookery. In institutional kitchens, it is more important to know how to pre-
pare dietetic pastries than regular ones. Te felds job descriptions may be-
come increasingly similar to restaurant jobs and more technical and IT-based.
Productivity will grow as larger volumes are produced per worker.
Preparation of dietetic meals will increase and competence will become
more demanding. In the future, Finland will be among the worlds top na-
tions in terms of dietetic meal production. Similar to special diets, the need
for knowledge of vegetarian diets will also increase. We must invest in know-
ledge of raw ingredients and product development. Teachers should also be
provided with practical training in this area.
Teachers need a lot more entrepreneurship competence. Command of the
117
basics of business life is necessary regardless of the job description. Bed and
breakfast activities will increase considerably in Finland as a result of increas-
ing tourism. In addition, entrepreneurship in various phases of kitchen work
will increase as a result of networking, for example. Individuals may specialise
in special diets, multi-component products marketed under their own cor-
porate brand or in dish care, much in the same way as todays banqueting
service providers.
Proftability is the basic prerequisite for all business activities, which means
that people should also have better command of the cost structure. Tere is
still much to be done in instruction relating to price calculations and entre-
preneurs have a lot to learn in this respect. People must perceive competition,
as long as it is healthy, positively rather than negatively.
Table 35. Specialist Qualication for Hotel, Restaurant and Catering Service Managers.
10 Supervision of
production and
service operations
9 Supervision of
production and
service operations
Supervision of
production and
service operations
Managerial work
Sales and marketing
Language skills in
service and staff
orientation situations
Entrepreneurship
Managerial work
Sales and marketing
Language skills in
service and staff
Entrepreneurship
8 Managerial work
Sales and marketing
Language skills in
service and staff
Entrepreneurship
0-7
Summary of comments on the Specialist Qualifcation for Hotel,
Restaurant and Catering Service Managers
Workers enter the feld through apprenticeship training, to complete on-the-
job learning periods and straight of the street. Understanding the process
is important. Teachers must know how to guide students towards the right
sources and situations of learning. It is possible to use external experts as
trainers in the managerial work and sales and marketing modules.
118
Te language skills in service and staf orientation situations module is taken
by very few candidates and the supervising teacher plays a very minor role.
Entrepreneurship is a separate module and the supervising teacher is not re-
sponsible for teaching and assessing this module.
7.1.5 Command of competence areas:
teacher teacher team workplace instructor expert
Te following table outlines the views of the members of the Vocational
Qualifcation in Hotel, Restaurant and Catering Services team at Oulu Vo-
cational College on the division of command of competence areas between
individual teachers, teacher teams, workplace instructors and experts.
Table 36. Command of competence areas: teacher teacher team workplace instructor
expert.
TEACHER
know-how
assessment
knowledge of students
curricular knowledge
overall vision
substantive competence in the eld (work
experience)
student guidance and supervision skills
pedagogical competence
ability and willingness to serve
fairness
knowledge of working life
co-operation skills
training for workplace instructors
TEACHER TEAM
collaboration co-operation skills
networking
special needs education
specialised competencies
entrepreneurship
specialisation areas
information technology
international activities
local food
support, appreciation, co-operation or trust
of the working community
readiness for change
working for the common goal
brainstorming and creativity
rotation of responsibilities (one person does
not have to know or do everything every
year)
WORKPLACE INSTRUCTOR
know-how, vocational/instructor training
understanding the signicance of VET/indus-
try co-operation
willingness to co-operate
student
workplace
VET institution
assessment skills
student supervision skills, does not do the
work for the student
familiar with the structure of VET
EXPERT
specic know-how, such as entrepreneurship
(business)
in-depth knowledge specialisation
opportunities
consultancy services for special needs
education
teaching services as a contracted provider
rst aid training
knowledge of working life
Responsible Service of Alcohol Certicate
Hygiene Certicate
119
7.2 COMPETENCE IN SOCIAL SERVICES, HEALTH AND SPORTS
Data on Social Services, Health and Sports is distributed by qualifcation and
respondent group as shown in the following table.
Survey teacher student industry expert Total
Current state and future prospects 9 5 5 1 20
Pharmaceutical Technicians and
Pharmaceutical Assistants
2
1
- 1 - 3
Masseurs/Masseuses 1 - - - 1
Practical Nurses 6 3 3 - 12
Substance Abuse Welfare Work 1 - 1 - 2
Care for the Elderly - 1 3 - 4
Special Needs Assistants in Educational
Institutions
- - 1 - 1
Morning and Afternoon Activity Instruction
for Schoolchildren
1 2 - - 3
Child Minders - 1 2 - 3
Chiropodists 1 - 1 - 2
Psychiatric Care 2 - 1 - 3
Pedagogical competence 10 1 - 3 14
Working community competence 3 - - - 3
VET/industry co-operation 3 4 5 5 17
1 As one panellist included in the sum total here did not respond to the background survey, this
individuals details are missing from the table listing the responding panellists in section 7.2.1, Panel-
lists responding to the surveys.
Similar to the Tourism, Catering and Domestic Services surveys, panellists on
Social Services, Health and Sports responded most actively to the current state
and future prospects (19.8%) and VET/industry co-operation (16.8%) surveys.
Tere were a total of 101 members on the Social Services, Health and Sports
panel and 58 of them responded to at least one of the surveys listed in Table
37. Te primary target groups of this study included teachers and industry
representatives (see Figure 24) and the objective was to obtain at least 10 re-
spondents from both groups. For teachers, the objective is immediately ful-
flled with 23 respondents, whereas the number of those recruited to the
panel as representatives of the world of work (9) fell short of the target by
120
one respondent. However, panel members also included active experts or re-
searchers, some of whom are simultaneously representatives of the world of
work or education and training organisations. Considering the total number
of this group, it is fair to say that the targeted representation of both teachers
and industry representatives has been successfully achieved.

6
11
9
23
9
58
7
4
9
21
2
43
Student
Teacher
Expert/researcher
Total
Figure 25. Participation rate among panellists focusing on Social Services, Health and Sports.
Te following fgures describe respondents backgrounds in more detail. Te
58 respondents comprised 50 women and 7 men. One of the respondents to
these research surveys did not fll in the background questionnaire and this
individuals data is therefore missing from these statistics. However, the indi-
viduals responses to the other surveys have been included in the analyses in
sections 7.2.27.2.4.

3
19
19
11
6
0 5 10 15 20
over 60
aged 5160
aged 4150
aged 3140
aged under 31
121
Te age profle of participants on this panel was clearly higher when com-
pared with the previous panel, as the 5160 age group was as large as the 41
50 age group (32.8% each), while another three respondents were aged over
60. In total, all those over 50 accounted for 38.0% of respondents, whereas
their share on the previous panel was 23.1%. Tose with more than ten years
of work experience accounted for 36.2% of panellists. Te largest group of
panellists was from Eastern Finland (34.5%) and the second largest group
came from Northern Finland (31.0%).

6
21
8
13
10
0 10 20 30
I'm a student
more than 10 years
6-10 years
3-5 years
2 years

2
12
20
6
18
0 5 10 15 20 25
Central Finland
Western Finland
Eastern Finland
Southern Finland
Northern Finland
Te majority of panellists belonged to some co-operation network support-
ing their own work. Of all respondents, 6 students, 2 industry representa-
tives and 1 teacher reported that they did not participate in any of the co-
operation networks listed in the following tables. An interesting detail here
is that these panellists already have several years of work experience in their
own feld. Te teacher in question had more than ten years of work experi-
ence, while, of the two industry representatives, one had 35 and the other
had more than 10 years of work experience.
122
Panellists were actively involved in Qualifcation Committees, action networks
for vocational skills demonstrations and competence-based qualifcations,
regional or feld-specifc co-operation networks, pedagogical development
networks, management and other teams, as well as operational development
networks. People operating in Social Services, Health and Sports do a lot of
team-based work, which can be seen in the numbers of panellists partici-
pating in working community teams (55.2%). Even two of the students re-
ported that they already participated in a working community team.
network
Teacher Industry
representa-
tive
Management
in VET
organisation
Expert Total
no.
%
National Education and Training
Committee
1 1 - 2 4 6.9
Qualication Committee 7 2 - 4 13 22.4
Local Advisory Council for VET 1 - 1 1 3 5.2
Working group on qualication
development
4 - 2 - 6 10.3
Assessment Committee - - - 1 1 1.7
Regional/eld-specic
6 - 3 2 11 19.0
Action network for on-the-job
learning/vocational skills
demonstrations
8 3 1 1 13 22.4
Action network for competence-
based qualications
9 2 2 - 13 22.4
Other co-operation network 1 - 1 - 2 3.5
123
Multidisciplinary
co-operation networks
Teacher Industry
repre-
sentative
Student Management
in VET
organisation
Expert Total
no.
%
network
5 - - 4 2 11 19.0
network
2 - 1 2 1 6 10.3
Student welfare network 3 - 1 2 2 8 13.8
Special education network 1 - - - 2 3 5.2
Tutoring activities 2 - - 1 - 3 5.2
Health care network - 2 - 1 2 5 8.6
Social services network - 2 1 1 3 7 12.1
Youth work network - - - 1 1 2 3.5
Parish work network - - - 1 - 1 1.7
Student association
activities
- - - 2 - 2 3.5
Crisis management
network
- - - 1 1 2 3.5
network
1 - - - 1 2 3.5
Working community
co-operation networks
Teacher Industry
repre-
sentative
Student Management
in VET
organisation
Expert Total
no.
%
Working community team 17 5 2 5 3 32 55.2
Management team or
similar
3 - 1 4 4 12 20.1
network
- - - 1 1 2 3.5
HR development network 1 - - 1 2 4 6.9
network
3 - - 4 4 11 19.0
Staff committee 1 - - 1 2 4 6.9
safety network
1 - - 1 1 3 5.2
competence
1 - - - 1 2 3.5
124
Panellists were asked to assess how well they were personally familiar with
the competences and qualifcations requirements listed in the surveys by oc-
cupational group. According to these selfassessments, a clear majority of re-
spondents (48.3%) were either very or extremely familiar (assessment 810)
with the requirements of the work of a teacher, while 36.2% gave the same
assessment for the requirements of the work of a teacher team, a workplace
instructor and a specialist. Knowledge of qualifcations requirements on this
panel was solid and evenly distributed among occupational groups.
Assessment Teachers
competence
Teacher
teams
competence
Workplace
instructors
competence
Specialists
competence
10 = I am extremely familiar 9 5 5 2
9 9 8 5 10
8 10 8 11 9
7 3 6 9 8
6 6 - 7 3
4 2 4 2 4
3 5 3 2 2
2 2 5 4 3
1 1 2 3 2
0 = I am not at all familiar 3 6 3 10
competence
Teachers vocational competences and professional development
Vocational teachers working in Social Services, Health and Sports are experts
in their own feld, with solid vocational competences. Te feld requires a di-
verse range of teachers and a wide variety of skills, which means that teach-
ers are also expected to participate in lifelong learning. To date, teachers have
been keen on training themselves and innovations are derived from the world
of work.
Treats relating to teachers include lack of commitment, increasing short-
span focus, changes in attitudes towards work, burn-out and career change.
125
Teachers are no longer interested in developing themselves and their training
becomes narrower. Possible prejudices may also form a future threat.
Teachers have a good command of their teaching felds vocational knowledge
and skills, they are versatile and have extensive general knowledge. As a gen-
eral rule, teachers have solid working life skills. Respondents specifcally cited
the following competence areas as being strong points: nursing competence,
rehabilitation, competence in diferent sectors of pharmaceutical services,
pharmaceutics, storage, information technology and fnancial management.
Teachers estimated that entrepreneurial competence, language skills and
pharmacotherapeutic competence were weak areas of teachers competence.
Industry representatives called for more command of the contents of the work
being taught. Teachers should have solid competence in stock management,
IT and of ce work. In addition, they would need specialised skills.
Opportunities for development of teachers vocational competences include
use and maintenance of storage robots, development of logistics services, dis-
play and production of marketing materials.
In general terms, teachers in Social Services, Health and Sports have a good
standard of pedagogical competence, even though their educational back-
grounds vary considerably. Tey have plenty of knowledge of learning pro-
cesses and teaching methods and of how to adapt these to match the needs
of each student. Teachers apply themselves both to on-the-job learning and
to vocational skills demonstrations to a laudable extent. Strengths cited by
teachers themselves included the constructive conception of learning that
under lies instruction and command of communications technology. Other
respondents ranked pedagogical skills, information acquisition skills and
factual knowledge among teachers strengths. Teachers are able to make the
topics being studied interesting by using diferent narrative devices.
Teachers themselves considered that pedagogical competence should be fur-
ther improved, while also developing new, modern teaching methods and
practical application of theoretical aspects. For instance, instruction in fnan-
cial management and information technology could be focused on real-life
cases from the world of work and online instruction could be increased. Rep-
resentatives of the world of work also called for more online instruction and
making use of e-learning environments, because these would enable VET/in-
126
dustry co-operation in a form that would alleviate time-related problems that
hinder participation. Instruction should also be clarifed, because students
fnd it hard to choose from the vast amount of information that they receive.
Tere is also a need to increase competence in dealing with diferent students,
taking individuality into account and meeting the needs of diferent learners.
Instruction should initially concentrate on core competences both in theory
and practice, so as to expedite students access to the labour market. It would
subsequently be possible for those already in gainful employment to supple-
ment their know-how through modular studies. It would be possible to im-
plement a larger amount of learning in authentic situations, in which case it
would be necessary to refect on teaching and guidance and the conception
of learning from an angle diferent from the one traditionally applied.
Instruction could be commercialised and tailored, which means that busi-
nesses would purchase the know-how that they need from VET institutions.
It would also be a good idea to increase both exchanges between industry
representatives and teachers as part of education and Skills competition
activities. Flexible learning environments and methods also provide teachers
with some fexibility in their own work.
Tere are needs to identify and develop teachers competences and to update
their knowledge. New methods of updating knowledge should be developed,
while also increasing teachers professional development placements. In add-
ition, poor knowledge of information technology also requires further train-
ing, in order to ensure that it is used properly and systematically. Tere is
broad demand for project competence, while the possible increase in special
needs groups would require teachers to have knowledge of special pedagogy.
Structures and operating models in support of teachers work and
competence development
Teachers work assignments have been divided in such a manner that teach-
ers have the opportunity to teach those subjects in which they have good
knowledge and experience. Nevertheless, teachers opportunities to spend
time on pedagogical planning remain more limited, as other duties tend to
take priority. Organisational changes, for example, have consumed energy for
years now. In order to update and develop their competences, teachers would
need more frequent professional development placements at workplaces and
more training that should be included as part of their normal working hours.
Teachers will need more training for international contexts and dealing with
diferent cultures. In this respect, opportunities could be provided by study
visits for teaching staf and practical training periods abroad.
127
Experts and industry representatives characterise the opportunities available
for self-development and training as being poor in the Rehabilitation and
Sports subfeld. Teachers knowledge of the world of work within their own
feld has increased through working life projects. However, teachers need to
get more involved in supervision of students on-the-job learning at work-
places.
Tere is a need for greater co-operation between diferent parties, the VET
sector and the world of work, as well as with experts from diferent felds. Co-
operation with the world of work could be increased in planning, implemen-
tation, assessment and development of education and training. Co-operation
between diferent educational institutions is increasing, which will ofer op-
portunities to observe diferent approaches to development of education and
training. Teachers could participate in technological development and imple-
mentation projects and, together with their students, in co-operation projects
within their own teaching feld.
Te entire pharmaceutical logistics system will change. Solid logistics compe-
tence makes it possible to be prepared for fexible operations in other types of
systems as well. It is conceivable that the future will bring along some changes
created by a diferent division of work between occupational groups as well
as changes in provision of services. New competence needs are introduced by
pharmaceutical e-commerce, developments in dosage dispensation methods
and storage robots, etc.
Treats emerging from society include constant change, lack of time as well
as pressures and threats created at vocational qualifcations by trade unions.
For example, if education and training in Pharmaceutics is transferred from
Social Services, Health and Sports to Business and Administration, there is
a risk that pharmaceutical competence will be forgotten. If teachers just co-
ordinate and supervise things from VET institutions, information about the
felds genuine needs will not get through and guidance and supervision will
become more superfcial and fragmented.
Hard values can also be seen at VET institutions, giving institutions fnancial
profts priority over the quality of education and training. In such cases, there
is a threat of decreasing resources and increasing pressures at work:
Resources available for development of your own work are constantly
dwindling.
Teachers participation in training is not supported because of the costs,
while the funds allocated to further training are insuf cient.
Tis will lead to problems with working hours.
128
Tere are less and less staf available to do the work, which will over-
load teachers.
Deteriorating fnancial resources prevent development work.
VET organisations aim to solve problems relating to resources and fnancial
management by means such as merging into regional units, which runs the
risk of detaching the management from practical work. Te feld does not at-
tract young people, because work schedules and pay are outdated.
competence
Tere is plenty of theoretical knowledge available within Social Services,
Health and Sports and the feld has long traditions. Te level of competence
required in nursing and patient contacts is good. Tere is no shortage of cli-
ents and the trend in client work is towards holistic assistance. People work-
ing in the feld have solid vocational skills, project skills and good training.
Te work is rewarding and workers have a genuine desire to help.
Te industry aims to invest in employees well-being. Good points include
personnels willingness to participate in training and there are several difer-
ent training opportunities on ofer. In addition to the initial vocational quali-
fcation, new competencies are increasingly obtained through further and
specialist qualifcations and other further training programmes in the feld.
On-the-job learning has been part of training for a long time now, it is well
organised and co-operation with the world of work is diverse and has long
traditions. A competent teachers work can be seen in on-the-job learning in
that students are more prepared. Competence in supervision of fnal projects
and on-the-job learning is at a high level.
In their work, Pharmaceutical Technicians need diverse competence in the
areas of customer service, pharmaceutical information, quality and storage.
Te pharmaceutical feld operates at the interface between trade and
health care. Various projects produce plenty of information and carry out
considerable R&D work and the information produced is also put to
good use. Te health care sector has made good use of technical skills and
instruments. Te role of rehabilitation is increasing with the ageing
population, which has also been taken into account. A specifc strength of the
feld is the efective recruitment of students to employment.
129
Weaknesses in competence within the VET feld and the industry
Te abundance of information available in Social Services, Health and Sports
also has its downsides, as it is dif cult to pick out what is relevant. Tere
would be room for improvement in reconciling theory and practice and mak-
ing use of vocational core competence. Teachers pointed out the following
weaknesses relating to instruction in the feld: diferentiation of students in-
struction, international competence and command and use of IT applica-
tions in education. Further weaknesses also found in the industry include
lack of language skills and inadequate knowledge of other cultures.
According to industry representatives, technical pharmacy personnels com-
petencies vary, because not everyone has completed the Vocational Qualifca-
tion in Pharmaceutics. Competence is suf cient among those who have com-
pleted the qualifcation, as long as it has been in keeping with the curriculum.
Te focus should be on stock management, IT and of ce work. It would be
necessary to improve the co-operation and interaction skills of those working
in the industry.
At a more general level, teachers identifed defciencies in management and
division of work in service provision between diferent municipalities and
units. Te feld is hierarchical, poorly paid and dominated by women. More
men would be needed for diferent areas. Old divisions existing in health
care and social services ought to be dismantled. Entrepreneurial or fnancial
skills are also inadequate.
Experts and industry representatives, in turn, saw as a weakness the fact that
teachers in the feld are over-worked, which means that they do not have time
to do their work suf ciently well. Nevertheless, it would be important to pro-
vide practice in work assignments already during school days. Furthermore,
they would like to make more use of the competences of qualifed teachers.
Workload pressures cause burn-out among teachers.
and industry
Teachers raised the following future development opportunities in the tech-
niques and processes involved in the competence area:
diverse, innovative service and rehabilitation processes;
the self-care system;
technological developments;
pharmaceutical information;
topics related to e-prescriptions;
developments in dispensation and familiarisation with these;
130
storage robots;
pharmaceutical e-commerce.
Teachers saw development of various networks as providing future oppor-
tunities for the feld. Tere is a need for closer co-operation and more joint
projects between the world of work, educational institutions, the third sector
and parish representatives. Co-operation could also be increased between stu-
dents at diferent stages of their studies or on diferent programmes, such as
between nursing and medical students. In the future, labour shortages will re-
sult in a situation where personnel can choose their own place of work (there
will be plenty of choice). In addition to being a weakness, the felds hierarch-
ical nature was also seen as providing an opportunity for development.
In the future, new opportunities will also open up through reorganisation of
services and development of municipal co-operation. Opportunities for de-
veloping the industry will be created by the change in the division of work
between diferent occupational groups within health care and social services.
Work assignments could be re-organised between holders of vocational quali-
fcations and polytechnic Bachelors degrees (also applicable to the pharma-
ceutical feld). A further aim is to genuinely cascade the integration of health
care and social services into practice within the entire industry.
Experts and industry representatives considered it important to increase and
develop co-operation between:
the education and training sector and the world of work, which would
open up opportunities for the world of work to develop occupations;
educational institutions;
diferent disciplines (multidisciplinary co-operation), which would in-
crease competence in areas such as improving elderly peoples func-
tional capacity.
It would also be a good idea to increase education and training related to
entre preneurship and intended for immigrants within the feld. Investment
in entrepreneurship will potentially create new innovative forms of treatment.
Peoples interest in looking after and monitoring their own health provides
new opportunities for making use of information technology, for example.
Work in the pharmaceutical feld will be rationalised in the future, while also
introducing new equipment, such as storage robots. Maintenance and ser-
vicing of such equipment will create new competence areas for Pharmaceutical
Technicians. Pharmacies are developing new services, which also require con-
tributions from Pharmaceutical Technicians (preparing marketing materials
for services and other support materials, delivery services, etc.).
131
Teachers perceived future threats to focus on the rules and structures of edu-
cation and training and procedures in more extensive terms. Te threat scen-
ario of the shortage and absence of teacher resources in the feld would result
in increasingly one-sided instruction, in the use of student labour and in a
procedure where people just put out fres and have no time for anticipa-
tory planning to develop operations. Treats identifed at organisational and
administrative levels, in turn, included constant organisational changes, in-
ability to work in peace, complex administrative patterns in diferent felds,
cross-municipal co-operation, as well as legislation and the too restricted job
descriptions and operating opportunities involved.
Experts and industry representatives raise teachers workloads and coping at
work as being key future threats for the feld. Teachers can no longer be as-
signed any more duties, because they are already stretched to the limits of
their resources. Increasing workloads would cause teachers to burn out. Tere
is a risk that, while the share of duties other than teaching and guidance work
is increasing at an alarming rate, no resources are being allocated to this extra
work. Te future of the health care sector may also be threatened by changes
in individual work-related values and valuations: lack of commitment, an
altered relation to work and the attractiveness of the health care sector.
Te threat scenario of lack of resources also involves the following factors:
shortage of qualifed teachers;
too large teaching groups at school;
lack of training funds;
rush due to lack of staf;
competition between education and training programmes.
Te transfer of functions to increasingly large units and changes and reduc-
tions in staf structures and numbers in the feld can also be seen as being
threats. Tere is a risk that organisational decision-making processes may be-
come cut of from practical care work, which will cause delays in implemen-
tation of decisions. In this case, the felds hierarchical structure may become
a threat. Another future threat may lie in the scenario that people will start to
measure the quality of operations in terms of money rather than performance
in helping clients or patients, if services are put out to tender and the contract
will be awarded to the provider that does things cheaper not better. Tis
threat may be further reinforced by the potential polarisation of society, com-
bined with an increase in hard fnancial values and short-span focus.
132
Treat scenarios relating to development of the industry include:
getting stuck in traditions;
focusing too much on information technology and neglecting the
client as a result;
information technology increasing workers workload;
retrieving essential data from an electronic system;
information technology must be made to serve client care;
adequacy of fnancial resources;
students assume the role of an employee due to labour shortages; a
student may have to orientate a new worker after only 3 weeks of
practical training.
7.2.4 Importance of competences described in the curricula in
2007, 2010 and 2020
Panellists were asked to assess how important it was for teachers working
within Social Services, Health and Sports to command competence areas in-
cluded in their felds upper secondary, further and specialist vocational quali-
fcations in 2007, 2010 and 2020. Tey were instructed only to respond for
the qualifcation(s) in which they had expertise. Tey did not have to respond
for all vocational qualifcations in the feld or all modules of a specifc quali-
fcation. Te questions were formulated on the basis of the qualifcations laid
down in the currently valid National Core Curricula and Qualifcation Re-
quirements and on the modules and contents of these qualifcations as out-
lined on the Finnish National Board of Educations osaan.f website. Panel-
lists assessed the importance of command of diferent competence areas on a
scale from 0 to 10. Te order of competences in the following tables is based
on the response averages. For instance, the importance assigned to pharmacy
work in the frst table was 9

in 2007 and 10 in both 2010 and 2020. In cases
where panellists commented on their choices, a summary of their comments
is provided immediately after the table concerned.
133
Table 42. Vocational Qualication in Pharmaceutics.
10 Medical logistics
Drug development
Pharmaceutical
wholesale business
Ofce work and
command of
Medical logistics
Pharmacy work
Preparation of
pharmaceuticals
Drug development
Pharmaceutical
wholesale business
Command of
Knowledge of the
pharmaceutical eld
Ofce work and
command of
Medical logistics
Pharmacy work
Preparation of
pharmaceuticals
Drug development
Pharmaceutical
wholesale business
Command of
9 Ofce work and
command of
Pharmacy work
Preparation of
pharmaceuticals
Command of
8 Knowledge of the
pharmaceutical eld
Display and marketing
Knowledge of the
pharmaceutical eld
Quality work in the
Pharmaceutical
Technicians/
Assistants work
Quality work in the
Pharmaceutical
Technicians/
Assistants work
7 Basic skills in handling
and preparation of
pharmaceuticals
Quality work in the
Pharmaceutical Techni-
cians/Assistants work
Basic skills in handling
and preparation of
pharmaceuticals
6 Basic skills in handling
and preparation of
pharmaceuticals
0-5
134
Summary of comments on the Vocational Qualifcation in
Pharmaceutics:
Knowledge of the pharmaceutical feld and quality work. Issues relating
to quality and occupational health and safety will become increasingly im-
portant, which means that more competence is required. Is the quality work
module already unnecessarily extensive within the curriculum? When the aim
is to train workers for the pharmaceutical feld, knowledge of the pharma-
ceutical feld must be retained as one key area.
Basic skills in handling and preparation of pharmaceuticals Pharmacy
work. Preparation of pharmaceuticals in pharmacies is decreasing as it is
being centralised into just a few pharmacies. More attention must be paid to
the competence of students aiming to work in the pharmaceutical industry
and hospital dispensaries. Basic competence must be guaranteed for everyone
in the future as well. Te pharmacy sector is still the largest employer within
the feld and most students choose the Study Programme in Pharmacy Ser-
vices to qualify as Pharmaceutical Technicians. Te content of instruction
may change with the introduction of the new National Core Curriculum.
Preparation of pharmaceuticals Drug development. An increasing
number of students specialise in hospital dispensaries, leading to an increas-
ing need for competence in preparation of pharmaceuticals. Specialised com-
petence in preparation of pharmaceuticals is required in hospital dispens-
aries and in the pharmaceutical industry. Te pharmaceutical industry will
concentrate and shrink in Finland in the future and the number of students
specialising in the Study Programme in Pharmaceutics to qualify as Pharma-
ceutical Assistants is therefore small.
Medical logistics Pharmaceutical wholesale business. Logistics will play
an increasingly signifcant role in the Pharmaceutical Technicians job de-
scription, which means that command of medical logistics forms part of key
competence at present and in the future. Conversely, the wholesale business
will probably decline, resulting in a decrease in jobs within this sector. Re-
gardless of this trend, it still makes sense that some students can specialise in
the wholesale business.
Display and marketing. Pharmacies invest in display and marketing, which
means that the signifcance of and instruction in these areas will increase. Is
the module included in the curriculum too extensive?
135
Of ce work and command of information technology. Information tech-
nology is gaining ground and it is used to perform more and more functions
at pharmacies and in other sectors of pharmaceutical services. IT competence
is an asset for Pharmaceutical Technicians, which means that the competence
of IT teachers will play an increasingly prominent role in the future. How-
ever, IT teachers do not need to be teachers in pharmaceutics. Command of
information technology is a good module in terms of contents.
Customer service and product knowledge. Command of customer service
and interaction skills is necessary in all assignments within our feld. In the
future, Pharmaceutical Technicians may face more challenges in this respect
than we can currently foresee. Tere is also a need to increase product know-
ledge in areas such as cosmetics and wound care products. Pharmaceutical
e-commerce is increasing, which will bring another new set of challenges to
command of logistics, customer service and product knowledge.
Table 43. Vocational Qualication In Social And Health Care (Practical Nurse), several study
programmes.
10 Customer services
and information
management
Emergency care
Customer services
and information
management
Emergency care
Mental health and
substance abuse
welfare work
Nursing and care
Care for the elderly
Customer services
and information
management
Emergency care
Mental health and
substance abuse
welfare work
Nursing and care
9 Support and guidance
of growth
Nursing and care
Rehabilitation support
Rehabilitation
Childrens and youth
care and education
Mental health and
substance abuse
welfare work
Nursing and care
Care for the disabled
Support and guidance
of growth
Nursing and care
Rehabilitation
Childrens and youth
care and education
Oral and dental care
Support and guidance
of growth
Nursing and care
Rehabilitation
Childrens and youth
care and education
Oral and dental care
8 Oral and dental care
0-7
136
Summary of comments on the Vocational Qualifcation in Social and
Health Care:
Support and guidance of growth. Tis module provides orientation to work
as a Practical Nurse. Its contents are always important, even though the world
is changing and the requirements level is changing with it.
Childrens and youth care and education. Children will always be being
born, so there will be work in this area in the future as well. It is conceivable
that there will be more prevalence of a sort of cluelessness among the new
generation of parents. Understanding the signifcance of preventive work is
important.
Nursing and care. Nursing and care are basic tasks in work as a Practical
Nurse and the module creates the foundation for all studies. Teachers contri-
butions play a signifcant role in determining which of the core contents they
have time to teach, as much too little time is allocated to this module. Vo-
cational teachers must have in-depth and extensive competence in this area.
Rehabilitation support Rehabilitation. Preventive measures are increas-
ing and the social structure is changing to accommodate the ageing popula-
tion. Tere is still very little understanding of the signifcance of rehabilita-
tion, but rehabilitation services for elderly people, for example, will increase
considerably. Te clientele of mental health and substance abuse welfare work
will increase and become more challenging. Rehabilitation also plays a major
role in nursing.
Customer services and information management. Electronic forms will
also become part of the daily routine in a Practical Nurses work.
Emergency care. Accidents seem to be on the increase all the time and emer-
gency care will also be needed in the future.
Mental health and substance abuse welfare work. Students employment
opportunities within mental health and substance abuse welfare services will
be good in the near future.
137
Nursing and care. Te signifcance of nursing and care will probably remain
strong in the future as well. On the other hand, students themselves also have
a major responsibility for learning individual tasks and tricks, because there
is not enough time to cover everything in instruction. Teachers must be ex-
tremely familiar with the occupation in terms of this content area as well, in
order to be able to teach only the core contents within the time allocated to
this course.
Care for the elderly. Te elderly population is increasing as elderly people
are living longer and are staying in better shape. Service needs will increase
and diversify. Teachers vocational competence requirements will grow in step
with these.
Practical Nurses own well-being. Te Practical Nurses occupation is both
mentally and physically hard, which means that more attention should be
paid to the signifcance of areas such as exercise to the work during education.
Interaction and co-operation skills should also be taught more extensively
than is the case at present.
Table 44. Specialist Qualication in Care for the Elderly.
10
9 Functioning in the
service system for
elderly people and in
working communities
Expertise in care for
the elderly
Rehabilitative nursing
and care for elderly
people with dementia
Nursing and care
to promote elderly
peoples mental health
The validation method
in care for the elderly
Functioning in the
service system for
working communities
the elderly
Nursing and care
to promote elderly
Functioning in the
service system for
working communities
the elderly
Nursing and care
to promote elderly
8 Independent
self-employment
Independent
self-employment
Independent
self-employment
0-7
138
Summary of comments on the Specialist Qualifcation in Care for the
Elderly:
Teachers must be familiar with the service systems in place for elderly people
and the target groups, in order to be able to teach and guide students in care
for the elderly. Te number of elderly and lonely people will increase as baby
boomers get older. Expertise in elderly care will play an increasingly prom-
inent role in enabling people to remain functional in their own homes and
at medical institutions for as long as possible. More attention will focus on
preventive work in order to avoid premature and more expensive heavy-duty
forms of health and social care in elderly care. More and more competences
are needed in nursing and care to provide rehabilitation for elderly people
with dementia and to promote elderly peoples mental health in both
community and institutional care. Te validation method is one of many
methods used to treat dementia.
Not all those studying the feld want to or are cut out to become entrepre-
neurs. Internal and external entrepreneurship is defnitely needed in all work,
so as to enable people to market their own work and make it visible.
Table 45. Further Qualication in Morning and Afternoon Activity Instruction for School-
children.
10 Support for childrens
growth, health and
well-being
Activity instruction
Support for childrens
growth, health and
well-being
Support for childrens
growth, health and
well-being
9 Premises of instruction
Entrepreneurship
Premises of instruction
Co-operation and
professional interaction
Entrepreneurship
Premises of instruction
Co-operation and
Entrepreneurship
8 Co-operation and
0-7
139
Table 46. Further Qualication for Child Minders.
10 Multiculturalism Multiculturalism
Entrepreneurship
9 Special needs children
Care of children with
allergies and special
dietary requirements
Entrepreneurship
Early childhood
education and care
Special needs children
8 Multiculturalism Educational awareness,
educational partnership
and co-operation skills
Early childhood
education and care
Educational awareness,
7 Early childhood
education and care
Special needs children
Entrepreneurship
6 Educational awareness,
0-5
Summary of comments on the Further Qualifcation in Morning and
Afternoon Activity Instruction for Schoolchildren and on the Further
Qualifcation for Child Minders:
Educational awareness, educational partnership and co-operation skills as
well as early childhood education and care form part of the basics of a Child
Minders work. In addition, they must command the basics of care for chil-
dren with allergies and special dietary requirements. Te contents of the spe-
cial needs children module also require teachers to have specialised know-
ledge, which is not necessarily the case with all teachers.
Te table indicates that the most vigorously growing trends are multicultural-
ism and entrepreneurship. Multiculturalism is already a part of everyday life
in Finland and cultural competences will play a more and more prominent
role in the future. Entrepreneurship studies are required in order for those
dreaming about setting up their own business to obtain a suf cient founda-
tion to do so as part of their training.
140
teacher teacher team workplace instructor specialist
Qualifcation in Social and Health Care team at Oulu Vocational College on
the division of command of competence areas between individual teachers,
teacher teams, workplace instructors and specialists.
specialist.
TEACHER
capable of linking theory to practice
able to apply knowledge
responsible for assessment competence
theoretical instruction
pedagogical expertise
broad overall vision of the students learning
pathway
provides guidance in making use of
information from an abundance of sources
co-operation and interaction with the
workplace instructor
co-operation and interaction within the VET
organisation
initial and continuing training for workplace
instructors
educational work
duty to educate the world of work in
various topics, such as pharmacotherapy
and recording practices
guidance of teacher trainees
marketing competence; workplaces and
comprehensive schools
teaching general upper secondary school
students; application
perspective teaching!
TEACHER TEAM
perspective wider than just a group of
representatives of different competence
areas together
teachers learn
integration
brainstorming
division of work and competences
development task
project competence
network co-operation
detailed command of work assignments
latest knowledge of working methods
important to the student
guides students to perform real-life work
assignments and use the right methods
curricular planning from the perspective of
the world of work
co-operation and interaction with teachers
educational work
SPECIALIST
specialist competence in a limited area,
such as cultural competence or experience
trainers
ability to aim their expertise at the right
target group
141
7.3 COMPETENCE IN ARCHITECTURE AND CONSTRUCTION
Data on the panel on competence in Architecture and Construction is distrib-
uted by qualifcation and respondent group as shown in the following table.
Questionnaire surveys teacher student industry Total no. %
Current state and future prospects 5 1 1 7 31.8
Builders 6 3 1 10 45.5
Property Maintenance Operatives - - 1 1 4.5
Heating, Plumbing and Ventilation Fitters,
Pipetters
3 1 2 6 27.3
Working community competence 1 - - 1 4.5
Pedagogical competence 3 1 - 4 18.2
VET/industry co-operation 3 1 3 7 31.8
Unlike the results of the felds discussed above, the highest response rate
(45.5%) in the subfeld of Architecture and Construction was achieved for
the survey on the Study Programme in Construction (Builder), although
both the current state and future prospects survey and the VET/industry
co-operation survey followed very closely behind (31.8% each). Te total
number of respondents (22) already falls short of the target in terms of feld-
specifc analyses. Te number of teachers was suf cient, i.e. more than 10
respondents, but participation of industry representatives (7) remains below
the target. In particular, the shortage of answers by industry representatives to
the current state and future prospects survey made it impossible to include dia-
logue between the world of work and the VET sector in the analysis. Conse-
quently, teaching stafs perspective is pronounced in sections 7.3.2 and 7.3.3.

0
2
7
13
22
4
1
6
3
14
Student
Teacher
Total
Figure 29. Participation rate among Architecture and Construction panellists.
142
Te following fgures describe respondents backgrounds in more detail. Tis
panel is clearly diferent from the two previous panels in terms of gender dis-
tribution, as the 22 respondents comprised 1 woman and 21 men. Men ac-
counted for 25.6% of panellists in Tourism, Catering and Domestic Services
and for 12.3% in Social Services, Health and Sports, while the fgure here on
the Architecture and Construction panel is 95.5%.

1
3
9
7
1
0 2 4 6 8 10
I'm a student
more than 10 years
6-10 years
3-5 years
2 years
143

5
6
4
7
0 2 4 6 8
Western Finland
Eastern Finland
Southern Finland
Northern Finland
Te age distribution of panellists is very similar to that of the Tourism, Cater-
ing and Domestic Services panel, because most respondents are within the
4150 age group (40.9%). Tose aged 5160 form the second largest age
group among respondents (31.8%). Tose with 610 years of work experi-
ence in the feld account for 40.9%, while 31.8% had 35 years of work ex-
perience. In other words, there is plenty of experience and expertise on this
panel as well. Te geographical distribution of panellists is fairly even between
Northern, Eastern, Western and Southern Finland, which would suggest that
the results of analyses are probably not strongly descriptive of any specifc re-
gion. Only the perspective of Central Finland is missing from the analysis.
Te participation rate among Architecture and Construction panellists in co-
operation networks is 100%, because all respondents participated in at least
one of the co-operation networks listed in the following tables. Panellists were
most actively involved in action networks for vocational skills demonstrations
and competence-based qualifcations, as well as regional or feld-specifc co-
operation networks.
VET/industry co-operation network Teacher Industry
representative
Total
no.
%
Qualication Committee 2 3 5 22.7
Local Advisory Council for VET 2 2 4 18.2
Working group on qualication development 4 4 18.2
Regional/eld-specic co-operation network 4 4 8 36.4
Action network for on-the-job learning/vocational skills
demonstrations
7 3 10 45.5
Action network for competence-based qualications 8 1 9 40.9
Other co-operation network 1 1 4.5
144
Multidisciplinary co-operation networks Industry
representative
Teacher Student Total no. %
Pedagogical development network 2 2 9.1
Guidance counselling network 1 1 4.5
Special education network 2 2 9.1
Tutoring activities 1 1 2 9.1
Mentoring activities 1 1 4.5
Social services network 1 1 4.5
Youth work network 1 1 2 9.1
Parish work network 1 1 4.5
Student association activities 1 1 4.5
Other multidisciplinary network 1 1 2 9.1
Working community co-operation
networks
Industry
representative
Teacher Student Total no. %
Working community team 1 3 4 18.2
Management team or similar 1 1 1 3 13.6
HR development network 2 2 9.1
Operational development network 1 2 3 13.6
Staff committee 1 1 4.5
Occupational health and safety network 1 1 4.5
Other network relating to working
1 1 4.5
Panellists were surprisingly critical of their own expertise in terms of the com-
petences of teachers, teacher teams and workplace instructors, as no-one as-
sessed their command of these to be extremely good. 54.5% of respondents
were very familiar (assessment 89) with a teachers competence, while the
fgures for the competences of a teacher team and a workplace instructor were
22.7% and 18.2%, respectively. 13.6% of respondents were very or extremely
familiar with a specialists competence.
145
Assessment Teacher Teacher team Workplace instructor Specialist
10 = I am extremely familiar 1
9 6 2
8 6 5 4
7 1 5 6 6
6 3 2 4 3
4 1 1 2
3 1 4 1 3
2 1 1 1 2
1 1 1 1
0 = I am not at all familiar 1
competence
Maintaining vocational skills and ageing staf as challenges for teaching
staf in Construction
Experienced vocational teachers in Construction have in-depth vocational
competence both in theory and in practice. Teachers hold at least post-
secondary engineering diplomas, while most have a higher education degree
in Construction Engineering, which means that they have high-quality the-
oretical competence. Tey also have work experience in their teaching feld
from the perspectives of employees and foremen as well as in supervision.
Construction teachers managed well in new, sudden and unplanned situ-
ations. Other strengths cited by respondents included punctuality, sense of
humour and a genuine will to develop the feld.
Most teaching staf in Construction are ageing. Tis will cause problems, un-
less they continuously maintain their vocational skills, even though they have
practical experience, or when the use of resources for renewal diminishes with
age. Problems have also arisen with recruitment of new teachers. Some teach-
ers in the feld lack any practical work experience whatsoever. A two-month
period of professional development placement is not enough to gain compe-
tence.
Te most important competence area for upper secondary vocational teachers
is to know and be familiar with the teaching subject and be enthusiastic about
146
instructing students. Teachers should have practical work experience and they
must know how to do the things they teach themselves before they can in-
struct anyone else. Knowing something in theory or observing someone else
do the work does not provide adequate competence. It would be advisable for
teachers to work in real-life assignments within their feld every few years, in
order to update their knowledge.
As a future threat, respondents perceived the scenario that it will no longer
be possible to attract construction professionals and qualifed instructors to
become teachers. Te educational requirements set for upper secondary vo-
cational teachers may be too high, such as a university Masters degree in En-
gineering. On the other hand, threats also include indiference, lack of mo-
tivation and the poor level of competence among future vocational teachers,
which would diminish the efectiveness of education.
Construction teachers raised the following three vocational competence
areas as being their strong points: theoretical knowledge, practised operating
methods and knowledge of costs. Te following points, in turn, were
mentioned as being shortcomings in their competence: extensive knowledge
and understanding of occupational psychology, practical work and manual
skills, site technology and cost awareness.
In the future, aspects that may open up opportunities for competence devel-
opment include:
developing command of industrial processes;
diversifcation of the feld;
ventilation system cleaning.
Construction teachers have strong and practical command of pedagogical
competence and use of teaching methods. Tey teach things through con-
crete supervision of work and by providing a model of doing things. Another
strength cited by respondents was the ability to guide students to adjust to a
demanding but rewarding working environment.
It is always a good idea to update pedagogical skills. As weak areas, teachers
mentioned the ability to reform instruction and the need to harmonise teach-
ing materials. More competence would be needed in terms of knowledge of
human nature and patience. For instance, if there is a learner in the group
who is not interested in anything, how can you motivate them to participate
or how would you be able to refer them to the right place?
147
Development opportunities for pedagogical competence were identifed in
the following areas:
more competence in motivating students to study and seek informa-
tion;
intelligent learning;
use of learning platforms to provide a wider choice of courses.
Use of information technology in education may also turn out to be a threat
if teaching materials are available online and the teachers own input remains
too small or completely lacking.
Success in the construction industry requires good skills in co-operation with
diferent parties and the capability to listen to the changing needs of working
communities. Good knowledge of working community needs helps people
to consolidate their own competence to match demand. Some teachers have
weak contacts with the world of work and inadequate co-operation skills.
Nevertheless, keeping up to date with developments in the world of work
requires both. If teachers are not aware of the expectations of the working
community (working life), teaching is not efective and does not meet de-
mand. Respondents identifed organisational abilities and management as
being teachers strengths.
Structures and operating models in support of teachers work and com-
petence development
Decision-making powers are not brought close enough to operations. Teach-
ers do not necessarily know how costs are divided between teaching and sup-
port functions. In such cases, it is dif cult to take increasing materials costs
into account when planning your own work.
It would be necessary to extend and increase teachers professional develop-
ment placements, while also developing business co-operation further. Tis
allows teachers to become aware of working life needs and become more cap-
able of developing education and training in the feld. Te better the com-
mand of competence, the more efective the results of the work are.
It is crucial to be able to prepare for internationalisation to an increasing ex-
tent. Exports are increasing and the workforce will become more and more
international. Finland is part of the EUs labour market area.
Teachers level of motivation should be raised. Te means for doing so could
include pay that rewards competence and allocation of revenues from op-
148
erations back to the areas where they were generated. As a threat, in turn,
respondents see the fact that too much emphasis is placed on formal quali-
fcations, even though a thirty-something with a doctorate may be a poorer
choice for a vocational teaching position than a forty-something professional
with real-life work experience.
As key future threats, respondents identifed fnancial and resource problems
in several diferent areas of operation, such as:
lack of money;
lack of time;
too few employees, putting too much strain on those at work;
an operating environment that does not encourage self-development;
low level of pay;
price increases;
reduction in student volumes;
shrinking activities in the feld;
growing bureaucracy, additional costs out of control.
competence
Teachers are able to provide basic vocational education efectively. Te con-
struction industry is ef ciently networked at a national level and sharing ex-
periences with other parties works efectively through various co-operation
arrangements. Further strengths of the industry include organisational ability,
scheduling, co-operation, cost-ef ciency, vocational competence and know-
ledge of occupational safety. Te quality of construction activities is being
improved and it is getting better all the time. Te feld ofers a diverse range
of jobs within the sub-region, while tools and workwear have developed con-
siderably. Provision of education and training in the feld is good, as intake
volumes have substantially increased over the last three years. Te number of
applicants has also increased very pleasingly.
Weaknesses in competence within the VET feld and the industry
Tere is a shortage of skilled blue-collar and white-collar workers. Too many
teachers either lack practical work experience in the feld or have clear def-
ciencies in this respect. Te professional teaching qualifcations required for
vocational teachers should include 5 years of practical work experience. Tere
is also a need to increase co-operation and acceptance of the realities.
149
Te industrys ability to produce quality is not as yet up to customers stand-
ards. Defciencies can also be found in prefabricated construction, use of new
materials and practical implementation of occupational safety. Te work is
busy, hard and performed outside exposed to the elements. Textbooks used in
the VET feld are in urgent need of updating.
and industry
New technical developments, spatial construction and new weather protec-
tion techniques are on the horizon. Development of teaching materials will
open up new opportunities for teaching in the future.
Eforts must be focused on international activities. Construction activities in
Russia, and in St. Petersburg and its surrounding area in particular, will form
part of the future domestic market area for the construction industry. Te
workforce is getting younger and workers will be increasingly mobile. Te
aim is for the region to employ an additional number of about 3,000 skilled
construction workers by 2012. Tis would mean that a signifcant share of
jobs will be created outside Finland. Te prefabrication rate will increase;
more and more of the work will move to factories and assembly halls. Tere is
a need for more language skills and entrepreneurship competence.
On-the-job learning periods should focus more ef ciently on assignments
or employers requiring key skills. Increasing appreciation of the feld would
improve the basic level of applicants and there should also be entrance tests
for applicants. Co-operation between educational institutions could be in-
creased. Now the same things are tackled at quite a few institutions.
Economic downturns result in slackening construction activities, which in
turn means that domestic volumes will decrease by 5% to 10% from the cur-
rent level over the next few years. Tere will be a total decrease in construc-
tion jobs, which may have a negative efect on the high numbers of people
currently applying to the feld. Te downturn and reduction in jobs would
have a diminishing efect on the quality and availability of on-the-job learn-
ing places. At the same time, tacit knowledge will disappear as ageing work-
ers retire from the world of work. When a new upswing sets in, there will be
shortages both of workers and possibly also of vocational skills. Travel jobs
will increase and construction activities will concentrate on growth centres
while shrinking in remote areas.
150
Persistent development will be left undone if everything is only calculated in
terms of euros without being capable of realising the benefts of development.
Becoming jaded with the work and falling behind the times can also be seen
as being threats.
7.3.4 Importance of competences described in the curricula in
2007, 2010 and 2020
Panellists were asked to assess how important it was for teachers working
within Architecture and Construction to command competence areas in-
cluded in their felds upper secondary, further and specialist vocational quali-
fcations in 2007, 2010 and 2020. Tey were instructed only to respond for
the qualifcation(s) in which they had expertise. Tey did not have to respond
for all vocational qualifcations in the feld or all modules of a specifc quali-
fcation. Te questions were formulated on the basis of the qualifcations laid
down in the currently valid National Core Curricula and Qualifcation Re-
quirements and on the modules and contents of these qualifcations as out-
lined on the Finnish National Board of Educations osaan.f website. Panel-
lists assessed the importance of command of diferent competence areas on a
scale from 0 to 10. Te order of competences in the following tables is based
on the response averages. For instance, the importance assigned to renova-
tion in the frst table was 8 in 2007, 9 in 2010 and 10 in 2020.
151
Table 53. Vocational Qualication in Construction, Study Programme in Construction (Builder).
10 Basics of construction
Waterproong
Basics of construction
Waterproong
Renovation
Waterproong
9 Carcassing work
Construction
engineering
Tiling and plastering
Foundations and
carcassing carpentry
Interior carpentry
Concreting and
reinforcing
Carcassing work
Construction
engineering
Foundations and
Interior carpentry
Concreting and
reinforcing
Renovation
Carcassing work
Construction
engineering
Foundations and
Interior carpentry
Concreting and
reinforcing
8 Masonry
Renovation
Masonry Masonry
7 Hydraulic engineering
and earthwork
Civil engineering
Road construction
Basics of property
maintenance
Steel construction
Hydraulic engineering
and earthwork
Civil engineering
Road construction
Basics of property
maintenance
Steel construction
and earthwork
Civil engineering
Road construction
Basics of property
maintenance
Steel construction
6 Road maintenance
Earthmover operation
Construction and utility
equipment
Road maintenance
equipment
Road maintenance
equipment
5 Log construction Log construction Log construction
4 Business and informa-
tion technology in infra-
structure construction
3 Business and informa-
Business and informa-
2 Lorry technology Lorry technology Lorry technology
1 Earthmover technology
Trafc engineering
Earthmover technology
Trafc engineering
Trafc engineering
0
152
Table 54. Further Qualication in Building Construction.
10 Basic knowledge of
building construction
Water-proong in wet
spaces
Basic knowledge of
Water-proong in wet
spaces
Basic knowledge of
Heat and moisture
insulation
Water-proong in wet
spaces
9 In-situ formwork
Timber frame work
Interior carpentry
Partitioning
Ceiling work
Dressed masonry
Fitting doors and
windows
Fitting prefabricated
wooden elements
Water-proong
Roong
Heat and moisture
insulation
Scaffolding work
Building measurements
Timber claddings
Workplace instruction
Preparatory work
In-situ formwork
Timber frame work
Interior carpentry
Partitioning
Ceiling work
Formwork systems
Concrete repairs
Fitting doors and
windows
Water-proong
Roong
Heat and moisture
insulation
Scaffolding work
Timber claddings
Preparatory work
Timber frame work
Interior carpentry
Partitioning
Interior carpentry
Formwork systems
Concrete repairs
Fitting doors and
windows
Water-proong
Roong
Scaffolding work
Timber claddings
Preparatory work
8 Installation of precast
concrete elements
Carpentry repairs
Fireplace and ue
masonry
Tiling
Formwork systems
Concrete repairs
Concrete reinforcement
Concreting
Ashlar and small unit
masonry
Installation of precast
concrete elements
Carpentry repairs
Dressed masonry
Fireplace and ue
masonry
Tiling
wooden elements
Concreting
masonry
In-situ formwork
concrete elements
Carpentry repairs
Dressed masonry
Fireplace and ue
masonry
Tiling
wooden elements
Prefabrication of
reinforcing elements
Concreting
Renovation work
masonry
153
7 Log construction
Concrete topping work
Renovation work
Foundation earthwork
Flexible sealing
Asbestos work
Site services
Log construction
Prefabrication of
Renovation work
Flexible sealing
Site services
Log construction
Flexible sealing
Site services
Entrepreneurship
6 Plastering
Prefabrication of
Installation of steel
sheet structures
Mechanical crane
installation work
Site cleaning
Plastering
sheet structures
Mechanical crane
installation work
Asbestos work
Site cleaning
Entrepreneurship
Plastering
sheet structures
Mechanical crane
installation work
Asbestos work
Site cleaning
5 Diamond cutting
Water jet cutting
Entrepreneurship
Diamond cutting
Water jet cutting
Diamond cutting
Water jet cutting
4 Tower crane operation
Electrical crane
installation work
Tower crane operation
Electrical crane
installation work
Electrical crane
installation work
3-0
154
Table 55. Vocational Qualication in Construction, Study Programme in Heating, Plumbing
and Ventilation Engineering (Heating, Plumbing and Ventilation Fitter).
10 Measurement, control
and automation
technology
9 Basic skills in building
maintenance
technology
Sheet metal work and
basic installations
Ventilation installations
Heating and plumbing
installations
Welding technology
Maintenance of
heating, plumbing and
ventilation systems
Insulation of building
maintenance
technology equipment
Maintenance of
heating and plumbing
equipment
Basic adjustments,
focus on heating and
plumbing
Basic adjustments, focus
on ventilation
Basic skills in building
maintenance technol-
ogy
Measurement, control
and automation
technology
basic installations
installations
Welding technology
Maintenance of
ventilation systems
Building automation
and electrical systems
maintenance
Heating, plumbing and
ventilation planning for
small houses
Maintenance of
equipment
Basic adjustments,
plumbing
on ventilation
Renovation of heating,
plumbing and
ventilation systems
Basic skills in building
maintenance
technology
basic installations
installations
Maintenance of
ventilation systems
Building automation
maintenance
small houses
Maintenance of
equipment
Basic adjustments,
plumbing
on ventilation
plumbing and
ventilation systems
IT applications in
building maintenance
technology
155
8 Measurement, control
and automation
technology
General property work
Building automation
small houses
Building sheet metal
work
District heating and
equipment
Cleaning and
maintenance of
ventilation systems
Refrigeration technol-
ogy and cold piping
Oil heating and oil
burner installations
plumbing and ventila-
tion systems
IT applications in
building maintenance
technology
Electrication of
ventilation equipment
Industrial insulation
work
equipment
Cleaning and
maintenance of
ventilation systems
ogy and cold piping
Electrication of
Welding technology
Industrial insulation
equipment
Cleaning and
maintenance of
ventilation systems
ogy and cold piping
Special pipings
Electrication of
7 Industrial insulation
Special pipings
Oil heating and oil
Special pipings
work
Oil heating and oil
6 Swimming pool
equipment and
water quality
Swimming pool
equipment and
water quality
Swimming pool
equipment and
water quality
5 Ground maintenance Ground maintenance Ground maintenance
4 High temperature
insulation
High temperature
insulation
High temperature
insulation
3 Ship insulation
2 Ship insulation Ship insulation
1-0
156
Table 56. Further Qualication for Pipetters.
10
Basic pipetting skills
and knowledge
9
Heating
Plumbing systems
Measuring and control
engineering
and knowledge
Heating
Plumbing systems
engineering
Heating
Plumbing systems
engineering
Entrepreneurship
8
and knowledge
Pipetting for re-
extinguishing systems
Pipetting for oil
heating systems
Entrepreneurship
Pipetting for re-
Entrepreneurship
Pipetting for re-
7
Pipetting for
pneumatic systems
Pipetting for oil
heating systems
Pipetting for
pneumatic systems
Pipetting for oil
heating systems
Pipetting for
pneumatic systems
6-0
teacher teacher team workplace instructor specialist
Qualifcation in Construction team at Oulu Vocational College on the div-
ision of command of competence areas between individual teachers, teacher
teams, workplace instructors and specialists.
157
specialist.
TEACHER
knowledge/extensive
manual skills

sufcient competence for building

a one-family house, for example
organisational skills
supervision of on-the-job learning
training workplace instructors
contacts with the world of work
pedagogy
updating teaching materials
TEACHER TEAM
co-operation
distribution of tasks
future
development working group
different working methods and techniques
updating teachers knowledge
eye for the game
supplementing the curriculum

ying formwork

plastering

sheet-metal work
SPECIALIST
entrepreneurship

entrepreneur

business college teacher

occupational health and safety
development of teaching materials
158
8 SUMMARY
Te driving force behind this development project was a concern about the
future competences of upper secondary VET teaching staf and about the
possibilities of continuing training to maintain and develop competences re-
quired for their work duties. Te starting point of the study was to look for
answers concerning the current and future competences of vocational teach-
ers. Drawing on the resources of a multidisciplinary expert group, the project
charted perceptions of the importance of vocational teachers pedagogical
competence, VET/industry co-operation competence and working commu-
nity competence. For Tourism, Catering and Domestic Services, Social Ser-
vices, Health and Sports, and Architecture and Construction, the project also
described vocational teachers feld-specifc competence areas and the import-
ance of command of these competence areas in 2007, 2010 and 2020 based
on the perceptions of representatives of the world of work, experts and teach-
ers. In addition, participants refected on the division of command of voca-
tional competences between individual teachers, teacher teams, workplace
instructors or other specialists within these VET felds.
Te objectives of the study were specifed at the projects launch stage, while
also deciding that it was justifed for this project to seek multi-vocal difer-
ing as well as shared views among the expert group on vocational teachers
competences, competence needs and competence areas.
Te projects Steering Committee specifcally emphasised the signifcance of
perceptions among representatives of the world of work. Aiming at consensus
was also not justifed because the expert network participating in the project
did not have the decision-making powers of a line organisation over indi-
vidual VET providers competence management systems, strategies, visions,
decisions, choices or processes.
Te research data consisted of 101 diferent surveys implemented within the
eDelfoi research environment. Te multi-vocal 892-member network par-
ticipated in the study to a varying extent. Tey participated most actively in
the panels focusing on pedagogical competence and VET/industry co-oper-
ation competence, whereas participation rates in feld-specifc panels varied
by feld.
Project implementation in the eDelfoi environment was an interesting pro-
cess. Tis web-based Delphi application made it possible to carry out several
159
parallel surveys both concurrently and consecutively. In the online Delphi
network, survey rounds were linked together almost seamlessly and the re-
sults and arguments for the frst round were available to panellists for view-
ing, commenting and revising immediately upon completion.
Managerial work in an extensive Delphi network is a challenging task. Due
to the extensive scope and several stages of the study, there was no time
for stimu lating debates relating to the numerous concurrent surveys or
promoting dialogue-based testing of arguments. Te feld-specifc results were
discussed in feld-specifc vocational qualifcation teams, while managers
encouraged team members to become actively involved. Both participants
and managers were able to learn through the Delphi process. In addition to
chief managers, such an extensive and multi-stage study would have required
feld-specifc manager groups specifcally appointed to activate feld-specifc
panel members and promote feld-specifc dialogue.
Te results according to the objectives of the development project have been
presented in Chapters 6 and 7. In addition, the Finnish-language results data
of the eDelfoi surveys has been made available online at: http://www.edelfoi.
f/f/kirjasto/osaavaopettaja.
We hope that VET providers can make use of the research results when build-
ing their own competence management and development systems and deter-
mining competence requirements for vocational teachers. Future vocation-
al education and training calls for fexible teaching staf with a developing
professional identity, superiors committed to competence management and
continuing training to support staf learning. Competent vocational teach-
ers, competent students and skilled labour will together enable retention of
future vocational competence and Finlands competitiveness in a changing
global world.
160
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Yliopistopaino.
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export/sites/default/OPM/Tapahtumakalenteri/2006/10/eu_16_1710/Quality-Back-
ground_document_en.pdf ]
Hanhijoki, I. , Katajisto, J., Kimari. M., ja Savioja, H. 2009. Koulutus ja tyvoiman
kysynt 2020. Tulevaisuuden osaajia tarvitaan.
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Helakorpi, S.2004. Ajankohtaisia ammattikasvatusjuttuja. http://openetti.aokk.hamk.f/
seppoh/TIETOISKUT/amm-kasva/index.html 29.06.2004.
[Topical issues in vocational education. In Finnish. Referenced on 29
th
June 2004.]
Helakorpi, S. 2006. Koulutuksen kehittv arviointi. Tykaluja osaamisen johtamiseen.
Hmeen ammattikorkeakoulu. Ammatillinen opettajakorkeakoulu. Saarijrvi:
Saarijrven Ofset OY.
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University of Applied Sciences Vocational Teacher Education College Publications. In
Finnish.]
Koulutus ja tutkimus vuosina 20072012. Kehittmissuunnitelma. 2007. Helsinki:
Opetusministeri.
[Education and Research 20072012. Development Plan. 2007. Helsinki: Ministry of
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Kuntaosaaja 2012 -tykirja. 2005. Osaamisen johtaminen kuntasektorilla. Helsinki: Efeko.
[Te municipal competence 2012 workbook. Competence management in the municipal sector.
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Kuusi, O. 1993. Delfoi-tekniikka tulevaisuuden tekemisen vlineen. Teoksessa Vapaavuori,
M. (toim.) 1993: Miten tutkimme tulevaisuutta? Tulevaisuuden tutkimusseura, Acta
Futura Fennica no 5. Helsinki: Painatuskeskus.
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Kuusi, O. 2002. Delfoi-menetelm. Teoksessa M. Kamppinen, M., O. Kuusi, &
S. Sderlund. (toim.) Tulevaisuuden tutkimus. Perusteet ja sovellukset. Suomalaisen
Kirjallisuuden Seura. Helsinki, 204225.
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Basics and applications, 204225. Finnish Literature Society. In Finnish.]
Linturi, H. 2006. Delfoi-menetelmopas 2006. www. metodix.com.
[Guide to the Delphi methodology 2006. In Finnish.]
Linturi, H. 2007. Delfoin metamorfooseja. Futura 1/ 2007. Tulevaisuuden tutkimuksen
seura ry. Helsinki.
[Metamorphoses of Delphi. Futura 1/2007. Finnish Society for Futures Studies. In Finnish.]
Mannermaa, M. 1991. Evolutionaarinen tulevaisuuden tutkimus. Tulevaisuuden
tutkimusseura. Acta Futura Fennica, No.2, Painatuskeskus. Helsinki.
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Mkel, K. 2000. Top Ten -menettelyn soveltaminen yritysten osaamistarpeiden
kartoitukseen. Teoksessa M. Mannermaa. (toim.) Tulevaisuuden haltuunotto.
PK-yrityksen ennakoinnin ksikirja. ESR-julkaisut. Tyministeri. Oy Edita Ab.
Helsinki.
[Applying the Top Ten method to charting skills needs in enterprises. In: M. Mannermaa (ed.):
Seizing the future. Anticipation handbook for SMEs. ESF Publications, Ministry of
Labour. In Finnish.]
Opetusministerin opettajankoulutuksen kehittmisohjelma (2001) Opetusministerin
ennakoinnin selvitysraportti 2008:5
[Ministry of Education: Teacher Education Development Programme. 2001. Ministry of
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asettaman valmistelutyryhmn toimenpideohjelmaehdotus
[Development of government-fnanced staf-development training for education personnel.
Proposal for an action programme. Reports of the Ministry of Education, Finland 2007:
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Valtion_rahoittaman_opetustoimen.html?lang=f&extra_locale=en]
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vuosina 20092011. Opetustoimen henkilstkoulutuksen neuvottelukunta. 2009.
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ek_suomeksi/tulevaisuusluotain/Education_Intelligence_in_English.pdf ]
163
10 LIST OF APPENDICES
APPENDIX 1. Background survey
APPENDIX 2. Top Ten
APPENDIX 3. Key lifelong learning skills
APPENDIX 4. Current state and future prospects, industry
APPENDIX 5. Current state and future prospects, teachers
APPENDIX 6. Vocational competence
APPENDIX 7. Competence relating to VET/industry co-operation
APPENDIX 8. Pedagogical competence
APPENDIX 9. Working community competence
APPENDIX 10. Illustrative table of panellists
APPENDIX 11. Information letter about the study
APPENDIX 12. Survey respondents
164

BACKGROUND SURVEY QUESTIONNAIRE
1. Gender
Female
Male
2. Age
under 31
3140
4150
5160
over 60
3. Which group do you
think that you primarily
belong to?
Teachers
Students
Industry representatives representing qualifications in different
fields
Teacher trainers
Experts and researchers
Representatives of educational administration
4. Which of the following
VET/industry co-
operation networks do
you participate in?
(You may choose more
than one option.)
I am not a member of any co-operation network
National Education and Training Committee
Qualification Committee
VET organisation committee/board
VET organisation Local Advisory Board for VET
VET organisation qualification-specific development working
group (or similar)
VET organisation assessment committee or body
Regional or field-specific co-operation network
Action network for on-the-job learning and vocational skills
APPENDIX 1 1 (6)
165

demonstrations
Action network for competence-based qualifications
Other VET/industry co-operation network, please specify:
multidisciplinary
networks in support of
students' learning and
life skills do you belong
to?
than one option.)
Pedagogical development network
Guidance counselling network
Student welfare network
Special education network
Tutoring activities
Mentoring activities
Facilitator activities
Health care network
Social services network
Youth work network
Parish work network
Student association activities
Crisis management network
Other multidisciplinary network, please specify:
working community co-
operation networks do
you belong to?
than one option.)
Working community team
Management team or similar
Internal communication network
HR development network
Operational development network
Staff committee
Occupational health and safety network
Other official or unofficial network relating to working community
competence, please specify:
APPENDIX 1 2 (6)
166

7. Which sector do you
work in?
Private business
State
Municipality or joint municipal authority
Organisation or association
I am currently studying, not working
industries have you
worked in?
Please select the industry
in which you have most
extensive experience or in
which you feel most
competent.
Crafts and Design
Information and Communication
Business and Commerce
Computing and Software
Architecture and Construction
Mechanical Engineering, Metal Technology and Energy
Engineering
Electrical and Automation Engineering
Information and Telecommunications Technology
Food Sciences, Food Industry and Biotechnology
Process, Chemical and Materials Engineering
Textiles and Clothing Technology
Automotive and Transport Engineering
Other industry in Technology, Communications and Transport
Agriculture
Horticulture
Forestry
Other industry in Natural Resources and the Environment
Health Care and Social Services
Rehabilitation and Sports
Pharmacy and Other Pharmacological Services
Beauty Care
Tourism
Hotel and Catering
APPENDIX 1 3 (6)
167

9. Which other industries
have you worked in?
Please choose all other
industries in which you
have experience from the
following list.
Crafts and Design
Information and Communication
Architecture and Construction
Mechanical Engineering, Metal Technology and Energy
Engineering
Electrical and Automation Engineering
Information and Telecommunications Technology
Food Industry and Biotechnology
Process, Chemical and Materials Engineering
Textiles and Clothing Technology
Automotive and Transport Engineering
Other industry in Technology, Communications and Transport
Agriculture
Horticulture
Forestry
Other industry in Natural Resources and the Environment
Pharmacy and Other Pharmacological Services
Beauty Care
Tourism
Hotel and Catering
10. If you are a student,
please choose the
qualification and study
programme that you are
currently studying from
the following list.
Upper secondary vocational qualifications:

Further and specialist qualifications:

APPENDIX 1 4 (6)
168

11. In which region is
your place of work or
study located?
Northern Finland
Southern Finland
Eastern Finland
Western Finland
Central Finland
12. If you do not work at
a VET institution, what is
the size of your
workplace?
Microenterprise/organisation; 19 people
Small enterprise/organisation; 1049 people
Medium-sized enterprise/organisation; 50249 people
Large enterprise/organisation; more than 250 people
13. How long have you
worked in your current
role?
less than 2 years
35 years
610 years
more than 10 years
Im a student
14. When assessing the
current competences
and qualifications of
teaching staff and
anticipating scenarios
for 2010 and 2020, how
familiar are you with the
following groups?

Please use the following
scale:
0 = I am not at all familiar
5 = I am fairly familiar with the group's qualifications requirements and
competences
5 = I am extremely familiar with the group's qualifications
requirements and competences
Individual teachers
0 1 2 3 4 5 6 7 8 9 10
Teacher teams
0 1 2 3 4 5 6 7 8 9 10
Workplace instructors
0 1 2 3 4 5 6 7 8 9 10
APPENDIX 1 5 (6)
169

Specialists
0 1 2 3 4 5 6 7 8 9 10
15. List of participants All answers to surveys will remain anonymous as part of this study.
An alphabetical list of participants will be prepared as an appendix to
the research report and made available to participants in this
environment. The purpose of the list is to demonstrate that survey
participants are real people, not imaginary. It will not be possible to
find out which expert has given a particular answer.
If you absolutely want to veto inclusion of your name on the list,
regardless of the above assurances, please tick the box.

APPENDIX 1 6 (6)
170
APPENDIX 2
TOP TEN survey questionnaire

In this survey, you should give your opinion of the 10 most important competencies of an upper secondary vocational
teachers competence. The aim is to determine respondents perceptions of the importance of teachers competencies at
the beginning, during and at the end of the study, as a sort of barometer. We will create a TOP TEN competencies chart
based on the responses.
Please read through the following list of 83 items outlining the types of topics that teaching staff may deal with when
working within vocational education and training. Choose the 10 items from the list that you consider most
important.
Adult education
Regional co-operation competence
Support for occupational growth
Vocational knowledge and skills
Vocational pedagogy
Assessment methods competence
Anticipation
Acceptance of diversity
Special pedagogy
Global competence
Competence required for individual curricula
(adjustment)
Human resources management
Competence relating to individual
educational plans
Competence relating to individual study
plans
Dissemination of and learning from good
practices
Self-management
Basic studies in education
Technological planning of education and
training
Organisational strategy work
Evaluation of organisational performance
Planning and development of organisational
performance (quality work)
Assessment and continuous improvement of
the VET process
Continuous improvement of command of
VET process implementation competence
Administration of VET programmes
Planning VET programmes
Planning the school year and phasing of
studies
Guidance towards creativity
Dealing with multiculturalism
Change management
Identification of guidance and support needs
Development of personal competence in
support and guidance for students learning
Recognition and development of personal
competence
Development of teachers pedagogical
thinking
Planning and implementation of instruction
Competence in teaching methods
APPENDIX 2 1 (2)
171
APPENDIX 2
Study unit planning competence
Multidisciplinary co-operation in student
welfare services
Student-focused guidance
Creation of a safe, healthy, pleasant and
student-focused learning environment
Use of student-focused teaching methods
Support for students life skills
Guidance and support for students in
Student orientation
Production of learning materials
Inspiring to learn
Identification of learning difficulties
Planning and development of learning
environments
Awareness of, commitment to and
Competence management
Updating pedagogical knowledge
Support for personality development and
personal growth
Project competence
Process competence
Group and team working skills
Group management
Team integration
Financial planning
Responsibility for equality
Conception of knowledge
Planning qualifications
Knowledge of future challenges in the world
of work and skills requirements for VET
programmes
Guidance towards working life and further
studies
Preparation of schedules
Competence in occupational safety and
well-being at work
Development of the working community
Operational development of the working
community
Communication within the working
community
Virtual pedagogy
Networking skills
Recognition of and compliance with
common ground rules
Sense of community
Support for individual learning styles
Entrepreneurship education

APPENDIX 2 2 (2)
172

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s
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l
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s
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e
n
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g
,

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p
e
a
k
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g
,

r
e
a
d
i
n
g

a
n
d

w
r
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t
i
n
g
)
.

I
t

a
l
s
o

m
e
a
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s

t
h
e

a
b
i
l
i
t
y

t
o

i
n
t
e
r
a
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t

l
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g
u
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c
a
l
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y

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n

a
n

a
p
p
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a
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a
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d

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v
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w
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n

a

f
u
l
l

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a
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g
e

o
f

s
o
c
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a
l

a
n
d

c
u
l
t
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r
a
l

c
o
n
t
e
x
t
s
;

i
n

e
d
u
c
a
t
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o
n

a
n
d

t
r
a
i
n
i
n
g
,

a
t

w
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r
k
,

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m
e

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n
d

a
t

l
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s
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e
.

S
c
a
l
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:

0
=

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n
i
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a
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,

5

=

f
a
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r
l
y

i
m
p
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t
a
n
t
,

1
0

=

v
e
r
y

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m
p
o
r
t
a
n
t

2
0
0
7

0
1
2
3
4
5
6
7
8
9
1
0

2
0
1
0

0
1
2
3
4
5
6
7
8
9
1
0

2
0
2
0

0
1
2
3
4
5
6
7
8
9
1
0

C
o
m
m
e
n
t
s
:

I
I

C
O
M
M
U
N
I
C
A
T
I
O
N

I
N

F
O
R
E
I
G
N

L
A
N
G
U
A
G
E
S

C
o
m
m
u
n
i
c
a
t
i
o
n

i
n

f
o
r
e
i
g
n

l
a
n
g
u
a
g
e
s

b
r
o
a
d
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y

s
h
a
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s

t
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m
a
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n

s
k
i
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l

d
i
m
e
n
s
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s

a
s

c
o
m
m
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t
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n

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n

t
h
e

m
o
t
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r

t
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g
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e
:

i
t

i
s

b
a
s
e
d

o
n

t
h
e

a
b
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l
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t
y

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d
e
r
s
t
a
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d
,

e
x
p
r
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s
s

a
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d

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n
t
e
r
p
r
e
t

c
o
n
c
e
p
t
s
,

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h
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g
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s
,

f
e
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l
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,

f
a
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s

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b
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l
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,

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p
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k
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,

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w
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)

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d

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l
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.

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m
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d
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.

S
c
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l
e
:

0
=

u
n
i
m
p
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r
t
a
n
t
,

5

=

f
a
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r
l
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p
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t
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t
,

1
0

=

v
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r
y

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m
p
o
r
t
a
n
t

2
0
0
7

0
1
2
3
4
5
6
7
8
9
1
0

2
0
1
0

0
1
2
3
4
5
6
7
8
9
1
0

2
0
2
0

0
1
2
3
4
5
6
7
8
9
1
0

C
o
m
m
e
n
t
s
:

APPENDIX 3 1 (3)
173

I
I
I

M
A
T
H
E
M
A
T
I
C
A
L

C
O
M
P
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E
N
C
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A
N
D

B
A
S
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C

C
O
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P
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I
N

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C
I
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A
N
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T
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C
H
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L
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Y

A
.

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a
t
h
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m
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c
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b
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p
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v
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.

T
h
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m
p
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p
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a
c
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k
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M
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t
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a
b
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w
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(
l
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a
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s
p
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t
h
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n
k
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)

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p
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(
f
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m
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m
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c
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s
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,

g
r
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,

c
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)
.

B
.

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c
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r
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w
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b
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k
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q
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a
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c
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.

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p
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b
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y

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d
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c
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t
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n
.

S
c
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:

0
=

u
n
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p
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t
a
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,

5

=

f
a
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1
0

=

v
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2
0
0
7

0
1
2
3
4
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6
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2
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0
1
2
3
4
5
6
7
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2
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2
0

0
1
2
3
4
5
6
7
8
9
1
0

C
o
m
m
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n
t
s
:

I
V

D
I
G
I
T
A
L

C
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M
P
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T
E
N
C
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D
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g
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t
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c
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e

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t
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c
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I
n
f
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S
o
c
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y

T
e
c
h
n
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g
y

(
I
S
T
)

f
o
r

w
o
r
k
,

l
e
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s
u
r
e

a
n
d

c
o
m
m
u
n
i
c
a
t
i
o
n
.

I
t

i
s

u
n
d
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p
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n
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e
d

b
y

b
a
s
i
c

s
k
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s

i
n

I
C
T
:

t
h
e

u
s
e

o
f

c
o
m
p
u
t
e
r
s

t
o

r
e
t
r
i
e
v
e
,

a
s
s
e
s
s
,

s
t
o
r
e
,

p
r
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d
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c
e
,

p
r
e
s
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n
t

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n
d

e
x
c
h
a
n
g
e

i
n
f
o
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m
a
t
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n
,

a
n
d

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o

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m
m
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n
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a
n
d

p
a
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p
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e

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c
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b
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t
w
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s

v
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a

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I
n
t
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r
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t
.

S
c
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:

0
=

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n
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,

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r
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,

1
0

=

v
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m
p
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t
a
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t

2
0
0
7

0
1
2
3
4
5
6
7
8
9
1
0

2
0
1
0

0
1
2
3
4
5
6
7
8
9
1
0

2
0
2
0

0
1
2
3
4
5
6
7
8
9
1
0

C
o
m
m
e
n
t
s
:

V

L
E
A
R
N
I
N
G

S
K
I
L
L
S

L
e
a
r
n
i
n
g

t
o

l
e
a
r
n

i
s

t
h
e

a
b
i
l
i
t
y

t
o

p
u
r
s
u
e

a
n
d

p
e
r
s
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s
t

i
n

l
e
a
r
n
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g
,

t
o

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g
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n
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s

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n

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APPENDIX 3 2 (3)
174

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a
d
d
?

APPENDIX 3 3 (3)
175
APPENDIX 4 1 (2)
APPENDIX 4

15 ARCHITECTURE AND CONSTRUCTION
This section of the survey aims to identify respondents opinions on the current state and future
prospects of the architecture and construction industry from the perspectives both of the industry
and teachers competence. Please write your opinions in the text fields.
ASSESSMENT OF THE CURRENT STATE
Strengths
Strengths in terms of competence within
the industry
What is done really well within the industry?

Strengths in terms of teachers
competence
What types of strong competences do
teachers have?

Weaknesses
Weaknesses in terms of competence
within the industry
What competences could be improved within
the industry?

Weaknesses in terms of teachers
competence
What areas of competences could teachers
improve?

FUTURE PROSPECTS
Opportunities
New opportunities opening up in the
external operating environment
What interesting developments and
opportunities can be utilised in the future to
develop competence within the industry?

develop teachers competence?

176

Threats
Threats arising from the external
operating environment
What may hinder development of
competence within the industry?

What may hinder development of teachers
competence?

Weak signals
What weak signals, or early symptoms of
change, do you recognise in terms of your
industry?

change, do you recognise in terms of
teachers competence?

Questionnaire in its original form in the eDelfoi environment

APPENDIX 4 2 (2)
177
APPENDIX 5
APPENDIX 5
Current state and future prospects of pedagogical competence QUESTIONNAIRE

CURRENT STATE AND FUTURE PROSPECTS
This section of the survey aims to identify respondents opinions on the current state and future prospects of teachers
pedagogical competence.
Please write your opinions in the text fields.
1.1.1 ASSESSMENT OF THE CURRENT STATE
Strengths
Strengths in terms of pedagogical
competence
What types of strong pedagogical
competences do teachers have?

Weaknesses
Weaknesses in terms of pedagogical
competence
What areas of pedagogical competences
could teachers improve?

1.1.2 FUTURE PROSPECTS
Opportunities
develop teachers pedagogical
competence?

Threats
What may hinder development of teachers
pedagogical competence?

Weak signals
change, do you recognise in terms of
teachers pedagogical competence?

178
APPENDIX 6 1 (18)

APPENDIX 6

VOCATIONAL COMPETENCE OF TEACHING STAFF IN THE CONSTRUCTION FIELD
Please assess how important it is for teachers working within the Construction field to command competence areas
included in the modules of the Study Programme in Construction within the Vocational Qualification in Construction and
in the modules of the Further Qualification in Building Construction in 2007, 2010 and 2020.
You can view more specific contents of each qualification module by clicking on the link.
Command of vocational competence refers to command of the knowledge that forms the foundation for work, command
of working methods, tools and materials, command of work processes and command of occupational safety. Please
assess the importance of command on a scale from 0 to 10.
Vocat i onal Qual i f i cat i on i n Const ruct i on, St udy Programme i n Const ruct i on
(Bui l der)
(description)
Scale: 0= unimportant, 5 = fairly important, 10 = very important
2007

2010

2020

Comments:

Carcassing work
(description)
2007

2010

2020

Comments:

Construction engineering
(description)
2007

2010

2020

Comments:

179
APPENDIX 6 2 (18)
Masonry
(description)
2007

2010

2020

Comments:

(description)
2007

2010

2020

Comments:

Foundations and
(description)
2007

2010

2020

Comments:

Interior carpentry
(description)
2007

2010

2020

Comments:

180
Concreting and
reinforcing
(description)
2007

2010

2020

Comments:

Renovation
(description)
2007

2010

2020

Comments:

Log construction
(description)
2007

2010

2020

Comments:

and earthwork
(description)
2007

2010

2020

Comments:

APPENDIX 6 3 (18)
181
Civil engineering
(description)
2007

2010

2020

Comments:

Road construction
(description)
2007

2010

2020

Comments:

Road maintenance
(description)
2007

2010

2020

Comments:

Basics of property
maintenance
(description)
2007

2010

2020

Comments:

APPENDIX 6 4 (18)
182
Waterproofing
(description)
2007

2010

2020

Comments:

Steel construction
(description)
2007

2010

2020

Comments:

(description)
2007

2010

2020

Comments:

(description)
2007

2010

2020

Comments:

APPENDIX 6 5 (18)
183
Traffic engineering
(description)
2007

2010

2020

Comments:

Lorry technology
(description)
2007

2010

2020

Comments:

Business and information
technology in
infrastructure
construction
(description)
2007

2010

2020

Comments:

equipment
(description)
2007

2010

2020

Comments:

APPENDIX 6 6 (18)
184
Furt her Qual i f i cat i on i n Bui l di ng Const ruct i on
Basic knowledge of
(description)
2007

2010

2020

Comments:

In-situ formwork
(description)
2007

2010

2020

Comments:

Timber frame work
(description)
2007

2010

2020

Comments:

Interior carpentry
(description)
2007

2010

2020

Comments:
APPENDIX 6 7 (18)
185

concrete elements
(description)
2007

2010

2020

Comments:

Partitioning
(description)
2007

2010

2020

Comments:

Carpentry repairs
(description)
2007

2010

2020

Comments:

Ceiling work
(description)
2007

2010

2020

Comments:

APPENDIX 6 8 (18)
186
Log construction
(description)
2007

2010

2020

Comments:

Dressed masonry
(description)
2007

2010

2020

Comments:

Fireplace and flue
masonry
(description)
2007

2010

2020

Comments:

Plastering
(description)
2007

2010

2020

Comments:

APPENDIX 6 9 (18)
187
Tiling
(description)
2007

2010

2020

Comments:

(description)
2007

2010

2020

Comments:

Formwork systems
(description)
2007

2010

2020

Comments:

Concrete repairs
(description)
2007

2010

2020

Comments:

APPENDIX 6 10 (18)
188
Fitting doors and
windows
(description)
2007

2010

2020

Comments:

wooden elements
(description)
2007

2010

2020

Comments:

(description)
2007

2010

2020

Comments:

Prefabrication of
(description)
2007

2010

2020

Comments:

APPENDIX 6 11 (18)
189
Concreting
(description)
2007

2010

2020

Comments:

Installation of steel sheet
structures
(description)
2007

2010

2020

Comments:

Water-proofing
(description)
2007

2010

2020

Comments:

Roofing
(description)
2007

2010

2020

Comments:

APPENDIX 6 12 (18)
190
Heat and moisture
insulation
(description)
2007

2010

2020

Comments:

Water-proofing in wet
spaces
(description)
2007

2010

2020

Comments:

Mechanical crane
installation work
(description)
2007

2010

2020

Comments:

(description)
2007

2010

2020

Comments:

APPENDIX 6 13 (18)
191
Renovation work
(description)
2007

2010

2020

Comments:

Electrical crane
installation work
(description)
2007

2010

2020

Comments:

(description)
2007

2010

2020

Comments:

Scaffolding work
(description)
2007

2010

2020

Comments:

APPENDIX 6 14 (18)
192
(description)

2007

2010

2020

Comments:

Timber claddings
(description)
2007

2010

2020

Comments:

Flexible sealing
(description)
2007

2010

2020

Comments:

Asbestos work
(description)
2007

2010

2020

Comments:

APPENDIX 6 15 (18)
193
Diamond cutting
(description)
2007

2010

2020

Comments:

Water jet cutting
(description)
2007

2010

2020

Comments:

(description)
2007

2010

2020

Comments:

masonry
(description)
2007

2010

2020

Comments:

APPENDIX 6 16 (18)
194
Preparatory work
(description)
2007

2010

2020

Comments:

Site services
(description)
2007

2010

2020

Comments:

Site cleaning
(description)
2007

2010

2020

Comments:

Entrepreneurship
(description)
2007

2010

2020

Comments:

Can you think of another
APPENDIX 6 17 (18)
195

aspect that would
increase VET/industry
co-operation and
relevance of VET to the
world of work that you
would like to add?
Which group do you
primarily belong to? Teachers
Students
Teacher trainers
Others
Thank you for your responses!
Submit

APPENDIX 6 18 (18)
196

VET/INDUSTRY CO-OPERATION PATHWAY SURVEY QUESTIONNAIRE
The following table lists competence areas relating to co-operation between vocational education and training and the
world of work from the perspectives of working life skills, organisation of competence-based qualifications and tasks
relating to the mission to serve and develop the world of work. In your opinion, how important is it for vocational teachers
to command the following areas relating to VET/industry co-operation?

1. Working life skills
Development of
on-the-job learning
2007

2010

2020

Comments:

Field-specific
working life skills

2007

2010

2020

Comments:

APPENDIX 7 1 (6)
197

Vocational skills
demonstrations
competence
2007

2010

2020

Comments:

Professional
development
placements
2007

2010

2020

Comments:

2. Competence-based qualifications competence
Competence
relating to the
competence-
based
qualifications
system

2007

2010

APPENDIX 7 2 (6)
198

2020

Comments:

Competence
relating to
organisation of
competence-
based
qualifications

2007

2010

2020

Comments:

Competence in
planning
competence tests
2007

2010

2020

Comments:

Competence
relating to
individualisation
APPENDIX 7 3 (6)
199

2007

2010

2020

Comments:

Competence
relating to
implementation of
competence tests
2007

2010

2020

Comments:

Vocational skills
assessment
competence
2007

2010

2020

Comments:
APPENDIX 7 4 (6)
200

Competence
relating to
developing
arrangement of
competence tests
and assessment
of vocational
skills
2007

2010

2020

Comments:

3. Competence in line with the customer-focused mission to serve and develop the
world of work
Skills inventory
competence
2007

2010

2020

Comments:

Competence in
analysing skills
needs
2007

APPENDIX 7 5 (6)
201

2010

2020

Comments:

Competence in
planning training
programmes
2007

2010

2020

Comments:

Can you think of
another aspect
that would
increase
VET/industry co-
operation and
relevance of VET
to the world of
work that you
would like to
add?

APPENDIX 7 6 (6)
202
APPENDIX 8 1 (8)

PEDAGOGICAL COMPETENCE
PROMOTION AND SUPPORT OF STUDENTS LEARNING QUESTIONNAIRE
The following table lists a number of areas relating to promotion and support of students learning. In your opinion, how
important is the role that the following competencies play in vocational teachers competence in 2007, 2010 and 2020? If
you wish, you can also add comments on your answers in the text field.
How important is it for vocational teachers to command the following skills in
promotion and support of students learning?

Acceptance of
diversity
2007

2010

2020

Comments:

2007

2010

2020

Comments:

Dealing with
multiculturalism
2007
203
APPENDIX 8 2 (8)

2010

2020

Comments:

Responsibility for
equality
(Functioning in a
diverse and
international working
environment,
including attitudes,
provision of
information, skills
and actions)
2007

2010

2020

Comments:

Student orientation
2007

2010

2020

Comments:

Inspiring to learn
2007

2010

2020

Comments:
204

Team integration
2007

2010

2020

Comments:

Group
management
2007

2010

2020

Comments:

Vocational
orientation
2007

2010

2020

Comments:

Identification of
learning difficulties
APPENDIX 8 3 (8)
205

2007

2010

2020

Comments:

Identification of
guidance and
support needs
2007

2010

2020

Comments:

Guidance and
support for
students in
preparation of
individual study
plans
2007

2010

2020

Comments:

Support for
individual learning
styles
2007

2010
APPENDIX 8 4 (8)
206

2020

Comments:

Support for
occupational
growth
2007

2010

2020

Comments:

Support for
personality
development and
personal growth
2007

2010

2020

Comments:

Student-focused
guidance
2007

2010

2020

Comments:

APPENDIX 8 5 (8)
207

Creation of a safe,
healthy, pleasant
and student-
focused learning
environment
2007

2010

2020

Comments:

Use of student-
focused teaching
methods
2007

2010

2020

Comments:

Assessment
competence
2007

2010

2020

Comments:

Guidance towards
creativity
2007
APPENDIX 8 6 (8)
208

2010

2020

Comments:

Support for
students life skills
2007

2010

2020

Comments:

Multidisciplinary
co-operation in
student welfare
services
2007

2010

2020

Comments:

Guidance towards
working life and
further studies
2007

2010

2020

Comments:
APPENDIX 8 7 (8)
209

Development of
personal
competence in
support and
guidance for
students learning
2007

2010

2020

Comments:

Do you think that
any important
competencies in
terms of promotion
and support of
students learning
have been omitted?
Please specify.

Which group do
you primarily
belong to?
Teachers
Students
Teacher trainers
Others

APPENDIX 8 8 (8)
210
APPENDIX 9 1 (8)

WORKING COMMUNITY COMPETENCE AREA Questionnaire

The following table lists competencies relating to working community competence. Please assess how important it is for
vocational teachers to command these. You can answer the questions based on your own knowledge.
1. How i mport ant i s i t f or vocat i onal t eachers t o part i ci pat e i n t he f ol l owi ng act i vi t i es i n
2007, 2010 and 2020?
work
2007

2010

2020

Comments:

Planning and
development of
organisational
work)
2007

2010

2020

Comments:

Financial planning
2007

2010
211
APPENDIX 9 2 (8)

2020

Comments:

Development of the
working community
2007

2010

2020

Comments:

Evaluation of
organisational
performance
2007

2010

2020

Comments:

learning from good
practices
2007

2010

2020

Comments:

212

2. How important is it for vocational teachers to command the following competencies
within working community competence in their own work?
Awareness of,
commitment to and
compliance with
organisational
objectives
2007

2010

2020

Comments:

Recognition of and
compliance with
common ground rules
2007

2010

2020

Comments:

Process competence
2007

2010

2020

Comments:

Project competence
APPENDIX 9 3 (8)
213

2007

2010

2020

Comments:

2007

2010

2020

Comments:

Competence in
occupational safety
2007

2010

2020

Comments:
the working
community
2007

2010

2020

Comments:
APPENDIX 9 4 (8)
214

Group and team
working skills
2007

2010

2020

Comments:

Networking skills
2007

2010

2020

Comments:

Sense of community
2007

2010

2020

Comments:

Recognition and
development of
personal competence
APPENDIX 9 5 (8)
215

2007

2010

2020

Comments:

Operational
development of the
working community
2007

2010

2020

Comments:

competence
2007

2010

2020

Comments:

Global competence
2007

2010
APPENDIX 9 6 (8)
216

2020

Comments:

3. How important is it for vocational teachers to command the following areas of
leadership and management?

Human resources
management
2007

2010

2020

Comments:

Pedagogical
leadership
2007

2010

2020

Comments:

Competence
management
2007

2010
APPENDIX 9 7 (8)
217

2020

Comments:

Change management
2007

2010

2020

Comments:

Self-management
2007

2010

2020

Comments:

Which group do you
primarily belong to?
Teachers
Students
Teacher trainers
Others
Thank you for your responses!

APPENDIX 9 8 (8)
218
APPENDIX 10

H
a
v
a
i
n
t
o
t
a
u
l
u
k
k
o

p
a
n
e
l
i
s
t
e
i
s
t
a

I
l
l
u
s
t
r
a
t
i
v
e

t
a
b
l
e

o
f

p
a
n
e
l
l
i
s
t
s
219
APPENDIX 11

What are the future building blocks of vocational
teachers high-quality competences?

Please share your views on the current and future core competences of teachers in vocational education and
training! Oulu Vocational College has launched a project to determine the competence areas of teaching staff in
upper secondary vocational education and training.

Who is involved?

Oulu Vocational College (OSAO), South-Savo
Vocational College, Seinjoki Vocational Education
Centre, members of National Education and Training
Committees and Qualification Committees,
representatives and stakeholders of the world of
work, educational organisations management
representatives, planners, researchers, teacher
trainers, special needs teachers, guidance
counsellors, as well as a considerable number of
vocational teachers and students.

Implementation

The study will be carried out using the eDelfoi network
application, in co-operation with Metodix Oy and
Internetix. The process will progress through rounds of
surveys, where your task as an expert in your own
field will be to answer the questions and assess the
statements provided and give reasons for your
answers. Your answers will remain anonymous and
participants names will only appear in an alphabetical
list showing all respondents.
This project will:
analyse the current strengths and possible areas for improvement of the competences of vocational teaching
staff
compare perceptions of industry representatives, teachers, students and experts of teachers competence
areas in 20072020
outline the standard of competences of individual teachers, teacher teams, workplace instructors and
specialists in 20072020
explore future opportunities, threat scenarios and weak signals relating to vocational teachers competences.

The project covers the whole country and is funded by the Finnish National Board of
Education. The data and results provided by the study will be put to use in development of
and research into the competences of teaching staff.

Timing
The survey rounds will start in November 2007, when we will send more specific instructions
out to registered participants. Further information:
http://www.edelfoi.fi/fi/orgs/osao/case/15_esittely/ (user name: osao, password: osao)

Come and create a shared future for competence!

Aila Paaso
MA (Edu), Project Manager
Professional Development Services
aila.paaso@osao.fi
Tel. 0500-180361
Kati Korento
MA (Edu), Project Researcher
Professional Development Services
kati.korento@osao.fi
Tel. 050-3621006

220
APPENDIX 12 1 (6)
APPENDIX 12
Surveys carried out as part of the Competent Teacher 20102020 study

Survey Number of surveys
sent out
Respondents
f f %
Surveys sent out to all
panellists

Key lifelong learning skills 892 483 54.15
Top Ten 2007 892 485 54.37
Top Ten 2008 892 94 10.54
Scenarios 20152020 892 81 9.08
Current state and future
prospects of VET/industry co-
operation

892
137 15.36
pathway
892 154 17.26
Crafts and Design
prospects
45 10 22.22
Artisans pathway 45 13 28.89
Restorers pathway 45 3 6.67
prospects
16 6 37.5
Business Information
Technology pathway
16 7 43.75
Agriculture
prospects
15 5 33.33
Rural Entrepreneurs pathway 15 5 33.33
Forestry
prospects
12 1 8.33
Forestry Entrepreneurs
pathway
12 1 8.33
Other subfield in Natural
Resources and the
Environment
0 0 0

prospects of VET/industry
co-operation
221
APPENDIX 12

sent out
Respondents
f f %
Horticulture
prospects
18 4 22.22
Gardeners pathway 18 4 22.22
Floristry pathway 18 2 11.11
Catering and Domestic
Services

prospects
90 16 17.78
Service Organisers pathway 90 7 7.78
Pathway for Cooks, Institutional
Catering
90 10 11.11
Restaurant Cooks pathway 90 7 7.78
Waiters/Waitresses pathway 90 1 1.11
Hotel, Restaurant and Catering
Service Managers pathway
90 5 5.56
Tourism
prospects
20 7 35
Travel Counsellors pathway 20 8 40
Pharmacy and Other
Pharmacological Services

prospects
7 3 42.86
Pharmaceutical Technicians
and Pharmaceutical Assistants
pathway
7 3 42.86
Beauty Care
prospects
31 9 29.03
Hairdressers pathway 31 9 29.03
Beauty Therapists pathway 31 2 6.45
prospects
10 1 10
Masseurs/Masseuses
pathway
10 1 10

APPENDIX 12 1 (6)
222
APPENDIX 12

sent out
Respondents
f f %
(common programmes)

Practical Nurses pathway 60 12 20
Pathway in Substance Abuse
Welfare Work
60 2 3.33
Pathway in Care for the Elderly 60 4 6.67
Social Services
Pathway for Special Needs
Assistants in Educational
Institutions
21 1 4.76
Pathway in Morning and Afternoon
Activity Instruction for
Schoolchildren
21 3 14.29
Pathway for Child Minders 21 3 14.29
Health Care
Current state and future prospects 5 5 100
Chiropodists pathway 5 2 40
Pathway in Psychiatric Care 5 3 60
Automotive and Transport
Engineering

Vehicle Mechanics pathway 51 1 1.96
Vehicle Body Repairers pathway 51 5 9.8
Vehicle Painting pathway 51 4 7.84
Parts Sales pathway 51 4 7.84
Car Mechanics pathway 51 0 0
Vehicle Electricians pathway 51 1 1.96
Heavy Vehicle Mechanics pathway 51 1 1.96
Pathway for Supervisors in Vehicle
Technology
51 2 3.92

APPENDIX 12 3 (6)
223
APPENDIX 12

sent out
Respondents
f f %
Automotive and Transport
Engineering (continued)

Drivers pathway 51 2 3.92
Bus Drivers pathway 51 1 1.96
Pathway for Drivers of
Articulated Vehicles
51 0 0
Architecture and
Construction

prospects
57 7 12.28
Builders pathway 57 9 15.79
Property Maintenance
Operatives pathway
57 1 1.75
Pathway for Heating, Plumbing
and Ventilation Fitters and
Pipefitters
57 6 10.53
Food Sciences, Food
Industry and Biotechnology

prospects
18 2 11.11
Foods Makers pathway 18 1 5.56
Baker-confectioners pathway 18 1 5.56
Meat Products Processors
pathway
18 2 11.11
Mechanical, Metal and
Energy Engineering

prospects
31 2 6.45
Mechanical Fitters pathway 31 3 9.68
Machinists pathway 31 3 9.68
Plater-welders pathway 31 2 6.45
Other Technology and
Transportation

prospects
21 5 23.81
Design Assistants pathway 21 2 9.52
Pathway in Safety and Security 21 5 23.81

APPENDIX 12 4 (6)
224
APPENDIX 12

sent out
Respondents
f f %
Process, Chemical and
Materials Engineering

prospects
45 5 11.11
Process Operators pathway 45 1 2.22
Laboratory Technicians pathway 45 2 4.44
Painters pathway 45 8 17.78
Joiners pathway 45 0 0
Upholstery pathway 45 0 0
Electrical and Automation
Engineering

prospects
32 1 3.13
Automation Assemblers pathway 32 3 9.38
Electronics Assemblers pathway 32 2 6.25
Electricians pathway 32 3 9.38
Information and
Telecommunications
Technology

prospects
6 1 16.67
Computer Mechanics pathway 6 0 0
prospects
77 11 14.29
Business and Administration
pathway
77 9 11.69
Property Management pathway 77 3 3.9
Pathway in Estate Agency
Services
77 1 1.3
Marketing Communications
pathway
77 2 2.6
Sales pathway 77 3 3.9
Pathway in Business
Administration, Financing and
Accounting

77 2 2.6
Entrepreneurs pathway 77 4 5.19

APPENDIX 12 5 (6)
225
APPENDIX 12

sent out
Respondents
f f %
prospects
385 100 25.97
Pedagogical knowledge 385 113 29.35
Pedagogical thinking 385 104 27.01
Promotion and support of
students learning
385 111 28.83
Planning and command of the
VET process
385 110 28.57
Working community
competence

prospects
372 32 8.6
Working community
competence
372 47 12.63
prospects
892 137 15.36
pathway
892 154 17.26

Responses to the current state
and future prospects survey
892 386 43.27
Responses to pathways, total 892 856
All responses, total 2,931

APPENDIX 12 6 (6)
Finnish National Board of Education/Library
PO Box 380 (Hakaniemenranta 6)
FI-00531 Helsinki, Finland
Phone +358 40 348 7555 (exchange)
kirjasto@oph.fi
www.oph.fi/english
Tis is the nal report of a project on the competences of teaching sta in upper secondary vocational
education and training, which presents the views of an extensive group of experts on vocational teachers
future competence needs and areas.
Te research data consisted of 101 dierent surveys implemented within the eDelfoi (eDelphi)
research environment and a multi-vocal network of 892 members. Tey participated most actively
in panels focusing on pedagogical competence and VET/industry co-operation competence, whereas
participation rates in eld-specic panels varied by eld.
Te report has aimed to maintain the voice of the eld through the perceptions of teachers, workplace
instructors, representatives of the world of work, institutional management and students. Te results
reveal how future vocational education and training calls for exible teaching sta with a developing
professional identity, superiors committed to competence management and continuing training to
support sta learning.
Te descriptions provided in this nal report can be used by VET organisations for competence
management and development as well as operational planning.
ISBN 978-952-13-4436-7 (pdf)

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THE COMPETENT TEACHER 20102020

The competences of teaching staff in upper secondary

sufcient competence for building

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