Legislation & Documents

10. You understand how legislation obliges teachers to work in higher education.

In Finland, legislation regarding higher education and the obligations of teachers primarily falls under the jurisdiction of the Ministry of Education and Culture. While there isn't specific legislation that directly obliges teachers to work in higher education, there are regulations and guidelines that govern the qualifications and responsibilities of teaching staff in higher education institutions.

Here are some key points regarding the obligations of teachers in higher education in Finland:

Qualifications

Higher education teachers are typically required to have a relevant academic degree, usually a doctoral degree (Ph.D.) or equivalent qualification in their field of expertise. The qualifications may vary depending on the institution and the specific requirements of the teaching position.

Teaching and Research
Higher education teachers in Finland are expected to engage in both teaching and research activities. They are responsible for delivering high-quality instruction to students, developing curriculum materials, and assessing student performance. Additionally, they are often involved in research projects, publishing scholarly articles, and contributing to academic conferences and seminars.

Pedagogical Competence
Higher education teachers are also expected to possess pedagogical competence, including knowledge of effective teaching methods, assessment practices, and student-centered learning approaches. Many institutions provide opportunities for professional development and training in pedagogy for teaching staff.

Continuing Professional Development
Teachers in higher education are encouraged to engage in continuous professional development to stay updated with advancements in their field, teaching methodologies, and educational technology. This may include participating in workshops, seminars, and conferences related to teaching and research.

Quality Assurance
Higher education institutions in Finland are required to adhere to national quality assurance standards and guidelines established by the Finnish Education Evaluation Centre (FINEEC) and other regulatory bodies. This includes ensuring the quality of teaching and learning processes, student assessment practices, and the overall educational experience for students.

Overall, while there isn't specific legislation that mandates teachers to work in higher education in Finland, there are clear expectations and requirements for qualifications, teaching responsibilities, and professional development for teaching staff in higher education institutions. These guidelines aim to uphold the quality and standards of higher education in Finland.

a) Legislation that Governs the Work of a Higher Education Teacher

The work of higher education teachers is governed by various laws, regulations, and ordinances aimed at ensuring the quality and standards of higher education. Some key legislative aspects include the Universities Act, which outlines the organizational structure and governance of universities, including the rights and responsibilities of teaching staff. Additionally, the Polytechnics Act applies to universities of applied sciences (ammattikorkeakoulut), specifying requirements for teaching qualifications, research activities, and student assessment practices. Furthermore, the Finnish Education Evaluation Centre (FINEEC) oversees quality assurance in higher education, conducting evaluations and audits to ensure compliance with national standards.

b) Searching for Up-to-Date Information on Legislation

As a higher education teacher, it is essential to stay informed about relevant legislation and regulations that govern your work. To do so, I regularly utilize resources such as the official websites of the Finnish Ministry of Education and Culture, which provide access to current laws and regulations pertaining to higher education. Additionally, I stay connected with professional networks and organizations in my field, which often disseminate updates and announcements regarding changes in legislation affecting higher education. By actively seeking out and verifying up-to-date information, I ensure compliance with legal requirements and maintain the quality of my teaching practice.

c) Reflecting on Experience to Understand Essential Laws

Drawing from my experience in the field of education, I recognize the importance of reflecting on current laws, regulations, and ordinances that govern the work of a higher education teacher. For example, my background in curriculum development and assessment practices prompts me to consider the implications of legislation such as the Universities Act and the Polytechnics Act on these areas of my work. By critically evaluating how legal frameworks impact teaching methodologies, student evaluations, and institutional policies, I can effectively navigate the regulatory landscape and uphold the standards of higher education in accordance with Finnish law.

11. You know which documents guide teaching, guidance, and assessment.


There are several key documents and principles guide the planning of teaching and guidance, as well as assessment in education:

a) Key Documents and Principles Guiding Teaching and Guidance

  1. National Core Curriculum for Basic Education (2014): This document outlines the goals, objectives, and content of basic education in Finland. It provides guidance on the planning of teaching and learning activities, as well as the provision of support and guidance services to students.

  2. National Core Curriculum for Upper Secondary Schools (2019): Similar to the basic education curriculum, this document sets out the objectives and content for upper secondary education in Finland. It guides the planning of teaching and guidance activities at the upper secondary level, including subject-specific instruction and career guidance.

  3. Educational Guidance and Counselling Guidelines: These guidelines provide principles and recommendations for providing educational guidance and counselling services to students across all levels of education. They emphasize the importance of individualized support, career guidance, and lifelong learning.

b) Documents and Principles Guiding Assessment

  1. National Assessment Framework: Finland follows a comprehensive national assessment framework that includes both formative and summative assessment practices. This framework emphasizes the importance of assessment for learning, focusing on providing feedback to students to support their learning and development.

  2. Local Curricula and Assessment Plans: In addition to national guidelines, schools develop their own local curricula and assessment plans based on the national core curricula. These documents outline specific assessment practices and criteria tailored to the needs and context of individual schools and students.

  3. Competence-Based Assessment Principles: Finnish education emphasizes a competence-based approach to assessment, focusing on assessing students' knowledge, skills, and competencies across various domains. Assessment tasks are designed to measure not only academic knowledge but also critical thinking, problem-solving, and collaboration skills.

These documents and principles provide a comprehensive framework for planning teaching and guidance activities, as well as conducting assessment practices, in Finnish education. They reflect Finland's commitment to equity, individualized learning, and continuous improvement in education.

References

Comments

Post a Comment

Popular posts from this blog

Webinar 7 ( Competence in working life education and entrepreneurship education)

 By: Abeeda Khan Competence goals. You examine how work based networks integrate into the education and work in your own field? You examine the roles of teacher and workplace counsellor in teaching practice or workplace learning? You examine teacher's working life networks in education in your own field?   A collaboration between teacher and work based network is a key thing in education to promote entrepreneurship and employment. There are several networks through which teachers can collaborate and help students in making career choices. These networks could be any social media platform loke FACEBOOK, TWITTER, INSTAGRAM etc.  • Collaboration between teacher and workplace tutor. The collaboration between the teacher and the workplace tutor is of primary importance. Teacher can communicate during the teacher’s workplace visits or through electronic tools. As a workplace tutor, you have to be aware of what is learnt at the educational institute to be able to support th...
Read more

Student Welfare services and Student Well-being in higher education/vocational schools.

 This blog post refers to the student welfare and well-being services in higher education. As it is really important for student's to be mentally and physically healthy and strong to prosper in their career, so are the services that are being provided them to flourish despite of the odds and problems that any individual can face in a society.    So here is a brief reflection about the services that are important part of student career and their well-being. First of all, the student care team has an important task in the welfare work of a secondary school. The student care team is responsible for the planning, implementation and evaluation of the entire study care at the educational institution. An important goal is to prevent problems that undermine students' well-being through community work.  Secondly, Student health care promotes student's health and  ability to study. Student health care also promotes the health and safety of the study environment and the we...
Read more

Ecosocial culture and sustainable future

As a teacher, there are several ways I can contribute to sustainable development within my future teaching practice. Here are some examples: Integration of Sustainability into Curriculum: I can integrate sustainability concepts, principles, and practices into my teaching curriculum across various subjects and disciplines. For example, in science classes, I can incorporate lessons on environmental conservation, renewable energy, and climate change. In social studies, I can teach about global citizenship, social justice, and sustainable development goals (SDGs). Experiential Learning and Project-Based Activities: I can facilitate experiential learning opportunities and project-based activities that allow students to explore real-world sustainability issues, conduct research, and develop solutions. For instance, organizing a school garden project where students learn about sustainable agriculture practices, or initiating a recycling program to reduce waste and promote environmental stewar...
Read more