THE FINNISH EDUCATIONAL SYSTEM
Adult education and training
As well as adult education provided through the education system (for example general upper secondary schools for adults), adult education also includes personnel education organised by employer, apprenticeship training or employment training for unemployed people. Adult education and training can be general education or vocational education and training.
Apprenticeship training
Practically oriented form of study where most vocational competence is acquired in the workplace. The education is completed by theoretical studies in certain institution. Apprenticeship training leads to same vocational qualifications as education organized in the institution.
Competence-based qualification
General concept that describes vocational qualification performed as a competence test. Competence-based qualifications (adult qualification, work-based qualification) are vocational upper secondary qualifications, further vocational qualifications and specialist vocational qualifications performed as competence-based qualification.
Competence test in upper secondary vocational education
Way to show the vocational skills. In adult education competence test is a part of vocational competence that can separate from the natural work process for assessment. Adults who have adequate vocational skills can participate to competence tests also without school education. Youth level competence test is planned and if possible also organised in cooperation with working life. Competence test is a situation where student shows how well he/she has achieved the aims of vocational studies and vocational skills required in working life.
Contact instruction
Study mode that includes classroom instruction, group work, seminars, exercises and use of technical tools, which take place in the institution. Contact instruction take place in the daytime, in the evenings, at weekends and in the summertime. (Take a look distance- and multiform learning)
Distance education
Study mode where student studies independently specific material according to institutions instructions for example at home, at work or studying virtually. If necessary, student gets advices from the institution for example by email or phone. Distance learning can occur also in-group. Distance learning studies usually begins and ends with contact teaching periods.
ECTS credit
ECTS credit is a basic unit of measurement of studies in higher education. It announces the extent of education and is based on the amount of work in school year. On the average work input 1600 hours (fulltime studies) that is demanded to perform one school year responds 60 ECTS credits. For example 60 ECTS credits = 32-42 credits. Student may need longer or shorter time to study these ECTS credits depending student’s own working pace.
Field of study
The field of study is a main concept that defines on general level how education is placed in different fields of society and working life. Field of study refers to a wider concept than the basic qualification title.
Folk high school
In the folk high school it is possible to choose different studies and courses in various subjects. At some folk high school it is possible to study also basic education and general upper secondary school syllabus and upper secondary vocational education as well as vocational education and training.
Further vocational qualification
Further vocational qualification requires more extensive occupational proficiency than upper secondary vocational qualification. Vocational skills required in qualification cover some wide vocational specialisation. The qualification is completed by taking competence tests.
General education
General education includes basic education, general upper secondary school education and other non-vocational studies for example at folk high schools, music institutes, sports institutes, adult education centres and worker’s institute.
General upper secondary education
A general upper secondary school syllabus is extent of three-year. In conclusion of general upper secondary school students perform a nationwide matriculation examination that provides eligibility for higher education.
General upper secondary school for adults
General upper secondary schools for adults (evening upper secondary schools offering evening classes) provide general education for adults. It is possible to complete basic education or the upper secondary school as well as individual subjects.
Higher academic degree
In most of the fields higher university degree is extent of 120 ECTS and it can be performed usually in two years on the basis of lower university degree or corresponding studies. Title of qualification is usually Master of field in question. Exceptions are Master of Science (Pharmacy), Master of Science (Technology), Master of Science (Architecture) and Master of Science (Landscape Architecture). In the field of medicine, dentistry and veterinary medicine higher university degree is the degree of licentiate (extent of 180-360 ECTS).
Higher education
Polytechnic or university education following upper secondary level, which is based on either upper secondary vocational qualification or general upper secondary school syllabus.
Level of education
A rough classification expresses the level of education. The classification includes pre-stage, basic level, upper secondary level and higher level. Secondary education includes general upper secondary education and upper secondary vocational education. Vocational education and training is divided nowadays into upper secondary and higher vocational education. Higher education includes polytechnics and scientific universities and art academies.
Lower academic degree
Lower university degree is extent of 180 ECTS and it takes 3 years of full-time studies (in the fine arts 210 ECTS credits in 3 ½ years). The lower qualification title is bachelor of a field in question; except in the field of pharmacy the title is Bachelor of Science (Pharmacy) and in the field of law the title is Bachelor of Laws.
Major studies
Major subject means subject which student performs in lower university degree usually at least intermediate studies and Bachelor’s thesis. In higher university degree student performs advanced special studies and Master’s thesis.
Matriculation examination
Matriculation examination is a national qualification that gives general eligibility for further studies in higher education institutions. The certificate of matriculation is given to students who have passed compulsory exams of qualification and those who have received general upper secondary school certificate. Also a candidate who has performed corresponding vocational qualification or combination studies can get the matriculation examination certificate after performing compulsory exams.
Multiform learning
Study mode where distance learning and contact instruction takes turns. A combination of different teaching arrangements like evening classes, guided distance teaching and contact teaching.
Polytechnic Bachelor’s degree
The extent of the polytechnic bachelor’s degree is 210 or 240 ECTS credits. Some study programmes are extent of 270 ECTS credits. Education takes 3 ½ - 4 ½ of full-time studies.
Postgraduate polytechnic degree
A degree is working-life oriented. It is meant for persons who has performed polytechnic or other applicable higher education degree and who has at least three years work experience in the field after performing the first degree. The extent of polytechnic postgraduate degree is 60-90 ECTS credits and full-time studies takes approximately 1 ½ years.
Qualification
Vocational education and training leads to qualifications.
Qualification title
The Ministry of Education decides official qualification titles. They can be either wide, for example a Vocational Qualification in Business and Administration, or respond to working life’s vocational titles. Student can use the qualification title when he/she has performed a specific study module or has shown vocational skills in competence test, which is required in the concerned qualification.
Specialist vocational qualification
Performing the qualification demands even deeper specialisation than vocational upper secondary qualification in some vocational speciality. The qualification is completed in separate qualification events by competence test.
Sports institute
Sports institute is an institution that offers education to young and adults. There is organised upper secondary vocational education and training leading to qualification in field of sport and long- and short-term vocational further education. Institutions work also as training centres for athletes.
Study mode
Study mode means different educational arrangements, such as daytime and evening classes, multiform and distance learning.
Study programme
In universities education is organized mainly as studies based on major and minor subjects but also as study programmes. Study programme means multidisciplinary study module, which has scientific or artistic and often also vocational aims. Studies leading to polytechnic bachelor’s degree are organized as study programmes where can be orientations. Upper secondary vocational qualifications have study programmes also. One qualification can contain several study programmes.
University
Includes scientific universities and art academies that provide education leading to lower and higher academic degrees as well as postgraduate studies. The aims of studies are to develop scientific thinking and ability to assess and produce information.
University of Applied Sciences
University of Applied Sciences (polytechnic) is an equate institution with university and organises higher education. In them it is performed polytechnic bachelor’s degrees that prepare to vocational specialist duties and development duties. In the aims of studies emphasises demands of employment and economic life.
Upper secondary education
Upper secondary education includes general upper secondary education and vocational upper secondary qualifications. The general upper secondary education is general education and prepares for matriculation examination. A main goal of vocational upper secondary qualifications is vocational competence.
Upper secondary vocational education and training
Education, that leads to vocational upper secondary qualification and gives wide vocational basic abilities. Education lasts approximately 3 years and provides general eligibility for further studies to institutes of higher education. Adult’s vocational upper secondary qualification is an adult application and its goals are equivalent to young’s education and training.
Upper secondary vocational qualification
Upper secondary vocational qualification is 120 credits (three years) including on-the-job learning at least 20 credits. It provides general eligibility for further studies to institutes of higher educations. For adult students the duration of education varies depending on earlier education and work experience.
Vocational adult education centre
Vocational adult education centre acts in three main sectors: education can be adult education provided by employment authority, self-motivated education or personnel education sponsored by the employer.
Vocational education and training
It can be initial, further or supplementary education and training.
Vocational institution
Vocational institution organises vocational upper secondary education and training and vocational further and supplementary education and training.
THE RUSSIAN EDUCATIONAL SYSTEM
Primary general education
General education covers classes 1–4.
Basic general education
Basic general education covers classes 5–9 and is compulsory education with primary general education.
Secondary complete general education
Secondary complete general education is voluntary and it covers classes 10–11. It entitles its holder to be admitted to higher education.
Schools offering general education at the upper secondary level:
· General schools are ordinary schools of general education. They make up approximately 80% of all schools.
· General schools with intensive learning programmes emphasise teaching in a specific field. These schools make up 15% of all schools. These schools may offer teaching at primary, basic general and upper secondary level.
· Gymnasiums may offer teaching at primary, basic general and upper secondary level. Gymnasiums often focus on subjects within the humanities. They account for 2% of all schools.
· Lyceums may offer teaching at primary, basic general and upper secondary level. Lyceums focus on scientific and technical subjects. Lyceums account for 3% of all schools.
· Profile education. There is going on an implementation of a reform set by the Ministry of Education in Russia. The focus of the reform is the introduction of what is known as ‘profile education’ in the senior secondary classes (10-11) in general schools. The reform was intended to put into implementation everywhere in the Russian Federation since 1st September 2006. In practise the profile education means that educational institutions should provide the students with different advanced special studies, ‘profiles’. Thereby also the students studying in ordinary classes of secondary general complete education are able to go deeply into certain fields of education. Previously this has been possible only for students studying in gymnasiums and lyceums.
· The preparatory stage of the profile education is being introduced in the ninth class. It is intended to help pupils to choose suitable profiles for grades 10 and 11.
Vocational education
In Russia vocational education is offered at two different levels, which are basic vocational education and middle level professional education.
Basic vocational education
Entrance to basic vocational education is after 9 years of general education. The duration of programme is 1–2.5 years, depending on programmes. Students who choose to combine basic vocational education with completing classes 10–11 of general education, duration is 3–4 years. Basic vocational education is directed towards employment, but may also provide access to middle level professional education. Students who complete classes 10–11 of general education satisfy the requirements for admission to university education.
Entrance to basic vocational education is also possible after 11 years of general education. Duration of programme is then 1-1.5 years. Basic vocational education covers approximately 300 fields. Training takes place at vocational secondary schools (ucilise) but also at professional lyceums when general education component is included. Training is also possible in parallel with middle level professional education at technical or professional institutions.
Vocational secondary school (Uchilishe)
School for basic vocational education
Professional lyceum (Licei)
School for basic vocational education, which also includes a general education component (educational programme of the 10th and 11th grades).
Middle level professional education
The aim of middle level professional education is to train middle level professionals such as superiors of worker level, assistants of highest level specialists, or self-employed persons. Graduates of middle level professional programmes are entitled to apply to institutions of higher education. Middle level professional education is identical with non-university-level higher education. It is qualified (ISCED 1997) at the same level with the Finnish old post-secondary education. Middle level professional education is provided in institutions of vocational training (uchilishe), technical institutions (tehnikum) and colleges ( kolledzh).
Institutions of vocational training offer middle level professional education in other than in technical professions, e.g. service, education and health care professions. Duration of programmes is at least 2-3 years after 11 years of general education and at least 3 years after 9 years of general education.
Colleges offer advanced middle level professional programmes. Colleges can be independent educational institutions or constituent parts of a university, academy, or institute. They provide special training for a specific discipline. Studying in college takes usually one year longer than the other middle level institutions. Duration of programmes is 3.5–4 years after 11 years general education and 4–4.5 years after 9 years of basic general education. Technical and professional institutions often try to introduce and obtain state accreditation for one or more advanced vocational programmes, which allows them to assume the more prestigious ”College” name (OPH 2007).
Technical institutions provide training in technical professions. Duration of programmes is at least 2–3 years after 11 years of general education and at least 3 years after 9 years of general education.
Institutes are centres of research and education which can be compared to universities. They are autonomous institutions or divisions of universities or academies.
Universities offer programmes in a wide range of subjects. Universities develop education, science and culture through the conducting of fundamental and applied research and the offering of training programmes at all levels of higher, postgraduate, and continuing education.
Academies are centres of research and education which can be compared to universities but they offer programmes in a single major area e.g. science or music.
Intermediate Diploma. The first function of the Intermediate Diploma awarded after at least two years of studies for the Bakalavr or Specialist Diplomas is to certify that the student has successfully finished the first two years of basic higher education in a particular field of study.
Bakalavr degree is the first degree in new two-level higher education system. Degree is possible to compare with Finnish bachelor degree. The Bakalavr degree is conferred after at least a four-year course of study. The Bakalavr degree is considered to be academically rather than professionally oriented education. The Bakalavr degree is a prerequisite for admission to Magistr studies.
Specialist Diploma is the higher degree of the previous single-level system. The traditional qualification of Specialist Diploma has two functions. It opens access to professional practice e.g., to engineers, teachers and chemists. It is also the traditional prerequisite for admission to doctoral studies. The qualification of Specialist Diploma is conferred after studies lasting five years and the diploma is awarded in all fields of study.
The State final attestation for a Specialist Diploma covers the defence of a project or a thesis and State final examinations.
Magistr Degree equates with Finnish master’s degree and is obtained by completing at least 2 years of study following a Bakalavr programme. Magistir programmes are more focused on research than Specialist programmes. The State educational standard defines only general requirements for Magistr educational programmes and not the requirements regarding the content of education. Access to Magistr studies is open to the holders of the Bakalavr degree. Higher education institutions themselves set up admission procedures such as examinations and interviews.
Kandidat nauk (the Candidate of Sciences) is the first one of the two Russian advanced scientific degrees. The Candidate of Sciences degree normally requires at least three years of study after the award of the Specialist or the Magistr diploma. It corresponds to the Finnish Licentiate’s Degree.
Doktor nauk (the Doctor of Sciences) is the latter of the two Russian advanced scientific degrees. The Doctor of Sciences degree can be earned after a period of further study following the award of the Candidate of Sciences degree. In reality, to earn a Doctor of Sciences degree requires five to fifteen years beyond the award of the Candidate of Sciences degree. The Russian Doctor of Sciences corresponds to the Finnish Doctor’s degree.
Quality Assurance in higher education
Under the 1992 Education Act and the 1996 Higher and Postgraduate Education Act the basis for quality assurance in Russian higher education is made up of three processes: licensing, attestation and accreditation. There are also special provisions on attestation in addition to these statutes.
Licensing
Russian legislation stipulates that institutions of higher education require a licence in order to provide education. Licensing is a procedure whereby an educational institution is granted the right to carry out educational programs in relevant fields of study (specialities) and at corresponding levels of education. It consists of the recognition of expertise, the taking of decisions, and the issuing of a duly worded authorization, i.e., a license. For example licensing requires the candidate institution to fulfil certain criteria pertaining to factors such as sanitation, health standards, equipment, volume of literature, number of students and number of teachers. There are also special requirements relating to different fields of study. The quality and outcome of education are not considered in the licensing process, however.
Attestation
Attestation is a stepping stone to accreditation. Attestation has the purpose of checking whether an institution meets state educational standards and is a prerequisite for accreditation. Therefore, in contrast to licensing, the focus of attestation is quality assurance. The day-to-day activities of an institution are checked as part of the attestation process. For example, the test results of graduate students over several consecutive years are an important aspect of this quality check.
Attestation is conducted in 5-year cycles. The process is carried out by either central or re-gional agencies and includes a self-evaluation process. After a positive outcome of the attestation process an institution can apply for the state accreditation.
Accreditation
Institutions that have completed the aforementioned licensing and attestation procedures with positive outcomes can apply for the highest form of state recognition: state accreditation. State accreditation is the formal recognition of the status of an educational establishment by the State on the basis of national requirements. The procedure results in granting to an educational institution the right to award Diplomas of the state format certifying the successful completion of an educational programme, to use a State seal of the Russian Federation, and to be included in the financing scheme of the State budget. State accreditation is applicable both to state educational establishments and to private institutions. The accreditation procedure includes both a self-evaluation and a peer review.
Twelve accreditation indicators are used to determine the quality of education at an institution, including factors such as the content and outcome of education and research, scientific and teaching activities, infrastructure, number of postgraduate students and number of text-books published. Accreditation applies not only to the institution as such, but also to the academic programmes it offers. Not all programmes at an accredited institution are automatically accredited, however. An accredited institution can therefore have both accredited and non-accredited programmes, but it only has the right to award state diplomas for its accredited programmes.
Training centre, course study centre, field study centre, technical school (mining, nautical, forestry engineering etc.), evening (shift) educational institution of initial vocational education are educational institutions which implement educational retraining programs, in-service training of workers and specialists as well as training of workers and specialists of the relevant qualification level as accelerated training.
Institution of additional vocational education for adults – educational institution which implements educational activity in additional vocational programs.
Vocational additional education – additional education aimed at continuous in-service training and vocational training of people, who have vocational education, contributing to the development of business and creative abilities of these people and improvement of their cultural level. Vocational additional education includes in-service training and vocational retraining.
Highest category, first category, second category – categories that determine the level of qualification of teaching staff. They are given to teaching staff in accordance with the results of the attestation procedure.
|