Plastics Rubber VQ 2010

Publications 2013:9
Requirements for Vocational Qualifications
VOCATIONAL QUALIFICATION IN
PLASTICS AND RUBBER TECHNOLOGY 2010
Study programme/Specialisation in Plastics Technology,
Plastics Mechanic
Study programme/Specialisation in Rubber Technology,
Rubber Mechanic
Regulation 1/011/2010
Publications 2013:9
© Finnish National Board of Education
Publications 2013:9
ISBN 978-952-13-5591-2 (pdf )
Translation: Intertext
Layout: Layout Studio Oy/Marke Eteläaho
www.oph.fi/english
REGULATION
20 January 2010 1/011/2010

Period of validity:
effective 1 Aug. 2010 until further notice
Upper secondary vocational education and training providers

Qualification committees in the field
Provisions on which the competence to
issue the Regulation is based:
Act 630/1998, Section 13 (2)
Decree 811/1998, Section 10 and 12
Act 631/1998, Section 13 (2)
Repeals National Board of Education Regulation(s)

No. 35/011/2000 of 17 Feb. 2000
and the following Regulations for this qualification:
No. 42/011/2001 of 1 Aug. 2001
No. 34/011/2002 of 19 June 2002
No. 28/011/2004 of 27 Aug. 2004
No. 32/011/2005 of 30 Sept. 2005
No. 5/011/2007 of 13 Feb. 2007
REQUIREMENTS FOR VOCATIONAL
QUALIFICATIONS Amends National Board of Education Regulation
Vocational Qualification in Plastics and Rubber Technology –
The Finnish National Board of Education has decided on the Qualification

Requirements (the National Core Curriculum and the Requirements of the
Competence-based Qualification) for the Vocational Qualification in Plastics
and Rubber Technology in accordance with the Annexe. The Regulation must
be observed in all upper secondary education and training (curriculum-based
education and training) and competence-based qualifications started after 1 August
2010. Any education and training and competence-based qualifications started
prior to entry into force of this Regulation may be completed by 31 July 2020 in
compliance with Regulation No. 35/011/2000 dated 17 February 2000, subject to
other statutes and regulations.
In curriculum-based education and training, the education provider must draw up

and approve a curriculum in compliance with the provisions of these Qualification
Requirements.
In providing preparatory training for competence-based qualifications, the

education provider determines the educational content and provision in accordance
with the Qualification Requirements. Those participating in preparatory training
must be provided with an opportunity to complete the competence-based
qualification as part of the training.
The education provider, the competence test organiser and the Qualification
Committee shall comply with the provisions of this Regulation and shall not
deviate from it in any way.
Director General Timo Lankinen
Counsellor of Education Pirkko Laurila
ANNEXE Vocational Qualification in Plastics and Rubber Technology

Finnish National Board of Education
Hakaniemenranta 6, P.O. Box 380, FI-00531 Helsinki, Finland, tel. +358 (0)40 348 7555, fax +358 (0)40 348 7865,
firstname.lastname@oph.fi, www.oph.fi
CONTENTS
INTRODUCTION 7
1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN

PLASTICS AND RUBBER TECHNOLOGY 8
1.1 Objectives of the vocational qualification in plastics and rubber technology 8
1.2 Structure of the vocational qualification in plastics and rubber technology 9
1.3 Key competences for lifelong learning 12
1.4 Eligibility for further studies 15
2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED

VOCATIONAL EDUCATION AND TRAINING 16
2.1 Design and contents of the curriculum 16
2.1.1 Common part of the curriculum 17
2.1.2 Qualification-specific part of the curriculum 17
2.1.3 Individual study plan 18
3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION 19

3.1 Overview of the competence-based qualification system 19
3.2 Arranging competence-based qualifications 19
3.3 Completing a competence-based qualification 20
3.4 Requirements of competence-based qualifications 20
3.5 Individualisation in competence-based qualifications 21
3.6 Assessment of vocational skills in a competence-based qualification 21
3.7 Certificates 22
3.8 Preparatory training for competence-based qualifications 23
4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF

THE VOCATIONAL QUALIFICATION IN PLASTICS AND RUBBER TECHNOLOGY 24
4.1 Compulsory modules for all 24
4.1.1 Working in production 24
4.2 Study programme or specialisation in plastics technology 30
4.2.1 Manufacturing of plastic products 30
4.3 Study programme or specialisation in rubber technology 38
4.3.1 Manufacturing of rubber products 38
4.4 Optional modules for all 43
4.4.1 Injection moulding 43
4.4.2 Pipe and profile extrusion, blow moulding 50
4.4.3 Film manufacturing 56
4.4.4 Thermoforming 62
4.4.5 Rotational moulding 68
4.4.6 Mechanical machining of plastics 75
4.4.7 Manufacturing of composite plastics 80
4.4.8 Working in plastic production 85
4.4.9 Manufacturing of tyres or technical rubber products 90
4.4.10 Manufacturing of rubber compounds 95
4.4.11 Working in rubber production 99
4.4.12 Modules from upper secondary vocational qualifications 104
4.4.13 Module from further vocational qualifications 104
4.4.14 Module from specialist vocational qualifications 105
4.4.15 Module from polytechnic studies 106
4.4.16 Locally offered modules 106
4.5 Other optional modules in upper secondary vocational education and training 106
4.5.1 Entrepreneurship 107
4.5.2 Workplace instructor training 112
4.5.3 Advanced and enhancing vocational modules 115
4.5.4 Core subjects 115
4.5.5 General upper secondary studies 115
4.6 Modules providing individual advanced vocational competence
(modules that expand the scope of an upper secondary vocational qualification) 116
4.6.1 Business operations 116
4.6.2 Modules from vocational qualifications (upper secondary vocational qualifications,
further vocational qualifications and specialist vocational qualifications) 121
4.6.3 Locally offered modules providing individual advanced vocational competence in
curriculum-based vocational education and training 122
4.7 Final project in curriculum-based vocational education and training 123
5 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED

VOCATIONAL EDUCATION AND TRAINING 124
5.1 Compulsory modules 124
5.1.1 Mother tongue 124
5.1.1.1 Mother tongue, Finnish 124
5.1.1.2 Mother tongue, Swedish 127
5.1.1.3 Mother tongue, Saami 127
5.1.1.4 Mother tongue, sign language 129
5.1.1.5 Mother tongue, one’s own mother tongue for foreign language users 132
5.1.1.6 Mother tongue, Finnish as a second language 134
5.1.1.7 Mother tongue, Swedish as a second language 136
5.1.1.8 Mother tongue, Finnish or Swedish for sign language users 136
5.1.1.9 Mother tongue, Romany 138
5.1.2 Second national language 140
5.1.2.1 Second national language, Swedish 140
5.1.2.2 Second national language, Finnish 141
5.1.3 Foreign language 143
5.1.3.1 Foreign language, A language 143
5.1.3.2 Foreign language, B language 145
5.1.4 Mathematics 147
5.1.5 Physics and chemistry 148
5.1.6 Social, business and labour-market subjects 151
5.1.7 Physical education 152
5.1.8 Health education 154
5.1.9 Arts and culture 156
5.2 Optional modules 157
5.2.1 Optional additional modules for compulsory core subjects 157
5.2.2 Environmental studies 158
5.2.3 Information and communications technology 160
5.2.4 Ethics 162
5.2.5 Cultural knowledge 164
5.2.6 Psychology 166
5.2.7 Entrepreneurship 168
6 FREE CHOICE MODULES IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 171
7 STUDENT ASSESSMENT IN CURRICULUM-BASED UPPER SECONDARY VOCATIONAL

EDUCATION AND TRAINING 172
7.1 Tasks and objectives of assessment 172
7.2 Informing about assessment 172
7.3 Validation and recognition of a student’s prior learning 173
7.4 Assessment of learning and competence 175
7.5 Deciding on the grade 177
7.6 Storing assessment material 178
7.7 Reassessment and improving the grade 178
7.8 Rectification of assessment 178
7.9 Certificates 179
7.10 Assessment in special education 183
7.11 Assessing immigrant students and those representing different languages and cultures 183
8 OTHER PROVISIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 185

8.1 Guidance and counselling and individual study plan 185
8.2 On-the-job learning and occupational safety 187
8.3 Vocational special education 189
8.4 Teaching immigrants and representatives of different language and cultural groups 191
8.5 Apprenticeship training 194
8.6 Co-operation between home and school 194
8.7 Student welfare services 195
9 APPENDIX 197
9.1 Description and basic values of the plastics and rubber industry 197
9.2 Qualification-specific health requirements in upper secondary vocational education and training 198
9.3 Vocational skills requirements, targets of assessment and general assessment criteria 200
INTRODUCTION
A vocational qualification can be completed either as a curriculum-based or compe-
tence-based qualification. The Qualification Requirements for an upper secondary
vocational qualification include both the National Core Curriculum for the up-
per secondary vocational qualification and the Requirements of the Competence-
based Qualification and their terminology has therefore been made more uniform.
The Qualification Requirements document is a regulation guiding both providers
of curriculum-based education and training and organisers of competence-based
qualifications and the electronic version of the Qualification Requirements docu-
ment allows one to distinguish, when necessary, between the sections relating to
curriculum-based upper secondary vocational education and training and compe-
tence-based training. Chapters 1 and 4 together with the parts describing the occu-
pational field and the value basis in Chapter 9 are common. Chapters 2, 5, 6, 7 and
8 only concern vocational qualifications completed in upper secondary vocational
education and training and Chapter 3 covers those completed as competence-based
qualifications.
The term ‘qualification module’ corresponds to the term ‘study module’ used
previously in curriculum-based education and training. A qualification consists of
vocational qualification modules, complete with core subjects and free-choice mod-
ules in upper secondary vocational education and training. Additional modules can
be included in a qualification when it is necessary from the point of view of field-
specific or local skills requirements or enhancing the student’s or candidate’s voca-
tional skills.
The Qualification Requirements for a vocational qualification state the objec-
tives set for the qualification and study programme or specialisation, the qualifica-
tion structure, module-specific skills requirements or objectives, targets of assess-
ment and assessment criteria for core subjects, as well as the ways of demonstrating
vocational skills in the case of vocational qualification modules. These requirements
also include other provisions concerning upper secondary vocational education and
training as well as competence-based qualifications.
The vocational skills requirements of vocational qualification modules and
the objectives of core subjects have been defined as learning outcomes (knowledge,
skills, competence). This forms the basis for describing the targets of assessment
through mastering work processes, working methods, equipment and material as
well as fundamental knowledge and the key competences for lifelong learning.
An education provider approves a curriculum for upper secondary vocational
education and training based on the Qualification Requirements. When arranging
preparatory training for competence-based qualifications, the provider decides its
contents and how to arrange it in compliance with the Qualification Requirements.
7
1 OBJECTIVES AND STRUCTURE OF
THE VOCATIONAL QUALIFICATION IN
PLASTICS AND RUBBER TECHNOLOGY
1.1 OBJECTIVES OF THE VOCATIONAL QUALIFICATION IN

The Vocational Qualification in Plastics and Rubber Technology provides students

with basic capabilities enabling them to work in manufacturing of plastic and rub-
ber products and in assistive servicing and maintenance assignments. They know
how to perform routine daily maintenance and repairs of plastic and rubber produc-
tion equipment and to test plastic and rubber products and raw materials using the
most common testing methods. They are able to comply with the codes of conduct
in place in the world of work and to work in accordance with occupational safety
instructions, considering the special risks involved in their work. They pay attention
to their well-being at work and maintain their ability to work and function. They
are able to describe plastics and rubber industry products and assess their signifi-
cance to the Finnish economy.
Those who have completed the Vocational Qualification in Plastics and Rub-
ber Technology are able to comply with a business enterprise’s quality and environ-
mental management systems, taking the environmental effects of their work into
account. They assume responsibility for their own tasks and perform their work so
as to retain the enterprise’s operational reliability and product quality. They are able
to co-operate with stakeholders within and outside the enterprise. They are able to
acquire information using the latest information and communications technology
and can cope in a foreign language in practical speech situations.
Plastics Mechanics who have completed the Study Programme in Plastics Tech-
nology are able to work in plastics production assignments both in manual-intensive
production and in highly mechanised and automated industry. They are able to
work diversely in a wide variety of work assignments in the field, such as manufac-
turing, finishing and repairs of plastic products and assistive product development
assignments. They know how to operate and perform daily maintenance tasks on
plastic production machinery. They are able to take the effects of different phases of
manufacturing on plastic raw materials, product properties, health and the environ-
ment into account as part of the manufacturing process and know how to work so as
8
to minimise environmental burdens. They are able to take their share of responsibil-
ity for the quality and safety of the products that they have manufactured.
Rubber Mechanics who have completed the Study Programme in Rubber
Technology are able to work in rubber industry production in various manufac-
turing assignments of tyres and other technical rubber products. They are able to
repair the most common malfunctions occurring in the manufacturing process that
may be due to raw materials or technical problems in machinery and equipment.
They are familiar with the raw materials used in the manufacturing process and
their properties and behaviour in different phases of the process. They know how
to operate and perform daily maintenance tasks on rubber production machinery.
They are able to take their share of responsibility for the quality of products and
work economically.
In addition, upper secondary vocational education and training is required to
promote students’ development into good and balanced individuals and members
of society, to provide students with the knowledge and skills they need for further
studies, personal interests and the diverse development of personality and to pro-
mote lifelong learning (Act 630/1998, section 5).
1.2 STRUCTURE OF THE VOCATIONAL QUALIFICATION IN

VOCATIONAL QUALIFICATION IN PLASTICS AND RUBBER TECHNOLOGY, 120 CREDITS

IN UPPER SECONDARY VOCATIONAL EDUCATION AND TRAINING IN A COMPETENCE-BASED QUALIFICATION
4. Vocational modules, 90 credits 4. Vocational modules
The modules include a minimum of 20 credits of
on-the-job learning, a minimum of 5 credits of
entrepreneurship and a final project (2 credits).
4.1 Compulsory modules for all 4.1 Compulsory modules for all
4.1.1 Working in production, 30 cr. 4.1.1 Working in production
4.2 Study Programme in Plastics Technology, Plastics Mechanic 4.2 Specialisation in Plastics Technology, Plastics Mechanic
4.2.1 Manufacturing of plastic products, 30 cr. 4.2.1 Manufacturing of plastic products
4.3 Study Programme in Rubber Technology, Rubber Mechanic 4.3 Specialisation in Rubber Technology, Rubber Mechanic
4.3.1 Manufacturing of rubber products, 30 cr. 4.3.1 Manufacturing of rubber products
9
1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN PLASTICS AND RUBBER TECHNOLOGY
IN UPPER SECONDARY VOCATIONAL EDUCATION AND TRAINING IN A COMPETENCE-BASED QUALIFICATION

4.4 Optional modules for all 4.4 Optional modules for all
A student may also choose another programme- A candidate may also choose another specialisa-
specific module as an optional module, i.e. choose a tion-specific module as an optional module, i.e.
total of 30 credits from sections 4.2–4.5. choose one module from section 4.2 or 4.3 or three
modules from section 4.4.
4.4.1 Injection moulding, 10 cr. 4.4.1 Injection moulding
4.4.2 Pipe and profile extrusion, 4.4.2 Pipe and profile extrusion,
blow moulding, 10 cr. blow moulding
4.4.3 Film manufacturing, 10 cr. 4.4.3 Film manufacturing
4.4.4 Thermoforming, 10 cr. 4.4.4 Thermoforming
4.4.5 Rotational moulding, 10 cr. 4.4.5 Rotational moulding
4.4.6 Mechanical machining of plastics, 10 cr. 4.4.6 Mechanical machining of plastics
4.4.7 Manufacturing of composite plastics, 10 cr. 4.4.7 Manufacturing of composite plastics
4.4.8 Working in plastic production, 10 cr. 4.4.8 Working in plastic production
4.4.9 Manufacturing of tyres and technical 4.4.9 Manufacturing of tyres and technical
rubber products, 10 cr. rubber products
4.4.10 Manufacturing of rubber compounds, 10 cr. 4.4.10 Manufacturing of rubber compounds
4.4.11 Working in rubber production, 10 cr. 4.4.11 Working in rubber production
4.4.12 Modules from upper secondary vocational 4.4.12 Modules from upper secondary vocational
qualifications, 5–10 cr. qualifications
4.4.13 Module from further vocational 4.4.13 Module from further vocational
qualifications qualifications
4.4.14 Module from specialist vocational 4.4.14 Module from specialist vocational
qualifications qualifications
4.4.15 Module from polytechnic studies
4.4.16 Locally offered modules, 5–10 cr.
4.5 Other optional modules in upper secondary vocational
education and training, 0–10 cr.
4.5.1 Entrepreneurship, 10 cr.
4.5.2 Workplace instructor training, 2 cr.
4.5.3 Advanced and enhancing vocational
modules, 5–10 cr.
4.5.4 Core subjects, 0–10 cr.
4.5.5 General upper secondary studies, 0–10 cr.
4.6 Modules providing individual advanced vocational 4.6 Modules providing individual advanced vocational
competence (modules that expand the scope of competence (modules that expand the scope of
an upper secondary vocational qualification) an upper secondary vocational qualification)
4.6.1 Business operations, 10 cr. 4.6.1 Business operations
4.6.2 Modules from vocational qualifications 4.6.2 Modules from vocational qualifications
(upper secondary vocational qualifications, (upper secondary vocational qualifications,
further vocational qualifications and further vocational qualifications and
specialist vocational qualifications) specialist vocational qualifications)
4.6.3 Locally offered modules providing
individual advanced vocational competence
in curriculum-based vocational education
and training
10
IN UPPER SECONDARY VOCATIONAL EDUCATION AND TRAINING
5. Core subjects in curriculum-based vocational education and training, 20 credits
5.1 Compulsory modules for all Compulsory Optional
5.1.1 Mother tongue 4 credits 0–4 credits
5.1.2 Second national language 1 credit 0–4 credits
5.1.2.1 Second national language, Swedish 1 credit
5.1.2.2 Second national language, Finnish 2 credits*)
5.1.3 Foreign language 2 credits 0–4 credits
5.1.4 Mathematics 3 credits 0–4 credits
5.1.5 Physics and chemistry 2 credits 0–4 credits
5.1.6 Social, business and labour-market subjects 1 credit 0–4 credits
5.1.7 Physical education 1 credit 0–4 credits
5.1.8 Health education 1 credit 0–4 credits
5.1.9 Arts and culture 1 credit 0–4 credits
5.2 Optional modules
5.2.1 Optional additional modules to compulsory core subjects,
see Chapters 5.1.1–5.1.9 above
5.2.2 Environmental studies 0–4 credits
5.2.3 Information and communications technology 0–4 credits
5.2.4 Ethics 0–4 credits
5.2.5 Cultural knowledge 0–4 credits
5.2.6 Psychology 0–4 credits
5.2.7 Entrepreneurship 0–4 credits
16 credits 4 credits
*) In education provided in Swedish, the scope of studies in the second national language is 2 credits,
the scope of compulsory core subjects is 17 credits, and the scope of optional modules is 3 credits.
The scope of compulsory studies is 1 credit each in both physical education and health education. The
education provider may divide compulsory studies in physical education and health education differ-
ently, however, in such a way that their overall scope totals 2 credits.
6. Free-choice modules in curriculum-based vocational education and training, 10 cr.
The qualification modules comprise a minimum of 1.5 credits of guidance and counselling.
Principles of the structure of an upper secondary vocational qualification
Upper secondary vocational qualifications are made up of vocational modules, which

may be either compulsory or optional. Curriculum-based qualifications also include
compulsory and optional core subjects as well as free-choice modules. When neces-
sary, it must also be possible to include more modules to expand the qualification,
in order to meet sector-specific working life requirements or local vocational skills
requirements and to enrich students’ or candidates’ vocational skills. Qualification-
specific rules on optional modules are presented in the table above introducing the
structure of the Vocational Qualification in Plastics and Rubber Technology.
Students (curriculum-based qualifications) or candidates (competence-based
qualifications) may also include modules from other vocational qualifications in
their upper secondary vocational qualifications.
11
To improve their eligibility to pursue further studies, students may choose

general upper secondary school studies or even take the matriculation examination.
These studies may compensate for core subjects, other optional qualification mod-
ules and free-choice modules.
To facilitate making choices and recognition of prior learning, the compensa-
tion principles for studies completed or to be completed at general upper secondary
school have been determined in Chapter 5, Core subjects. Defining the principles
of compensation also promotes co-operation between education providers and the
use of common educational provision.
Completing an entire qualification is the primary objective of upper secondary
vocational education and training leading to a qualification provided in accordance
with the Vocational Education and Training Act. Students may also take one or
more of the more specialised vocational qualification modules at a time, when this
is appropriate in terms of their individual learning abilities, life circumstances or
employability. In these cases, students must be provided with flexible opportunities
to complete the entire qualification at a later date. In such circumstances, education
providers will draw up a plan for such students or candidates to complete the entire
qualification, working in co-operation with their employers where possible.
1.3 KEY COMPETENCES FOR LIFELONG LEARNING
These key competences for lifelong learning are taken to mean such competences
as are needed for continuous learning, for seizing future and new situations as well
as for coping with the changing working life environment. They are an important
part of vocational skills and reflect an individual’s intellectual flexibility and ability
to manage different situations. They increase the general vocational learning and
citizenship skills needed in all fields and help students or candidates to keep up with
changes in society and working life as well as to act under changing conditions.
They also play a major part in one’s quality of life and development of personality.
In addition to common emphases of the previous National Core Curricula for
Upper Secondary Vocational Education and Training, the Requirements of Com-
petence-based Qualifications and key competences common to all vocational fields,
the key competences for lifelong learning are considered to include cross-curricular
themes from basic and general upper secondary education together with the rec-
ommendations for the key competences for lifelong learning (COM(2005)548,
2005/0221 (COD)) made by the European Parliament and the Council.
12
The key competences for lifelong learning are included in the objectives of
core subjects and the vocational skills requirements of vocational qualification mod-
ules and their assessment criteria. The key competences for lifelong learning to be
assessed separately consist of the following: Learning and problem solving, interac-
tion and co-operation, vocational ethics and health, safety and ability to function.
Key competences for lifelong learning include:

1. Learning and problem solving
2. interaction and co-operation
3. vocational ethics
4. health, safety and ability to function
5. initiative and entrepreneurship
6. sustainable development
7. aesthetics
8. communication and media skills
9. mathematics and natural sciences
10. technology and information technology
11. active citizenship and different cultures.
Description of the key competences for lifelong learning
Learning and problem solving

The student or candidate plans his/her activities and develops himself/herself and
the work. He/she assesses his/her own competence, solves problems and makes de-
cisions and choices in his/her work. The student/candidate is adaptive, innovative
and creative in his/her line of work, acquires information and analyses, assesses and
applies it.
Interaction and co-operation

The student or candidate acts appropriately in different interactive situations and
also expresses different views clearly, constructively and in a way that builds confi-
dence. He/she works co-operatively with different people and as a member of a team
and also treats all people equally. He/she observes the general code of conduct and
regulations. He/she makes use of feedback received.
Vocational ethics
The student or candidate observes the value basis of the occupation. He/she is com-
mitted to his/her work and acts responsibly following the contracts made and work
ethics.
13
Health, safety and ability to function

The student or candidate acts safely and responsibly at work and in leisure time as
well as in traffic and also leads a healthy life and maintains his/her ability to function
and work. He/she works ergonomically and takes the physical exercise needed in the
occupation and also acts in a manner that prevents the dangers and health hazards
relating to the work and the working environment.
Initiative and entrepreneurship

The student or candidate works towards completing the objectives set. He/she takes
initiative and acts in a customer-oriented way as an employee and/or entrepreneur.
He/she plans activities and works to reach the objectives set. He/she acts economi-
cally and is results-orientated. He/she sets personal goals in line with the overall
objectives.
Sustainable development
The student or candidate acts according to the ecological, economic, social and cul-
tural principles of sustainable development in the occupation. He/she observes the
rules, regulations and contracts of sustainable development prevailing in the field.
Aesthetics
The student or candidate takes into consideration the aesthetic factors in his/her
line of work. He/she contributes to and maintains the pleasantness and aesthetics of
the working environment.
Communication and media skills

The student or candidate uses his/her language skills in a way that is appropriate,
varied and interactive considering the situation. The student/candidate observes,
interprets and assesses different media products critically. He/she uses media and
information technology and also produces media material.
Mathematics and natural sciences

The student or candidate uses basic mathematics to solve mathematic equations
at work and in everyday life. He/she uses formulae, graphs, patterns and statistics,
for example, to help solve work-related assignments and problems. The student/
candidate applies methods and practices that are based on the laws of physics and
chemistry at work.
14
Technology and information technology
The student or candidate makes versatile use of technologies used in his/her occu-
pation. He/she considers the benefits, limitations and risks of technology. He/she
makes versatile use of information technology at work and as a citizen.
Active citizenship and different cultures

The student or candidate participates constructively in the activities and decision-
making of the community. He/she acts according to his/her rights and responsibili-
ties both at work and in everyday life. He/she observes the acts governing equality
and non-discrimination. He/she acts appropriately and in keeping with the require-
ments of working life with people from different cultural backgrounds both at home
and in international operations.
1.4 ELIGIBILITY FOR FURTHER STUDIES
According to section 4 of the Vocational Education and Training Act, upper second-
ary vocational studies grant the student eligibility for further studies at universities
or polytechnics.
15
2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN
CURRICULUM-BASED VOCATIONAL EDUCATION AND
TRAINING
2.1 DESIGN AND CONTENTS OF THE CURRICULUM
According to the Vocational Education and Training Act (630/1998, section 14),
the education provider must approve a curriculum for its education and training
that is based on the qualification requirements laid down in this document. It must
contain procedures to achieve the tasks and objectives set for education and training
(Act 630/1998, section 5). A curriculum must be approved separately for education
provided in Finnish, Swedish and Saami and also for education in any other lan-
guage as required. The curriculum of an education provider is a public document.
The curriculum regulates and directs the education and training offered by the pro-
vider and all other activities closely related to it. In order to guarantee students’ legal
protection, the curriculum must provide adequate information about the modules
and studies included in the qualification, assessment and arrangements concerning
completion of the studies.
The curriculum must be compiled so that it enables students to select voca-
tional studies individually as well as to complete general upper secondary studies
and the matriculation examination. The curriculum also acts as the basis for internal
and external evaluation and allows the effectiveness of the education offered by the
education provider to be evaluated.
The education provider reserves the resources needed for the education and
training. The education provider also ensures that the curriculum allows the student
to achieve the objectives set for the qualification, to receive the amount of teaching
and counselling that he/she needs regardless of the way in which the education is
organised on each school day, also during on-the-job learning and skills demonstra-
tions.
The curriculum consists of a common part for all qualifications and fields of
vocational education and training and qualification-specific parts.
16
2.1.1 Common part of the curriculum
The common principles and procedures for all the upper secondary vocational qual-
ifications and core values of the education provider are defined in the common part
of the curriculum.
The common part of the curriculum consists of at least:

providing education and training as curriculum-based vocational education
and training, as training arranged at a workplace in connection with practical
work assignments and as apprenticeship training (Act 630/1998, sections 3,
15 and 17);
arranging education and training as contact teaching, distance, multi-modal
(Act 630/1998, section15) and e-learning;
plans and methods for completing a module or modules as well as students’
opportunities to add to their studies and complete the whole qualification;
providing education in co-operation with other education providers and the
world of work (Act 630/1998, sections 14 and 10);
teaching-related measures promoting community spirit, which provides an
opportunity for reflecting values and getting to know our cultural heritage
(Decree 811/1998, sections 9);
common practices on performing student assessment (Act 601/2005, section
25a) in accordance with Chapter 7;
compliance with the provisions of Chapter 8;
staff development plan.
The education provider must include plans on how to promote equality, non-dis-
crimination and sustainable development in the curriculum. When organising edu-
cation and training, the education provider must also take into account the obliga-
tions in other statutes concerning education and training.
2.1.2 Qualification-specific part of the curriculum
The qualification-specific part of the curriculum determines the organisation of the

vocational qualification modules and the core subjects in co-operation with other
education providers and the world of work. It also determines the timing of the
education, learning environments and teaching methods, which allow the student
to achieve the vocational skills requirements and the objectives of the qualification.
17
2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
The qualification-specific part also lists the studies that the education provider
offers from other qualifications as well as the student’s opportunities to complete
more than one qualification. It specifies the assessment plan for the vocational mod-
ules and core subjects, including vocational skills demonstrations and other assess-
ment of competence.
The qualification-specific part of the curriculum is to cover at least:

the composition of the qualification of compulsory and optional vocational
modules and core subjects;
progression, timing and sequence of studies;
provision of free-choice modules;
a plan for provision of individual advanced vocational modules (modules that
expand the scope of an upper secondary vocational qualification);
a plan for assessment of the modules and methods used for assessment of com-
petence;
a plan for assessing vocational modules in a way that includes a plan on imple-
mentation and assessment of skills demonstrations approved by the local board
for vocational skills demonstrations;
locally offered modules, their skills requirements, targets of assessment and
criteria as well as the objectives, targets of assessment and assessment criteria
for the additional optional modules of compulsory core subjects.
2.1.3 Individual study plan
The Vocational Education and Training Act (630/1998, section 14) lays down pro-
visions on a student’s right to make individual choices in his/her studies. The Voca-
tional Education and Training Decree (811/1998, sections 3, 4 and 12a) contains
provisions on dissemination of information on the education and training offered,
guidance and counselling and recognition of prior learning and competence. In or-
der to guarantee a student’s right to make individual choices, the education provider
must prepare an individual study plan for the student based on his/her individual
circumstances and update it throughout the period of education and training.
18
3 COMPLETING A VOCATIONAL QUALIFICATION AS
A COMPETENCE-BASED QUALIFICATION
3.1 OVERVIEW OF THE COMPETENCE-BASED QUALIFICATION SYSTEM
The competence-based qualification system offers adults a flexible way of demon-

strating, renewing and maintaining their vocational competence, or when duties
change, qualifying for a new occupation. In a competence-based qualification, a
person’s vocational competence can be acknowledged nationally and qualitatively
irrespective of whether the skills have been acquired through work experience, stud-
ies or other activities. In the competence-based qualification system, the employer
side, the employee side and the educational sector work in close co-operation when
developing the qualification structure, drawing up qualification requirements, plan-
ning and arranging competence tests as well as when assessing test performances.
Upper secondary, further and specialist vocational qualifications can be com-
pleted as competence-based qualifications. The Requirements of Competence-based
Qualifications describe vocational skills as working life skills requirements. The
qualifications are made up of modules, which are independent work entities.
3.2 ARRANGING COMPETENCE-BASED QUALIFICATIONS
The Qualification Committees appointed by the Finnish National Board of Educa-

tion and comprising representatives of employers, employees, teachers and, when
necessary, self-employed people, are responsible for arranging and controlling com-
petence-based qualifications and they award qualification certificates. The Quali-
fication Committees sign contracts for arranging competence-based qualifications
with education providers and, when necessary, with other organisations and founda-
tions. Competence-based qualifications must not be arranged without a valid con-
tract with the Qualification Committee concerned.
19
3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION
3.3 COMPLETING A COMPETENCE-BASED QUALIFICATION
A competence-based qualification is completed by successfully demonstrating the

skills required for practical work assignments and activities in a competence test.
Each module must be assessed separately. Assessment is jointly carried out by rep-
resentatives of employers, employees and the educational sector. In vocational fields
where self-employment is typical, this also needs to be considered when appointing
assessors. The Qualification Committee makes the final decision on assessment. A
qualification certificate can be awarded when all modules required to make up the
qualification have been completed successfully.
3.4 REQUIREMENTS OF COMPETENCE-BASED QUALIFICATIONS
The Requirements of Competence-based Qualifications define the modules to be

included in each specific qualification and any possible specialisations made up of
different modules, the qualification contents, the vocational skills required in each
module, the guidelines for assessment (targets and criteria of assessment) as well as
ways of demonstrating vocational competence.
Each qualification module constitutes a specific occupational area which can
be isolated from a natural work process into an independent and assessable compo-
nent. The vocational skills requirements defined in modules focus on occupation-
specific key activities, mastery of processes and occupational practices relevant in the
field concerned. They include the skills commonly required in working life, such as
social skills.
The targets and criteria of assessment are derived from the vocational skills re-
quirements. The targets of assessment define the areas of competence to which spe-
cial attention will be paid during assessment. Definition of the targets of assessment
also makes it easier to assess vocational competence in the work activity concerned.
Assessment must cover all the targets listed in the Requirements of the Competence-
based Qualification. Assessment criteria determine the quality and quantity levels
for successful performance.
The ways of demonstrating vocational skills include further instructions on
how to complete a qualification. The vocational skills are, in the main, demonstrat-
ed in actual work assignments or tasks. The ways of demonstrating vocational skills
may also include, for example, instructions on how a test performance can be sup-
plemented, if necessary, in order to fulfil all the skills requirements comprehensively.
20
3.5 INDIVIDUALISATION IN COMPETENCE-BASED QUALIFICATIONS
The education provider is responsible for individualising the application procedure

for a competence-based qualification and for preparatory training, completing the
qualification as well as acquisition of the vocational skills required. The Finnish
National Board of Education has issued a separate regulation on individualisation.
3.6 ASSESSMENT OF VOCATIONAL SKILLS IN A COMPETENCE-BASED

QUALIFICATION
Assessment of vocational skills must thoroughly and carefully examine the extent to
which a candidate has demonstrated that he/she masters what the Requirements of
the Competence-based Qualification specify for the vocational skills requirements
of the module in question. Assessment must be carried out using the assessment cri-
teria defined in the Requirements of the Competence-based Qualification. In terms
of assessment, a variety of different and primarily qualitative assessment methods
should be used. Using one method only does not necessarily yield a reliable result.
The special characteristics of each field and qualification are taken into considera-
tion in the assessment process in accordance with the Qualification Requirements.
If a person completing a qualification has reliable evidence of previously dem-
onstrated competence, the assessors check its correspondence with the skills require-
ments described in the Requirements of the Competence-based Qualification. The
assessors suggest the corresponding document to the Qualification Committee for
recognition as part of a competence-based qualification. If the candidate has previ-
ously demonstrated his/her skills in one of the modules of this qualification either
in curriculum-based education and training or as part of a competence-based quali-
fication, the previously completed qualification or its module must be presented for
recognition as part of the competence-based qualification to be completed. There
is no general time limit for previously acquired and demonstrated skills but the
validity of such skills can be verified. The Qualification Committee makes the final
decision on recognition of previously demonstrated and reliably documented skills.
If necessary, the candidate must demonstrate the correspondence of his/her skills
with the skills requirements of the qualification in question.
Assessing vocational skills is a process where collecting assessment material and
documenting the assessment process are of key importance. Representatives of the
world of work and teachers carry out a careful and comprehensive tripartite assess-
ment. Every person completing a qualification must be informed of the assessment
criteria. The candidate must be given an opportunity to self-assess his/her perfor-
21
3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION
mance. The provider of a competence-based qualification must draw up minutes

covering assessment of the module, which must be signed by the assessors. The
candidate is given feedback as part of a good assessment process. The Qualification
Committee makes the final decision on assessment.
Assessors
Those assessing a candidate’s vocational skills are required to have good vocational
skills themselves in the area of the competence-based qualification in question. The
Qualification Committee and the provider of the competence-based qualification
agree on the assessors in the contract for arranging competence-based qualifications.
Rectification of assessment
A person completing a qualification may request rectification of assessment from

the Qualification Committee competent in the field and domain within which the
qualification in question falls, within the statutory period of time. A written request
for rectification shall be addressed to the Qualification Committee. Having heard
the assessors, the Committee can oblige them to carry out a reassessment. There can
be no appeal against a Qualification Committee’s decision on a request for rectifica-
tion of assessment.
3.7 CERTIFICATES
The Qualification Committee awards a qualification certificate or a certificate for

completion of one or more modules. A representative of the education provider is-
sues a certificate on completed preparatory training. The Finnish National Board
of Education has issued a regulation on the information to be included on the
certificates.
A certificate for completion of one or more qualification modules is awarded
at the request of a person completing a competence-based qualification. The rep-
resentatives of the Qualification Committee and the education provider sign the
qualification certificate or a certificate given after completion of one or more indi-
vidual modules.
An entry in the Certificate of Vocational Skills approved by the Finnish Na-
tional Board of Education in proof of completion of a competence-based qualifica-
tion is comparable to a qualification certificate. The provider of the competence-
based qualification acquires and signs the Certificate of Vocational Skills. A Certifi-
cate of Vocational Skills is subject to a fee.
22
3.8 PREPARATORY TRAINING FOR COMPETENCE-BASED QUALIFICATIONS
In the case of a competence-based qualification, no preconditions to attend prepara-

tory training can be set. However, these qualifications are primarily taken in con-
nection with such preparatory training. The education provider decides on the con-
tents and arrangement of preparatory training for competence-based qualifications
in compliance with the Qualification Requirements. The training and tests must be
structured according to the qualification modules to be completed. A person attend-
ing such preparatory training must be provided with an opportunity to participate
in competence tests and to complete the qualification as part of the training.
23
4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS
AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN
4.1 COMPULSORY MODULES FOR ALL
4.1.1 Working in production
Vocational skills requirements
The student or candidate is able to:

work in compliance with occupational safety instructions and the provisions of
hot work and occupational safety cards;
act in accordance with working life practices;
handle raw materials and semi-finished products;
determine the quantities of raw materials required;
start up the production process;
make simple plastic or rubber products using a key manufacturing method of
the field and join materials;
use plastic and rubber technology tools, depending on his/her specialisation;
finish a product;
inspect the quality of products;
sort and recycle waste material generated;
pack and store products;
perform maintenance tasks and eliminate malfunctions as part of his/her daily
work assignments;
recognise materials;
read and interpret technical drawings;
perform material calculations according to production quantities;
make use of information technology in his/her work;
work without endangering people and the environment;
administer first aid;
co-operate with other members of the working community.
24
Assessment
The table comprises the targets of assessment and the assessment criteria for three
levels of competence. In upper secondary vocational education and training, the
targets of assessment also constitute the core contents of the module.
TARGETS OF ASSESSMENT CRITERIA

ASSESSMENT
1. Mastering work Satisfactory 1 Good 2 Excellent 3
processes The student or candidate
Mastery and makes a product to an makes a product according makes a product indepen-
systematic acceptable standard, but to instructions and advanc- dently, advancing fluently
implementation needs occasional supervi- es fluently from one work in work phases and taking
of a product sion to advance in work phase to another the sequence of phases and
manufacturing phases reporting into account
process
Safe and responsible observes working hours, observes working hours, observes working hours,
performance of work work instructions and other work instructions provided work instructions and
working life practices and other working life other working life practices
practices and performs the and also independently
duties assigned to him/her performs duties other than
independently those assigned in his/her
area of responsibility
works in compliance with works in compliance with works in compliance with
occupational safety instruc- occupational safety instruc- occupational safety instruc-
tions and the provisions of tions and the provisions of tions and the provisions of
hot work and occupational hot work and occupational hot work and occupational
safety cards safety cards safety cards
Assessing one’s own assesses the success of his/ assesses the success of his/ assesses the success of his/
work her work. her work, taking the prod- her work, taking the prod-
uct quality criteria into uct quality criteria into
account. account, and takes the nec-
essary corrective action.

ASSESSMENT
2. Mastering Satisfactory 1 Good 2 Excellent 3
working methods, The student or candidate
equipment and
material
Choosing and chooses and uses raw ma- chooses and uses raw ma- independently chooses and
handling raw terials according to work terials according to work uses raw materials accord-
materials and semi- instructions with some instructions ing to work instructions
finished products supervision
protects and stores materi- protects, stores and uses independently protects,
als according to instruc- materials carefully and stores and uses materials
tions economically according to carefully and economically
instructions
25
4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN PLASTICS AND RUBBER TECHNOLOGY
Determining raw determines the quantities of determines the quantities of

independently determines
material requirements raw materials required us- raw materials required al- the quantities of raw ma-
ing work instructions with most independently accord- terials required using work
some supervision ing to work instructions instructions
Starting up a starts up and stops a simple starts up and stops a manu-starts up different phases
manufacturing manufacturing process set facturing process of the process with correct
process up in advance according to timing in terms of swift
instructions work performance
Manufacturing a makes a simple plastic or makes a simple plastic or makes a simple plastic or
product rubber product with oc- rubber product almost rubber product indepen-
casional supervision, using independently, using the dently, using the most
the most common manu- most common manufactur- common manufacturing
facturing methods ing methods methods
joins materials with each joins materials with each joins materials with each
other and with other other and with other mate- other and with other ma-
materials by means such rials mainly independently terials independently by
as bonding, vulcanising, by means such as bonding, means such as bonding,
welding and mechanical vulcanising, welding and vulcanising, welding and
connections according to mechanical connections mechanical connections
instructions
Using equipment and uses equipment and ma- uses equipment and ma- chooses equipment suit-
machinery chinery according to the chinery according to the able for the work and uses
manufacturing method ap- manufacturing method equipment and machinery
propriately in familiar work appropriately and almost appropriately and inde-
situations, but requires independently in familiar pendently in varying work
occasional supervision work situations situations
Finishing a product finishes a product accord- finishes a product almost finishes a product indepen-
and reporting ing to work instructions, independently according to dently according to quality
but requires occasional quality requirements and requirements
supervision in applying work instructions
quality requirements
prints labels and product prints labels and product prints labels and product
stickers stickers and prepares re- stickers, retrieves work
ports required for produc- orders and prepares reports
tion required for production
Inspecting the quality inspects a product visu- inspects a product visu- independently inspects a
of products ally according to quality ally according to quality product visually according
requirements or a specimen requirements or a specimen to quality requirements or a
with some supervision almost independently specimen
measures products using chooses basic measuring chooses basic measuring
basic measuring equipment equipment suitable for equipment suitable for his/
according to work instruc- his/her work almost inde- her work independently
tions pendently and performs and performs measure-
measurements almost inde- ments independently and
pendently reliably
26
Sorting and recycling works so as to avoid wast- works so as to avoid wast- works so as to avoid wast-
production waste and age, processes and disposes age, processes, sorts, recy- age, processes, sorts, recy-
tidying the working of waste generated accord- cles and disposes of waste cles and disposes of waste
environment ing to instructions and almost independently and independently and keeps
keeps the working environ- keeps the working environ- the working environment
ment tidy ment tidy tidy
Packing and storing packs products in accord- packs products in accord- packs products in accord-
products ance with instructions ance with instructions ance with instructions
Maintenance work assists in daily maintenance performs daily maintenance independently performs
and elimination of work. work with some supervi- daily maintenance of ma-
malfunctions sion. chinery and equipment.

ASSESSMENT
3. Fundamental Satisfactory 1 Good 2 Excellent 3
knowledge The student or candidate
Knowledge and recognises and knows the recognises and knows the recognises and knows the
utilisation of most common types of applications of the most applications of the most
materials and their plastics and rubber in use common types of plastics common types of plastics
properties and rubber and knows how and rubber and knows how
they behave in common they behave in different
operating conditions conditions
Interpreting drawings interprets the most com- independently seeks details reads drawings so as to be
mon symbols used in tech- relating to his/her own capable of manufacturing a
nical drawings work assignment from complete product
drawings
Knowledge of knows the phases of manu- knows the phases of manu- knows the phases of manu-
the phases of a facturing a plastic or rubber facturing a plastic or rubber facturing a plastic or rubber
manufacturing product so as to be able to product so as to be able to product so as to be able to
process make the product with oc- make the product mainly make the product indepen-
casional supervision independently dently
Calculating quantities calculates the quantities of calculates the quantities of independently calculates
of raw materials raw materials required with raw materials required al- the quantities of raw mate-
occasional supervision most independently rials required
27
Functioning at a determines the working determines the working determines the working
workplace community’s rules and ways community’s rules and ways community’s rules and ways
of operating relevant to his/ of operating relevant to his/ of operating and is familiar
her work with occasional her work with the workplace organi-
supervision sation and operations to
such an extent that he/she
is able to perform his/her
assignments according to
the supervisor’s instructions
knows what quality means is familiar with the concept is familiar with regulations
and complies with quality of quality and knows how and legislation governing
regulations his/her own work influ- the plastics and rubber
ences quality industry and makes use of
them in his/her own work
is familiar with the employ- is familiar with the employ- is familiar with the employ-
ment contract to the extent ment contract to the extent ment contract to the extent
that he/she knows his/her that he/she knows his/her that he/she knows his/her
own rights and responsibili- own rights and responsibili- own rights and responsibili-
ties. ties. ties.

ASSESSMENT
4. Key competences Satisfactory 1 Good 2 Excellent 3
for lifelong learning The student or candidate
Learning and problem can recognise a problem can recognise a problem can recognise a problem
solving but needs assistance to and seek assistance to solve and suggest alternative
solve it the problem solutions to the problem
Interaction and explains his/her observa- explains his/her observa- reports on the phases and
co-operation tions of the work phase tions of the work phase results of work as required
that he/she has performed, that he/she has performed,
where necessary, using al- where necessary, using cor-
most correct professional rect professional terms
terms
acts responsibly acts responsibly and func- acts constructively as a
tions actively as a member member of a team, seeking
of a team a solution in conflict situ-
ations
28
Health, safety and complies with occupational complies with occupational complies with occupational
ability to function safety instructions, being safety instructions, reports safety instructions, notices
aware of work-related risks, safety risks and is able to work-related risks and is
and is able to act according act according to the busi- able to assess and report
to the business enterprise’s ness enterprise’s procedure them and to act according
procedure in the event of in the event of accidents to the business enterprise’s
accidents procedure in the event of
accidents
works in compliance with works in compliance with works in compliance with
electrical safety regulations electrical safety regulations electrical safety regulations
and the provisions of hot and the provisions of hot and the provisions of hot
work and occupational work and occupational work and occupational
safety cards safety cards safety cards
is able to call for help as is able to call for help and is able to call for help as
required administer emergency first required and take appropri-
aid as required ate action in the most com-
mon cases of illness and
accidents
complies with the occupa- complies with safety in- complies with safety in-
tional safety instructions structions and takes other structions and identifies
provided and does not members of the working and reports safety short-
endanger himself/herself or community into account comings related to his/her
others work
uses protective equipment, uses protective equipment, uses protective equipment,
tools and working methods tools and working methods tools and working methods
according to instructions correctly according to in- safely and correctly accord-
structions and ensures the ing to instructions, ensures
safety of tools the safety of tools, removes
defective tools and sends
them for maintenance
works ergonomically and works ergonomically and works ergonomically and
takes maintenance of work- takes maintenance of work- takes maintenance of work-
ing and functional capacity ing and functional capacity ing and functional capacity
into account in his/her into account in his/her own into account in his/her own
work with supervision. work. work, applying what he/she
has learnt in changing work
situations.
Ways of demonstrating vocational skills
The student or candidate demonstrates his/her vocational skills by manufacturing

plastic or rubber products in compliance with occupational safety instructions in a
plastic or rubber industry enterprise or at an educational institution with sufficient
equipment to correspond to working life conditions. Work is performed to such an
extent that vocational skills may be deemed to meet the vocational skills require-
ments.
29
As a minimum, a vocational skills demonstration is to assess:

mastering work processes in full;
mastering working methods, equipment and material in full;
fundamental knowledge: knowledge of the phases of a manufacturing process;
key competences for lifelong learning: health, safety and ability to function,
interaction and co-operation.
If the vocational skills required for the module cannot be fully demonstrated in a
vocational skills demonstration or a competence test, it is to be supplemented by
other types of assessment of competence, such as interviews, assignments and other
reliable methods.
4.2 STUDY PROGRAMME OR SPECIALISATION IN PLASTICS TECHNOLOGY
4.2.1 Manufacturing of plastic products

work in compliance with occupational safety instructions;
assess his/her work and bear responsibility for the quality of his/her work and
for correcting quality defects;
choose, handle, work and store materials required at work;
inspect the operating condition of production machinery, equipment and
tools;
set up, adjust and use the necessary tools, production machinery and ancillary
equipment;
make products using at least two key manufacturing methods of the field;
assure the quality of a product;
join and repair products as required;
sort waste and reuse materials in accordance with the business enterprise’s
practices;
work assignments;
30
work both independently and in co-operation with other members of the
working community;
deal with work-related matters in one foreign language.
Assessment

ASSESSMENT
process
performance of work work instructions and other work instructions and other work instructions and other
working life practices as working life practices as working life practices as
well as occupational safety well as occupational safety well as occupational safety
instructions instructions and performs instructions and also inde-
the duties assigned to him/ pendently performs duties
her independently other than those assigned
in his/her area of respon-
sibility
31

ASSESSMENT
equipment and
material
Choosing and using chooses and handles ma- chooses and handles mate- independently chooses and
materials terial required at work, rial required at work, tests handles material required
dries it according to work the material with occasional at work, tests and dries it
instructions before process- supervision, dries it accord- according to work instruc-
ing, where necessary, and ing to work instructions tions before processing,
protects and stores the before processing, where where necessary, and pro-
material according to in- necessary, and protects and tects and stores the material
structions stores the material accord- according to instructions
ing to instructions
searches for information takes the properties of the
required for processing thematerial he/she uses into
material account in terms of the
manufacturing process
Inspection of performs daily inspections performs inspections of independently performs
operating condition of the operating condition the operating condition of inspections of the operating
of production and ancil- production and ancillary condition of production
lary equipment according equipment almost indepen- and ancillary equipment
to work instructions with dently
occasional supervision
Using production and uses key equipment, such uses key equipment, such
independently chooses
ancillary equipment as moulds, in familiar situ- as moulds equipment suitable for the
and tools ations work and uses it in varying
work situations
uses manual and automated uses manual and automated independently uses manual
production and ancillary production and ancillary and automated production
equipment with occasional equipment almost indepen- and ancillary equipment
supervision dently
Manufacturing a makes products from dif- makes products from differ- independently makes prod-
product ferent materials on his/ ent materials almost inde- ucts from different materi-
her own or in teams, us- pendently on his/her own als on his/her own or in
ing manual or automated or in teams, using manual teams, using manual or au-
production methods, but or automated production tomated production meth-
requires occasional supervi- methods, and removes sim- ods, and removes quality
sion for automated manu- ple quality defects defects and malfunctions
facturing occurring in production
equipment
32
requirements or a specimen requirements somewhat to quality requirements
with occasional supervision independently
measures products using chooses measuring equip- chooses measuring equip-
basic measuring equipment, ment suitable for his/her ment suitable for his/her
such as vernier callipers and work almost independently work independently and
micrometers, according to and performs product performs product measure-
work instructions measurements reliably ments reliably
tests products and materials tests products and materials tests products and materials
with occasional supervision according to work instruc- independently
tions
Joining and repairing joins products according to joins and repairs products joins and repairs products
products work instructions using different methods independently according
according to work instruc- to work instructions and
tions drawings
Packing products packs and stores finished packs and stores finished packs and stores finished
and semi-finished products and semi-finished products and semi-finished products
waste material and age, processes and disposes age, processes, sorts and age, processes, sorts and
tidying the working of waste material generated recycles waste material recycles waste material in-
environment according to instructions almost independently and dependently and keeps the
and keeps the working keeps the working environ- working environment tidy
environment tidy ment tidy and in good order
and elimination of work. work with occasional su- daily maintenance of ma-
malfunctions pervision. chinery and equipment.
33

ASSESSMENT
Functioning at a determines the working determines the working
determines the working
workplace community’s rules relevant community’s rules relevant
community’s rules relevant
to his/her work, the du- to his/her work, the du-
to his/her work, the du-
ties and responsibilities of ties and responsibilities of
ties and responsibilities of
employees and employers employees and employers
employees and employers
as well as subordinates and as well as subordinates and
as well as subordinates and
superiors and works in superiors and works in
superiors and complies
compliance with these, but compliance with these
independently with these
requires some supervision when performing different
work assignments
assesses the significance of assesses the significance assesses the significance of
his/her own work to busi- of his/her own work to his/her own work to busi-
ness operations and works business operations, takes ness operations, takes other
so as to take other parties other parties within the parties within the enterprise
within the enterprise into enterprise into account and into account and works
account and so as not to works so as to ensure that responsibly so as to retain
compromise the enterprise’s the enterprise’s quality and the enterprise’s quality and
quality and supply security supply security conform to supply security
through his/her own ac- objectives
tions
describes the industry’s describes the industry’s independently describes
products and assesses their products and assesses their the industry’s products and
significance to the Finnish significance to the Finnish assesses their significance to
economy with occasional economy almost indepen- the Finnish economy
supervision dently
34
Making use of searches for information searches for information searches for information
technology and about materials with super-about materials somewhat about materials indepen-
information vision, so as to make use independently, so as to dently, so as to make use
technology of the information when make use of the informa- of the information when
identifying and choosing tion when identifying and identifying and choosing
materials and when manu- choosing materials and materials and when manu-
facturing products when manufacturing prod- facturing products
ucts
writes reports relating to writes reports relating to writes reports relating to
the manufacturing process, the manufacturing process, the manufacturing process,
making use of application making use of application making use of application
software software, and inserts tables software, and inserts infor-
into reports mation into reports using
other applications
is able to perform simula- is able to perform simula- is able to perform simula-
tions relating to product tions relating to product tions relating to product
manufacturing with super- manufacturing with occa- manufacturing indepen-
vision so as to be familiarsional supervision so as to dently so as to be familiar
with the user interfaces ofbe familiar with the user in- with the user interfaces of
different makes of machin- terfaces of different makes different makes of machin-
ery and be able to feed andof machinery and be able ery and be able to feed and
transfer control parametersto feed and transfer control transfer control parameters
into different manufactur- parameters into different into different manufactur-
ers’ machinery in his/her manufacturers’ machinery ers’ machinery in his/her
practical work in his/her practical work practical work
transfers a software pack- transfers a software pack- transfers a software pack-
age to a machine manually, age to a machine manually, age to a machine manually,
from machine memory or from machine memory or from machine memory or
from a diskette from a diskette and adjusts from a diskette and adjusts
tool and machinery move- tool and machinery move-
ments with supervision ments independently
Interpreting work interprets work instruc- interprets work instructions interprets work instructions
instructions and tions and simple technical and simple technical draw- and simple technical draw-
drawings drawings with occasional ings almost independently, ings independently, so as to
supervision, so as to be so as to be capable of man- be capable of manufactur-
capable of manufacturing a ufacturing a product. ing a product.
product.
35

ASSESSMENT
Learning and problem assesses his/her own com- assesses his/her work and acquires information inde-
solving petence actions diversely and occa- pendently, is able to assess
sionally makes independent his/her work and carries
decisions out the work correctly
determines control pa- determines control pa- determines control pa-
rameters required for his/ rameters required for his/ rameters required for his/
her chosen manufacturing her chosen manufacturing her chosen manufacturing
methods with occasional methods, making use of methods, making use of
supervision information technology different sources and math-
ematics
terms
acts responsibly acts responsibly and func-
acts constructively as a
tions actively as a member
member of a team, seeking
ations
can manage adequately in can manage in interactive acts flexibly in interactive
interactive situations in one situations in one foreign situations in one foreign
foreign language language language
Vocational ethics appreciates his/her own appreciates his/her own and appreciates his/her voca-
work other people’s work tional skills and assumes
responsibility for the work
that he/she has performed
36
Health, safety and works in compliance with works in compliance with works in compliance with
ability to function the Occupational Safety the Occupational Safety the Occupational Safety
and Health Act, occupa- and Health Act, occupa- and Health Act, occupa-
tional safety regulations tional safety regulations and tional safety regulations
and the working commu- the working community’s and the working commu-
nity’s instructions without instructions and takes other nity’s instructions, notices
endangering himself/herself members of the working and identifies the dangers
community into account in related to his/her work and
his/her work reports them according to
the working community’s
practices
is aware of the significance promotes occupational promotes occupational
of occupational health and health and safety and his/ health and safety and his/
safety at the workplace her own health through her own health through
and attends to his/her own his/her actions his/her actions and looks
health after his/her own working
capacity
asks for help in dangerous makes an emergency call uses his/her own initiative
situations. where required. to improve occupational
safety and ergonomics at
his/her own worksite.

plastic or rubber products in compliance with occupational safety instructions in a
plastic or rubber industry enterprise or at an educational institution with sufficient
equipment to correspond to working life conditions. Work is performed to such an
extent that vocational skills may be deemed to meet the vocational skills require-
ments.
As a minimum, a vocational skills demonstration is to assess:

fundamental knowledge in full;
key competences for lifelong learning: Learning and problem solving, interac-
tion and co-operation, and health, safety and ability to function.
reliable methods.
37
4.3 STUDY PROGRAMME OR SPECIALISATION IN RUBBER TECHNOLOGY
4.3.1 Manufacturing of rubber products

choose, handle and store materials required at work;
work on rubber mixing machinery;
make products using rubber industry machinery and equipment;
perform rubber vulcanisation;
sort and recycle waste material;
work assignments;
recognise standard and special rubber materials;
work both on his/her own and in co-operation with other members of the
working community;
attend to work-related matters in one foreign language.
Assessment
38
ASSESSMENT
Mastery and makes a product according makes a product according makes a product indepen-
systematic to work instructions to an to instructions and advanc- dently, advancing fluently
implementation acceptable standard, but es fluently from one work in work phases and taking
of a product needs occasional supervi- phase to another the sequence of phases and
manufacturing sion to advance in work reporting into account
process phases
sibility
work her work her work, taking the prod- her work, taking the prod-

ASSESSMENT
equipment and
material
Choosing and using identifies, chooses and uses
identifies, chooses and uses independently identifies,
materials raw materials according to
raw materials according to chooses and uses raw ma-
work instructions with oc-
work instructions terials according to work
casional supervision instructions
protects and stores materi-
protects, stores and uses protects, stores and uses
als according to instruc-
materials carefully and materials carefully and
tions economically according to economically, working
instructions independently
Using rubber mixing uses manual and automated uses manual and automated independently uses manual
machinery and other production and ancillary production and ancillary and automated production
machinery and equipment with occasional equipment almost indepen- and ancillary equipment
equipment supervision dently
39
Manufacturing of makes rubber products, makes rubber products makes rubber products in-
rubber products requiring occasional su- almost independently dependently and eliminates
pervision in automated malfunctions occurring in
production production equipment
Vulcanising rubber vulcanises rubber using dif-vulcanises rubber using independently vulcan-
ferent methods according different methods almost ises rubber using different
to instructions independently methods
Inspecting the quality inspects a product visually inspects a product visu- independently inspects a
of products according to quality re- ally according to quality product visually according
quirements with occasional requirements almost inde- to quality requirements
supervision pendently
performs measurements chooses measuring equip- works independently us-
using basic measuring ment suitable for the meas- ing the correct measuring
equipment according to urement task according to equipment and performs
instructions instructions and performs measurements reliably
measurements reliably
and elimination of work. work with some supervi- daily maintenance of ma-
malfunctions sion. chinery and equipment.
40
ASSESSMENT
Functioning at a determines the working determines the working determines the working
workplace community’s rules relevant community’s rules relevant community’s rules relevant
to his/her work, the du- to his/her work, the du- to his/her work, the du-
ties and responsibilities of ties and responsibilities of
ties and responsibilities of
employees and employers employees and employers employees and employers
as well as subordinates and as well as subordinates andas well as subordinates and
superiors and works in superiors and works in superiors and complies
compliance with these, but compliance with these independently with these
requires some supervision when performing different
work assignments
assesses the significance of assesses the significance assesses the significance of
his/her own work to busi- of his/her own work to his/her own work to busi-
ness operations and works business operations, takes ness operations, takes other
so as to take other parties other parties within the parties within the enterprise
within the enterprise into enterprise into account and into account and works
account and so as not to works so as to ensure that responsibly so as to retain
compromise the enterprise’s the enterprise’s quality and the enterprise’s quality and
quality and supply security supply security conform to supply security
through his/her own ac- objectives
tions
describes the industry’s describes the industry’s independently describes
products and assesses their products and assesses their the industry’s products and
significance to the Finnish significance to the Finnish assesses their significance to
economy with occasional economy almost indepen- the Finnish economy
supervision dently
Knowledge and is familiar with standard is familiar with standard is familiar with standard
utilisation of rubber materials and their rubber materials and their rubber materials and their
materials and their properties so as to be capa- properties so as to be capa- properties so as to be capa-
properties ble of choosing and using ble of choosing and using ble of independently choos-
the correct materials for the correct materials for ing and using the correct
manufacturing a rubber manufacturing a rubber materials for manufacturing
product with supervision product with occasional a rubber product
supervision
knows the effects of tem- knows the effects of tem- knows the effects of tem-
perature and vulcanisation perature and vulcanisation perature and vulcanisation
methods on product prop- methods on product prop- methods on product prop-
erties so as to be capable erties so as to be capable erties so as to be capable
of manufacturing products of manufacturing products of manufacturing products
according to instructions almost independently independently
Mastering the knows the operating prin- knows the operating prin- knows the operating prin-
operating principles ciples of machinery and ciples of machinery and ciples of machinery and
of machinery and equipment so as to be able equipment so as to be able equipment so as to be able
equipment to work with them accord- to work with them almost to work with them inde-
ing to instructions independently pendently
41
Applying quality knows product quality re- knows product quality re- knows product quality re-
requirements quirements so as to be able quirements so as to be able quirements so as to be able
to make a product fulfilling to make a product fulfilling to make a product fulfilling
the quality criteria accord- the quality criteria almost the quality criteria indepen-
ing to instructions. independently. dently.

ASSESSMENT
terms
can manage adequately in can manage in interactive acts flexibly in interactive
interactive situations in one situations in one foreign situations in one foreign
foreign language language language
Health, safety and complies with the occupa- complies with safety in- complies with safety
ability to function tional safety instructions structions and takes the instructions, takes the
provided, takes the material material safety data sheets material safety data sheets
safety data sheets into ac- and other members of the and other members of the
count and does not endan- working community into working community into
ger himself/herself or others account account and identifies and
reports safety shortcomings
related to his/her work
uses protective equipment, ensures the safety of tools assesses the suitability of
tools and working methods and materials and removes protective equipment, tools
according to instructions defective tools and sends and working methods for
them for maintenance each specific job
work with supervision work work, applying what he/
she has learnt in changing
situations
acts responsibly. acts responsibly and func- acts constructively as a
of a team. a solution in conflict situ-
ations.
42
The student or candidate demonstrates his/her vocational skills by working in a

rubber industry enterprise or some other site that corresponds to this type of enter-
prise’s conditions as closely as possible. Work is performed to such an extent that
vocational skills may be deemed to meet the vocational skills requirements.
A vocational skills demonstration is to assess:

key competences for lifelong learning in full.
reliable methods.
4.4 OPTIONAL MODULES FOR ALL
4.4.1 Injection moulding

choose, handle, dry and store materials required at work;
use the necessary tools and ancillary equipment, such as temperature control-
lers, dryers and material transfer systems, robots and conveyors;
set control parameters;
optimise the injection moulding process;
make products using the injection moulding technique;
join, assemble and finish products;
43
identify, sort and reuse waste material generated in production according to

workplace practices;
work assignments;
transfer loads;
make use of information and automation technologies in his/her work;
working community.
Assessment

ASSESSMENT
process
performance of work work instructions, agree- work instructions and other work instructions and other
ments and other working working life practices as working life practices as
life practices as well as well as occupational safety well as occupational safety
occupational safety instruc- instructions and performs instructions and also inde-
tions the duties assigned to him/ pendently performs duties
sibility
44
ASSESSMENT
equipment and
material
ing to instructions
searches for information takes the properties of the
required for processing the
material he/she uses into
material account in terms of the
Use of equipment installs moulds into injec- installs moulds into injec- independently installs
tion moulding machinery tion moulding machinery moulds into injection
with occasional supervision mainly independently and moulding machinery and
and uses the necessary an- uses the necessary ancillary uses the necessary ancillary
cillary equipment equipment equipment
Adjusting control sets the mould contact sets the mould contact sets the mould contact
parameters point point and adjusts the pa- point and adjusts the pa-
rameters on the machine’s rameters on the machine’s
clamping side as required clamping and injection
sides as required to ensure
functionality
Optimising the optimises the cycle time optimises the cycle time by optimises the cycle time
injection moulding with supervision by adjust- adjusting mould and injec- and time, path, pressure
process ing mould and injection tion moulding machine and speed profiles
moulding machine temper- temperatures and cooling
atures and cooling time time
45
Manufacturing injection moulds polymeric independently injection independently injection

injection-moulded materials almost inde- moulds polymeric materials moulds polymeric materi-
products pendently, using software into pieces conforming to als into pieces conforming
packages quality criteria, using soft- to quality criteria, using
ware packages software packages, and is
capable of eliminating mal-
functions occurring in the
machine
uses the necessary testing uses the necessary testing independently tests manu-
and ancillary equipment and ancillary equipment factured products or raw
with occasional supervi- almost independently, joins materials, uses ancillary
sion, joins products and products and performs as- equipment and products
performs assembly and sembly and finishing tasks and performs assembly and
finishing tasks using the using the relevant methods finishing tasks using the rel-
relevant methods according according to instructions evant methods according to
to instructions instructions and drawings
with occasional supervision almost independently specimen
measures and tests products chooses measuring and test- independently chooses
using the measuring and ing equipment suitable for measuring and testing
testing equipment required his/her work almost inde- equipment suitable for his/
for the work, requiring pendently and performs her work and performs
occasional supervision for product measurements and product measurements and
testing tests reliably tests reliably
Maintenance work assists in daily maintenance performs daily maintenance performs daily maintenance
and elimination of of injection moulding ma- of injection moulding ma- of injection moulding
malfunctions chinery and moulds chinery and moulds almost machinery and moulds
independently and eliminates machinery
and ancillary equipment
malfunctions immediately
when they occur
Transferring loads transfers loads in keeping transfers loads in keeping transfers loads in keeping
with the training required with the training required with the training required
for the Forklift Operator’s for the Forklift Operator’s for the Forklift Operator’s
Licence. Licence. Licence.
46
ASSESSMENT
Knowledge of describes the manufactur- describes the manufactur- describes the manufactur-
the phases of a ing phases of the injec- ing phases of the injectioning phases of the injection
manufacturing tion moulding method in moulding method and moulding method and
process general terms and uses the uses the correct terms for uses the correct terms for
correct terms for the parts the parts of an injection the parts of an injection
of an injection moulding moulding machine and a moulding machine and a
machine and a mould with mould mould, taking the interac-
some guidance tion of parts into account
Making use searches for information searches for information searches for information
of information about materials from mate- about materials almost in- about materials indepen-
and automation rials suppliers’ instructions dependently from different dently from different sourc-
technologies or work instructions, so as sources, so as to make use es, so as to make use of the
to make use of the infor- of the information when information when identify-
mation when identifying identifying and choosing ing and choosing materials
and choosing materials materials and when manu- and when manufacturing
and when manufacturing facturing products products
products
other applications
is able to perform injection is able to perform injec- is able to perform injec-
moulding simulations with tion moulding simulations tion moulding simulations
occasional supervision so almost independently so independently so as to be
as to be familiar with the as to be familiar with the familiar with the user inter-
user interfaces of different user interfaces of different faces of different makes of
makes of machinery and be makes of machinery and be machinery and be able to
able to feed, transfer and able to feed, transfer and feed, transfer and optimise
optimise control parameters optimise control parameters control parameters into
into different manufactur- into different manufactur- different manufacturers’
ers’ machinery in his/her ers’ machinery in his/her machinery in his/her prac-
practical work practical work tical work
transfers a software pack- transfers a software pack- transfers a software pack-
age to a machine manually, age to a machine manually, age to a machine manually,
from machine memory or from machine memory or from machine memory or
from a diskette from a diskette and adjusts from a diskette and adjusts
tool and machinery move- tool and machinery move-
ments with occasional su- ments independently
pervision
47
Applying mathematics makes use of mathematics makes use of mathematics makes use of his/her knowl-
and natural sciences and other sources when and other sources when set- edge of mathematics, phys-
setting control parameters ting control parameters. ics thermodynamics and
with occasional supervision. chemistry as well as other
sources in process manage-
ment.

ASSESSMENT
determines control param- determines control pa- determines control param-
eters required for the man- rameters required for the eters required for the man-
ufacturing method with manufacturing method, ufacturing method, making
occasional supervision making use of information use of different sources and
technology mathematics
terms
ations
48
tional safety regulations tional safety regulations and
tional safety regulations
nity’s instructions without instructions and takes other
nity’s instructions, notices
or others community into account related to his/her work and
reports them according to
practices
capacity
cleans the injection mould- keeps the injection mould- always cleans the injection
ing machine and surrounding machine and the work- moulding machine, the un-
ing areas after receiving ing environment clean dersides of the machine and
instructions during and after comple- ancillary equipment as well
tion of work as the working environ-
ment independently after
completion of work
asks for help in dangerous makes an emergency call if uses his/her own initiative
situations. required by the situation. to improve occupational
The student or candidate demonstrates his/her vocational skills by producing plastic

products using the injection moulding technique in an injection moulding enter-
prise or some other site that corresponds to this type of enterprise’s conditions as
closely as possible. Work is performed to such an extent that vocational skills may
be deemed to meet the vocational skills requirements.
A vocational skills demonstration is to comprise at least:

49
methods.
4.4.2 Pipe and profile extrusion, blow moulding

set up, adjust and use the necessary tools, production machinery and equip-
ment;
make a product using an extrusion method or participate in demanding assis-
tive production assignments;
stop a production line;
work assignments;
transfer loads;
working community.
Assessment
50
ASSESSMENT
implementation of needs occasional supervi- es fluently from one work in work phases and taking
the extrusion processsion to advance in work phase to another the sequence of phases and
phases reporting into account
sibility

ASSESSMENT
equipment and
material
ing to instructions
searches for information searches for information takes the properties of the
required for processing the required for processing the material he/she uses into
material material account in terms of the
Use of equipment sets up an extruder die or sets up an extruder die or independently sets up an
a blow mould with oc- a blow mould almost in- extruder die or a blow
casional supervision and dependently and uses the mould and uses the neces-
uses the necessary ancillary necessary ancillary equip- sary ancillary equipment
equipment ment
51
Setting and adjusting sets and adjusts produc- sets and adjusts produc- sets and adjusts production
control parameters tion line parameters as tion line parameters as line parameters as required
required according to work required almost indepen- independently according to
instructions with occasional dently according to work work instructions, such as
supervision, such as screw instructions, such as screw screw rotation speed, dye
rotation speed, dye dosage, rotation speed, dye dosage, dosage, temperature profile,
temperature profile, calibra- temperature profile, calibra- calibration, drawing speed
tion, drawing speed and tion, drawing speed and and winder rotation speed
winder rotation speed winder rotation speed
Manufacturing makes a product almost in- independently makes independently makes
extrusion products dependently using an extru- products that fulfil quality products that fulfil quality
(pipe or profile sion method or participates criteria using an extrusion criteria using an extrusion
extrusion or blow in assistive assignments in method or participates in method, being capable of
moulding) a demanding production assistive assignments in a eliminating malfunctions
process with guidance from demanding production occurring in the produc-
the line operator process with guidance from tion line, or participates
the line operator in assistive assignments in
a demanding production
process with guidance from
the line operator
Inspecting the quality inspects a product visually inspects a product visually inspects a product visually
of products according to quality re- according to quality re- according to quality re-
quirements quirements quirements
measures products using chooses basic measuring chooses measuring equip-
basic measuring equipment equipment suitable for his/ ment suitable for his/her
required for the work her work and performs the work independently and
necessary measurements performs measurements
reliably
Maintenance work performs daily maintenance performs daily maintenance independently performs
and elimination of of the extruder, extruder of the extruder, extruder daily maintenance of the
malfunctions die, tools and ancillary die, tools and ancillary extruder, extruder die, tools
equipment with some su- equipment almost indepen- and ancillary equipment
pervision dently and eliminates extruder
and ancillary equipment
when they occur
52
ASSESSMENT
Knowledge of is familiar with the manu- is familiar with the manu- is familiar with the manu-
the phases of a facturing phases of the ex- facturing phases of the facturing phases of the
manufacturing trusion method in general extrusion method so as to extrusion method so as to
process terms and uses the correct be able to prepare for fu- be able to prepare for future
terms for the parts of an ture work assignments and work assignments and uses
extruder and an extruder uses the correct terms for the correct terms for the
die with some guidance the parts of an extruder and parts of an extruder and an
an extruder die and ancil- extruder die and ancillary
lary equipment with some equipment
guidance
products
other applications
performs extrusion simula- performs extrusion simula- performs extrusion simula-
tions with occasional super- tions almost independently tions independently so as to
vision so as to be familiar so as to be familiar with the be familiar with the user in-
with machine user interfac- user interfaces of different terfaces of different makes
es and be able to feed and makes of machinery and of machinery and be able
transfer control parameters be able to feed and transfer to feed and transfer control
into different manufactur- control parameters into parameters into different
ers’ machinery in his/her different manufacturers’ manufacturers’ machinery
practical work. machinery in his/her prac- in his/her practical work.
tical work.
53

ASSESSMENT
determines control pa- determines control pa- determines control pa-
rameters required for his/ rameters required for his/ rameters required for his/
her chosen manufacturing her chosen manufacturing her chosen manufacturing
method with occasional method, making use of method, making use of
supervision information technology different sources and math-
ematics
terms
ations
Vocational ethics appreciates his/her own appreciates his/her own and appreciates his/her own and
work other people’s work other people’s vocational
skills and assumes responsi-
bility for the work that he/
she has performed
54
practices
capacity
cleans the production line keeps the production line always cleans the produc-
and surrounding areas after and surrounding areas clean tion line, the undersides
receiving instructions during and after comple- of machinery and ancillary
tion of work equipment as well as sur-
rounding areas indepen-
dently during and after
completion of work
The student or candidate demonstrates his/her vocational skills by making either

plastic pipes and profiles or blow-moulded products in compliance with occupa-
tional safety instructions in a plastics industry enterprise or some other site that
corresponds to the conditions of an enterprise engaged in production activities as

55
reliable methods.
4.4.3 Film manufacturing

ment;
make a product using a film manufacturing method or participate in demand-
ing assistive production assignments;
work assignments;
transfer loads;
working community.
Assessment
56
ASSESSMENT
process
sibility
work her work. her work, considering the her work, considering the
product quality criteria. product quality criteria,
and takes the necessary cor-
rective action.

ASSESSMENT
equipment and
material
ing to instructions
57
Use of equipment uses the necessary ancillary uses the necessary ancillary independently uses the nec-
equipment, such as dryers, equipment, such as dryers, essary ancillary equipment,
material transfer systems, material transfer systems, such as dryers, material
conveyors and winders, conveyors and winders, transfer systems, conveyors
with occasional supervision almost independently and winders
Setting and adjusting sets and adjusts production sets and adjusts produc- sets and adjusts production
control parameters line parameters with occa- tion line parameters almost line parameters indepen-
sional supervision independently dently
Product makes a product almost independently makes independently makes
manufacturing independently using a film products that fulfil qual- products that fulfil qual-
manufacturing method or ity criteria using a film ity criteria using a film
participates in assistive as- manufacturing method or manufacturing method,
signments in a demanding participates in assistive as- being capable of eliminat-
production process with signments in a demanding ing malfunctions occurring
supervision from the line production process with in the production line, or
operator, working with oc- supervision from the line participates in different
casional supervision operator, working almost work phases in a demand-
independently ing production process
with supervision from the
line operator, working in-
dependently
Inspecting the quality inspects a product visually inspects a product visu- independently inspects a
of products according to quality re- ally according to quality product visually according
quirements with occasional requirements or a specimen to quality requirements
supervision somewhat independently
reliably
and elimination of of the extruder, extruder die of the extruder, extruder die daily maintenance of the
malfunctions and ancillary equipment and ancillary equipment extruder, extruder die and
with occasional supervision almost independently ancillary equipment and
eliminates extruder and an-
cillary equipment malfunc-
tions immediately when
they occur
58
ASSESSMENT
Knowledge of is familiar with the phases is familiar with the dif- is familiar with the phases
the phases of a of film manufacturing in ferent phases of film of film manufacturing so
manufacturing general terms and uses manufacturing so as to be as to be able to prepare for
process the correct terms for the able to prepare for future future work assignments
parts of an extruder and work assignments and uses and uses the correct terms
an extruder die with some the correct terms for the for the parts of an extruder
guidance parts of an extruder and and an extruder die and
an extruder die and ancil- ancillary equipment
lary equipment with some
guidance
products
writes reports relating to writes reports relating towrites reports relating to
software software, and inserts tables
software, and inserts infor-
other applications
performs film manufactur- performs film manufactur- performs film manufactur-
ing simulations with super- ing simulations almost ing simulations indepen-
vision so as to be familiar independently so as to be dently so as to be familiar
with machine user interfac- familiar with the user in- with the user interfaces of
es and be able to feed and terfaces of different makes different makes of machin-
transfer control parameters of machinery and be able ery and be able to feed and
into different manufactur- to feed and transfer control transfer control parameters
ers’ machinery in his/her parameters into different into different manufactur-
practical work. manufacturers’ machinery ers’ machinery in his/her
in his/her practical work. practical work.
59

ASSESSMENT
determines control pa- determines control pa- determines control param-
rameters required for the rameters required for the eters required for the man-
manufacturing method manufacturing method, ufacturing method, making
with guidance making use of information use of different sources and
co-operation tions of the work phase tions of the work phase results of work as required,
that he/she has performed, that he/she has performed, using correct professional
where necessary, using al- where necessary, using cor- terms
terms
ations
she has performed
60
community into account related to his/her work and
reports them according to
practices
capacity
completion of work
The student or candidate demonstrates his/her vocational skills by making film

products in compliance with occupational safety instructions in a film-manufactur-
ing enterprise or some other site that corresponds to the conditions of this type of
enterprise as closely as possible. Work is performed to such an extent that vocational
skills may be deemed to meet the vocational skills requirements.

61
reliable methods.
4.4.4 Thermoforming

make moulds and jigs used for forming;
ment;
make products using the thermoforming technique;
perform maintenance tasks of moulds, jigs and production equipment and
eliminate malfunctions as part of his/her daily work assignments;
transfer loads;
working community.
Assessment
62
ASSESSMENT
Mastery of a product makes a product to an makes a product according makes a product indepen-
manufacturing acceptable standard, but to instructions and advanc- dently, advancing fluently
process and needs occasional supervi- es fluently from one work in work phases and taking
systematic sion to advance in work phase to another the sequence of phases and
implementation of phases reporting into account
work
sibility

ASSESSMENT
equipment and
material
ing to instructions
searches for information searches for informationtakes the properties of the
required for processing the required for processing the
material he/she uses into
Making moulds and makes a mould or jig ac- makes a mould or jig al- independently makes a
jigs cording to drawings, most independently accord- self-designed mould or jig,
requiring occasional super- ing to drawings considering quality criteria
vision
63
Use of equipment uses machinery and equip- uses machinery and equip- independently uses ma-
ment intended for preform- ment intended for preform- chinery and equipment
ing, thermoforming and ing, thermoforming and intended for preforming,
product finishing almost product finishing thermoforming and prod-
independently uct finishing in an efficient
and economical manner
Setting and adjusting sets and adjusts ther- sets and adjusts ther- independently sets and
control parameters moforming process param- moforming process param- adjusts thermoforming
eters, such as temperature eters, such as temperature process parameters, such
profile, forming time and profile, pre-blowing, as temperature profile, pre-
cooling, with occasional forming time and cooling, blowing, forming time and
supervision almost independently cooling
Product starts up and stops a ther- starts up and stops a ther- starts up different phases of
manufacturing moforming process set up moforming process inde- the thermoforming process
in advance with occasional pendently independently and with
supervision correct timing in terms of
swift work performance
makes preforms using makes preforms using independently makes
manual machine tools inde- manual machine tools preforms using manual
pendently independently and CNC machine tools and CNC
machining methods with machining methods
occasional supervision
makes products using a makes products that fulfil independently makes prod-
thermoforming method quality criteria using a ther- ucts that fulfil quality crite-
moforming method almost ria using a thermoforming
independently method, being capable of
eliminating malfunctions
occurring in machinery and
equipment
finishes products using finishes products using independently finishes
manual machining meth- manual machining meth- products using manual and
ods ods independently and CNC machining methods
CNC machining methods
with occasional supervision
Product quality inspects a product visu- inspects a product visu- independently inspects a
assurance ally according to quality ally according to quality product visually according
reliably
64
environment with occasional supervi- almost independently and dependently and keeps the
sion and keeps the working keeps the working environ- working environment tidy
Maintenance work performs daily maintenance independently performs independently performs
and elimination of of jigs and production daily maintenance of daily maintenance of
malfunctions equipment moulds, jigs and produc- moulds, jigs and produc-
tion equipment, requiring tion equipment and elimi-
occasional supervision for nates production equip-
mould maintenance ment malfunctions imme-
diately when they occur

ASSESSMENT
Knowledge of is familiar with the phases is familiar with the phases is familiar with the phases
the phases of a of the thermoforming of the thermoforming proof the thermoforming pro-
manufacturing process in general terms cess and uses the correct cess so as to be able to pre-
process and mainly uses the correct terms for the production pare for future work assign-
terms for the production equipment ments and uses the correct
equipment terms for the production
equipment
65
products
writes reports relating to writes reports relating to
writes reports relating to
the manufacturing process, the manufacturing process,
the manufacturing process,
making use of application making use of application
making use of application
software software, and inserts tables
software, and inserts infor-
other applications
performs thermoforming performs thermoform- performs thermoforming
simulations with occasional ing simulations almost simulations independently
supervision so as to be fa- independently so as to be so as to be familiar with the
miliar with machine user familiar with the user in- user interfaces of different
interfaces and be able to terfaces of different makes makes of machinery and
feed and transfer control of machinery and be able be able to feed and transfer
parameters into different to feed and transfer control control parameters into
manufacturers’ machinery parameters into different different manufacturers’
in his/her practical work. manufacturers’ machinery machinery in his/her prac-
in his/her practical work. tical work.

ASSESSMENT
terms
ations
66
she has performed
practices
capacity
completion of work
asks for help in dangerous makes an emergency call uses his/her own initiative
situations. where required. to improve occupational
The student or candidate demonstrates his/her vocational skills by manufactur-

ing plastic products using the thermoforming technique in a business enterprise or
some other site that corresponds to the conditions of a thermoforming enterprise as
67

methods.
4.4.5 Rotational moulding

choose, handle and store materials and additives required at work;
weigh and load the correct amounts of raw material and additives into the
mould;
ment;
make a product using the rotational moulding method or participate in de-
manding assistive production assignments;
perform the necessary measures when loading the mould and removing a
product;
finish a product;
work assignments;
transfer loads;
68
working community.
Assessment

ASSESSMENT
process
sibility
rective action.
69

ASSESSMENT
equipment and
material
ing to instructions
Use of equipment uses the necessary ancillary uses the necessary ancillary independently uses the nec-
equipment, such as mixers, equipment, such as mixers, essary ancillary equipment,
scales, material transfer sys- scales, material transfer sys- such as mixers, scales,
tems and lifting equipment, tems and lifting equipment, material transfer systems
with occasional supervision almost independently and and lifting equipment, and
and installs moulds with installs moulds as part of installs moulds as part of
supervision as part of a a team a team
team
Setting and adjusting sets and adjusts produc- sets and adjusts produc- independently sets and
control parameters tion line parameters, such tion line parameters, such adjusts production line
as oven and cooling times, as oven and cooling times, parameters, such as oven
with occasional supervision almost independently and cooling times
70
Product starts up and stops a simple starts up and stops a rota- starts up different phases
manufacturing rotational moulding process tional moulding process of the rotational mould-
set up in advance with oc- according to instructions ing process independently
casional supervision and with correct timing in
terms of swift work perfor-
mance
makes a rotational moulded makes rotational moulded independently makes ro-
product with some supervi- products that fulfil quality tational moulded products
sion or works in the mould criteria almost indepen- that fulfil quality criteria or
loading and unloading dently or works in the works in the mould load-
phases of a demanding mould loading and unloading and unloading phases
production process with ing phases of a demanding of a demanding production
guidance from the line op- production process almost process with guidance from
erator, requiring occasional independently with guid- the line operator
supervision ance from the line operator
opens the mould, removes independently opens the independently opens the
the product, cleans the mould, removes the prod- mould, removes the prod-
mould, adds raw materials uct, cleans the mould, adds uct, cleans the mould,
and inserts and fits mould raw materials and inserts adds raw materials and
half with supervision from and fits mould half inserts and fits mould half
the line operator and eliminates equipment
when they occur
finishes a product, includ- finishes a product, includ- independently finishes a
ing flash removal, and ing flash removal, and product, including flash
makes the required open- makes the required open- removal, and makes the
ings for the piece with ings for the piece almost required openings for the
some supervision independently piece
reliably
tidying the working of waste material generated recycles or reuses waste recycles or reuses waste
environment or reuses it with occasional material almost indepen- material independently and
supervision and keeps the dently and keeps the work- keeps the working envi-
working environment tidy ing environment tidy ronment tidy and in good
order
71
and elimination of of rotational moulds and of rotational moulds and daily maintenance of rota-
malfunctions ancillary equipment ancillary equipment almost tional moulds and ancillary
independently equipment and eliminates
production equipment
when they occur

ASSESSMENT
Knowledge of is familiar with the phases is familiar with the differ- is familiar with the differ-
the phases of a of rotational moulding in ent phases of rotational ent phases of rotational
manufacturing general terms and uses the moulding so as to be able moulding so as to be able
process correct terms for the parts to prepare for future work to prepare for future work
of rotational moulding assignments and uses the assignments and indepen-
machinery with occasional correct terms for the parts dently uses the correct
guidance of rotational moulding terms for the parts of rota-
machinery and ancillary tional moulding machinery
equipment almost indepen- and ancillary equipment
dently
Handling raw is familiar with the most is familiar with the most is familiar with the most
materials common raw materials common raw materials common raw materials
and additives in use, such and additives in use, such and additives in use, such
as colouring agents, and is as colouring agents, and is as colouring agents, and is
able to apply this knowl- able to apply this knowl- able to apply this knowl-
edge in his/her work with edge in his/her work almost edge in his/her work inde-
some supervision independently pendently
products
software. software, and inserts tables software, and inserts infor-
into reports. mation into reports using
other applications.
72
ASSESSMENT
terms
ations
she has performed
73
Health, safety and works in compliance with works in compliance with

works in compliance with
ability to function the Occupational Safety the Occupational Safety
the Occupational Safety
and Health Act, occupa- and Health Act, occupa-
and Health Act, occupa-
and the working commu- the working community’s
and the working commu-
endangering himself/herself members of the workingand identifies the dangers
community into account in
related to his/her work and
practices
capacity
cleans the production line keeps the production line cleans the production line
and surrounding areas after and surrounding areas clean and surrounding areas
receiving instructions during and after comple- independently during and
tion of work after completion of work
The student or candidate demonstrates his/her vocational skills by making rota-

tional moulded products in compliance with occupational safety instructions in a
rotational moulding enterprise or some other site that corresponds to the conditions
of this type of enterprise as closely as possible. Work is performed to such an extent
that vocational skills may be deemed to meet the vocational skills requirements.

reliable methods.
74
4.4.6 Mechanical machining of plastics

choose the correct machining tools and machining parameters;
work plastics using machinery and equipment intended for mechanical ma-
chining;
perform maintenance tasks of production equipment and machining tools and
eliminate malfunctions as part of his/her daily work assignments;
transfer loads;
read and interpret technical drawings and their general and geometric toler-
ances;
take the properties of different materials into account in machining;
make use of information sources and mathematics to determine machining
parameters;
make use of the basics of NC programming and NC machine tool operation
in his/her work;
working community.
Assessment
75

ASSESSMENT
work
sibility
rective action.

ASSESSMENT
equipment and
material
ing to instructions
76
Machining of plastics chooses and fits machin- chooses and fits machin- chooses and fits machin-
ing tools to mechanical ing tools to mechanical ing tools to mechanical
machining machinery and machining machinery and machining machinery and
equipment with occasional equipment almost inde- equipment independently,
supervision and clamps the pendently and clamps the makes the necessary tool
workpiece properly workpiece properly settings and clamps the
workpiece properly
sets machining param- sets machining param- sets machining param-
eters and makes products eters and makes products eters and independently
to working designs using to working designs using makes products to working
manual machine tools ac- manual machine tools designs using manual ma-
cording to instructions independently and CNC chine tools and CNC ma-
machining methods with chining methods, making
occasional supervision use of software packages
reliably
and elimination of of machinery, equipment of machinery, equipment daily maintenance of
malfunctions and tools with occasional and tools almost indepen- machinery, equipment
supervision dently and tools and eliminates
when they occur
77

ASSESSMENT
Interpreting drawings is able to interpret techni- is able to interpret techni- is able to interpret techni-
cal drawings with some cal drawings almost inde- cal drawings independently,
supervision, so as to be able pendently, so as to be able so as to be able to choose
to choose the materials to to choose the materials to the materials to be ma-
be machined and set the be machined and set the chined and set the machin-
machining parameters in machining parameters in ing parameters in his/her
his/her practical work his/her practical work practical work
the phases of a of mechanical machin- of mechanical machin- of mechanical machining
manufacturing ing in general terms and ing in general terms and and uses the correct terms
process uses the correct terms for uses the correct terms for for machining tools and
machining tools and equip- machining tools and equip- equipment
ment with some guidance ment
Applying makes use of mathemat- makes use of mathemat- makes use of mathemat-
mathematics and ics and other information ics and other information ics and other information
natural sciences sources to determine ma- sources to determine ma- sources to determine ma-
chining parameters with chining parameters with chining parameters almost
supervision occasional supervision independently
Making use of performs mechanical ma- searches for information searches for information
technology and chining simulations with about materials required about materials required
information supervision. for machining and knows for machining and knows
technology how to use simulation soft- how to use simulation soft-
ware almost independently. ware independently.

ASSESSMENT
solving petence and calculates actions and determines ma- pendently and determines
machining parameters chining parameters almost machining parameters, is
required for the work with independently able to assess his/her work
supervision and carries out the work
according to drawings
terms
ations
78
Vocational ethics appreciates his/her own appreciates his/her work appreciates and develops
work and keeps up his/her voca- his/her vocational skills and
tional skills assumes responsibility for
operative work
practices
looks after his/her own also takes other people into promotes occupational
health and occupational account in occupational health and safety and his/
health and safety health and safety situations her own health through
and is able to look after his/ his/her actions and looks
her own health after his/her own working
capacity
cleans the machine tool keeps the machine tool and independently keeps the
and surrounding areas after the working environment machine tool, the machine
receiving instructions clean during and after com- bed and the working envi-
pletion of work ronment clean during and
after completion of work
calls for help in dangerous recognises key safety risks uses his/her own initiative
situations. involved in mechanical to improve occupational
machining. safety at his/her own work-
site.

products or product components to working designs using mechanical machining
methods in a business enterprise or other conditions that correspond to these as

79
methods.
4.4.7 Manufacturing of composite plastics

bear responsibility for the quality of his/her work and for correcting quality
defects and assess his/her work;
choose, handle and store raw materials used;
make composite plastics;
use the tools required at work;
perform maintenance tasks of production equipment and tools and eliminate
malfunctions as part of his/her daily work assignments;
transfer loads;
working community.
Assessment
80
ASSESSMENT
work
sibility

ASSESSMENT
equipment and
material
Mould maintenance inspects the condition of inspects the condition of inspects the condition of
and priming the mould and primes the the mould and primes the the mould and primes the
mould before manufactur- mould before manufactur- mould before manufactur-
ing a product with occa- ing a product mainly inde- ing a product indepen-
sional supervision pendently dently
Choosing and using chooses, handles and uses chooses, handles and uses independently chooses,
materials materials required at work materials required at work handles and uses materials
with occasional supervision almost independently and required at work, tests them
and protects and stores the protects and stores materi- as required and protects
material according to in- als carefully and economi- and stores materials care-
structions cally fully and economically
81
Product makes products by laminat- makes products by laminat- independently makes prod-
manufacturing ing mainly independently ing independently and by ucts by laminating and by
some other method with some other method
some supervision
uses production equipment uses production equipment uses production equipment
and tools with occasional and tools mainly indepen- and tools independently
supervision dently
finishes products using finishes products using independently finishes
manual machining meth- manual machining meth- products using manual and
ods mainly independently ods independently and CNC machining methods
CNC machining methods
with occasional supervision
reliably
waste material and age, processes and disposes age, processes, sorts, recy- age, processes, sorts, recy-
tidying the working of waste material generated cles and disposes of waste cles and disposes of waste
environment with occasional supervi- material generated almost material generated inde-
sion and keeps the working independently and keeps pendently and keeps the
environment tidy the working environment working environment in
tidy excellent order during and
upon completion of his/
her work
Maintenance work performs daily maintenance independently performs independently performs
and elimination of of moulds, jigs and produc- daily maintenance of daily maintenance of
malfunctions tion equipment, requiring moulds, jigs and produc- moulds, jigs and produc-
occasional supervision for tion equipment tion equipment and elimi-
mould maintenance nates production equip-
ment malfunctions imme-
diately when they occur
82
ASSESSMENT
Mastering is familiar with composite is familiar with composite is familiar with composite
manufacturing plastics manufacturing plastics manufacturing plastics manufacturing
methods methods in general terms methods and uses the cor- methods and uses the cor-
and uses the correct terms rect terms for production rect terms for production
for production equipment, equipment, its parts and equipment, its parts and
its parts and tools with tools almost independently tools
some guidance
Knowledge and knows the additives and knows the additives and knows the additives and
utilisation of auxiliary agents in the resin
auxiliary agents in the resin auxiliary agents in the resin
materials and their that he/she uses and the that he/she uses and the that he/she uses and the
properties (resins, properties these are intend-
properties these are intend- properties these are intend-
gelcoats, topcoats, ed to provide ed to provide ed to provide
waxes, cleaning knows raw materials, their knows raw materials, their knows raw materials, their
agents, release mixture ratios and orien- mixture ratios and orienta- mixture ratios and orienta-
agents, reinforcing tations of reinforcement tions of reinforcement lay- tions of reinforcement lay-
agents) layers as well as their effects
ers as well as their effects on ers as well as their effects on
on the product structure the product structure and the product structure and
and properties, so as to beproperties, so as to be able properties, so as to be able
able to make products by to make products by lami- to make products by lami-
laminating mainly indepen- nating independently and nating and by some other
dently by some other method with method independently
some supervision
Making use writes reports relating to writes reports relating to writes reports relating to
of information the manufacturing process, the manufacturing process, the manufacturing process,
and automation making use of application making use of application making use of application
technologies software. software, and inserts tables software, and inserts infor-
other applications.

ASSESSMENT
Learning and problem assesses his/her own com- assesses his/her own com- assesses his/her own
solving petence and is capable of petence, providing justifi- competence consistently,
accepting feedback cations, and is capable of providing justifications,
accepting feedback and is capable of accepting
feedback
requires supervision to cope copes flexibly with the most copes flexibly with new
with the most common common problem situa- and different problem
problem situations tions, works independently situations, takes the en-
in keeping with the practic- vironment’s expectations
es learnt and, where neces- into account and makes
sary, checks his/her choices independent decisions with
with a supervisor confidence
83
terms
acts responsibly acts responsibly and func-
adapts naturally to the
tions actively as a member
working community, co-
of a team operates constructively
with different people and
functions as an active team
member, promoting the
team’s operations
operative work
Health, safety and works in compliance with complies with the working complies with the working
ability to function the safety instructions pro- community’s instructions community’s instructions,
vided and does not endan- and takes other members notices and identifies the
ger himself/herself or others of the working community dangers related to his/her
into account in his/her work and reports them
work
safely according to instruc- safely according to instruc- safely according to instruc-
tions tions, ensures their conditions, is able to assess and
tion and removes defective ensure their suitability for
items from use as required each specific job, removes
defective items from use
and sends them for main-
tenance
works ergonomically in works ergonomically. uses safe, variable work-
most situations. ing methods which do not
cause excessive workload
while taking ergonomics
into account.

products in a composite production enterprise or some other site that corresponds
to the production conditions as closely as possible. Work is performed to such an ex-
tent that vocational skills may be deemed to meet the vocational skills requirements.
84
methods.
4.4.8 Working in plastic production

ment;
make products using a key manufacturing method of his/her chosen work-
place or make products in demanding production processes with guidance
from a line operator;
work assignments;
transfer loads;
working community.
85
Assessment

ASSESSMENT
Mastery of a productmakes a product to an makes a product according makes a product indepen-
manufacturing acceptable standard, but to instructions, advanc- dently, advancing system-
process needs occasional supervi- ing systematically in work atically, flexibly and eco-
sion to advance from one phases nomically in work phases
work phase to another
Responsible observes working hours, observes working hours, observes working hours,
sibility
work her work. her work, taking the prod- her work in relation to
uct quality criteria into quality criteria and finan-
account. cial targets, and takes the
necessary corrective action.

ASSESSMENT
equipment and
material
Choosing and using chooses, handles and uses chooses, handles and uses independently chooses,
materials materials required at work materials required at work handles and uses materials
with occasional supervision almost independently and required at work, tests them
and protects and stores the protects and stores materi- as required and protects
material according to in- als carefully and economi- and stores materials care-
structions cally fully and economically
Use of equipment fits a tool to a production fits a tool to a production fits a tool to a production
machine and sets it up for machine and sets it up for machine and sets it up for
use with occasional supervi- use almost independently use independently and uses
sion and uses the ancillary and uses the ancillary the ancillary equipment
equipment required for the equipment required for the required for the manufac-
manufacturing method manufacturing method turing method
86
Setting and adjusting sets and adjusts production sets and adjusts production independently sets and
control parameters line parameters according line parameters according adjusts production line pa-
to his/her chosen manufac- to his/her chosen manu- rameters according to his/
turing method with occa- facturing method almost her chosen manufacturing
sional supervision independently method
Product starts up and stops a simple starts up and stops a starts up different process
manufacturing manufacturing process set manufacturing process or phases with correct timing
up in advance or a demand- a demanding production in terms of swift work per-
ing production line with line almost independently formance or a demanding
guidance from the line op- with guidance from the line production line indepen-
erator, requiring occasional operator dently with guidance from
supervision the line operator
makes a product with oc- makes products that ful- independently makes prod-
casional supervision using fil quality criteria almost ucts that fulfil quality cri-
his/her chosen manufac- independently using his/ teria using his/her chosen
turing method or works her chosen manufacturing manufacturing method or
in different phases of a method or works in differ- works independently in dif-
demanding production ent phases of a demanding ferent phases of a demand-
process with guidance from production process almost ing production process
the line operator, requiring independently with guid- with guidance from the line
occasional supervision ance from the line operator operator
measures and tests products chooses measuring and test- independently chooses
using the measuring and ing equipment suitable for measuring and testing
testing equipment required his/her work almost inde- equipment suitable for his/
for the work, requiring pendently and performs her work and performs
occasional supervision for product measurements and product measurements and
testing tests reliably tests reliably
Maintenance work performs daily maintenance performs daily and weekly performs daily and weekly
and elimination of work almost independently maintenance work almost maintenance work inde-
malfunctions and weekly maintenance independently and elimi- pendently and eliminates
work with occasional su- nates production equip- production equipment
pervision ment malfunctions malfunctions immediately
when they occur
87

ASSESSMENT
the phases of a of his/her chosen manufac- of his/her chosen manufac- of his/her chosen manufac-
manufacturing turing method in general turing method so as to be turing method so as to be
process terms and uses the correct able to prepare for future able to prepare for future
terms for work phases, work assignments and uses work assignments and in-
production equipment and the correct terms for work dependently uses the cor-
tools with occasional guid- phases, production equip- rect terms for work phases,
ance ment and tools almost in- production equipment and
dependently tools
products
software. software, and inserts tables software, and inserts infor-
other applications.

ASSESSMENT
Learning and problem assesses his/her own com- assesses his/her own compe- assesses his/her own
solving petence and is capable of tence diversely and is capa- competence consistently,
accepting feedback ble of accepting feedback providing justifications,
and is capable of accepting
feedback
requires occasional supervi- copes flexibly with the most copes flexibly with new
sion to cope with the most common problem situa- and different problem
common problem situations, works independently situations, takes the en-
tions in keeping with the practic- vironment’s expectations
es learnt and, where neces- into account and makes
sary, checks his/her choices independent decisions with
with a supervisor confidence
88
terms
acts responsibly acts responsibly and func- adapts naturally to the
tions actively as a member working community, co-
of a team operates constructively
with different people and
functions as an active team
member, promoting the
team’s operations
operative work
practices
safely according to instruc- safely according to instruc- safely according to instruc-
tions tions, ensures their conditions, is able to assess and
tion and removes defective ensure their suitability for
items from use as required each specific job, removes
defective items from use
and sends them for main-
tenance
works ergonomically in works ergonomically. uses safe, variable work-
most situations. ing methods which do not
into account.
89

plastic products in a plastics industry enterprise or some other site that corresponds
to the conditions of this type of enterprise as closely as possible. Work is performed
to such an extent that vocational skills may be deemed to meet the vocational skills
requirements.
A vocational skills demonstration is to comprise:

methods.
4.4.9 Manufacturing of tyres or technical rubber products

start up, adjust and stop manufacturing or tyre-building machinery;
make a tyre or a technical rubber product;
use the most common reinforcing materials, adhesives and solvents;
make different types of rubber/rubber and rubber/metal connections and per-
form coating and retreading tasks;
perform daily maintenance of machinery;
recycle and sort waste materials according to workplace practices;
recognise materials;
make connections;
90
use machinery and equipment;
apply quality requirements;
working community.
Assessment

ASSESSMENT
process
sibility
Economical and high- acts in accordance with acts almost independently acts independently in ac-
quality operations quality objectives set with in accordance with quality cordance with quality
occasional supervision objectives set objectives set and develops
his/her actions to achieve
them
91

ASSESSMENT
equipment and
material
Choosing and using identifies, chooses and uses identifies, chooses and uses identifies, chooses and uses
materials raw materials according to raw materials according to raw materials according to
work instructions with oc- work instructions carefully work instructions, working
casional supervision and economically, working independently, carefully
almost independently as and economically
instructed
protects and stores materi- protects and stores materi- protects and stores materi-
als als als
Product makes products, requiring makes products almost makes products inde-
manufacturing occasional supervision in independently pendently and eliminates
automated production malfunctions occurring in
uses production machinery uses production machinery uses production machinery
and equipment with occa- and equipment mainly and equipment indepen-
sional supervision independently dently
Making connections chooses and uses tools and chooses and uses tools and chooses and uses tools and
machinery to make connec- machinery to make connec- machinery to make connec-
tions with some supervision tions and performs joining tions and performs joining
tasks according to work tasks independently
instructions
required for the work her work and performs work independently and
measurements correctly performs measurements
correctly and reliably
waste material and age, sorts and recycles waste age, sorts and recycles waste age, sorts and recycles waste
tidying the working material generated with material almost indepen- material independently and
environment occasional supervision and dently and keeps the work- keeps the working envi-
keeps the working environ- ing environment tidy ronment tidy and in good
ment tidy order
Maintenance work performs daily maintenance performs daily maintenance performs daily maintenance
work with supervision. work mainly indepen- work independently.
dently.
92
ASSESSMENT
Knowledge and is familiar with the most is familiar with the most is familiar with the most
utilisation of common elastomers and common elastomers and common elastomers and
materials and their their physical properties so their physical properties so their physical properties so
properties as to be capable of choos- as to be capable of choos- as to be capable of indepen-
ing and using the correct ing and using the correct dently choosing and using
materials for manufacturing materials for manufacturing the correct materials for
a technical rubber product a technical rubber product manufacturing a technical
and a tyre with occasional and a tyre almost indepen- rubber product and a tyre
supervision dently
takes the effects of tem- takes the effects of tem- independently takes the
perature and vulcanisation perature and vulcanisation effects of temperature and
methods on product prop- methods on product prop- vulcanisation methods on
erties into account with erties into account in his/ product properties into ac-
occasional supervision her work almost indepen- count in his/her work
dently
takes product structures takes product structures independently takes prod-
and the significance of and the significance of uct structures and the
different compounds and different compounds and significance of different
reinforcing materials into reinforcing materials into compounds and reinforcing
account in components account in components materials into account in
and coating and retreading and coating and retreading components and coating
processes with occasional processes almost indepen- and retreading processes
supervision dently
Making connections is familiar with reinforcing is familiar with reinforcing is familiar with reinforcing
materials, adhesives and materials, adhesives and materials, adhesives and
solvents and their proper- solvents and their proper- solvents and their proper-
ties so as to be capable of ties so as to be capable of ties so as to be capable of
making a connection with making a connection al- making a connection inde-
occasional supervision most independently pendently
Mastering the knows the operating prin- knows the operating prin- knows the operating prin-
operating principles ciples of machinery and ciples of machinery and ciples of machinery and
of machinery and equipment so as to be able equipment so as to be able equipment so as to be able
equipment to work with them with to work with them almost to work with them inde-
occasional supervision independently pendently
the quality criteria with oc- the quality criteria almost the quality criteria indepen-
casional supervision. independently. dently.
93

ASSESSMENT
Interaction and co-operates with other team co-operates constructively co-operates constructively
co-operation (shift) members with members of his/her with members of his/her
own and other teams and is own and other teams and is
an active member of his/her an active member of his/her
team (shift) team (shift), promoting the
team’s operations
ability to function the safety instructions pro- safety instructions and safety instructions, takes
vided, takes the material takes the material safety the material safety data
safety data sheets into ac- data sheets and other mem- sheets into account and
count and does not endan- bers of the working com- identifies and reports safety
ger himself/herself or others munity into account shortcomings related to his/
her work
into account in his/her into account in his/her into account in his/her own
work with supervision. work. work, applying what he/
situations.

94
reliable methods.
4.4.10 Manufacturing of rubber compounds

comply with occupational safety instructions;
assure the quality of a compound;
use elastomers and other raw materials;
choose elastomers and other raw materials on the basis of abbreviations and
properties;
perform weighing tasks and make compounds;
store rubber compounds;
recycle and sort waste materials;
identify and describe different materials;
working community.
95
Assessment

ASSESSMENT
Mastery and makes a rubber compound makes a rubber compound
makes a rubber compound
systematic to an acceptable standard, according to instructions
independently, advancing
implementation of but needs occasional super- and advances fluently from
fluently in work phases
the rubber compound vision to advance in work one work phase to another
and taking the sequence of
manufacturing phases phases and reporting into
process account
sibility
Economical and high- acts in accordance with acts in accordance with acts in accordance with
quality operations quality objectives set with quality objectives set quality objectives set and
occasional supervision improves his/her actions to
achieve them

ASSESSMENT
equipment and
material
Choosing and using chooses, uses and stores chooses, uses and stores chooses, uses and stores
materials materials according to in- materials carefully and materials carefully and
structions economically according to economically, working
96
Manufacturing of a chooses and weighs raw chooses and weighs raw chooses and weighs raw
rubber compound materials and makes a rub- materials and makes a rub- materials and independent-
ber compound according ber compound according ly makes a rubber com-
to work instructions using to work instructions almost pound according to work
a rubber mixing machine independently using a rub- instructions using a rubber
with occasional supervisionber mixing machine mixing machine
takes the effects of tempera-
takes the effects of tempera- independently takes the
ture and mixing phases on ture and mixing phases on effects of temperature and
compound properties into compound properties into mixing phases on com-
account in his/her work account in his/her work pound properties into ac-
with occasional supervisionalmost independently count in his/her work
Monitoring the performs quality measure- chooses equipment suitable works independently us-
quality of a ments with occasional su- for the measurement task ing the correct measuring
compound pervision according to instructions equipment and performs
and performs measure- measurements reliably
ments reliably
ment tidy order
Storing compounds stores compounds in ac- stores compounds in ac- stores compounds in ac-
cordance with instructions. cordance with instructions. cordance with instructions.

ASSESSMENT
materials and their their physical properties so their physical properties so their physical properties
properties as to be capable of choosing as to be capable of choos- so as to be capable of in-
and using the correct ma- ing and using the correct dependently choosing and
terials for manufacturing a materials for manufacturing using the correct materials
compound with occasional a compound almost inde- for manufacturing a com-
supervision pendently pound
Mastering the knows the operating knows the operating knows the operating
operating principles principles of machinery principles of machinery principles of machinery
of machinery and and equipment used for and equipment used for and equipment used for
equipment manufacturing rubber com- manufacturing rubber manufacturing rubber com-
pounds so as to be able to compounds so as to be able pounds so as to be able to
work with them with oc- to work with them almost work with them indepen-
97
Applying quality knows the quality require- knows the quality require- knows the quality require-
requirements ments of compounds so as ments of compounds so ments of compounds so as
to be able to make a com- as to be able to make a to be able to make a com-
pound fulfilling the quality compound fulfilling the pound fulfilling the quality
criteria with occasional quality criteria almost inde- criteria independently.
supervision. pendently.

ASSESSMENT
co-operation (shift) members with members of his/her with members of his/her
team (shift) team (shift), promoting the
team’s operations
she has performed
safety data sheets into ac- data sheets and other mem- sheets and other members
count and does not endan- bers of the working com- of the working community
ger himself/herself or others munity into account into account and identifies
and reports safety short-
comings related to his/her
work
into account in his/her into account in his/her into account in his/her own
work with supervision. work. work, applying what he/
situations.
98


reliable methods.
4.4.11 Working in rubber production

work in compliance with occupational health and safety instructions;
choose raw materials;
fit the correct tool, nozzle or mould;
start up and stop a production line;
set and adjust control parameters;
make products using his/her chosen production process;
vulcanise rubber;
finish a product;
prepare production reports;
perform daily maintenance of production equipment;
sort, recycle and store materials;
identify and describe different materials;
99
make connections;
working community.
Assessment

ASSESSMENT
process
sibility
Economical and high- acts in accordance with acts in accordance with acts in accordance with
quality operations quality objectives set with quality objectives set quality objectives set and
supervision improves his/her actions to
achieve them
100
ASSESSMENT
equipment and
material
Choosing and using chooses, uses and stores chooses, uses and stores chooses, uses and stores
materials materials according to in- materials carefully and materials carefully and
structions economically according to economically, working
Using equipment and fits the correct tool, nozzle fits the correct tool, nozzle fits the correct tool, nozzle
machinery or mould with occasional or mould according to or mould independently
supervision instructions
Product starts up and stops a pro- starts up and stops a pro- starts up and stops a pro-
manufacturing duction process and sets duction process and sets duction process and sets
and adjusts control param- and adjusts control param- and adjusts control param-
eters according to instruc- eters almost independently eters independently
tions
Vulcanising rubber vulcanises rubber using dif- vulcanises rubber using independently vulca-
ferent methods according different methods almost nises rubber using different
to instructions independently methods
Finishing a product finishes a product accord- finishes a product almost finishes a product indepen-
ing to instructions independently dently according to instruc-
tions
requirements or a speci- requirements almost inde- to quality requirements
men, requiring occasional pendently
supervision
performs quality measure- chooses equipment suitable works independently us-
ments using measuring for the measurement task ing the correct measuring
equipment required for the almost independently and equipment and performs
work performs measurements measurements reliably
reliably
Packing and storing packs and stores finished packs and stores finished packs and stores finished
products and semi-finished products and semi-finished products and semi-finished products
according to instructions according to instructions according to instructions
ment tidy order
tasks work with occasional su- daily maintenance of ma-
pervision chinery and equipment
Drawing up a draws up a production draws up a production re- draws up a production
production report report according to instruc- port almost independently. report independently.
tions.
101

ASSESSMENT
materials and their their physical properties so their physical properties so their physical properties so
properties as to be capable of choos- as to be capable of choosing as to be capable of indepen-
ing and using the correct and using the correct ma- dently choosing and using
materials for manufacturing terials for manufacturing a the correct materials for
a product compound with product compound almost manufacturing a product
occasional supervision independently compound
takes the effects of tem- takes the effects of tem- independently takes the
perature and vulcanisa- perature and vulcanisation effects of temperature and
tion methods on product methods on product prop- vulcanisation methods on
properties into account in erties into account in prod- product properties into
product manufacturing, uct manufacturing almost account in product manu-
but requires occasional independently facturing
supervision
Mastering the knows the operating prin- knows the operating knows the operating prin-
operating principles ciples of machinery and principles of machinery ciples of machinery and
of machinery and equipment used in pro- and equipment used in equipment used in pro-
equipment duction so as to be able to production so as to be able duction so as to be able to
work with them with oc- to work with them almost work with them indepen-
the quality criteria with the quality criteria almost the quality criteria indepen-
supervision. independently. dently.
102
ASSESSMENT
safety data sheets into ac- data sheets and other mem- sheets and other members
count and does not endan- bers of the working com- of the working community
ger himself/herself or others munity into account into account and identifies
and reports safety short-
comings related to his/her
work
work with supervision work work, applying what he/
situations
co-operation (shift) members. with members of his/her with members of his/her
team (shift). team (shift), promoting the
team’s operations.

103

reliable methods.
4.4.12 Modules from upper secondary vocational qualifications
One or more vocational modules from upper secondary vocational qualifications

with Qualification Requirements adopted by the Finnish National Board of Educa-
tion may be included in the Vocational Qualification in Plastics and Rubber Tech-
nology, such as:
Vocational Qualification in Boat-building;
Vocational Qualification in Metalwork and Machinery;
Vocational Qualification in the Processing Industry;
Vocational Qualification in Electrical and Automation Engineering.
In the competence-based qualification system, a certificate of a completed upper

secondary vocational qualification module is always issued by the Qualification
Committee in charge of the qualification in question. The Qualification Commit-
tee responsible for the Vocational Qualification in Plastics and Rubber Technology
approves the module in question as part of the Vocational Qualification in Plastics
and Rubber Technology on the basis of the certificate.
4.4.13 Module from further vocational qualifications
One vocational module from further vocational qualifications with Qualification

Requirements adopted by the Finnish National Board of Education may be in-
cluded in the Vocational Qualification in Plastics and Rubber Technology, such as:
Further Qualification in Plastics Technology;
Further Qualification in Rubber Processing.
104
The education provider must have a valid contract for arranging the further voca-
tional qualification in question, or the education provider may purchase the compe-
tence tests from an education provider with a contract.
In upper secondary vocational education and training, a certificate of a com-
pleted further vocational qualification module is always awarded by the Qualifica-
tion Committee in charge of the further vocational qualification concerned and the
education provider approves the module to be included on the student’s qualifica-
tion certificate.
In the competence-based qualification system, a certificate of a completed
qualification module is always awarded by the Qualification Committee in charge
of the qualification concerned and the Qualification Committee responsible for the
Vocational Qualification in Plastics and Rubber Technology approves the module in
question as part of the Vocational Qualification in Plastics and Rubber Technology
on the basis of the certificate.
4.4.14 Module from specialist vocational qualifications
One vocational module from specialist vocational qualifications with Qualification

Requirements adopted by the Finnish National Board of Education may be includ-
ed in the Vocational Qualification in Plastics and Rubber Technology.
The education provider must have a valid contract for arranging the specialist
vocational qualification in question, or the education provider may purchase the
competence tests from an education provider with a contract.
pleted specialist vocational qualification module is always awarded by the Quali-
fication Committee in charge of the specialist vocational qualification concerned
and the education provider approves the module to be included on the student’s
qualification certificate.
In the competence-based qualification system, a certificate of a completed
qualification module is always awarded by the Qualification Committee in charge
of the qualification concerned and the Qualification Committee responsible for the
Vocational Qualification in Plastics and Rubber Technology approves the module in
question as part of the Vocational Qualification in Plastics and Rubber Technology
on the basis of the certificate.
105
4.4.15 Module from polytechnic studies
One professional module from the following polytechnic degree may be included in
the Vocational Qualification in Plastics and Rubber Technology:
Bachelor of Engineering.
The education provider offering the Vocational Qualification in Plastics and Rubber
Technology approves the studies in question as part of the Vocational Qualification
in Plastics and Rubber Technology. No vocational skills demonstrations are required
for polytechnic studies.
4.4.16 Locally offered modules
In its approved curriculum, the education provider offers optional qualification

modules that include vocational skills requirements based on the needs of the local
and regional world of work. The module names must reflect the functional areas
in the world of work. Vocational skills requirements and assessment criteria as well
as ways to demonstrate vocational skills must be drawn up for them in line with
Section 9.3 in the Appendix under ‘Vocational skills requirements, targets of assess-
ment and general assessment criteria’.
4.5 OTHER OPTIONAL MODULES IN UPPER SECONDARY VOCATIONAL

EDUCATION AND TRAINING
In its approved curriculum, the education provider offers optional modules, which
can be advanced or enhancing optional modules, core subjects or general upper sec-
ondary studies. Advanced or enhancing vocational modules may include modules
with contents based on the needs of the local or regional world of work, modules
from other vocational qualifications as well as competence acquired at work. The
modules must be assigned names and vocational skills requirements, objectives and
assessment criteria, while the ways of demonstrating vocational skills must also be
defined for vocational modules.
In terms of offering other optional modules, the education provider may work
together with the world of work and other education providers. Students can also
choose these studies from modules offered by other education providers.
The scope of core subjects and general upper secondary studies must not ex-
ceed 10 credits in optional modules.
106
4.5.1 Entrepreneurship
As part of a team, the student is able to:

assess commodification opportunities;
assess the operating opportunities of a proposed business;
specify a financially profitable business idea and develop a mission statement;
find a working partner company;
draw up a preliminary business and financial plan;
present the business and financial plan to business consultants and financiers;
negotiate the enterprise’s operating potential and financing;
set up a business;
plan and launch business operations;
work within the business and carry out its core tasks;
work with providers of business support services, including accounting firms
and advertising agencies;
terminate the business activities on completion of studies or continue them as
part of his/her business operations studies (10 credits) aiming at setting up a
business of his/her own.
Assessment
levels of competence. The targets of assessment also constitute the core contents of
the module.
107

ASSESSMENT
processes The student
Planning one’s own contributes to planning plans business operations
plans business operations
work business operations and and works spontaneously
innovatively and works
works as a team member and responsibly as a team
spontaneously, responsibly
member and supportively as a team
member
assumes responsibility for assumes joint responsibility assumes responsibility for
his/her work as agreed for the tasks agreed the activities of the whole
team for completing the
tasks agreed under joint
responsibility
Mastering the work proceeds systematically in proceeds systematically and advances systematically and
as a whole his/her work with guidance fluently in his/her work fluently in his/her work
adjusting it to the activities
of the team
participates in agreed acquires partners and acts acquires partners and
meetings with the partner with partner networks makes use of partner net-
networks works to develop opera-
tions
High-quality works in accordance with works in accordance with works in accordance with
operations quality objectives set for the quality objectives set the quality objectives set
his/her work and changes together and assesses his/ together and develops his/
his/her own activities based her own activities in reach- her activities to reach them
on feedback received ing them
works in a service-oriented works in a service-oriented works in a service-oriented
manner. manner and promotes cus- manner and promotes cus-
tomer satisfaction. tomer satisfaction.

ASSESSMENT
working methods, The student
equipment and uses the most common uses company tools, such as uses the company tools,
material company tools, such as equipment and machinery, such as equipment and
equipment and machinery, computers and applications machinery, computers and
computers and applications applications independently
acts in accordance with the acts in accordance with the acts in accordance with the
principles of information principles of information principles of information
security. security. security.
108
ASSESSMENT
knowledge The student
Assessing makes use of the business makes use of the business makes use of the business
commodification opportunities in commodi- opportunities in commodi- opportunities in commodi-
opportunities and fication offered by his/or fication offered by his/or fication offered by his/or
operating conditions her own field or other fields her own field or other fieldsher own field or other fields
in co-operation with the in co-operation with the in co-operation with the
team team team
searches information avail- makes use of information
able via different networks available via different net-
works
surveys businesses operat- surveys businesses operat- surveys businesses operat-
ing in the field and finds ing in the field and finds ing in the field and finds
information on acting as an information on acting as an information on acting as an
entrepreneur in the field, entrepreneur in the field, entrepreneur in the field,
working under supervision working as part of a team working as part of a team
as part of a team
follows developments in the follows developments in the follows developments and
field from a business point field from a business point outlook in the field from
of view, working under su- of view, working as part of a business point of view,
pervision as part of a team a team working as part of a team
assesses his/her own pos- assesses his/her own pos- independently assesses his/
sibilities as an entrepreneur, sibilities as an entrepreneur, her chances as an entre-
working with guidance as working as part of a team preneur and sets personal
part of a team development objectives
Refining the business finds out about the operat- finds out about and reports finds out about and reports
plan ing opportunities of the on the operating opportu- on the operating opportu-
enterprise to be set up, nities of the enterprise to be nities of the enterprise to be
working with guidance as set up in co-operation with set up in co-operation with
part of a team the team the team
selects a form of enterprise selects a form of enterprise selects a form of enterprise
and draws up the docu- and draws up the docu- and draws up the docu-
ments needed for setting up ments needed for setting up ments needed for setting up
a business, working under a business, working as part a business, working as part
supervision as part of a of a team of a team
team takes part in acquiring acquires information from
information from key au- key authorities indepen-
thorities dently
109
Planning business takes part in searches for takes part in searches for makes use of information
operations and information needed when information needed when needed when planning
working within the planning operations, such planning operations, such operations on how to make
company as how to make a product as how to make a product a product or provide a ser-
or provide a service, how or provide a service, how to vice, how to sell these and
to sell these and how to sell these and how to man- how to manage finances,
manage finances, working age finances, working as working as part of a team
under supervision as part of part of a team
a team
takes part in searches for takes part in searches for makes use of information
information needed when information needed when needed when planning
planning company logistics, planning company logistics, company logistics, working
working under supervision working as part of a team as part of a team
as part of a team
acquires information on acquires information on acquires information on
support services available support services available support services available
when setting up a business when setting up a business when setting up a business
and running it, e.g. ac- and running it, e.g. ac- and running it, e.g. ac-
counting services, working counting services, working counting services, working
as part of a team as part of a team as part of a team
applies the fundamental applies the fundamental independently applies the
knowledge needed to com- knowledge needed to run fundamental knowledge
plete agreed tasks, working the business needed to run the business
under supervision
finds out with guidance finds out what legislation finds out what legislation
what legislation requires of requires of bookkeeping requires of bookkeeping
bookkeeping and why
keeps the receipts and keeps the receipts and keeps the receipts and
vouchers needed for book- vouchers needed for book- vouchers needed for book-
keeping, working under keeping keeping
supervision. interprets the business interprets the business
profit and loss account and profit and loss account and
balance sheet e.g. with the balance sheet e.g. with the
help of an accounting firm. help of an accounting firm.

ASSESSMENT
for lifelong learning The student
Learning and problem searches for information on searches for information on applies key legislation and
solving key regulations related to key legislation and other other statutes concerning
products, services and con- statutes concerning prod- products, services and con-
tracts under supervision ucts, services and contracts tracts
110
Interaction and participates in preparing makes proposals, choices makes justified proposals,
co-operation choices and decisions as and decisions as part of the choices and decisions as
part of the team team part of the team to develop
business operations
assesses his/her own activi- assesses his/her own activi- assesses his/her own activi-
ties and progress made with ties and progress made ties and progress made in
guidance his/her work and business
operations
participates in co-operation negotiates on co-operation negotiates on co-operation
negotiations with team with team members and with team members and
members and stakeholders participates in negotiations stakeholders
with stakeholders
Vocational ethics observes financial, social observes financial, social observes financial, social
and sustainability-related and sustainability-related and sustainability-related
values in business opera- values in business opera- values in business opera-
tions under supervision tions tions
Health, safety and follows occupational safety follows occupational safety follows occupational safety
ability to function regulations in the field in regulations in the field in regulations in the field in
his/her activities and cus- his/her activities and cus- his/her activities and cus-
tomer service situations tomer service situations tomer service situations
protects himself/herself protects himself/herself protects himself/herself
against the dangers related against the dangers related against the dangers related
to the work and working to the work and working to the work and working
environment with guidance environment environment
ensures his/her own safety ensures his/her own safety ensures his/her own safety
and that of colleagues and and that of colleagues and and that of colleagues and
customers in familiar situa- customers in different situ- customers in different situ-
tions with guidance. ations as instructed. ations
develops the safety and
working capacity of his/her
team by developing own
working practices and the
environment
instructs others to act in a
healthy and safe way when
working as a team member.
The student demonstrates his/her vocational skills by working in co-operation with

team members, representatives of partner companies, stakeholders or other parties
in practice enterprises or similar.
111
A vocational skills demonstration is to cover completely:

mastering work processes;
mastering working methods, equipment and material;
fundamental knowledge;
key competences for lifelong learning.
vocational skills demonstration, it is to be supplemented by other types of assess-
ment of competence, such as interviews, assignments and other reliable methods.
4.5.2 Workplace instructor training
The student is able to:

recognise the tasks at the workplace suitable for on-the-job learning or voca-
tional skills demonstrations and find out about their targets of assessment and
assessment criteria;
negotiate implementation of on-the-job learning and vocational skills demon-
strations in the working community;
prepare on-the-job learning and skills demonstration plans in co-operation
with the teacher and workplace instructor;
provide other students with orientation in the tasks, customs and rules at the
workplace or at school;
present the training and working opportunities in the field e.g. to students on
workplace guidance periods;
have guidance discussions, develop his/her own activities based on feedback
and arbitrate differences of opinion;
work with different learners and colleagues;
receive and give constructive feedback;
self-assess his/her on-the-job learning and skills demonstration in accordance
with the targets of assessment and assessment criteria agreed in advance;
assess occupational safety risks in his/her work and know how to act and also
instruct others to act in accordance with the occupational safety instructions.
112
Assessment

ASSESSMENT
Planning one’s own prepares on-the-job learn- prepares on-the-job learn- prepares on-the-job learn-
work and drawing ing and skills demonstra- ing and skills demonstra- ing and skills demonstra-
up plans tion plans under supervi- tion plans as instructed tion plans independently
sion and proactively
Mastering the work requires occasional supervi- completes given tasks inde- proceeds fluently in his/
as a whole sion. pendently. her work, adjusting it to
the activities of the working
environment.

ASSESSMENT
equipment and
material
Guiding a student orients other students un- orients other students as orients other students,
der supervision instructed and holds guid- acts flexibly with different
ance discussions people and arbitrates differ-
ences of opinion
Assessing a student accepts and gives feedback accepts and gives feedback holds constructive feedback
on tasks under supervision on tasks and self-assesses discussions and self-assesses
and self-assesses on-the-job on-the-job learning and on-the-job learning and
learning and skills demon- skills demonstrations based skills demonstrations based
strations under supervision, on targets and criteria of as- on targets and criteria of as-
based on targets and crite- sessment agreed in advance. sessment agreed in advance.
ria of assessment agreed in
advance.

ASSESSMENT
Knowledge of presents some of the work- presents working and train- presents working and train-
working life and ing and training opportuni- ing opportunities within ing opportunities within
training opportunities ties within the field the field the field independently and
in one’s own field diversely
113
Knowledge of recognises the subject mat- recognises the subject mat- independently recognises
curricula ter to be learnt during ter to be learnt during the subject matter to be
on-the-job learning and the on-the-job learning and the learnt during on-the-job
competence to be assessed competence to be assessed learning and the com-
through skills demonstra- through skills demonstra- petence to be assessed
tions under supervision. tions as instructed. through skills demonstra-
tions.

ASSESSMENT
for lifelong learning The student
Health, safety and assesses occupational safety assesses occupational safety assesses occupational safety
ability to function risks involved in his/her risks involved in his/her risks involved in his/her
work and complies with work and complies with work, complies with and
occupational safety instruc- occupational safety instruc- also instructs others to
tions. tions. comply with occupational
safety instructions.
The student demonstrates his/her vocational skills by preparing an on-the-job learn-

ing or skills demonstration plan. He/she studies the activities, tasks, working culture
and rules of the working community and assesses its occupational safety risks and
ergonomics issues in terms of his/her own work. The student examines opportu-
nities to arrange his/her on-the-job learning and skills demonstration assessments
at the workplace. The student analyses the assessments of his/her own on-the-job
learning and skills demonstration.
The skills demonstration is mainly given in connection with another skills
demonstration.

mastering working methods, equipment and materials: supervision of the stu-
dent, assessment of learning and competence;
fundamental knowledge: knowledge of the Qualification Requirements;
key competences for lifelong learning: health, safety and ability to function.
vocational skills demonstration, it is to be supplemented by other types of assess-
ment of competence, such as interviews, assignments and other reliable methods.
114
4.5.3 Advanced and enhancing vocational modules
In its approved curriculum, the education provider offers advanced or enhancing

vocational modules, the contents of which are based on the needs of the local or
regional world of work. The names of such modules must reflect the functional areas
in the world of work while vocational skills requirements, objectives and assessment
criteria as well as the ways of demonstrating vocational skills must be drawn up
for them in line with Section 9.3 in the Appendix under ‘Vocational skills require-
ments, targets of assessment and general assessment criteria’. In terms of offering
other optional modules, the education provider can work together with the world
of work and other education providers.
4.5.4 Core subjects
In its curriculum, the education provider offers core subjects which increase the
student’s opportunities to choose from the core subjects listed in Chapter 5. The
education provider determines the objectives, core contents and assessment for these
modules. The modules may also be optional modules from core subjects presented
in Sections 5.2.2–5.2.7 of the Qualification Requirements. The education provider
may also offer them in co-operation with other education providers. Students can
also choose these studies from modules offered by other education providers.
4.5.5 General upper secondary studies
In its curriculum, the education provider offers students an opportunity to include

in their qualification general upper secondary studies arranged by general upper sec-
ondary schools in accordance with the general upper secondary school curriculum,
for which the general upper secondary school in question awards a certificate. The
education provider can also decide that students can choose general upper second-
ary studies (such as online studies) from the courses offered by different general
upper secondary education providers.
115
4.6 MODULES PROVIDING INDIVIDUAL ADVANCED VOCATIONAL COMPETENCE

(MODULES THAT EXPAND THE SCOPE OF AN UPPER SECONDARY
VOCATIONAL QUALIFICATION)
The student or candidate may individually include in his/her upper secondary vo-
cational qualification more modules, when it is necessary from the point of view of
field-specific or local skills requirements or strengthening his/her vocational skills.
Modules providing advanced individual vocational competence should be im-
plemented, as far as possible, at workplaces in co-operation with the world of work.
4.6.1 Business operations

assess the possibilities of commodification of his/her own competence (prod-
uct or service);
study the business environment of the enterprise to be established:
–– identify and acquire co-operation businesses and partners,
–– find, recognise and assess the company’s operating potential;
select a financially profitable business idea and develop a mission statement;
draw up a business plan for the enterprise:
–– make a financial management plan for the enterprise and find out about
the resources required to run it,
–– present the business and financial plan to business consultants and finan-
ciers,
–– negotiate the enterprise’s operating potential and financing,
–– plan the manufacturing of the enterprise’s products and provision of ser-
vices,
–– prepare a marketing plan and report on it as well as decide on marketing
activities,
–– make the necessary logistics decisions,
–– prepare a risk analysis for the enterprise,
–– plan implementation and key tasks of profitable business operations;
select the form of enterprise, establish a business and close it down.
116
Assessment

ASSESSMENT
Planning one’s own plans business operations plans the operations of plans the operations of his/
work and drawing with guidance his/her enterprise and acts her enterprise innovatively
up plans independently and respon- and acts independently, re-
sibly sponsibly and supportively
Mastering the work proceeds systematically in proceeds systematically and proceeds systematically and
as a whole his/her work with guidance fluently in his/her work fluently in his/her work
acquires a partner company acquires partners and acts acquires partners and
with guidance with partner networks makes use of partner net-
works to develop opera-
tions
High-quality works in accordance with acts in accordance with acts in accordance with
operations quality objectives set for quality objectives set and quality objectives set and
his/her work and changes assesses his/her own activi- develops his/her own activi-
his/her own activities based ties in achieving them ties to achieve them
on feedback received
works in a service-oriented works in a service-oriented works in a service-oriented
manner. manner and promotes cus- manner and promotes cus-
tomer satisfaction. tomer satisfaction.

ASSESSMENT
equipment and
material
Technology and uses customary tools uses tools needed when independently uses tools
information needed when setting up setting up his/her business, needed when setting up
technology his/her business, such as such as equipment and his/her business, such as
equipment and machinery, machinery, computers and equipment and machinery,
computers and software software computers and software
acts in accordance with the acts in accordance with the acts in accordance with the
principles of information principles of information principles of information
security. security. security.
117

ASSESSMENT
Assessment of makes use of his/her own makes use of his/her own makes use of his/her own
commodification field’s business opportuni- field’s business opportuni- field’s business opportuni-
opportunities ties in commodification ties in commodification ties in commodification
with guidance
searches information avail- searches information avail- makes use of information
able via different networks able via different networks available via different net-
with guidance works
identifies companies oper- identifies companies oper- identifies companies oper-
ating in the field and finds ating in the field and finds ating in the field and finds
information on entrepre- information on entrepre- information on entrepre-
neurship in the field under neurship in the field neurship in the field
supervision
Looking into the follows developments in the follows developments in follows developments and
business environment field from the point of view the field from the point of the outlook in the field
of starting business opera- view of starting business from the point of view of
tions under supervision operations starting business operations
assesses his/her chances as assesses his/her chances as independently assesses his/
an entrepreneur with guid- an entrepreneur her chances as an entre-
ance preneur and sets personal
development objectives
Choosing a business finds out about the operat- finds out about and reports finds out about and reports
idea ing opportunities of the on the operating opportu- on the operating opportu-
enterprise to be established nities of the enterprise to be nities of the enterprise to be
with guidance established established
acquires information from acquires information from acquires information from
key authorities under su- key authorities key authorities indepen-
pervision dently
acquires information need- acquires information makes use of information
ed in planning business needed in planning his/her needed in planning his/her
operations under supervi- business operations, such business operations, such
sion, such as how to make as how to make a product as how to make a product
a product or provide a ser- or provide a service, how to or provide a service, how to
vice, how to sell these and sell these and how to man- sell these and how to man-
how to manage finances age finances age finances
118
Drawing up a acquires information need- acquires information need- makes use of information
business plan ed for planning company ed for planning company needed for planning com-
logistics under supervision logistics pany logistics
uses information needed uses information needed applies information needed
for company risk analysis for company risk analysis for company risk analysis
under supervision
acquires information on acquires information on acquires information on
support services available support services available support services available
for setting up and running for setting up and running for setting up and running
a business under supervi- a business, such as account- a business, such as account-
sion, such as accounting ing services ing services
services
acquires information on the acquires information on the acquires information on the
entrepreneur’s role in book- entrepreneur’s role in book- entrepreneur’s role in book-
keeping and profit and loss keeping and profit and loss keeping and analysing the
analysis under supervision analysis profit and loss account and
balance sheet
acquires information on acquires information on applies key legislation and
key statutes related to prod- key legislation and statutes other statutes concerning
ucts, services and contracts concerning products, ser- products, services and con-
under supervision vices and contracts tracts
Choosing a form of chooses a form of enterprise chooses a form of enterprise chooses a form of enterprise
enterprise and setting and draws up the docu- and draws up the docu- and draws up the docu-
up and closing down ments needed for setting up ments needed for setting ments needed for setting
a business and closing down a busi- up and closing down a up and closing down a
ness under supervision. business. business.

ASSESSMENT
Learning and problem makes decisions under su- makes choices and deci- makes valid proposals,
solving pervision sions choices and decisions to
develop business operations
assesses his/her own activi- assesses his/her own activi- independently assesses his/
ties and progress made with ties and progress made her own activities and pro-
guidance gress in his/her work and
business operations
Interaction and negotiates co-operation negotiates co-operation innovatively negotiates co-
co-operation with stakeholders with with stakeholders operation with stakeholders
guidance
Vocational ethics complies with the financial, complies with the financial, complies with the financial,
social and sustainability- social and sustainability- social and sustainability-re-
related values agreed when related values agreed when lated values when planning
planning business opera- planning business opera- business operations
tions under supervision tions
119
Health, safety and prepares plans on compli- prepares plans on compli- independently prepares
ability to function ance with occupational ance with occupational plans on compliance with
safety regulations in his/her safety regulations in his/her occupational safety regula-
business under supervision business tions in his/her business
prepares plans on how prepares plans on how independently prepares
to protect oneself against to protect oneself against plans on how to prepare
dangers related to the work dangers related to the work against dangers related to
and working environment carried out in the enterprise the work carried out in the
under supervision. and its working environ- enterprise and its working
ment. environment.
The student or candidate demonstrates his/her vocational skills by planning the

operations of his/her own enterprise and acting in co-operation with different stake-
holders.
A vocational skills demonstration is to cover completely:

fundamental knowledge;
reliable methods.
120
4.6.2 Modules from vocational qualifications (upper secondary vocational
qualifications, further vocational qualifications and specialist vocational
qualifications)
1. Modules from upper secondary vocational qualifications
Modules from upper secondary vocational qualifications can be included in the

Vocational Qualification in Plastics and Rubber Technology in accordance with the
student’s or candidate’s individual study plan.
In the competence-based qualification system, a certificate of a completed up-
per secondary vocational qualification module is always awarded by the Qualifi-
cation Committee in charge of the upper secondary vocational qualification con-
cerned. The Qualification Committee for the field approves the module in question
as part of the Vocational Qualification in Plastics and Rubber Technology based on
the certificate.
2. Modules from further vocational qualifications
Modules from further vocational qualifications can be included in the Vocational

Qualification in Plastics and Rubber Technology, in accordance with the student’s
or candidate’s individual study plan.
The education provider must have a valid contract for arranging the compe-
tence-based qualification in question or the education provider can purchase the
pleted further vocational qualification module is always awarded by the Qualifica-
tion Committee in charge of the further vocational qualification concerned and the
education provider approves the module to be included on the student’s qualifica-
tion certificate.
In the competence-based qualification system, a certificate of a completed fur-
ther vocational qualification module is always awarded by the Qualification Com-
mittee in charge of the further vocational qualification concerned and the Qualifica-
tion Committee for Plastics or Rubber Technology approves the module in question
as part of the Vocational Qualification in Plastics and Rubber Technology based on
the certificate.
121
3. Modules from specialist vocational qualifications
Modules from specialist vocational qualifications can be included in the Vocational

Qualification in Plastics and Rubber Technology in accordance with the student’s or
candidate’s individual study plan.
The education provider must have a valid contract for arranging the compe-
tence-based qualification in question or the education provider can purchase the
In upper secondary vocational education and training, a certificate for a com-
pleted specialist vocational qualification module is always awarded by the Quali-
fication Committee in charge of the qualification in question and the education
provider approves the specialist vocational qualification module to be included on
the student’s qualification certificate.
In a competence-based qualification system, a certificate of a completed spe-
cialist vocational qualification module is always awarded by the Qualification Com-
mittee in charge of the qualification in question. The Qualification Committee for
Plastics or Rubber Technology approves the module in question as part of the Vo-
cational Qualification in Plastics and Rubber Technology on the basis of the certifi-
cate.
4.6.3 Locally offered modules providing individual advanced vocational

competence in curriculum-based vocational education and training
In its approved curriculum, the education provider can provide students with a
chance to take individually advanced vocational modules that meet the skills re-
quirements of the local or regional world of work and students’ individual needs
for in-depth vocational skills. The modules must be named and their skills require-
ments, assessment criteria and ways of demonstrating vocational skills must be de-
termined.
122
4.7 FINAL PROJECT IN CURRICULUM-BASED VOCATIONAL EDUCATION AND
TRAINING
The student will plan and complete a final project that will demonstrate his/her
competence.
The student will plan and complete a final project that will demonstrate his/
her competence. It can be, for example, a product, demonstration of skills, port-
folio or performance. The student recognises his/her vocational key strengths and
develops his/her creativity, innovativeness and promotes personal vocational growth
while completing the final project. He/she presents and assesses his/her final project
as well as its planning process and realisation. With the final project, the student
promotes his/her own employment. The education provider decides how the final
project is carried out.
123
5 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS
IN CURRICULUM-BASED VOCATIONAL EDUCATION AND
TRAINING, 20 CREDITS
5.1 COMPULSORY MODULES
5.1.1 Mother tongue, 4 credits
5.1.1.1 MOTHER TONGUE, FINNISH
Objectives
The student
communicates and acts in an interactive situation so that he/she can practise
the occupation, participate in working life, be an active citizen and pursue
further studies;
possesses the textual skills needed in working life;
knows how to act in a multicultural and multilingual environment;
understands the key concepts, essential contents and meaning of work specifi-
cations, plans and user instructions related to the plastics and rubber industry;
acquires information in various ways from different sources and also forwards
it orally and in writing;
interprets different text types and literary works;
assesses his/her mother tongue skills and develops them continuously;
knows how to act in different interactive situations in the plastics and rubber
industry;
masters different oral communication situations, such as presenting work and
his/her final project;
knows how to draw up work plans and reports;
knows how to behave in a job-seeking situation and how to draw up docu-
ments relevant to applying for a job;
makes use of trade journals of the plastics and rubber industry and other media;
is critical in his/her use of media and knows the principles of the use of sources;
develops his/her communication and interaction skills and constructively con-
tributes to communication at work.
124
Assessment

ASSESSMENT Satisfactory 1 Good 2 Excellent 3
The student
Acquiring information acquires information essen- acquires information relat-
acquires information from
tial to his/her occupational ed to his/her occupationaldifferent sources, even diffi-
field from clear texts under field from different sources
cult texts, and assesses their
supervision and uses reliable texts reliability
Reading understands the core mean- understands the meaning understands both the
comprehension ing of the text in terms of and main contents of the meaning and message of
vocational skills and knows text and also knows how the text as well as the signif-
how to combine its infor- to combine and compare icance of the details, draws
mation with his/her own its details with his/her own
conclusions and evaluates
experiences and knowledge experiences and knowledge the contents and the way of
expression used in the text
Written writes texts that are essen- writes texts that are essen- writes purposefully and
communication tial to vocational skills with tial to vocational skills processes his/her texts based
guidance on his/her own evaluation
and feedback
knows the basics of spelling uses fluent phrase and sen- masters the basic norms
tence structures and breaks of language use and also
the text into paragraphs improves the wording and
layout of the written text
draws up documents with draws up appropriate docu- draws up appropriate docu-
guidance, following a ments ments and knows how to
model use document templates
observes the requirements observes the requirements applies text type require-
of the text type following a of the text type and also ments in his/her own texts
model uses his/her knowledge of
text types in other respects
125
5 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Interaction and acts appropriately in inter-acts appropriately and is customer-orientated, flex-

acting in work-related active situations, such as politely in interactive situa- ible and convincing in dif-
language situations when applying for a job tions, such as when apply- ferent interactive situations
ing for a job
participates in conversation participates in the conversa-
participates in conversation
making statements tion and directs it towards in an active and construc-
the goal tive way and takes partial
responsibility for the com-
munication atmosphere
justifies his/her own opin- gives a variety of grounds gives a variety of grounds
ions for his/her opinions and for his/her own views and
claims also assesses the points
made
knows how to give a short creates contact with his/her can maintain interaction
presentation listeners as he/she speaks while speaking, knows how
and knows how to con- to exemplify his/her presen-
struct his/her statement in tation and how to construct
a way that is easy to follow its contents logically
Media skills knows the central media in uses key communication makes versatile use of com-
the occupational field tools and assesses media munication tools and as-
texts sesses media texts critically
observes copyrights with sees copyrights as rights knows how to cite the
guidance and obligations and ob- sources used and asks
serves them by citing his/ permission to use them if
her sources necessary
Knowledge of recognises the meaning takes cross-cultural com- applies cross-cultural com-
language and culture of his/her own language munication into account in munication and his/her
and the meaning of cross- his/her own interaction own cultural skills and acts
cultural communication in an open-minded manner
uses literature and other knows how to construe lit- knows how to analyse and
art forms to acquire experi- erature and other art forms. interpret literature and
ences. other art forms.
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
co-operation, 7. Aesthetics, 8. Communication and media skills, 10. Technology
and information technology, 11. Active citizenship and different cultures.
In recognition of prior learning, general upper secondary school courses Lan-
guage, texts and interaction (ÄI1), Structures and meanings of texts (ÄI2), Means of
influence (ÄI4) and one of Literary texts (ÄI3), Text, style and context (ÄI5), Language,
literature and identity (ÄI6) or Oral communication (ÄI7) compensate for mother
tongue, Finnish studies in core subjects.
126
5.1.1.2 MOTHER TONGUE, SWEDISH
In education and training provided in Swedish, the objectives and assessment crite-
ria for mother tongue studies are the same as for the equivalent studies in Finnish.
5.1.1.3 MOTHER TONGUE, SAAMI
Objectives
The student
acquires versatile experiences in Saami, both orally and literally;
understands the linguistic roots and development of his/her own identity;
recognises the meaning of language and culture to the working community;
familiarises himself/herself with Saami story-telling traditions and its signifi-
cance to the Saami language and culture;
acquires information from different Saami-language sources and also passes it
on both in speech and in writing;
expands his/her experience and co-operation to also cover Saami-speaking col-
leagues living in other Nordic countries and in Russia;
understands the meaning of multiculturalism and multilingualism and also
develops his/her linguistic and cultural tolerance;
draws up the most common written documents of his/her occupation and
community in Saami;
writes reports and job applications in Saami;
knows how to act when applying for a job and in other oral communication
situations relating to the plastics and rubber industry;
knows how to act in Saami in different interactive situations in the plastics and
rubber industry;
knows how to communicate and interact in Saami so that he/she can partici-
pate in working life, be an active citizen and pursue further studies;
assesses his/her own mother tongue skills.
Assessment
127

The student
Knowledge of knows the basic features of knows the background of strengthens and develops
language and culture Saami culture the national Saami lan- his/her own linguistic iden-
guage and the formation of tity
Saami culture
uses Saami story-telling knows Saami culture and uses Saami story-telling
traditions with guidance familiarises himself/herself traditions and knows the
with its unique character, history of Saami people
such as story-telling tradi- through it
tions
recognises the variety and takes the meaning of differ- recognises the common
significance of languages ent cultures and languages roots of Saami and Finnish
and cultures in communication situa- languages
tions into account in his/
her activities
Acquiring information makes use of trade journals uses the key communica- acquires and analyses
and media skills and other media in the field tion tools in the field enriching experiences by
with guidance making use of various com-
munications tools
knows the key media used recognises different media makes versatile use of the
in the occupational field influences and evaluates key media contents in the
them field and interprets them
objectively
Reading understands the core of the understands the meaning of understands both the
comprehension Saami language text and the text and its core content meaning and message of
knows how to combine in the Saami language and the text, draws conclusions
its information with his/ knows how to combine and and assesses the content
her own experiences and compare its details with and the way of expression
knowledge his/her own experiences
and knowledge
Written knows the basics of Saami- uses fluent phrase and sen- plans his/her writing ac-
communication language spelling tence structures and breaks cording to the objective
the text into paragraphs and also improves his/her
text based on his/her own
assessment as well as that of
others
writes full sentences and compiles a text that is valid compiles a text that is both
uses information technol- in terms of content and diverse in content and flu-
ogy layout and matches the title ent and coherent in terms
and the meaning of the text of structure
communicates in writing compiles written docu-
according to the situation ments in Saami for use in
his/her occupational field
and community
128
Interaction and acts correctly in interactive acts correctly and politely acts flexibly and convinc-
acting in work-related situations in interactive situations ingly in interactive situa-
language situations tions
participates in conversa- participates in the conversa- participates in conversation
tion making statements tion and directs it towards in an active and construc-
the goal tive way
gives a short presentation. creates contact with his/her maintains interaction while
listeners when speaking and speaking, knows how to
knows how to construct exemplify his/her presenta-
his/her speech in a way that tion and how to construct
it is easy to follow. its contents logically.
Key competences for lifelong learning: 2. Interaction and co-operation, 8. Communication

and media skills, 11. Active citizenship and different cultures.
guage, texts and interaction (ÄIS1), Structures and meanings of texts (ÄIS2) Means
of influence (ÄIS4) and one of Literary texts (ÄIS3), Text, style and context (ÄIS5),
Language, literature and identity (ÄIS6) or Oral communication (ÄIS7) compensate
for mother tongue, Saami studies in core subjects.
5.1.1.4 MOTHER TONGUE, SIGN LANGUAGE
Objectives
The student
knows how to practise his/her skills related to the plastics and rubber industry
using sign language;
appreciates sign language skills as a part of his/her identity;
acts in sign language in interactive situations that require both spoken and
written language;
knows how to communicate and interact in sign language in working life, as
an active citizen and when pursuing further studies;
knows how to communicate in a way that makes social interaction, learning
and working life success possible.
129
Assessment

The student
Knowledge of understands the stature of compares the communica- is well versed in the back-
language and culture the sign language commu- tion used by signed and ground of the sign language
nity in a multilingual Finn- spoken language cultures community and knows how
ish society to represent the minority
culture in the prevailing
multilingual culture
recognises the core char- makes use of the character- strengthens and develops
acteristics of signed and istics of signed and spoken his/her own linguistic iden-
spoken language languages tity and signs used in the
occupational field
Knowledge of sign knows the basic structure of lists basic features in his/her masters the basic structure
language linguistics sign language mother tongue and analyses of sign language
his/her own language use in
relation to others
uses sign language diction- uses sign language diction- searches for diverse infor-
aries with guidance aries independently mation in sign language
dictionaries and textbooks
recognises the different reflects on the contents of knows the linguistic charac-
forms of sign language sign language texts in terms teristics of sign language
(standard and colloquial of goals
language situations)
130
Interaction and uses occupational signs knows the general set of is well versed in the oc-
acting in work-related under instruction signs and the occupational cupational sign set and the
language situations sign set linguistic features related to
occupational identity
acts correctly in interactive participates in the conversa- uses sign language that is
situations tion and directs it towards structurally fluent and rich
the goal in expression
reads signed (videoed) texts explains occupational reads texts written in sign
things in sign language language objectively and
in presentations and in utilises the newly acquired
instructions prepared for information
others
produces and understands produces short presenta- maintains interaction while
sign language tions in sign language and speaking and produces
uses sign language in con- presentations in sign lan-
versations guage
gives a short presentation in acts with sign language in presentations, makes use
sign language users and hearing people in of the means of expression
different environments and presentation used in
the sign language culture
Use of learning skills knows how to use a sign knows how and when to knows how to use a sign
and aids language interpreter in one- use an interpreter language interpreter flu-
on-one conversations ently in various situations
uses trade literature and uses information search interprets the information
work instructions with the fluently and searches infor- gathered from different
help of sign language under mation independently from points of view and forwards
supervision different sources it using sign language
uses memory techniques uses different learning utilises different learning
in work assignments under strategies in sign language strategies in his/her sign
supervision studies language studies
masters the basics of com- produces simple presenta- uses communication tools
munications technology tions with communication in a variety of ways when
and information search tools. producing presentations in
skills. sign language.
co-operation, 8. Communication and media skills.
guage, texts and interaction (ÄIV1), Structures and meanings of texts (ÄIV2), Texts
and influence (ÄIV4) and one of Devices and interpretation of literature (ÄIV3), Text,
style and context (ÄIV5), Language, literature and identity (ÄIV6) or Advanced oral
communication skills (ÄIV7) compensate for mother tongue, sign language studies in
core subjects.
131
5.1.1.5 MOTHER TONGUE, ONE’S OWN MOTHER TONGUE FOR FOREIGN LANGUAGE USERS
Objectives
The student
reads, writes and expresses himself/herself in his/her mother tongue;
understands the linguistic roots and development of his/her own identity;
uses his/her own mother tongue and Finnish or Swedish in different contexts;
acquires information in various ways from different sources and also forwards
it orally and in writing;
knows how to communicate and to interact so that he/she can participate in
working life, be an active citizen and pursue further studies;
knows how to act in a multicultural society and in occupational situations ap-
preciating his/her own language and Finnish traditions.
Assessment

The student
Knowledge of perceives the writing meth- reads and writes short texts reads variable texts in his/
language and culture ods of his/her own language in his/her own language her own language and
writes text for different
purposes
knows how to explain the familiarises himself/herself knows the structure and
main characteristics of his/ with the literature of his/ grammar of his/her own
her language environment her own language and mother tongue
and culture cultural circle in practical
terms
can name the cultural roots knows the cultural roots of achieves strong cultural
of his/her language his/her own language and identity and preserves
its family of languages cultural ties to the environ-
ment in which he/she has
grown up
knows the various opportu- is interested in his/her
nities to use his/her mother mother tongue and linguis-
tongue and its variations in tic background and is mo-
his/her region tivated to develop his/her
mother tongue skills
132
Acquiring information knows the most important acquires information in his/
acquires information in his/
and media skills communication channels of her own mother tongue her own mother tongue
his/her own language utilising different com-utilising different com-
munication tools (such as
munication tools and
dictionaries, information
compares different sources
networks) objectively
Interaction and knows how to give a short knows how to commu- compiles different texts ob-
acting in work-related presentation in his/her nicate coherently in his/
serving the communication
language situations mother tongue her own mother tongue intraditions of his/her own
occupational matters culture and makes active
use of his/her oral skills
knows the forms of oral compares the use of his/her compares the communica-
expression in his/her own own language and Finnish tion of people who speak
and in Finnish culture the same language and
Finnish-speaking people
expresses himself/herself uses the key terms of his/ knows how to work in a
orally in the most common her own occupational field corresponding occupation
language situations in his/ and participates in con- in his/her own culture
her cultural circle. versations in his/her own
language region
understands the meaning of expands his/her profession-
bilingualism to his/her own al vocabulary and develops
work. his/her vocational skills in
his/her own language if
needed.

and media skills, 10. Technology and information technology, 11. Active citizenship
and different cultures.
In recognition of prior learning, general upper secondary school courses Native
language and its usage (ÄIM1), Culture in the language area (ÄIM3), Communica-
tion and society (ÄIM4) and The world of knowledge (ÄIM6) compensate for mother
tongue, one’s own mother tongue for foreign language users studies in core subjects.
133
5.1.1.6 MOTHER TONGUE, FINNISH AS A SECOND LANGUAGE
Objectives
The student
possesses such communication and interactive skills that he/she has adequate
resources for working life, active citizenship and further studies;
understands the key contents of oral communication in Finnish, follows the
topic being studied with ease and is able to participate in the work;
understands the key contents of written study material and is able to use it to
make progress in his/her studies;
gets inspiration and experiences when studying literature and different text
types in Finnish and, if possible, in his/her mother tongue;
produces work plans and reports;
masters the key structures of the Finnish language as well as professional vo-
cabulary and phrases in the plastics and rubber industry;
knows how to act in his/her occupation in keeping with the main procedures
of the Finnish world of work and society;
searches information from various sources, uses dictionaries and makes notes
independently and also uses material from printed and online sources to de-
velop his/her language skills and further his/her studies.
Assessment

The student
Acquiring information acquires information essen- acquires information relat- acquires information from
tial to his/her occupational ed to his/her occupational different sources, even diffi-
field from clear texts under field from different sources cult texts, and assesses their
supervision and uses reliable texts reliability
134
Reading understands short practical understands professional independently understands
comprehension texts, key words and impor- texts relating to his/her own texts, even on abstract top-
tant details as well as textsfield or general topics and ics that can be related to
of occupational relevance also texts that need some his/her own field of work
inference, knows how to and occupational safety,
search and combine infor- quickly perceives the con-
mation from several dif- tents and importance of the
ferent texts of a few pages text and applies it to differ-
long ent assignments
Written writes short structured text writes texts on familiar writes fluent and detailed
communication on familiar topics in most abstract as well as occupa- texts, even on abstract
common written commu- tional topics, uses vocabu- topics and work assign-
nication contexts and also lary and sentence structures ments, combines or sum-
possesses the vocabulary that are needed for a wide marises information from
and structures needed to variety of writing and also different sources to his/
create general and profes- writes understandable and her text, commands a vast
sional texts practically flawless language vocabulary and demanding
sentence structures and has
the language skills to write
fluent structured text
Interaction and understands speech on understands conversations understands spoken lan-
acting in work-related studying or his/her occupa- that cover general topics guage dealing with concrete
language situations tional field and a conversa- and factual matters or are and abstract topics and
tion containing general related to his/her occupa- his/her occupational field,
vocabulary tional field and masters the recognises different styles
vocabulary of speech and knows how
to summarise key elements
and important details from
what he/she has heard
speaks about familiar things speaks about ordinary con- communicates clearly in
and manages informal crete topics and explains situations related to his/
conversations and also matters related to his/her her experience and occu-
communicates in different work and also communi- pational field as well as in
occupational situations cates using a reasonably most practical and social
large vocabulary, variable situations and formal con-
structures and complicated versations, uses language
sentences structures and a fairly ex-
tensive vocabulary
Knowledge of knows about Finnish soci- understands the norms of applies information on
language and culture ety and culture and under- Finnish society and work- Finnish social norms and
stands the importance of ing life practices and also working life practices and
cross-cultural communica- takes cross-cultural com- also applies cross-cultural
tion munication into account in communication and his/her
his/her interaction own cultural skills
Language studies knows different ways of applies different ways of applies different language
learning languages and the learning languages and uses learning strategies in his/
principles of using diction- dictionaries and other in- her studies and also uses
aries and other information formation sources to facili- dictionaries and other in-
sources. tate understanding. formation sources to com-
plete assignments.
135
co-operation, 8. Communication and media skills, 11. Active citizenship and dif-
ferent cultures.
When defining the objectives of Finnish studies, the language proficiency scale
of the Common European Framework of Reference for language learning, teaching
and assessment is applied, level B2.1 of which (basic level of independent language
skills) describes a student’s excellent skills at the end of the studies in general terms.
(Common European Framework of Reference for Languages: Learning, Teaching,
Assessment. Published by arrangement with the Council of Europe 2001. Eurooppa-
lainen viitekehys. Kielten oppimisen, opettamisen ja arvioinnin yhteinen eurooppalain-
en viitekehys. Translated into Finnish by Irma Huttunen and Hanna Jaakkola 2003.)
In recognition of prior learning, general upper secondary school courses Mas-
tering the basics (S21), Putting language into action (S22), Advanced textual skills
(S24) and Getting to know Finnish culture (S25) compensate for mother tongue, Finn-
ish as a second language in core subjects.
5.1.1.7 MOTHER TONGUE, SWEDISH AS A SECOND LANGUAGE
In education and training provided in Swedish, the objectives and assessment crite-
ria for Mother tongue, Swedish as a second language are the same as for Mother tongue,
Finnish as a second language.
5.1.1.8 MOTHER TONGUE, FINNISH OR SWEDISH FOR SIGN LANGUAGE USERS
Objectives
The student
acquires and passes on information according to his/her individual circum-
stances and communicates in Finnish or Swedish in different situations;
is able to consider the connections with working life requirements and the
culture and history of the deaf in the texts used;
produces occupationally relevant texts;
uses professional Finnish or Swedish and other linguistic abilities when inter-
acting with those who can hear;
compares the forms of expression and grammar between sign language and
spoken or written language;
knows how to work actively in both Finnish or Swedish and sign language
communities and in plastics and rubber industry assignments.
136
Assessment

The student
Acquiring information acquires information in uses Finnish or Swedish to acquires information inde-
Finnish or Swedish with acquire information in his/ pendently form printed and
guidance her occupational field digital sources and assesses
them objectively
Reading understands the key con- understands the contents understands without dif-
comprehension tents of a general or profes- and style of a general text ficulty both general and
sional text and compares literary, gen- professionally oriented
eral and colloquial texts written texts
Written writes about general topics compiles short written writes fluently understand-
communication and uses understandable abstracts from a general text able, articulate and precise
language general language and also
masters spelling and punc-
tuation rules
draws up appropriate job draws up appropriate job draws up appropriate job
applications under super- applications applications identifying the
vision and following an applicant’s skills
example
writes general language so makes an understandable conveys and explains writ-
as to cope with familiar input in written communi- ten texts in sign language
communication situations cation comments on texts and in-
formation sources critically
Interaction and reads text samples related to reacts appropriately to dif- conveys orders and messag-
acting in work-related professional, cultural and ferent messages and asks es and is able to complete
language situations private life for more information when assignments in Finnish or
needed Swedish
acts co-operatively at work works co-operatively as works in a team and com-
using aids if needed a member of a team and municates professionally
knows how to convey mes- and responsibly with both
sages deaf and hearing people
Media skills recognises and observes the critically observes and as- uses glossaries and elec-
changing media environ- sesses the contents and tronic databases flexibly to
ment ways of expression used in understand text
the media
Knowing the knows the key differences compares the typical spo- knows the principles and
grammar features of between sign language and ken language structures form of spoken Finnish
sign language and written language. with those in sign language. or Swedish and compares
spoken language them with the equivalent
structures in sign language.
137
co-operation, 8. Communication and media skills.
guage, texts and interaction (V21), Structures and meanings of texts (V22), Texts and
influence (V24) and one of Devices and interpretation of literature (V23), Text, style
and context (V25), Language, literature and identity (V26) or Advanced oral com-
munication skills (V27) compensate for mother tongue, Finnish or Swedish for sign
language users studies in core subjects.
5.1.1.9 MOTHER TONGUE, ROMANY
Objectives
The student
uses Romany language and cultural heritage as a medium of interaction and
thinking in the Romany community and in occupational contexts;
acquires information from different Romany language sources;
masters such communication and interaction skills that he/she can participate
in working life, act as an active citizen and apply for further studies;
acts in different interactive situations in the plastics and rubber industry in
Romany;
masters different oral communication situations in the plastics and rubber in-
dustry;
masters the key structures of Romany as well as professional vocabulary and
phrases in the plastics and rubber industry.
Assessment
138
The student
Knowledge of knows the key features of knows the background understands for his/her
language and culture Romany culture and analy- and culture of the national own part the meaning of
ses his/her own language Romany language and also linguistic identity and acts
use compared with others strengthens and develops according to the Romany
his/her own linguistic iden- culture
tity
Acquiring information searches for information searches for many kinds masters the sources and
from clear Romany texts of information from clear materials that exist in the
with guidance Romany texts Romany language and uses
them in his/her writing
Reading understands the essence of understands the main idea understands both the
comprehension a Romany text and knows of a Romany factual text meaning and message of
how to combine its infor- and writes different kinds the text, draws conclusions
mation with his/her own of texts in Romany and assesses the content
experiences and knowledge and the way of expression
Interaction and participates understandably communicates in Romany communicates in Romany
acting in work-related in written and oral commu- orally and in writing ac- orally and in writing ac-
language situations nication at work cording to the situation cording to the situation and
develops his/her skills based
on feedback
reacts appropriately to dif- manages himself/herself
ferent messages and asks naturally in different situa-
for more information when tions in Romany
needed
Knowledge of has a sufficient vocabu- is quite confident in his/her uses fluent Romany clause
Romany linguistics lary on familiar things in use of language forms in and sentence structure.
Romany. both oral and written com-
munication.
co-operation, 11. Active citizenship and different cultures.
In recognition of prior learning, general upper secondary school courses
Strengthening the linguistic foundation (ÄIR1) and Expanding language skills beyond
family and friends (AIR2), The Romany language and culture in modern society (ÄIR6)
and one of Oral and written Romany traditions (ÄIR3), History and distribution of
the Romany language and culture (ÄIR4), Romany literature and other arts (ÄIR5)
or Romany-language speaking skills and oral culture (ÄIR7) compensate for mother
tongue, Romany studies in core subjects.
139
5.1.2 Second national language
5.1.2.1 SECOND NATIONAL LANGUAGE, SWEDISH, 1 CREDIT
Objectives
The student
manages routine work assignments in the plastics and rubber industry and
everyday situations in the second national language;
understands the significance of both national languages and cultures in a mul-
ticultural Finland.
Assessment

The student
Acquiring information knows the principles of uses dictionaries as well as uses dictionaries, electronic
using dictionaries and other some other information and other sources to ac-
information sources sources, such as electronic quire further information
sources from simple foreign-lan-
guage instructions in his/
her own field
Reading understands the contents writes short work-related writes short work-related
comprehension of short and simple written texts, such as work and notes, instructions or order
and written messages related to his/her safety instructions, follow- forms
communication own work and occupational ing examples
safety, using helpful tools
Interaction and talks about himself/herself manages routine day-to-day acts in common communi-
acting in work-related in a few words or about conversation situations, if cation situations both face-
language situations familiar things in his/her the other person talks slow- to-face and on the phone
work ly and uses simple, basic and asks for elaboration or
vocabulary clarification if needed
140
Significance of is aware of the significance understands the mean- understands the position
language and culture of Swedish language and ing of Swedish language of Swedish language and
culture and culture when meeting culture in a multicultural
people from other Nordic Finland
countries
Language studies recognises his/her own recognises the strengths and tries new strategies and
learning strategies. weaknesses of his/her own ways of learning.
learning strategy.
ferent cultures.
Grade Good 2 equals listening and text comprehension language skill level
A1.3–A2.1 and speaking and writing skill level A1.3–A2.1 on the language pro-
ficiency scale of the Common European Framework of Reference for language
learning, teaching and assessment. (Common European Framework of Reference
for Languages: Learning, Teaching, Assessment. Published by arrangement with the
Council of Europe 2001. Eurooppalainen viitekehys. Kielten oppimisen, opettamisen ja
arvioinnin yhteinen eurooppalainen viitekehys. Translated into Finnish by Irma Hut-
tunen and Hanna Jaakkola 2003.)
In recognition of prior learning, general upper secondary school courses Every-
day living in the Nordic countries (RUA1) or School and leisure (RUB1) compensate
for second national language, Swedish studies in core subjects.
5.1.2.2 SECOND NATIONAL LANGUAGE, FINNISH, 2 CREDITS
Objectives
The student possesses such communication and interaction skills that he/she can
manage work assignments in their vocational field in Finnish and understands the
significance of Finnish in his/her work and private life.
Assessment
141

The student
Acquiring information knows the principles of uses professional dictionar- uses dictionaries, manu-
using dictionaries and other ies and Finnish-language als, reference books and
information sources databases Finnish websites to acquire
information
Reading understands the contents of understands the contents of reads with ease and under-
comprehension simple Finnish-language in- Finnish-language instruc- stands various professional
and written structions or notices related tions or notices related to texts and manuals in Finn-
communication to work or everyday life work or everyday life ish and follows profession-
ally relevant events from
Finnish professional publi-
cations and social events in
Finnish media
writes short notices, fills in writes notices, letters and fills in forms, writes orders,
forms and even writes short even longer reports or min- letters and reports and also
reports in Finnish, using utes in Finnish, using tools answers inquiries in writing
tools if needed in Finnish
Interaction and understands simple instruc- understands clear instruc- understands various in-
acting in work-related tions and orders related to tions and spoken language structions and profession-
language situations work or everyday life and is at a normal tempo at work ally related conversations
able to address a customer or on the phone, is able to even when spoken at a fast
or co-worker in acceptable interact and understand a tempo, is able to interact
Finnish and understand customer or a co-worker with Finnish-speaking
questions asked and also follows profes- customers naturally and
sional and social events in understands their meanings
the media and wishes
attends to Finnish-speaking attends to Finnish-speaking discusses his/her work as-
customers satisfactorily, customers well, answers signments in Finnish with-
copes with everyday situa- questions and handles work out difficulty, knows how
tions and handles the most assignments on the phone to describe processes and
important work assign- and also participates in details and starts and carries
ments in Finnish routine Finnish-language on conversations in Finnish
conversations at work using a variable speaking
tempo
Significance of understands the signifi- works well in a Finnish plays an active role in a
language and culture cance of mastering Finnish working community and Finnish working commu-
in everyday interaction as strives to improve his/her nity and shows interest in
well as in a Finnish work- professional language skills the Finnish culture
ing community
Language studies recognises his/her own recognises the strengths and tries new strategies and
learning strategies. weaknesses of his/her own ways of learning.
learning strategy.
142
ferent cultures.
B1.2 and speaking and writing skill level B1.1 on the language proficiency scale
of the Common European Framework of Reference for language learning, teach-
ing and assessment. (Common European Framework of Reference for Languages:
Learning, Teaching, Assessment. Published by arrangement with the Council of Eu-
rope 2001. Eurooppalainen viitekehys. Kielten oppimisen, opettamisen ja arvioinnin
yhteinen eurooppalainen viitekehys. Translated into Finnish by Irma Huttunen and
Hanna Jaakkola 2003.)
In recognition of prior learning, general upper secondary school courses Eve-
ryday life and leisure (FINA1) and one of Nature and the environment (FINA2),
Commerce, technology and communications (FINA3), Society and the media (FINA4),
Education, occupational and economic life (FINA5) or Finnish culture and literature
(FINA6) compensate for second national language, Finnish studies in core subjects.
5.1.3 Foreign language
5.1.3.1 FOREIGN LANGUAGE, A LANGUAGE, 2 CREDITS
Objectives
The student
communicates and acts in an interactive situation so that he/she can practise
the occupation, participate in working life, be an active citizen and pursue
further studies;
possesses the language skills required in the plastics and rubber industry;
knows how to act in a multicultural and multilingual environment.
Assessment
143

The student
Acquiring information searches for information in searches for professionally searches for professionally
work-related materials and relevant information using relevant information in
instructions under guidance dictionaries as well as other various ways, applies his/
and using dictionaries information sources, such her knowledge and skills
as electronic sources and justifies his/her deci-
sions
Reading understands short and sim- understands written in- understands written in-
comprehension ple written messages that structions that are related structions that are related
and written are related to his/her occu- to his/her work, products to his/her work, products
communication pational field and processes using tools, and processes and feedback
asks detailed questions and received
knows how to act according
to answers received
writes simple and short writes simple and short writes common personal
work-related texts under work-related texts following messages and short texts
guidance examples and fills in simple work-
related documents
Interaction and understands short and sim- understands the most understands the main idea
acting in work-related ple oral messages related to common oral instructions of ordinary speech at a
language situations his/her occupational field related to his/her work, normal tempo and acts ac-
and knows how to act ac- products and processes and cordingly
cording to them knows how to act according
to them
briefly talks about himself/ talks about himself/herself talks about his/her work-
herself and about tasks in and his/her duties in a way place and duties and about
his/her occupational field that he/she is understood related norms and customs
by answering the questions and participates in the in familiar situations, finds
asked in foreseeable and conversation if the partner out about similar things
familiar work situations talks slowly and uses simple in other countries and ac-
structures quires further instructions
on the duties if needed
Knowledge of is aware of the significance understands the signifi- applies his/her knowledge
language and culture of the language studied as cance of the language stud- and skills in the foreign
well as the culture it rep- ied as well as the culture it language and culture
resents represents
Language studies recognises his/her own evaluates the strengths and strengthens his/her learning
learning strategies. weaknesses of his/her own by trying new strategies and
learning strategies. ways of learning.
144
ferent cultures.
A2.2 and speaking and writing skill level A2.1 on the language proficiency scale
In recognition of prior learning, general upper secondary school A Language
courses Young people and their world and Study and work compensate for foreign
language, A language studies in core subjects.
5.1.3.2 FOREIGN LANGUAGE, B LANGUAGE, 2 CREDITS
Objectives
The student
copes with ordinary everyday situations;
knows how to act in foreseeable and recurring work-related communication
situations using the foreign language.
Assessment

The student
Acquiring information knows the principles of uses dictionaries and other uses dictionaries and other
using dictionaries and other information sources, in- information sources, in-
information sources cluding electronic sources, cluding electronic sources,
to help him/her understand to help him/her produce
texts
145
Reading writes simple texts, such as writes texts that consist of writes, among other things,
comprehension instructions, adverts or lists short and simple phrases texts that consist of short
and written from familiar topics, with and sentences, such as and simple phrases and
communication guidance and using helpful instructions, adverts or sentences, such as instruc-
tools lists that are related to very tions, adverts or lists that
familiar topics, using help- are related to familiar top-
ful tools ics in both private and in
working life, using helpful
tools
Interaction and can talk about himself/ asks simple questions and asks simple questions and
acting in work-related herself and his/her work in answers accordingly when answers them when deal-
language situations a few words and recognises dealing with the immedi- ing with the immediate,
tools, titles and assignments ate, concrete environment concrete environment and
and himself/herself, when himself/herself, when the
the conversation partner conversation partner talks
talks slowly and clearly clearly and also asks for
clarification if needed
communicates orally when
introducing himself/herself,
for example, and in familiar
everyday or working life
situations
Knowledge of recognises and distinguishes writes new characters and advances the learning of the
language and culture new sounds and characters produces new sounds new language by compar-
ing it with other languages
he/she already masters
Language studies recognises his/her own evaluates the strengths and strengthens his/her learning
learning strategies. weaknesses of his/her own by trying out new strategies
learning strategies. and ways of learning.
co-operation.
A1.1 and speaking and writing skill level A1.1 on the language proficiency scale
In recognition of prior learning, general upper secondary school B1 language
courses Young people and their world and Study, work and society compensate for for-
eign language, B language studies in core subjects.
146
5.1.4 Mathematics, 3 credits
Objectives
The student
masters basic mathematics, percentage calculations and unit conversions and
uses them for determining material consumption and making raw material
compounds, for example;
calculates areas and volumes and also applies geometry to the extent required
in plastics and rubber industry assignments;
uses appropriate mathematical solutions to solve problems relevant to the plas-
tics and rubber industry;
expresses dependencies of variables using mathematical expressions;
creates and forms equations, expressions, charts and drawings needed for plas-
tics and rubber industry assignments, solves work-related mathematical assign-
ments using equations, deduction and graphs and assesses the correctness of
his/her results;
uses a calculator, computer and other mathematical tools to help solve prob-
lems when needed.
Assessment

The student
Basic mathematical completes routine work- completes occupation- applies calculations that are
calculations, related calculations and ally relevant calculations needed in his/her occupa-
percentage knows mathematical key proficiently and uses some tion, assesses the accuracy
calculations and unit concepts and presentation mathematical concepts and of results and masters the
variations as well methods presentation methods in mathematical concepts and
as mathematical his/her presentation presentation methods that
key concepts and are needed in his/her occu-
presentation methods pational field
147
Mathematical solves basic, work-related solves occupationally applies mathematical proce-

procedures, mathematical problems by relevant problems using dures in solving and form-
problem-solving and deduction, graphic expres- mathematical procedures ing occupationally relevant
assessment of results sion or calculation and also and assesses the correctness problems and assesses the
knows how to assess the of the results reliability and precision of
scale of the results the methods
Using a calculator uses a calculator and com- uses a calculator and uses a calculator and
and computer puter to help solve basic computer efficiently to computer innovatively
work-related mathematical help solve occupation- to help solve occupation-
assignments ally relevant mathematical ally relevant mathematical
problems problems
Processing, analysing uses statistics, charts and uses statistics, charts and applies statistics, charts and
and producing graphical presentations as graphical presentations to graphical presentations to
numeric data information sources solve occupationally rel- solve occupationally rele-
evant problems vant problems and also pre-
sents his/her mathematical
results as statistics, charts
and graphic presentations
calculates mathematical av- calculates essential statisti- calculates or defines statisti-
erages of material presented cal parameters. cal parameters relating to
according to instructions. the material supplied.
Key competences for lifelong learning: 1. Learning and problem solving, 9. Mathematics
and natural sciences.
In recognition of prior learning, general upper secondary school courses Ex-
pressions and equations (MAB1) and Geometry (MAB2) or Functions and equations
(MAA1) and either Polynomial functions (MAA2) or Geometry (MAA3) compensate
for mathematics studies in core subjects.
5.1.5 Physics and chemistry, 2 credits
Objectives
The student
applies the most common physical and chemical phenomena, concepts and
laws relevant to the plastics and rubber industry;
knows how to take the laws of nature into account in his/her work and other
activities and act accordingly in order to save energy and the environment;
addresses basic environmental problems from a scientific point of view;
applies the key laws and concepts of physics relevant to the plastics and rubber
industry;
148
knows the key concepts and phenomena of mechanics, thermodynamics, hy-
draulics and electricity relevant to the plastics and rubber industry so as to be
able to use the equipment and systems needed in his/her occupation safely and
economically and to work ergonomically;
considers environmentally and occupationally relevant chemical phenomena
in his/her work, which requires him/her to know the chemical properties of
the most common elements and inorganic and organic compounds;
stores, correctly uses and appropriately disposes of the substances needed in
the field and also calculates contents and concentrations;
is able to interpret factors affecting health and safety from product markings
and to consider the special properties of substances so that he/she does not
endanger his/her own safety or that of other people and the environment;
observes and measures physical and chemical phenomena relevant to his/her
occupational field;
gathers, processes and analyses the observations and measurements made.
Assessment

The student
Knowing the laws knows the laws of physics takes into account the laws knows how to apply the
of thermodynamics, well enough to take the of physics in his/her work laws of physics in his/her
mechanics and relevant related phenomena assignments work independently
electricity and taking into account, but needs
them into account some supervision
at work
149
Knowing chemical handles, stores and correct- handles, stores and correct- handles, stores and correct-
substances and ly disposes of the chemicals ly disposes of the chemicals ly disposes of the chemicals
compounds as well he/she uses at work and he/she uses at work and he/she uses at work and
as their properties takes the properties and takes the properties and en- takes the properties and
and taking them into environmental risks of vironmental risks of differ- environmental risks of
account at work different substances into ent substances into account different substances into
account, but needs some in familiar work situations account in changing work
supervision situations
interprets the most com- interprets the most com- independently interprets
mon product markings, but mon product markings different product markings
needs guidance at times in the field
calculates concentrations calculates concentrations calculates concentrations
and substance quantities and substance quantities and substance quantities
with some supervision and and searches for informa- flexibly in different work
searches for information tion from material safety situations using the infor-
from chemical safety data data sheets mation he/she has obtained
sheets according to instruc- from different sources
tions
Observation and carries out measurements independently carries out
uses the most suitable
measurement using the most common measurements using the measurement methods and
methods and equipment in most common methods equipment skilfully, takes
a supervised work situation and equipment and knows measurements in an organ-
how to assess the reliability
ised and cautious way and
of results knows how to assess the
precision and reliability of
observations and measure-
ments
documents the measure- knows how to analyse knows how to report and
ments and observations measurements and obser- present results as well as
made according to instruc- vations as well as to draw how to assess the precision
tions and presents them conclusions from the results and reliability of results and
as tables and graphs and conclusions
calculates results if needed,
but needs some supervision
Working safely and works according to safety works ergonomically and works ergonomically and
ergonomically instructions but needs in compliance with safety in compliance with safety
supervision for ergonomic instructions. instructions and takes the
working. risk factors in the working
environment into account
independently.
Key competences for lifelong learning: 1. Learning and problem solving, 4. Health, safety
and ability to function, 6. Sustainable development, 9. Mathematics and natural
sciences, 10. Technology and information technology.
In recognition of prior learning, general upper secondary school courses Phys-
ics as a natural science (FY1) and The chemistry of man and of the living environment
(KE1) compensate for physics and chemistry studies in core subjects.
150
5.1.6 Social, business and labour-market subjects, 1 credit
Objectives
The student
contributes to the management of common affairs at school and in the on-the-
job learning place;
assesses his/her opportunities to function as an active citizen and as a con-
sumer;
knows how to use the services offered by society;
draws up a plan on how to take care of his/her own finances;
assesses the significance of entrepreneurship to the Finnish national economy;
searches for information on workplaces in his/her occupational field as well as
information on the European Union and its citizens.
Assessment

The student
Participation at school participates in the manage- participates in the manage- independently participates
and in the on-the-job ment of common affairs ment of common affairs as in the management of
learning organisation under supervision agreed and knows the social common affairs and knows
decision-making process the social decision-making
process
Assessing assesses his/her opportuni- assesses his/her opportuni- assesses his/her opportuni-
opportunities to act ties to function as a citizen ties to function as a citizen ties to function as an active
and consumer under super- and consumer citizen and as a consumer
vision
knows the rights, obliga- knows the rights, privileges, knows the rights, privileges,
tions and ways to influence obligations and key ways to obligations and key demo-
as a student influence as a student and cratic ways to influence as a
citizen student and citizen
searches for information on knows the basic rights and knows the basic rights and
the basic rights and respon- responsibilities of a con- responsibilities of a con-
sibilities of a consumer sumer sumer
151
Using the services of uses the services a student uses the services society uses the services society
society needs and understands the offers and understands the offers independently and
citizens’ role in financing citizens’ role in financing understands the citizens’
them them role in financing them
Taking care of draws up a plan for his/her draws up a plan for his/her draws up a plan for his/her
personal finances funds and expenses under funds and expenses funds and expenses
supervision
searches for information on searches for information on
searches for information
financing options and their financing options and their
about financing sources and
costs under supervision costs compares their costs
Assessing the key assesses the key impact of assesses the impact of en-
assesses the impact of en-
factors affecting the entrepreneurship on em- trepreneurship and business
trepreneurship and business
national economy ployment operations on employment
operations on the national
economy independently
Searching for searches for information searches for information searches for information
information on on vacancies in the occupa- on vacancies in the occupa- on vacancies in the oc-
vacancies in the tional field locally tional field regionally and cupational field regionally,
occupational field nationally nationally and in other EU
and on the European countries
Union searches for information on searches for information on searches for comparative
EU citizens under supervi- the EU and its citizens. information on the EU and
sion. its citizens.
Key competences for lifelong learning: 2. Interaction and co-operation, 5. Initiative and
entrepreneurship, 11. Active citizenship and different cultures.
In recognition of prior learning, general upper secondary school courses Pol-
itics and society (YH1) and Economics (YH2) compensate for social, business and
labour-market subjects in core subjects.
5.1.7 Physical education, 1 credit
Objectives
The student
promotes a healthy and active lifestyle through physical exercise while under-
standing the benefits of physical exercise to one’s ability to function and work;
gets diversely familiar with physical exercise that benefits health, mental activ-
ity level and endurance;
keeps up his/her ability to function through exercise;
exercises and acts responsibly both alone and in a group;
promotes the functioning and safety of the group through his/her actions.
152
Assessment

The student
Supporting and makes use of the basic skills makes diverse use of the makes diverse use of the
strengthening needed for physical exercise basic skills needed for basic skills needed for
physical ability to physical exercise physical exercise and sport-
function specific skills
keeps up his/her physical keeps up his/her physical monitors, assesses and
ability to function under ability to function keeps up his/her physical
supervision ability to function
Keeping up and understands the signifi- understands the signifi- understands the signifi-
promoting physical, cance of exercise to physi- cance of exercise to his/her cance of exercise to physi-
psychological and cal, psychological and social physical, psychological and cal, psychological and social
social well-being with well-being with guidance social well-being well-being
the help of physical
exercise
Interaction and takes part in physical exer- takes an active part in phys- takes an active part in phys-
co-operation cise following instructions ical exercise observing the ical exercise promoting the
supplied and observes the principles of fair play principles of fair play
principles of fair play
Considering health, usually observes safety in acts safely when taking promotes group safety
safety and ability to sports. physical exercise both inde- through his/her actions.
function pendently and in a group.
Key competences for lifelong learning: 2. Interaction and co-operation, 4. Health, safety
and ability to function.
In recognition of prior learning, general upper secondary school courses Skill
and condition (LI1) or Individual and group training (LI2) compensate for physical
education studies in core subjects.
153
5.1.8 Health education, 1 credit
Objectives
The student
displays the aspiration and ability to maintain and promote health through
his/her actions and knowledge;
understands the factors in his/her own lifestyle and environment that have an
impact on physical, mental and social ability to function;
knows the significance of mental health, sexual health and human relations to
human well-being;
knows the harms of smoking and intoxicants and knows how to prevent
health-damaging factors;
knows about health-promoting lifestyles and habits;
understands the links between exercise, nutrition, rest, sleep, recreation, hu-
man relations and health and takes them into account in his/her actions;
recognises the basic factors that burden health and working capacity in the
plastics and rubber industry and knows how to develop his/her working meth-
ods and the safety and healthiness of his/her working environment in co-op-
eration with others;
knows how to prevent typical accidents when working in the plastics and rub-
ber industry, copes with the most common first aid situations and knows how
to get help as well as how to act ergonomically;
knows about the health differences of the population and the risk factors of the
most common national diseases and how to prevent them;
recognises the factors that influence his/her endurance and knows how to work
to promote it;
knows how to use student and other health care services and to engage in
health-enhancing physical activity and understands their significance to main-
taining his/her ability to function.
Assessment
154
The student
Maintaining and takes the most common takes the most common acts in a way that promotes
promoting physical, health-promoting lifestyles health-promoting lifestyles his/her health, well-being
psychological and and habits (such as physi- and habits into account and endurance, prevents
social health and cal exercise, nutrition, rest, and participates in activities factors that are harmful to
well-being sleep, recreation, mental that promote them and his/ health and justifies his/her
health, human relations, her own endurance actions with research data
sexual health) into account and experience that link
under supervision and is together lifestyle and health
willing to promote his/her
own health and endurance
Following the complies with the proce- takes the factors that bur- considers factors that have
methods of operation dures in place in the com- den health and ability to an impact on health and
that promote munity geared towards function into account in safety from different points
the physical, promoting health and his/her actions and wants of view and promotes the
psychological safety but needs supervision to promote the health and well-being of the commu-
and social health in new situations safety of his/her actions and nity through his/her own
and safety of operating environment actions
the operating
environment
Making use of health- plans and engages in engages in health-promot- makes use of the possi-
enhancing physical health-promoting exercise ing exercise following his/
bilities of health-enhancing
activity and health under supervision and her own programme and physical activity indepen-
care services knows how to search for uses health care services dently to help keep up his/
help from health care ser- when necessary her ability to function and
vices when necessary knows how to use health
care services accordingly
Prevention of recognises possible injury prevents injuries through acts carefully and prevents
injuries, first aid and risks, knows how to get and his/her actions, knows how injuries, knows how to get
ergonomic activity give first aid in the most to get and give first aid and give first aid and also
common situations requir- and also follows ergonomic follows ergonomic proce-
ing first aid and also follows procedures dures and so as to spare
ergonomic procedures in himself/herself
familiar situations
Possessing the knows about the most com- makes use of the knowledge makes diverse use of in-
knowledge base of mon health hazards (such base that promotes health formation that promotes
factors promoting as smoking and substance and ability to function in health and ability to func-
the physical, abuse) and also about the his/her activities, knows tion in his/her activities and
psychological and most common factors that the factors harmful to one’s searches for information
social health and burden health and abil- health as well as health on possible occupational
ability to function and ity to function and about hazards due to unhealthy health issues independently.
factors preventing national diseases, but needs lifestyles and is aware of
national diseases supervision to search for possible occupational
and harming health information on health pro- health issues.
as well as adverse motion.
occupational effects
155
co-operation, 3. Vocational ethics, 4. Health, safety and ability to function, 6. Sus-
tainable development, 8. Communication and media skills, 10. Technology and
information technology.
In recognition of prior learning, the general upper secondary school course
Foundations of health (TE1) compensates for health education studies in core sub-
jects.
5.1.9 Arts and culture, 1 credit
Objectives
The student
understands the meaning of arts and culture in his/her own life and uses their
various forms in a multicultural community;
participates in art and cultural events, develops culture in the school commu-
nity and maintains its aesthetic appearance;
expresses ideas, experiences and feelings through means such as music, dance,
theatre, literature or visual arts and appreciates other people’s visions and ways
of expression;
complies with the principles of sustainable development in his/her choice of
materials and in work.
Assessment
156
The student
Making use of arts participates in art and cul- fosters the culture of the renews the culture of the
and culture tural events school community by school community by de-
maintaining its aesthetic veloping its aesthetic ap-
appearance pearance
Creating a production plans and creates a prod- plans and creates a prod- plans and creates a product,
uct that displays his/her uct that displays his/her production or performance
thoughts, experiences and thoughts, experiences and that portrays and displays
emotions under supervi- emotions in a way that besthis/her thoughts, experi-
sion, in a way that best suits him/her ences and emotions in a
suits him/her way that best suits him/her
takes energy and nature acts so as to conserve na- chooses the materials for
conservation into account ture and energy when using his/her work so as to con-
in use of material and in materials and working serve nature and energy
his/her work according to
instructions
Appreciation of the explains about the cultural gives constructive feedback develops his/her own ex-
expression and views characteristics that he/she on the expression and views pression by appreciating the
of others has recognised in the ex- of others. views of others.
pressions of others.
Key competences for lifelong learning: 2. Interaction and co-operation, 6. Sustainable de-
velopment, 7. Aesthetics.
In recognition of prior learning, general upper secondary school courses Me,
visual images and culture (KU1), Environment, place and space (KU2), Music and me
(MU1) or A polyphonic Finland (MU2) compensate for arts and culture studies in
core subjects.
5.2 OPTIONAL MODULES
5.2.1 Optional additional modules for compulsory core subjects
The core subjects listed in Section 5.1 can be chosen as optional additional modules
for core subjects. The education provider defines their objectives, core contents and
assessment.
157
5.2.2 Environmental studies, 4 credits
Objectives
The student
observes ways of working and acting that conform to the principles of sustain-
able development so as to help him/her achieve and complement vocational
skills;
acts so as to conserve energy in plastics and rubber industry assignments;
prevents waste generation when manufacturing plastic and rubber products,
sorts waste appropriately and also knows the life cycles of products relevant to
his/her vocational skills;
works so as to minimise environmental risks and preserve cultural heritage.
Assessment

The student
Knowing the most knows the basic principles knows the challenges of knows the basics of circula-
important global, of sustainable development sustainable development tion of matter and flow of
regional and local in his/her work and how he/she can try to energy on the Earth
environmental observe the principles of knows the challenges of
problems and their sustainable development at sustainable development
proposed solutions work and suggested solutions as
as well as how well as how to act accord-
to act according ing to the principles of
to the principles sustainable development in
of sustainable his/her work
development and
responsible activity
158
Knowledge of knows how to prevent knows how to prevent knows how to prevent
vocationally essential waste and how to sort waste waste and sorts waste ac- waste when designing and
waste management under supervision in rou- cording to instructions acquiring products and
and prevention of tine duties packaging and sorts waste
waste independently
Preservation of recognises the basics and knows how to preserve is active in the preservation
cultural heritage significance of cultural cultural heritage in his/her of the cultural heritage in
in a way that heritage with guidance occupation his/her immediate environ-
complements ment and promotes it in
vocational skills his/her occupation
Choosing eco-efficient chooses tools and materials chooses tools and methods chooses tools and methods
working methods that promote eco-efficiency that promote eco-efficiency that promote eco-efficiency
and materials as under supervision and also recognises their
well as recognising impact on the life cycle
the life span of the
key products from
the point of view of
vocational skills
Observing works according to the works according to the works according to the
environmental essential environmental environmental regulations environmental regulations
legislation and regulations in his/her occu- in his/her occupation in his/her occupation and
acting according to pation with guidance foresees future changes
environmental quality works according to envi- works according to envi- actively participates in the
systems ronmental quality systems ronmental quality systems drawing up and/or develop-
in his/her occupation under in his/her occupation ment of the environmental
supervision quality system at the work-
place
Obtaining and using searches for environmental sorts, compares and analy- sorts, compares and analy-
information sources information from different ses gathered environmental ses gathered environmental
essential from the sources under supervision, information and modifies it information, modifies it
point of view of modifying it to suit occupa- to suit occupational needs. independently and applies
acquiring vocational tional needs. it in his/her work.
skills
Key competences for lifelong learning: 1. Learning and problem solving, 3. Vocational eth-
ics, 6. Sustainable development, 8. Communication and media skills, 10. Technol-
ogy and information technology.
Environmental ecology (BI3) compensates for environmental studies in core subjects.
159
5.2.3 Information and communications technology, 4 credits
Objectives
The student
uses IT tools and systems needed in plastics and rubber industry assignments
to gather, process, edit, save and present data;
sets up and applies new IT peripherals, processes and programs (using the help
desk if needed);
works using efficient methods and procedures, such as touch typing and dif-
ferent mouse techniques;
uses operating systems and makes use of application software, such as word
processing, spreadsheet, e-mail, presentation graphics and calendar software,
to produce, edit and present information needed in work assignments;
manages files produced by the application software used in plastics and rub-
ber industry assignments and searches for information needed in work assign-
ments using different online search engines and applications;
uses network communications methods and applications to send and share
information;
observes copyright, information security and privacy protection instructions
and regulations;
uses ergonomically correct working postures.
Assessment
160
ASSESSMENT
Satisfactory 1 Good 2 Excellent 3
The student
Acquiring and searches, saves and copies knows how to use occupa- takes technical limitations
processing files needed for work as- tionally relevant files and and possibilities into ac-
information signments and also searches online search engines ap- count in file management
for information needed propriately and efficiently applies occupationally rel-
for work assignments from evant online search engines
online services case-by-case and situation-
by-situation and actively
uses them and also assesses
the reliability and suit-
ability of the information
gathered
Information uses application software in uses application software applies application software
processing and his/her work assignments, efficiently to produce and in a variety of ways to pro-
editing such as word processing, edit work-related data duce and edit information
spreadsheet, e-mail, presen- according to different situ-
tation graphics and calen- ations and circumstances in
dar software the occupational field
Sending and sharing uses web communication uses different web commu- applies the alternatives of-
information methods in work assign- nication methods efficiently fered by network commu-
ments to send and share work- nications to the different
related information work-related situations and
needs, taking the respon-
sibility and safety aspects
concerned into account
Observing copyrights, acts according to copyright, uses ergonomically recom- foresees and considers
information security, information security, pri- mended ways of working. information security and
privacy protection vacy protection and ergo- privacy protection risks and
and ergonomics nomics instructions and develops his/her working
regulations. environment and methods
with information security,
privacy protection and
ergonomics objectives in
mind.
co-operation, 8. Communication and media skills, 9. Mathematics and natural sci-
ences, 10. Technology and information technology.
The National Core Curriculum for General Upper Secondary Education does
not include a course that would compensate for the information and communications
technology studies in upper secondary vocational education.
161
5.2.4 Ethics, 4 credits
Objectives
The student
reflects on the meaning of values, norms and views in his/her life, in interper-
sonal relationships and in work;
justifies his/her choices and is able to assess their impact on human dignity,
justice and sustainable development;
shows honesty and responsibility in his/her actions, respects other people and
also shows good manners in his/her work and human relationships;
reflects on ethical questions and problems that relate to his/her own life, rela-
tionships, society, environment and working life;
knows how to solve value and norm conflicts related to working life within
his/her own field in an ethically acceptable way both independently and in
co-operation with others;
acts ethically in different conflicting and crisis situations;
is capable of participating in development of the value base and ethical princi-
ples in the plastics and rubber industry;
gathers information on the value base of professional ethics in his/her own and
other fields and understands and uses it as a vocational resource at work;
observes and recognises ethical problems in the plastics and rubber industry,
processes them and presents justified views on them.
Assessment
162
The student
Reflecting on ethical discusses values related to discusses ethical and philo- reflects on the significance
questions his/her own life and rela- sophical questions as well as of values, norms and differ-
tionships with guidance questions and values related ent world views in his/her
and talks about ethical and to his/her own life and hu- own life, in relationships
philosophical questions man relations between other people and
in working life and society
as a whole
Ethical actions observes good manners and acts responsibly and ethi- acts independently, respon-
responsibilities at work and cally at work and in work- sibly and ethically in work
in problem situations, but ing life conflict and crisis and working life conflict
needs support and supervi- situations and crisis situations and
sion in new situations knows how to justify his/
her actions
Acquiring information searches for information on searches for information on actively acquires informa-
and using the ethics ethical questions in his/her the knowledge base of pro- tion on the knowledge
knowledge base at field under supervision and fessional ethics within his/ base of professional ethics
work uses the knowledge base in her own and other fields within his/her own and
familiar situations and uses it in his/her own other fields and uses it as a
life and work vocational resource
justifies his/her choices
and wants to participate in
development of the ethical
principles and value basis
within his/her own field
Processing value knows how to detect ethical recognises ethical problem independently recognises
and norm conflicts problem situations in his/ situations in his/her oc- the ethical problem situa-
at work her occupation and solves cupation and searches for tions in working life and
work-related value and solutions to these problems in his/her own field, knows
norm conflicts ethically together with others and how to solve them ethically
together with members of also assesses the impact of and assess their impact on
the community. the solution from the point the basis of human dignity,
of view of the key parties. justice and sustainable de-
velopment.
Key competences for lifelong learning: 1. Learning and problem solving, 3. Vocational eth-
ics, 6. Sustainable development, 8. Communication and media skills, 10. Technol-
ogy and information technology.
In recognition of prior learning, general upper secondary school courses In-
troduction to philosophical thinking (FI1) and one of units a) Nature and significance
of religion (UE1), The Church, culture and society (UE2) and Human life and ethics
(UE3), or b) The Orthodox world (UO1), Dogmatics and ethics (UO2), and Bibli-
cal studies (UO3) or c) A good life (ET1), The world view (ET2) and Individual and
community (ET3) compensate for ethics studies in core subjects.
163
5.2.5 Cultural knowledge, 4 credits
Objectives
The student
gets along with people representing different cultures;
knows how to greet and receive visitors and talk to them;
is able to observe the limits of appropriateness in his/her activities, the differ-
ent roles of men and women, instructions on dressing and behaviour as well as
the unwritten rules and procedures;
recognises cultural differences in workplace behaviour and hierarchy and
work-related public relations and behaves accordingly in normal work situa-
tions, especially in customer service;
describes his/her country’s common cultural features to representatives of oth-
er cultures, such as essential history, sights, arts, sporting achievements and
entertainment as well as the skills, working practices and innovations of the
plastics and rubber industry;
ponders the interpretations of historical events in different countries and re-
lates the meaningful events and eras of his/her native region and home country
to the history of the neighbouring countries and the world;
compares the key cultural flows and icons in his/her country and Europe;
recognises the special features of his/her own field in other countries.
Assessment
164
The student
Taking into account recognises general features recognises cultural dif- takes into account the
the most common of other cultures ferences in other people’s cultural background of the
cultural features activities people he/she meets
Behaviour and dress recognises cultural differ- works together with other also relates to foreign co-
code in different ences in people’s day-to-day people despite cultural dif- workers, clients and visitors
situations and activities in Finland and ferences without cultural conflicts
meeting different elsewhere
people
Taking into account recognises the features of compares the features of takes the features of other
the special features services and products in his/her culture with those cultures into account in
of one’s own field his/her field in different in other cultures his/her actions
countries
Behaving according recognises the key factors in tells foreign visitors essen-
develops his/her own or-
to organisational his/her work tial things about Finland
ganisation based on the
environment and and his/her work experiences he/she received
duties from others
Taking essential searches for information on takes others into account takes others into account
cultural history and the backgrounds of immi- while working despite their while planning his/her
present situation of grants and other minority ethnic background, lan- work and working despite
immigrants and other cultures guage, disability or age their ethnic background,
minority cultures into language, disability or age
account
Making use of uses the language skills uses the language skills works in international con-
language skills and acquired in familiar situa- acquired in international texts using his/her language
cultural knowledge tions. interaction situations. skills.

and media skills, 11. Active citizenship and different cultures.
not include a course that would compensate for the cultural knowledge studies in
upper secondary vocational education.
165
5.2.6 Psychology, 4 credits

Objectives
The student
observes and diversely understands human beings and the factors affecting
their activities;
recognises, acknowledges and processes psychological phenomena with the
help of psychological knowledge and concepts;
applies psychological knowledge to work assignments in his/her occupational
field;
applies the psychology of learning to his/her own studies;
knows how to observe and think critically;
knows how to observe the impact of feelings in different interaction and group
situations;
explains his/her behaviour and that of others using psychological and socio-
psychological knowledge;
knows how to act in a way that promotes his/her psychological well-being and
coping with duties in the occupational field;
performs well in customer service and teamwork situations in the field.
Assessment

The student
Knowledge of knows the common con- uses psychological knowl- is able to apply his/her
psychological cepts of psychology and un- edge to explain human knowledge of cognitive
concepts and derstands their connection behaviour in common psychology and personal-
explaining and to human behaviour everyday and working life ity psychology to common
understanding human situations working life situations and
behaviour is able to use them to ex-
plain his/her behaviour and
the behaviour of others
166
Knowledge of the knows the psychological, understands the interrela- understands the possible
development of biological and social fac- tions of the factors forming problems of psychological
human psyche tors that form the basis for the foundations for psy- development and under-
individual psychological chological development in stands that the develop-
development different phases of life and ment can be influenced
at different ages
Learning and self- knows key factors that af- assesses his/her own learn- understands the learning
awareness fect the learning situation ing under supervision, process through psychologi-
relying on psychological cal knowledge and applies
knowledge it in his/her studies
Understanding takes the significance of works with different peo- applies basic psychologi-
the effect of motivation, feelings and ple in his/her working cal knowledge of human
motivation, feelings commitment into account and learning community thinking, observation,
and commitment in his/her own performance and understands the sig- personality features, feel-
on his/her work nificance of motivation and ings and other mechanisms
performance and that commitment to perfor- regulating behaviour
of others mance
understands the impacts of uses psychological knowl-
committing to work and edge to improve his/her
identifying oneself with the self-knowledge and self-
group on work performanc- image
es and satisfaction at work acknowledges his/her own
feelings and those of others
and also controls his/her
feelings and attitudes ac-
cordingly in working life
Maintaining promotes his/her psycho- knows how to maintain acknowledges the psycho-
psychological capacity logical capacity to work and psychological well-being logical factors that affect
to work and function function with guidance and contributes to the well- his/her own endurance and
being of the working com- stress management and also
munity knows how to influence
them in a way that pro-
motes his/her endurance
understands the complexity knows how to get help in
of defining mental health his/her own mental health
questions or those affecting
his/her family and friends
Acting in human applies the most essential knows the significance works co-operatively in
relationship and psychological knowledge of social interaction and different roles and un-
interactive situations when acting in common culture in psychological derstands the meaning of
at the workplace customer service and in- human behaviour and rec- leadership
teractive situations in the ognises different leadership
workplace styles and their influence
on the workplace culture
Knowledge of the knows the key concepts of understands the effect of understands the behaviour
social aspect of socio- social psychology. the roles, norms and group of people from different
psychology dynamics in different social social and cultural back-
groups. grounds through social
psychology.
167
co-operation, 3. Health, safety and ability to function.
Mental activity, learning and interaction (PS1) compensates for one credit of psychol-
ogy studies in core subjects. If the student has also completed Human psychological
development (PS2), Motivation, emotions and higher-level cognitive activity (PS4) and
Personality and mental health (PS5), they compensate for psychology studies in core
subjects.
5.2.7 Entrepreneurship, 4 credits
Objectives
The student
develops a business idea or commodifies his/her own know-how into business
operations;
assesses the development needs based on changes in the operating environ-
ment, customers’ needs, competition, the working environment and his/her
own expertise;
follows the principles of profitable business operations in his/her business op-
erations and also takes into account the cost structure of the operations and the
impact of his/her own work input on profitability.
Assessment
168
The student
Developing a develops a business idea develops a business idea develops a business idea
business idea or as a member of a group or as a member of a group or independently or commod-
commodifying one’s commodifies his/her own commodifies his/her own ifies his/her own expertise,
own skills expertise with guidance expertise making use of the expertise
in the working community
defines procedures, key ser- finds out about operational finds out about the op-
vices or products related to or business ideas related to erational or business ideas
his/her business operations his/her business operations of different companies or
with guidance and key services and prod- organisations and key ser-
ucts, working in a group vices and products related
to business activities
acquires information on acquires information on independently acquires
product or service develop- product or service devel- information on product or
ment needs under supervi- opment needs based on service development needs
sion, based on changes in changes in the operating based on changes in the
the operating environment, environment, customer operating environment,
customer needs, competi- needs, competition or com- customer needs, competi-
tion or company expertise, pany expertise, for example, tion or company expertise,
for example working in a group for example
surveys different alternative surveys different alternative surveys different alternative
solutions under supervision solutions solutions independently
compares different options compares options and sets compares options and sets
under supervision quality and cost objectives quality and cost objectives
for his/her work that take for his/her work that take
sustainable development sustainable development
into account into account
presents the alternatives to presents the alternatives he/
an expert, the foreman or she considers the best to
clients, for example an expert, the foreman or
clients, for example, and
negotiates them
Planning business chooses the option to be chooses the option that chooses or agrees on the
activities carried out under super- is to be carried out in co- viable option and draws up
vision and draws up an operation and draws up an an operational plan for it
operational plan for it that operational plan for it that that contains the key infor-
contains the key informa- contains the key informa- mation on implementation
tion on implementation tion on implementation
discusses the plan and presents the plan and presents the plan and de-
makes the agreed changes changes it based on feed- velops it based on feedback
back received received
169
Executing executes his/her operational executes his/her operational independently executes his/
development projects plan under supervision plan her operational plan
or business activities uses usual working meth- uses usual working meth- uses working methods,
ods, tools and materials ods, tools and materials tools and materials required
required for the operational required for the operational for the operational plan
plan with guidance, making plan, making use of infor- in interaction with his/
use of information technol- mation technology her working community,
ogy making use of information
technology
works with experts at dif- works with experts at dif- uses expert networks at dif-
ferent stages of the activities ferent stages of the activities ferent stages of the activities
with guidance
works in the enterprise ob- works in the enterprise ob- works in the enterprise ob-
serving safety instructions serving safety instructions serving safety instructions
and agreed principles of and agreed principles of and especially the principles
sustainable development sustainable development of quality and sustainable
development
Assessment of the assesses the progress of assesses the progress of his/ assesses the progress of his/
execution of one’s his/her own activities and her own activities and busi- her own activities and busi-
own activities, business operations with ness operations ness operations against the
projects or business guidance objectives set
operations makes the agreed changes agrees on possible changes makes justified suggestions
for change or improvement
and agrees on their execu-
tion
Presenting a presents the execution presents the execution presents his/her whole
development phase and its results with phase and its results development project or
project or business guidance business operations and its
operations results in a way that fits the
nature of the project
Effectiveness and works or runs his/her busi- works or runs his/her busi- works, acts in a working
overall profitability of ness operations effectively ness operations effectively community or runs his/her
activities with guidance business operations effec-
tively
calculates the share of the calculates the costs of the works cost-efficiently while
costs accumulated by his/ operations and the share ac- considering time and other
her own work input. cumulated by his/her own available resources and also
work input. calculates the costs of op-
erations and the share ac-
cumulated by his/her own
work input.
co-operation, 5. Initiative and entrepreneurship, 6. Sustainable development, 10.
Technology and information technology.
not include a course that would compensate for entrepreneurship studies in upper
secondary vocational education.
170
6 FREE CHOICE MODULES IN CURRICULUM-BASED
VOCATIONAL EDUCATION AND TRAINING, 10 CREDITS
A student is to include 10 credits of free-choice modules into his/her studies, the

objectives and assessment of which are to be included in the student’s individual
study plan.
Free-choice modules can be vocational studies in one’s own or other vocational
fields, or core subjects, general upper secondary studies or studies preparing for the
matriculation examination or further studies, work experience or guided interests,
which support the general and vocational objectives of education and training and
the growth of the student’s personality.
171
7 STUDENT ASSESSMENT IN CURRICULUM-BASED
UPPER SECONDARY VOCATIONAL EDUCATION AND
TRAINING
7.1 TASKS AND OBJECTIVES OF ASSESSMENT
In addition to the provisions of the Act amending the Vocational Education and
Training Act (601/2005, section 25), assessment is used to guide, motivate and en-
courage a student to reach the objectives and support him/her to develop a positive
self-image and grow as a professional.
In addition to guiding and supporting, student assessment is to produce infor-
mation on the student’s competence for the student himself/herself, the teacher and
the employer as well as for the purpose of applying for further studies.
7.2 INFORMING ABOUT ASSESSMENT
Implementation of student assessment forms a process where the education provider

must include a plan on how to assess the various qualification modules in its cur-
riculum. It includes a plan on implementation and assessment of vocational skills
demonstrations approved by the local board for vocational skills demonstrations
(Act 601/2005, section 25 a).
Before studies begin, the students and all those taking part in the assessment
process must be informed of the assessment principles and how they are to be ap-
plied (Decree 603/2005, section 3). The matters to be informed are at least the
tasks and objectives of assessment, validation and recognition of prior learning, as-
sessment of learning and competence including on-the-job learning and vocational
skills demonstrations, targets and criteria of assessment, deciding on grades, reas-
sessment process and improving the grades, rectification of assessment and receiving
a qualification certificate.
172
7.3 VALIDATION AND RECOGNITION OF A STUDENT’S PRIOR LEARNING
The education provider is to inform the student of the kinds of material and docu-
ments that must be presented for validation and recognition of prior learning and
when the student must apply for validation and recognition of prior learning (De-
cree 603/2005, section 3).
Validation of prior learning
In addition to the provisions of the Government Decree on amending the Voca-

tional Education and Training Decree (603/ 2005, section 10 (1)), a student’s com-
petence must be assessed as early as at the beginning of studies. The student’s com-
petence and its level must be investigated in order to identify his/her strengths and
recognise prior learning. Validation of prior learning forms the basis when setting
his/her personal objectives, but also for determining the amount of guidance and
support needed.
Validation of prior learning calls for an assessment discussion in which the
student and teacher or teachers participate. To promote validation of prior learning,
different facilitating assessment methods must be developed.
Recognition of prior learning
Training Act and the Government Decree amending the Vocational Education and
Training Decree (Act 601/2005, section 30, Decree 603/ 2005, section 12 a), recog-
nition of prior learning is to prevent overlapping studies and shorten the study time.
If the validation process shows that the objectives set for the module in ques-
tion, or part thereof, have been reached, such prior learning is recognised. Recog-
nition of prior learning is recorded in the student’s individual study plan. More
detailed information on individual study plans can be found in Section 8.1.
Recognition of prior learning is part of student assessment and it is subject to
the same statutes as other forms of assessment (Act 601/2005, sections 25, 25 a and
25 c). Studies in the qualification to be completed can be substituted or accredited
by recognition of prior learning. The modules substituted by the recognition of
prior learning are marked on the qualification certificate (Chapter 7.9). The teacher
or teachers in charge of the studies in question decide on recognition of prior learn-
ing. No general time limit can be set before which the acquired competence could
173
7 STUDENT ASSESSMENT IN CURRICULUM-BASED UPPER SECONDARY VOCATIONAL EDUCATION AND TRAINING
not be recognised, but the validity of competence can be checked. If necessary, the
student must demonstrate the correspondence of his/her competence with the skills
requirements and objectives of the qualification concerned.
The studies assessed on another qualification certificate or general upper sec-
ondary school certificate compensate for corresponding core subjects as well as free-
choice modules and the optional modules included in vocational modules, a total
of 40 credits at most. Recognition of individual general upper secondary school
courses as part of core subjects is specified in Chapter 5.
If there is no grade for the competence that covers a complete module and has
been achieved through earlier studies or in another way, such competence must be
demonstrated to receive a grade for the qualification certificate. Vocational skills
demonstrations are used to show evidence of competence in vocational qualification
modules. In terms of further and specialist vocational qualifications, the ‘pass’ grade
awarded by the Qualification Committee is marked on the qualification certificate
for the recognised module.
The grades of qualification modules which are substituted through recogni-
tion can be raised during training. After completion of training, such improvement
of grades is done as a private student.
Conversion of grades
The provisions of the Decree amending the Vocational Education and Training De-
cree (488/2008, section 10) apply to the grade scale. A student is assessed based on
the assessment practices prevailing at the institution, where he/she currently pur-
sues his/her studies. If the grade scales differ from one institution to another, the
institution performing the recognition must convert the grades and determine their
correspondence in the student’s favour. The grades are to be converted as follows:
GRADE SCALE
1–3 1–5 5–10
excellent 10
excellent 3 excellent 5
very good 9
good 4 good 8
good 2
good 3 satisfactory 7
satisfactory 2 fair 6
satisfactory 1
satisfactory 1 pass 5
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7.4 ASSESSMENT OF LEARNING AND COMPETENCE
Student assessment is criteria-based, which is to say that a student’s learning and

competence is always compared with either the skills requirements of vocational
qualification modules or the objectives of core subjects as well as the assessment
criteria based on them.
A student has the right to learn before the competence described in the skills
requirements and the learning objectives are assessed to obtain a grade on the quali-
fication certificate.
Assessment of learning
The objective of assessment of learning is that the student is aware of what he/she
knows and what there is still to learn. When performing assessment of learning,
the teacher and workplace instructor must use methods that motivate and activate
the student. They are used to support and motivate the student to reach the skills
requirements or objectives as well as to develop his/her self-assessment skills. The
student assesses his/her learning based on the skills requirements, objectives and as-
sessment criteria of the module.
Learning is assessed during the whole training period or duration of studies
by giving the student oral or written feedback on the progress of learning. Numeri-
cal assessment is not needed when assessing learning. Feedback is used to support
and guide the student to achieve the best possible performance by bringing out the
student’s strengths. Assessment of learning is used as a basis to make the necessary
changes in the student’s tuition and learning support. The changes are recorded in
the individual study plan.
Assessment of competence
The student receives the grades shown on the qualification certificate based on as-
sessment of competence using the assessment scale prescribed in the effective Voca-
tional Education and Training Decree.
When competence is being assessed, the assessment methods are chosen so
that they measure reaching the skills requirements and objectives set, suit the study
methods used and support the student’s learning process. The student must have
an opportunity to show his/her competence in various ways and also assess his/her
competence himself/herself.
175
Skills in vocational modules are assessed using vocational skills demonstrations

and other ways of assessing competence. A vocational skills demonstration is used to
assess the competence determined in vocational skills requirements as widely as pos-
sible but at least what is specified in the Qualification Requirements. If necessary,
other forms of competence assessment supplement the competence necessitated by
skills requirements. The education provider decides on the other methods to assess
competence in its assessment implementation plans.
Vocational skills demonstrations
Training Act (601/2005, sections 25, 25 a and 25 b) and the Government Decree
amending the Vocational Education and Training Decree (603/2005, section 5) on
vocational skills demonstrations, the local board for vocational skills demonstra-
tions, assessment and assessors, the quality of skills demonstration venues and occu-
pational safety, the skills demonstrations are planned, implemented and assessed in
co-operation between the institution and the workplace based on the qualification
requirements.
In a vocational skills demonstration, the skills requirements of vocational qual-
ification modules are demonstrated as stated in Chapter 4. A skills demonstration
is given in all the vocational qualification modules, optional modules included, if
they are vocational modules. Skills demonstrations are not arranged in core subjects
and free-choice modules. However, the education provider can decide that a skills
demonstration is arranged in free-choice modules if they are vocational modules.
Vocational skills demonstrations are graded for all the vocational modules. A
skills demonstration can be given for one or more modules at a time. If competence
in more than one module is assessed in one and the same skills demonstration, a
separate grade must be given for each module as per the targets of assessment set. If
a skills demonstration for a qualification module is given in more than one parts, a
grade is given for each part as per the targets of assessment, but an overall grade is
not formed until all parts have been completed.
Vocational skills demonstrations are placed along with the duration of the
studies. A student must have an opportunity to acquire the competence to be as-
sessed in a skills demonstration before the demonstration is arranged and improve
his/her performance based on the feedback received on the demonstrations. The
principles of co-ordinating on-the-job learning and skills demonstrations are listed
in the skills demonstration implementation and assessment plan, which the local
board for vocational skills demonstrations approves.
176
A student is also allowed to give skills demonstrations abroad, which must be
agreed on in advance.
The education provider ensures that students receive sufficient support and
guidance to give skills demonstrations. Support and guidance are given before and
during skills demonstrations, as well as afterwards in the form of formative feedback.
Targets and criteria of assessment
The targets of assessment (what is assessed) and assessment criteria (level of com-
petence) are stated in the Qualification Requirements module by module for levels
Satisfactory 1, Good 2 and Excellent 3. Assessment focuses on:
fundamental knowledge; and
Key competences for lifelong learning are Learning and problem solving, interac-
tion and co-operation, vocational ethics, health, safety and ability to function, ini-
tiative and entrepreneurship, sustainable development, aesthetics, communication
and media skills, mathematics and natural sciences, technology and information
technology, active citizenship and different cultures. In the targets of assessment
for key competences for lifelong learning, the following four key competences are
assessed: Learning and problem solving, interaction and co-operation, vocational
ethics together with health, safety and ability to function. Other key competences
are assessed in connection with work processes, working methods, equipment and
material or fundamental knowledge.
The education provider draws up the assessment criteria based on the general
assessment criteria given in Section 9.3 for the optional modules for which they
have not been defined in the Qualification Requirements.
7.5 DECIDING ON THE GRADE
Training Act (601/2005, section 25 b) and the Government Decrees amending the
Vocational Education and Training Decree (Decree 603/2005, section 11, Decree
488/2008, sections 10 and 13), grades must be given for all modules in compli-
ance with the Qualification Requirements, including the other optional modules
177
and modules providing advanced vocational competence included in the vocational

studies (90 credits).
The grade to be awarded for a module is decided based on assessment of
competence. If several teachers have been involved in assessing the competence,
a decision is taken during an assessment discussion. A grade for a vocational skills
demonstration is mainly decided by teachers and workplace representatives together
according to the decision taken by the local board for vocational skills demonstra-
tions. The grounds for assessment must always be recorded.
7.6 STORING ASSESSMENT MATERIAL
In addition to the provisions of the Government Decree amending the Vocational

Education and Training Decree (603/2005, section 11 a) on storing assessment ma-
terial, the grade given on a vocational skills demonstration is stored as per the targets
of assessment. If the skills demonstration taken by a student only covers part of the
module, the material on which the assessment of each part is based must be stored
so that it is possible to decide on a skills demonstration grade for the whole module.
7.7 REASSESSMENT AND IMPROVING THE GRADE
The provisions of the Government Decree amending the Vocational Education and
Training Decree (603/2005, section 12) apply to reassessment and improving of
grades.
7.8 RECTIFICATION OF ASSESSMENT
The provisions of the Act amending the Vocational Education and Training Act
(601/2005, section 25 c) apply to rectification of assessment.
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7.9 CERTIFICATES
Qualification certificates
A qualification certificate is an official document, the contents of which must con-

form to the Qualification Requirements. The provisions of the Government De-
cree amending the Vocational Education and Training Decree (488/2008, section
13) apply to awarding a qualification certificate. A qualification certificate must be
awarded on the same basis in apprenticeship training arranged as upper secondary
vocational education and training.
A qualification certificate is a document that comprises an upper secondary
vocational certificate and a skills demonstration certificate. An upper secondary vo-
cational certificate contains grades for all the modules the qualification comprises.
In the upper secondary vocational certificate, the Driver Certificate of Professional
Competence (Driver CPC) certifying the initial qualification in the transport sector
is marked as: See skills demonstration certificate. Only free-choice modules can be
left without a grade if the student so chooses. For the upper secondary vocational
certificate, the module grades are based on assessment of the skills demonstrations
and other competence. Skills demonstrations must be passed in order for a grade to
be given to the module on the upper secondary vocational certificate.
Separate grades are given for the core subjects determined by the Government.
Competence provided by core subjects included in vocational modules is assessed as
part of the skills requirements for the vocational modules.
The final project is assessed as part of the modules in which it is included.
Its scope and name are marked on the upper secondary vocational certificate, but
no separate grade is given. In terms of on-the-job learning, the upper secondary
vocational certificate indicates its extent but no separate grade is given, because the
competence acquired during on-the-job learning is assessed through skills demon-
strations.
Studies compensating for a module or competence acquired in some other way
are marked on the student’s upper secondary vocational certificate with their grades.
If the grade scales differ, the conversion table given in Section 7.3 is used. For a
module recognised from a further or specialist vocational qualification, the grade to
be marked on the certificate is ‘pass’ and a footnote is used to show that it was com-
pleted as a competence-based qualification, for which the Qualification Committee
concerned has awarded a certificate.
Skills demonstrations covering a whole module given previously are marked
with their grades and short descriptions on the skills demonstration certificate. The
179
certificate is also to provide the name of the institution that performed the assess-
ment.
If recognition of prior learning is done for studies in a qualification that has
not included skills demonstrations, the skills demonstration certificate is to bear
the name and scope of the module together with a footnote to state that prior
learning has been recognised from a qualification that has not included skills dem-
onstrations. When prior learning is recognised from further or specialist vocational
qualifications, the skills demonstration certificate is to bear the name and scope of
the qualification together with a footnote to state that prior learning has been recog-
nised from further or specialist vocational qualification X, for which the Qualifica-
tion Committee in question has awarded a certificate.
When vocational modules (90 credits) include core subjects or general upper
secondary studies in compliance with Government Decision 216/2001, the skills
demonstration certificate is to bear the following footnote: ‘The student has in-
cluded x credits of core subjects, which are not assessed with skills demonstrations.’
The qualification certificate must indicate that it consists of the upper sec-
ondary vocational certificate and skills demonstration certificate. The qualification
certificate must also bear the name of the education provider or the institution
awarding the certificate or both. An upper secondary vocational certificate is signed
by the education provider and a skills demonstration certificate by the chairman of
the local board for vocational skills demonstrations (Decree 488/2008).
An upper secondary vocational certificate is to provide the following information:

student’s name and personal identity code;
name of the qualification and its scope 120 credits/3 years;
name of the study programme;
qualification title according to the Ministry of Education Decree;
completed modules grouped into vocational modules (90 credits), core sub-
jects (20 credits) and free-choice modules (10 credits), their scopes and grades;
name and scope of the final project;
scope of on-the-job learning;
date and signatures;
stamp of the education provider or school.
180
A skills demonstration certificate is to provide the following information:
student’s name and personal identity code;
name of the qualification and its scope 120 credits/3 years;
name of the study programme;
qualification title;
skills demonstrations completed by module (name and scope of module, short
description of skills demonstration completed, name of skills demonstration
venue, grade for skills demonstration or, for special needs students, a short
description of student’s vocational competence and skills shown in the skills
demonstration);
date and signature (chairman of the local board for vocational skills demon-
strations);
stamp of the education provider or school.
A qualification certificate is also to provide the following information:

contact information for the education provider or institution awarding the
certificate;
name of the education provider or institution if not already mentioned;
authorisation to provide education granted by the Ministry of Education;
legislation on which the education and training is based;
indication of the fact that the education and training has been arranged in
accordance with the Qualification Requirements adopted by the Finnish Na-
tional Board of Education (date and register number of Regulation);
indication of the fact that the qualification is approved by the Ministry of Edu-
cation (date and number of the Government Decree in force at the beginning
of the period of education and training);
prerequisites for admission and national level of qualification;
eligibility for further studies that the qualification provides;
definition of the scope of the qualification, academic year and credit;
grade scale;
special provisions related to practising the occupation.
Certificate for completed education and training
Training Decree (488/2008, section 13) apply to the contents of a certificate for
completed education and training.
181
Certificate of completed studies, qualification modules or skills demonstrations
In addition to the provisions of the Government Decree amending the Vocational

Education and Training Decree (488/2008, section 13) on awarding certificates, a
student is awarded a certificate of completed modules and studies, skills demonstra-
tions and prior learning. In addition to the grades achieved, the certificate must also
list participation in modules for which the student has not yet been given a grade as
well as information on what the student must complete in order to receive a quali-
fication certificate.
When a student enters working life after completing one or more modules, the
certificate is to include a supplement describing the vocational competence achieved
by completing the module(s) in question.
Certificate of resignation
Training Decree (488/2008, section 13) apply to the contents of a certificate of
resignation.
Certificate supplement for international use
Training Decree (488/2008, section 13) apply to issuing a certificate supplement for
international use.
The Driver Certificate of Professional Competence (Driver CPC) certifying the initial qualification in
the transport sector
The instructions given in Ministry of Education letter No. 146/530/2007 of 12

June 2007 apply to the Driver CPC certifying the initial qualification in the trans-
port sector.
182
7.10 ASSESSMENT IN SPECIAL EDUCATION
The same principles are to be applied when assessing special needs students as for
other students. If a student does not reach the objectives set for the Satisfactory 1
level in the Qualification Requirements in a specific module, the training can be
adjusted. When the skills requirements or objectives of a qualification have been
adjusted based on the Vocational Education and Training Act (630/1998, sections
20 and 21(2) and (3)), this must be indicated on the certificate. A student must
receive a qualification certificate even if qualification objectives have been adjusted.
A footnote must be added to the upper secondary vocational certificate as well
as the skills demonstration certificate of adjusted skills requirements or objectives.
Assessment must be implemented in proportion to the adjusted skills requirements
or objectives, which means that assessment criteria must be drawn up for them.
The education provider draws up adjusted skills requirements or objectives for the
module based on the Government Decree amending the Vocational Education and
Training Decree (811/1998, section 8). The grade scale must be the same as the
one in general use. According to section 10 of the Government Decree amending
the Vocational Education and Training Decree (603/2005), when education and
training is arranged as special education, skills demonstrations can also be assessed
verbally. A student must know that education and training completed in accordance
with adjusted skills requirements or objectives may affect application for further
studies and success in them.
If a student’s competence level falls considerably short of the skills require-
ments and objectives set, a certificate of completed studies must be awarded instead
of a qualification certificate. An appendix must be issued stating what the student
knows best.
7.11 ASSESSING IMMIGRANT STUDENTS AND THOSE REPRESENTING DIFFERENT

LANGUAGES AND CULTURES
The competence of immigrant students and those representing different languages

and cultures is to be assessed in the same way as that of other students. Competence
is to be assessed by using methods which allow competence to be assessed despite
possible deficiencies in language skills.
Before taking a vocational skills demonstration, a student whose mother
tongue is other than the vocational institution’s language of instruction must have
such language skills that he/she understands the instructions and orders related
to the work to be completed as the skills demonstration. The student’s need for
support must be identified and support activities must be planned accordingly in
183
co-operation between the vocational institution, workplace representatives and the

student. If necessary, those arranging and assessing a skills demonstration must re-
ceive instruction on how cultural factors affect communication between individuals.
People arranging and assessing the skills demonstration must also be instructed to
speak clearly when giving instructions.
Assessing mother tongue
If Finnish or Swedish is not the student’s mother tongue, his/her Finnish or Swedish
skills must be assessed according to the objectives of Finnish or Swedish as a second
language, also in cases where he/she has not received separate instruction in Finnish
or Swedish as a second language. If both the teacher and the student consider the
student’s Finnish or Swedish skills to be equivalent to the level required for Finnish
or Swedish, mother tongue, competence must be assessed against the objectives of
Finnish or Swedish, mother tongue. An upper secondary vocational certificate must
indicate the objectives on which the assessment of competence is based, however,
on the scale from 1 to 3. The student’s individual study plan, including assessment,
can include both mother tongue studies above (see Section 8.4).
The Finnish or Swedish skills of a student who uses sign language are assessed
based on the objectives set for Finnish or Swedish for sign language users.
Assessing the second national language
If a student has not studied Swedish or Finnish as a second national language, the
upper secondary vocational certificate must indicate what he/she has studied in-
stead. Teaching arrangements that affect assessment are determined in Section 8.4.
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8 OTHER PROVISIONS IN CURRICULUM-BASED
VOCATIONAL EDUCATION AND TRAINING
8.1 GUIDANCE AND COUNSELLING AND INDIVIDUAL STUDY PLAN
Objectives for guidance and counselling
The objective of guidance and counselling is for the student to receive enough infor-
mation on his/her education and training before it starts and during it. The student
is to know the modules included in the qualification, the studies and the options
available. A further objective is for the student to know how to act in the school
community, to develop his/her learning and interaction skills and self-knowledge
as well as to assess his/her own activities and outputs. He/she is able to plan his/her
studies, draw up an individual study plan together with the teacher and assume re-
sponsibility for the studies. He/she knows how to follow the accumulation of credits
and search for help to plan his/her studies.
The student is able to make choices and decisions concerning his/her studies
and life career. He/she recognises possible problems related to his/her studies and
life circumstances and knows where to find support. He/she knows how to use the
student social services offered by society as well as other guidance, counselling and
information services. Achievement of the objectives is supported by the education
provider’s obligation to inform the parents or other guardians of a minor student
about vocational education and training and the progress of the student’s studies.
Student’s right to guidance and counselling
The qualification comprises a minimum of 1.5 credits of guidance counselling (Gov-

ernment Decision 213/1999). Guidance and counselling activities are to support
the student comprehensively in the different phases of the studies. Every student
has the right to receive personal and other guidance and counselling. The student
has the right to receive the support services he/she may need in studies or changing
life circumstances.
185
8 OTHER PROVISIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
Arranging guidance and counselling
The objective of guidance and counselling is to promote educational, ethnic and

gender equality. Objectives also include increasing students’ well-being, preventing
drop-outs, promoting employment and supporting application for further studies.
Education providers must pay special attention to guidance and counselling for
those students who have studying or learning difficulties (such as dyslexia), frequent
absenteeism or life management difficulties.
As part of its curriculum, the education provider is to draw up a guidance
and counselling plan, which determines the tasks and division of work for those
involved in the guidance and counselling process. The plan serves as a development
tool for the whole vocational institution. It states how and what kind of support a
student receives from those involved in guidance and counselling. The plan presents
how co-operation with different education providers has been arranged to allow the
student to choose modules and studies from different study programmes and quali-
fications and to plan completion of more than one qualification. It also determines
other co-operation with outside specialists and the student’s parents or other guard-
ians. The guidance and counselling plan includes a student welfare plan.
All the teachers at the institution and other people responsible for guidance
and counselling take part in the guidance and counselling process. The guidance
counsellor has the main responsibility for arranging guidance and counselling as
well as for planning and implementing the counselling process as a whole. A teach-
er’s task is to guide and motivate the student to complete the qualification and plan
the studies. The teacher’s task is also to help the student find his/her strengths and
develop his/her learning skills.
Guidance and counselling is arranged as educational, personal and group
counselling and other guidance. A student receives counselling to support his/her
studies and to make choices so that he/she is able to plan the contents and structure
of his/her studies in accordance with his/her resources. Guidance and counselling
promotes students’ community spirit throughout the studies. The students’ studies
and well-being are monitored and supported in co-operation with their parents or
guardians.
The education provider is to provide comprehensive school pupils, their par-
ents or guardians, guidance counsellors and teachers with information on vocational
education and training and how to apply. The education provider is to direct in-
formation and counselling measures especially to those young people who have not
managed to secure a training place after completing basic education and to their
parents or guardians.
186
The education provider is to develop its career and recruitment services in
co-operation with business life and employment services as well as to promote and
support students’ employment and access to further studies.
Individual study plan
An individual study plan supports a student’s career planning and develops his/her
skills in self-assessment. It is based on the student planning his/her own studies,
individual choices, progressing in studies and assessing learning. A student receives
help drawing up an individual study plan and monitoring its implementation. It is
a plan the student is committed and motivated to implement throughout the period
of education and training.
An individual study plan is drawn up through negotiation by the student,
teacher or teachers and guidance counsellor when needed. The plan determines the
learning objectives, completing the studies, methods used and timing together with
assessment of the studies. When drawing up the plan, different learning styles are
considered. Possible factors that prevent learning are recognised and the student’s
self-direction and vocational growth are supported.
Implementation of an individual study plan and the progress of studies are
monitored and, if necessary, the student is given remedial teaching. The student
and teachers assess the possible barriers to implementing the individual study plan.
The student is guided to make decisions concerning his/her learning as well as to
redefine and change the plan as studies advance if necessary.
An individual study plan comprises the student’s individual choices, advancing
in studies, assessment of learning, validation and recognition of prior learning, on-
the-job learning places and times together with skills demonstrations.
8.2 ON-THE-JOB LEARNING AND OCCUPATIONAL SAFETY
In addition to the provisions of the Vocational Education and Training Decree (De-
cree 811/1998, sections 3 and 5, as amended by Government Decree 603/2005),
the following is to be considered in on-the-job learning:
On-the-job learning is part of vocational education and training. It is a meth-
od of arranging vocational training in which qualification objectives are learnt at a
workplace. On-the-job learning is objective-oriented, supervised and assessed train-
ing that takes place in a genuine working environment. On-the-job learning periods
must be sufficiently long and versatile from the point of view of mastering the oc-
187
cupation. Only in exceptional cases can a student complete on-the-job learning at a

vocational institution in a practice enterprise or with similar arrangements.
Co-operation between workplaces and the education provider ensures that on-
the-job learning and other training is relevant to the world of work, of a high quality
standard and up-to-date. The education provider is responsible for ensuring that all
the partners in the area have the same view on arranging on-the-job learning. The
education provider must ensure that the student receives sufficient supervision and
instruction during on-the-job learning and that the teacher and other staff members
have the resources to co-operate with the world of work. The education provider
and teachers must co-operate with the world of work and business to assure the
quality of on-the-job learning so that the student achieves the vocational skills re-
quirements specified in the Qualification Requirements.
The education provider is responsible for implementation of on-the-job learn-
ing. Implementation includes planning, student supervision and assessment. The
education provider is also responsible for the teachers’ working life competence and
training as well as for training workplace instructors. At the workplace, special at-
tention is paid to supervising the student and giving feedback.
Usually the student does not sign a contract of employment with the employer
for an on-the-job learning period and he/she is not paid wages or a salary. During
an on-the-job learning period, a student is entitled to receive student financial aid
and student social benefits in accordance with separate instructions. When on-the-
job learning is arranged abroad, local regulations are also taken into consideration.
In addition to the provisions of the Vocational Education and Training Act
(630/1998, sections 19 and 28) and the occupational safety regulations in force, the
following is to be considered in terms of occupational safety:
The agreement on training and skills demonstrations to be arranged at the
workplace in connection with practical work assignments is to include responsibili-
ties related to safety, injuries and damages and insurance policies. Before starting
the work, the employer and education provider work together to ensure that the
student has the resources to do the work in question safely and without risking his/
her health and by following the instructions given.
The provisions concerning the employer apply to the education provider in
accordance with the Occupational Safety and Health Act (738/2002, section 4(1))
when the work takes place at the institution or otherwise in the way determined by
the education provider.
Student assessment during on-the-job learning periods is described in Chapter
7.
188
8.3 VOCATIONAL SPECIAL EDUCATION
For equality in education to come true, each student must have equal opportuni-
ties to pursue vocational studies, find employment after education and training and
assume the role of an independent citizen in society regardless of their different
learning capabilities.
The vocational education and training of a special needs student must, in view
of the equality principle, be primarily arranged at ordinary vocational institutions
in the same study groups as other students. Education and training can also be pro-
vided partly or completely in special groups. Vocational special education institu-
tions primarily provide education and training for severely disabled students as well
as preparatory and rehabilitative instruction and guidance. They also need to offer
expert help to other educational institutions. Vocational special education can also
be provided as apprenticeship training.
Students who are in need of special teaching arrangements or student social
services due to disability, illness, delayed development, emotional disorder or some
other reason must receive special education. It ensures learning that is based on
individual resources, self-development and growth as a person. If necessary, other
support services and rehabilitation are added to special education in co-operation
with rehabilitation service providers.
The education provider determines the principles of special education: objec-
tives, implementation, teaching methods, support and special services, expert ser-
vices, partners and responsibilities. The institution must reserve sufficient resources
for special education. Promoting special needs students’ learning is everyone’s task
at the institution.
Needs for special education must be determined individually for each student
on the basis of section 20 of the Vocational Education and Training Act and the
Qualification Requirements. Achievement of the objectives must be supported with
the help of an individually designed and guided learning process and different sup-
port activities.
189
Individual educational plan (IEP)
A written individual educational plan (IEP) must always be drawn up for a student
in need of special education (Act 630/1998, section 20). The plan is to include
(Decree 811/1998, section 8):
the qualification to be completed;
the Qualification Requirements used in teaching;
the scope of the qualification;
the individual curriculum drawn up for the student;
special teaching and student social services that the student receives;
other personal services and support activities; and
criteria for special education.
An IEP is to be drawn up together with the student and, when necessary, his/her
parents or other guardians, representatives of his/her previous school as well as
teachers and student service specialists.
If vocational skills requirements have been adjusted, the individual study plan
is to include an individual curriculum, which determines the student’s learning
objectives. They are based on the requirements of the qualification for which the
student is studying. Vocational special education must be planned so that the stu-
dent reaches, as extensively as possible, the same competence as in other vocational
education and training. The objectives can be adjusted according to the student’s
resources either so that all the learning objectives are adjusted or by only adjusting
the objectives of one or more modules. Teaching must focus on supporting the stu-
dent’s strengths so that he/she is ensured good opportunities to find employment.
Special attention must be paid to achieving working confidence during on-the-job
learning periods. The student must be informed of how he/she can get the special
services required after completion of studies.
The student’s progress must be monitored during training and the personal
objectives and support activities must be changed as needed. Provisions on assessing
special needs students are to be found in Section 7.10.
190
8.4 TEACHING IMMIGRANTS AND REPRESENTATIVES OF DIFFERENT LANGUAGE
AND CULTURAL GROUPS
Overview
The skills requirements for immigrant students and students belonging to other
language and cultural groups, such as Saami, Romany and sign language students,
are mostly the same as for other students. The requirements for the upper secondary
vocational qualification concerned are applied to teaching.
Students whose mother tongue is other than the language of instruction at
the institution must receive support particularly with their language studies and
through special teaching arrangements. If necessary, the students’ backgrounds,
such as mother tongue, culture and the language skills developing during the pe-
riod of education and training, must be taken into account in teaching. Teaching
arrangements are made to support students’ own linguistic identity alongside the
majority language and culture.The education provider’s curriculum is to comprise
implementation of teaching arrangements for immigrant students and those repre-
senting other language and cultural groups.
Immigrants
In this context, immigrants are taken to mean students who have moved to Finland
or who were born in Finland but have an immigrant background. If necessary, the
reason for immigration, time spent in the country and developing Finnish skills are
taken into consideration in teaching. The studies support the student’s growth into
an active and balanced member of both his/her own language and cultural commu-
nity and Finnish society.
Saami speakers
Saami language teaching started in basic education is continued, when possible,

in vocational education and training. Saami language teaching can be provided in
Northern Saami, Inari Saami and Skolt Saami. Saami can be studied as a mother
tongue even if education would not otherwise be provided in Saami.
191
Romanies
Teaching Romanies is carried out taking the position of Finnish Romanies as an

ethnic and cultural minority into account. Romany culture is considered in teach-
ing arrangements. Romany language instruction is arranged, as far as possible, in
co-operation with other education providers.
Sign language users
The requirements for the upper secondary vocational qualification are applied to
sign language culture and communication in sign language students’ teaching and
learning. Finnish or Swedish is used as the reading and writing language alongside
sign language. Sign language teaching is planned so that it is possible for the student
to use an interpreter. The opportunities of sign language users and hearing-impaired
students to communicate naturally are to be taken into consideration in learning
environments.
Language teaching arrangements
The following teaching arrangements conforming to Government Decision

213/1999 can be applied to language studies (mother tongue, second national lan-
guage, foreign language) of immigrant students, Saami and Romany speakers and
sign language users, if their mother tongue is other than Finnish or Swedish.
Mother tongue
If the student’s mother tongue is other than Finnish or Swedish, the education pro-
vider can divide the compulsory modules in mother tongue and second national
language differently from the provisions of section 12(2) of the Vocational Educa-
tion and Training Act.
The credits reserved for mother tongue and second national language
(4 + 1 = 5 credits) can be combined and divided flexibly into the student’s possible
own mother tongue studies, Finnish or Swedish as a second language studies and
second national language studies. Finnish or Swedish as a second language means a
language that has been learnt after the mother tongue in a Finnish- or Swedish-lan-
guage environment. A separate Finnish or Swedish for sign language users module
(Chapter 5) has been drawn up for sign language students.
192
Students can either study Finnish or Swedish:
1) in accordance with the objectives of Finnish or Swedish as a second language
(Chapter 5); or
2) in accordance with the objectives of mother tongue, Finnish or Swedish
(Chapter 5), if the student’s Finnish or Swedish skills are assessed to be at the
same level as native speakers.
A student whose Finnish or Swedish skills are not at mother tongue level in all
areas of language skills studies according to the objectives and contents of Finnish
or Swedish as a second language. His/her Finnish- or Swedish-language skills are
assessed according to these objectives whether or not the education provider has of-
fered teaching in Finnish or Swedish as a second language. The education provider
can offer and the student’s study plan may include both of the above-mentioned
studies. A student can change in the middle of his/her Finnish or Swedish as a
second language studies over to studying Finnish or Swedish according to the objec-
tives of mother tongue, Finnish or Swedish.
A student must be offered his/her mother tongue studies when possible. As
a mother tongue, a student can also choose to study Romany, sign language or
some other mother tongue (Act 630/1998, section 12(3)). The objectives of im-
migrant students’ own mother tongue studies are given in Chapter 5. A student
can study his/her own mother tongue in accordance with the objectives of either
mother tongue, own mother tongue for foreign language users (4 credits) or foreign
language (2 credits), or as free-choice studies.
If a student studies his/her mother tongue according to the objectives of Own
mother tongue for foreign language users, his/her studies are to include Finnish or
Swedish language studies.
Second national language
Instruction in students’ second national language (Swedish or Finnish) is arranged

in accordance with the objectives of the second national language taking into con-
sideration the level of the students’ language skills.
Foreign students can also replace second national language studies with their
own mother tongue or Finnish or Swedish language studies (5 credits), Chapter
5. If necessary, the teaching can be arranged as basics in second national language
depending on the needs of the student and the field.
193
Foreign language
A student’s studies must also include foreign language studies. The foreign language
of a student whose mother tongue is other than Finnish or Swedish can also be his/
her own mother tongue.
8.5 APPRENTICESHIP TRAINING
Apprenticeship training is governed by the provisions of the Vocational Education

and Training (630/1998, sections 8 and 17), the Vocational Education and Training
Decree (811/1998, sections 6 and 7) and the Act on the Financing of the Provision
of Education and Culture (635/1998).
The valid Qualification Requirements (the National Core Curriculum and the
Qualification Requirements of the Competence-based Qualification) are applied
to apprenticeship training arranged as curriculum-based vocational education and
training.
The education provider issues a qualification certificate in accordance with the
Qualification Requirements for a qualification taken in upper secondary vocational
education and training in accordance with the provisions of Section 7.9.
8.6 CO-OPERATION BETWEEN HOME AND SCHOOL

(630/1998, sections 5 and 14), the following is to be observed when arranging co-
operation between home and school:
In education and training offered to young people, the education provider and
the educational institution must take the initiative and maintain co-operation with
students’ parents or guardians. Co-operation between home and school is arranged
so that it enhances students’ independence and responsibility, advances studies and
offers support in matters related to students’ health, safety and well-being. The in-
dividual needs of special needs students and students with different language and
cultural backgrounds are to be taken into consideration in the co-operation.
The education provider and the parents or guardians must co-operate in guid-
ance and counselling both during and at the end of studies. Counselling must sup-
port the students’ transition to working life or further studies and enhance their life
management skills.
194
The part of the curriculum dealing with co-operation between home and
school is to be drawn up in co-operation with the authorities in charge of imple-
mentation of health care and social services in the location municipality of the edu-
cational institution.
8.7 STUDENT WELFARE SERVICES

(630/1998, sections 14, 28 and 37 a) on implementation of student welfare services
and a student’s right to a safe learning environment, the following is to be observed:
The objective of student welfare services is to create a safe and healthy learn-
ing environment and promote the community spirit, well-being and pleasantness
of the educational institution. The objective is to support students and maintain
the school community’s ability to function in situations threatening physical and
psychological safety and security. Student welfare services are to promote early iden-
tification of learning difficulties and other problems and prevent school drop-outs.
In the case of minor students, the education provider must co-operate with their
parents or guardians. The education provider is to ensure achievement of the objec-
tives of student welfare services by including in its curriculum operating instruc-
tions which promote students’ health and safety together with prevention and early
identification of different problems. The education provider is to issue instructions
on attending to such activities of the educational institution as students’ participa-
tion in education and training, monitoring the progress of studies and staying at
the school dormitory. Preventive instructions are to be issued on smoking, use of
substances, school bullying and causing a disturbance. The education provider must
have a crisis plan and instructions in place in cases of disturbing behaviour, violence,
injuries, accidents and deaths. The education provider must monitor the outcome
of student welfare services and take necessary action. Students are to be encouraged
to take part in and contribute to promoting well-being in their own school com-
munity. All those working with students in the school community are responsible
for student welfare services. The duties of multidisciplinary student welfare staff
include co-ordinating and developing student welfare services.
The part of the curriculum dealing with student welfare services is to be drawn
up in co-operation with the authorities and other parties attending to implementa-
tion of health care and social services in the municipality or municipalities within
which the institution operates. The education provider must take the provisions of
the Primary Health Care Act and the Child Welfare Act into account when drawing
up its curriculum in co-operation with municipal health care and social services. At
195
the same time, arrangements must be made to ensure social inclusion and expert
services in student welfare and psychosocial support. Student feedback is to be used
for developing services.
During vocational education and training, a student must be informed about
implementation of guidance and counselling and welfare services, the services avail-
able from different administrative sectors, local support networks and qualification-
specific health requirements. In addition to the student, the parents or other guard-
ians of minor students must also be informed about matters related to occupational
safety and labour protection during on-the-job learning.
The education provider must ensure that the students know the school rules
that are in force at the institution. The student’s own responsibility for compliance
with the school rules and other instructions must be emphasised.
196
9 APPENDIX
9.1 DESCRIPTION AND BASIC VALUES OF THE PLASTICS AND RUBBER INDUSTRY
Description of the field
The plastics and rubber industry is a challenging and global field. Its success is based
on energy efficiency and the fast development, versatile properties and workability
of materials, complete with a high standard of manufacturing technology. At pre-
sent, plastic and rubber materials are practically required in all important functions
of society. Significant customer groups for the plastics and rubber industry include
the packaging, food, construction and vehicle industries as well as the electronics
industry manufacturing mobile and IT devices and consumer electronics. Groups
emerging as increasingly important are health care applications and the household
appliance, clothing, sports equipment and recreation product industries.
The technical development of plastics makes it possible to manufacture in-
creasingly durable and high-performance products with less material. Thanks to the
outstanding technical and design properties of plastic and rubber materials, product
and industrial designers are discovering more and more potential applications to
satisfy the needs of even the most demanding customers. In the near future, energy-
efficient building requirements will open up considerable growth opportunities for
plastic-based insulation materials with unrivalled heat insulation properties. The
special characteristics of rubber materials, including elastic, damping and sealing
capacity, have opened up new opportunities in a variety of applications, such as
vehicle tyres, sealing products and technical rubber products. The plastics and rub-
ber industry covers a wide variety of production methods, ranging from manual-
intensive manufacturing to multiphase, computer-controlled and highly automated
production processes.
The diverse technologies required in the plastics and rubber industry call for
extensive competencies. In addition to manual skills, the work also requires mas-
tery of highly automated manufacturing processes. Maintenance management of
production processes calls for assuming responsibility for the quality of work and
the functionality and daily maintenance of machinery and equipment as well as
197
9 APPENDIX
programming and automation skills. Work assignments require an independent and

active approach to work, diligence, personal initiative, internationalisation skills and
a positive attitude towards customers, as well as open willingness to develop oneself
and the working environment. Development of production activities, changes in
practices and internationalisation within the plastics and rubber industry call for
good knowledge of customer groups and business chains. Due to the chemical and
physical properties of plastic and rubber materials and their additives, in turn, the
health and environmental effects of product manufacturing processes require their
mastery and good knowledge of the principles of sustainable development.
Basic values
The guiding principles behind plastics and rubber industry production activities
include the high quality, purity, safety, durability, user-friendliness and aesthetic
appearance of products. Appreciation of sustainable development is manifested as
economical consumption of energy and material, environmentally friendly manu-
facturing methods and the life-cycle perspective on products.
Successful and responsible business operations and co-operation between busi-
nesses, both on domestic and international markets, are based on respect for life and
human dignity, equality, tolerance, customer satisfaction, enterprise and healthy
competition as well as staff well-being and development. Furthermore, key values
and principles for those working in the plastics and rubber industry include reli-
ability and honesty, appreciation of vocational skills and responsibility for their own
and other people’s safety and for development of their own vocational skills.
9.2 QUALIFICATION-SPECIFIC HEALTH REQUIREMENTS IN UPPER SECONDARY

VOCATIONAL EDUCATION AND TRAINING
The criteria for admission of students into education and training leading to an
upper secondary vocational qualification have been laid down in section 27 of the
Vocational Education and Training Act. A person whose illness or disability is likely
to prevent him/her from participating in education and training cannot be admitted
as a student. Student admission into vocational education and training can only be
limited when the illness, objectively assessed, prevents studies or would endanger
the safety of the student or others. The practical problems an illness or disability
causes to studies must primarily be solved using teaching arrangements and student
welfare services.
198
An applicant is to provide the education provider with such information on
his/her health status as required by the admission process. The education provider
must also make sure that the health status of any person admitted is such that he/
she can also cope with on-the-job learning in a way that working in the tasks in the
field and achieving vocational skills requirements of the qualification presuppose.
From the point of view of a student’s legal protection, it is justified that he/
she is not admitted to a programme involving work assignments that his/her health
would not allow. Student admissions must be made with due consideration given
to the various tasks related to the occupations and work. It is possible that there are
modules within a qualification that presuppose different health requirements and
thus allow a student to make individual decisions on how to complete the qualifica-
tion.
For student admission to have the best possible results from the student’s point
of view, the education provider must inform applicants of the requirements of the
upper secondary vocational qualification and the vocational field as well as of pos-
sible health risks in the Guide for Applicants and during the student admission pro-
cess. In most cases, an applicant’s own description of his/her current health status or
treatment of any possible illness is enough in an admission situation.
If legislation on or special features of the vocational field or qualification in
question require a person admitted to the institution to present a doctor’s certifi-
cate confirming his/her health status, it is enough that the certificate states that the
student is suitable for the field. Student admission is conditional until the doctor’s
certificate has been presented.
A student’s illness or disability must not stop his/her studies or lead to a rash
decision to change occupation or field of education. The practical problems an ill-
ness or disability causes in education and training must primarily be solved using in-
dividual teaching arrangements and individualisation that meet the student’s needs.
Guidance and counselling, student support, instruction on the use of ergonomic
working methods and aids facilitate completion of the programme. When a student
becomes ill or disabled, co-operation between student welfare and occupational
health care services at workplaces is absolutely necessary.
In all situations where personal data specified as sensitive in the Personal Data
Act is dealt with and stored, such as information concerning a student’s health sta-
tus, the education provider must observe due caution and good information pro-
cessing practice as required in the statutes.
All those working and attending education and training in the plastics and
rubber industry must be in good enough physical condition to cope with the stress
of the work. They must not have any disease that would endanger their own health
or safety, or that of others working nearby. Those aiming to go into the plastics and
199
9 APPENDIX
rubber industry should take into account the fact that the industry involves dealing
with allergens, such as various chemicals and raw materials that irritate the skin.
9.3 VOCATIONAL SKILLS REQUIREMENTS, TARGETS OF ASSESSMENT AND

GENERAL ASSESSMENT CRITERIA
Determining the vocational skills requirements as well as the targets of assessment

and general assessment criteria are to help education providers when drawing up
curricula for modules that are not determined in the Qualification Requirements.
Vocational modules are formed according to and named after work assign-
ments. Vocational skills requirements are described as concrete work outputs. As-
sessment criteria are determined for three levels: Satisfactory 1, Good 2 and Excel-
lent 3.
The following criteria are meant as guidelines so that they are applied accord-
ing to the objectives of core subjects and the skills requirements set for vocational
modules. The criteria proposed are always portrayed against the requirements of
the qualification module in question, which is to say that the work described in the
criteria always means work contained in the module concerned.
TARGETS OF ASSESSMENT CRITERIA ON A GENERAL LEVEL

ASSESSMENT
Mastering work Satisfactory 1 Good 2 Excellent 3
Planning one’s own plans his/her work but plans his/her own work independently plans work
work, self-assessment needs supervision in new assignments and tasks he/
of performance and situations or when the she is responsible for
development of one’s working environment
activities changes
assesses the success of his/ assesses the success of his/ assesses the success of his/
her work her performance while her performance, justifies
working and proactively the assessment and assesses
copes with new and chang- and develops his/her work-
ing situations ing methods and environ-
ment
200
Independence and performs in familiar work considers the work assign- considers the work assign-
responsibility in assignments ment while working (such ment as a whole in the
performance of the as where to start, where to working environment and
work assignment as finish and what tools and his/her own work as part
a whole equipment to use, etc.) of it
works so that the outcome works so that the outcome works according to the
can be accepted as fulfilling includes some of the special special requirements of the
the work plan and quality requirements of the work workplace so that the out-
objectives assignment come is in accordance with
the objectives set
needs occasional supervi- advances fluently from one advances systematically and
sion to advance in work work phase to another fluently in his/her work,
phases adjusting it to other activi-
ties in the working environ-
ment
follows working instruc- completes given assign- spontaneously completes
tions, working hours and ments independently and duties other than those
agreements and negotiates takes care of his/her assign- assigned in his/her area of
discrepancies. ments from start to finish responsibility.
and assumes responsibility
for his/her own part of the
work.

ASSESSMENT
equipment and
material
Choice and use of uses the most common uses working methods, chooses the most suitable
working methods, working methods, equip- equipment and materi- working methods, equip-
equipment and ment and materials related als related to his/her work ment and materials and
materials that suit to his/her work in repeating independently in work uses them skilfully in vari-
the assignment and work situations, but needs situations. ous work situations.
working environment some supervision (pro-
cedures, equipment and
materials are defined by
qualification module).
201
9 APPENDIX

ASSESSMENT
Possession and uses the knowledge that is independently searches independently searches for
application of the the basis for the most com- for and uses information and uses information in his/
knowledge needed mon procedures, equipment needed at work. her work in various situa-
at work and materials needed in tions and justifies the work-
repeating work situations related decisions on the basis
(i.e. the procedures, equip- of the information gathered.
ment and materials that
have been defined in Point
2), but needs supervision
in acquiring and applying
information.

ASSESSMENT
for lifelong The student
learning:
a) The four key
competences to
be assessed in
their own group in
Point 4
Learning and problem
searches for information searches for information
independently searches for
solving with guidance according to instructions
information
Own competence plans his/her work but plans his/her work and
independently plans the
as an employee needs supervision in new assesses its success while
assignments he/she is re-
and work de- situations or when the working sponsible for and assesses
velopment, working environment his/her competence and the
problem-solving changes success of the work and also
as well as making justifies the assessment and
choices decisions
assesses and develops his/
her working methods and
working environment
assesses the success of his/ accepts feedback and acts develops his/her actions on
her work accordingly the basis of feedback
copes with familiar situa- copes proactively with situ- acts independently in dif-
tions but needs supervision ations involving changes ferent situations in a way
and support in situations and choices that suits the situations and
involving changes and finds alternative procedures
choices to his/her actions
202
Interaction and follows instructions provid- considers the situation in
expresses himself/herself
co-operation ed on interactive situations his/her learning and work-
clearly and brings forth
Actions in inter- in his/her own learning and ing community in different
different viewpoints con-
active situations working environment interactive situations structively
and co-operative completes the work assign- completes the work assign-
acts responsibly, co-oper-
abilities ments he/she is responsible ments he/she is responsible
atively and equally with dif-
for but needs supervision for spontaneously ferent people as a member
from time to time of a working community
and group
works in a familiar working works with different people supports and helps others
community and group and in a working community and also takes into account
asks for help from the oth- and group the next working phase and
ers when needed employees in his/her work
Vocational ethics complies with the codes complies with the codes of acts according to the values
Activities based of ethics and timetables ethics, agreements, statutes in the work community,
on vocational provided and timetables provided codes of ethics, agreements
ethics, profes- and statutes in variable
sional value basis situations and also keeps to
and the agree- timetables
ments made
Health, safety and complies with the safety complies with the working complies with the working
ability to function instructions provided and community’s instructions community’s instructions
Actions that does not endanger himself/ and takes into account the and takes into account the
maintain health herself or others safety of the members of safety of the members of
and safe opera- the working community the working community
tions and main- and working environment and working environment
tain the ability to ensures safety in accordance ensures safety ensures safety and reports
function with instructions on the dangers and risks
that he/she observes
safely according to instruc- safely safely
tions
works ergonomically in works ergonomically. uses safe, variable working
most situations. methods, which do not
into account.
Included in the objectives and assessment criteria of the core subjects (physical edu-
cation, 1 credit, and health education, 1 credit). Respective skills requirements and
assessment criteria for health, safety and ability to function are drawn up for every
vocational qualification if needed.
203
9 APPENDIX

ASSESSMENT
4. b) Rest of the Satisfactory 1 Good 2 Excellent 3
key competences The student
for lifelong learning
Initiative and Included in the objectives and assessment criteria of the core subjects (social, business
entrepreneurship and labour-market subjects, 1 credit) and also in the skills requirements and assess-
Target-oriented, ment criteria of the entrepreneurship module (5 credits) that is included in the skills
economic and requirements of the vocational modules. In addition, when necessary, skills require-
productive op- ments and assessment criteria for the vocational modules of each qualification have
erations and self- been drawn up in compliance with the requirements of each field.
management
Sustainable works and acts taking sus- works and acts taking sus- works and acts indepen-
development tainable development into tainable development into dently taking sustainable
Observing account under supervision account development into account
technological, and takes up development
economic, social needs
and cultural
principles
Aesthetics works according to the works according to the aes- makes versatile use of aes-
Taking aesthet- aesthetic principles, pleas- thetic principles, pleasant- thetic principles in the field
ics into account antness of the working ness of the working envi- – works to promote the
while working environment and other ronment and other factors pleasantness of the working
factors that affect the ap- that affect the appearance environment and other fac-
pearance of the end result of the end result. tors that affect the appear-
under supervision. ance of the end result.
Communication and Included in the objectives and assessment criteria of the core subjects (mother tongue,
media skills 4 credits). In addition, when necessary, skills requirements and assessment criteria for
Objective communication and media skills have been drawn up in compliance with the require-
recognition, ments of each vocational field.
observation and
interpretation of
media products
and use of media
and information
technology
Mathematics and Included in the objectives and assessment criteria of the core subjects (mathematics, 3
natural sciences credits, physics and chemistry, 2 credits). In addition, skills requirements and assess-
Numeracy re- ment criteria for mathematics and natural sciences have been drawn up in compliance
quired at work with the requirements of each vocational field.
and knowledge of
the laws of phys-
ics needed
204
Technology and uses common technical and uses common technical makes diverse use of com-
information information technology and information technolo- mon technical and informa-
technology systems that are needed gy systems that are needed tion technology systems
Use of technology in his/her occupation, in in repeated work situations that are needed in work
and information repeated work situations, situations
technology in but sometimes needs super-
the occupational vision
field and taking chooses the machinery and chooses the machinery chooses the machinery and
into account the equipment needed under and equipment needed equipment needed inde-
benefits, limita- supervision and recognises and recognises the risks pendently and recognises
tions and risks of the risks. involved in their use. the limitations and risks
technology involved in their use.
Information technology is included in the objectives and assessment criteria of core
subjects (social, business and labour-market subjects, 1 credit). In addition, skills
requirements and assessment criteria for technology and information technology in
compliance with the requirements of each vocational field have been drawn up.
Active citizenship and Included in the objectives and assessment criteria of the core subjects (social, business
different cultures and labour-market subjects, 1 credit, and mother tongue, 4 credits). In addition, when
Participating necessary, the skills requirements and assessment criteria for this key skill have been
in commu- drawn up considering the skills requirements of each qualification.
nity activities and
decision-making
with people
from different
backgrounds and
observing the
rights and obliga-
tions concerning
employees and
citizens and
compliance with
equality and non-
discrimination
legislation
205
ISBN 978-952-13-5591-2 (pdf)
Finnish National Board of Education

www.oph.fi/english

Plastics Rubber VQ 2010

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Publications 2013:9

Requirements for Vocational Qualifications

ISBN 978-952-13-5591-2 (pdf )

20 January 2010 1/011/2010

Upper secondary vocational education and training providers

Repeals National Board of Education Regulation(s)

The Finnish National Board of Education has decided on the Qualification

In curriculum-based education and training, the education provider must draw up

In providing preparatory training for competence-based qualifications, the

Director General Timo Lankinen

Counsellor of Education Pirkko Laurila

ANNEXE Vocational Qualification in Plastics and Rubber Technology

1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN

2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED

3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION 19

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF

5 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED

6 FREE CHOICE MODULES IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 171

7 STUDENT ASSESSMENT IN CURRICULUM-BASED UPPER SECONDARY VOCATIONAL

8 OTHER PROVISIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 185

1.1 OBJECTIVES OF THE VOCATIONAL QUALIFICATION IN

The Vocational Qualification in Plastics and Rubber Technology provides students

1.2 STRUCTURE OF THE VOCATIONAL QUALIFICATION IN

VOCATIONAL QUALIFICATION IN PLASTICS AND RUBBER TECHNOLOGY, 120 CREDITS

IN UPPER SECONDARY VOCATIONAL EDUCATION AND TRAINING IN A COMPETENCE-BASED QUALIFICATION

Principles of the structure of an upper secondary vocational qualification

Upper secondary vocational qualifications are made up of vocational modules, which

To improve their eligibility to pursue further studies, students may choose

1.3 KEY COMPETENCES FOR LIFELONG LEARNING

Key competences for lifelong learning include:

Description of the key competences for lifelong learning

Learning and problem solving

Interaction and co-operation

Health, safety and ability to function

Initiative and entrepreneurship

Communication and media skills

Mathematics and natural sciences

Active citizenship and different cultures

1.4 ELIGIBILITY FOR FURTHER STUDIES

2.1 DESIGN AND CONTENTS OF THE CURRICULUM

The common part of the curriculum consists of at least:

2.1.2 Qualification-specific part of the curriculum

The qualification-specific part of the curriculum determines the organisation of the

The qualification-specific part of the curriculum is to cover at least:

2.1.3 Individual study plan

3.1 OVERVIEW OF THE COMPETENCE-BASED QUALIFICATION SYSTEM

The competence-based qualification system offers adults a flexible way of demon-

3.2 ARRANGING COMPETENCE-BASED QUALIFICATIONS

The Qualification Committees appointed by the Finnish National Board of Educa-

3.3 COMPLETING A COMPETENCE-BASED QUALIFICATION

A competence-based qualification is completed by successfully demonstrating the

3.4 REQUIREMENTS OF COMPETENCE-BASED QUALIFICATIONS

The Requirements of Competence-based Qualifications define the modules to be

The education provider is responsible for individualising the application procedure

3.6 ASSESSMENT OF VOCATIONAL SKILLS IN A COMPETENCE-BASED

mance. The provider of a competence-based qualification must draw up minutes

A person completing a qualification may request rectification of assessment from

The Qualification Committee awards a qualification certificate or a certificate for

In the case of a competence-based qualification, no preconditions to attend prepara-

4.1 COMPULSORY MODULES FOR ALL

4.1.1 Working in production

Vocational skills requirements

The student or candidate is able to:

identify, sort and reuse waste material generated in production according to