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Browsing by Subject "henkilökohtaistaminen"

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  • Henkilökohtaistamisen haasteita ja menetelmiä : kouluttajan näkökulma ammatillisen aikuiskoulutuksen erityiseen tukeen 
    Parviainen, Tiina (2017)
    The aim of this study is to identify teachers' opinions and methods in individualisation and special support at vocational adult education and training, and how does the individualisation support the students who have special needs. Target is additionally to identify which methods are needed when teaching students with special needs and what kind of special support the teachers are giving or willing to give. In this study nine teachers were interviewed. Teachers were selected from different sectors of vocational education in all sectors of one VET provider. Data was analysed with case-study approach and Phenomenographic framework. Vocational adult education is based on competence-based qualifications. Each student is provided with individualisation plan to help to reach the required vocational skills. Individualisation plan also includes: learning needs, competencies, possible special needs, needed special support and counselling. Need for special support with adults is recognized and special education and support in adult education is defined in Finnish and international studies. Teachers in VET for adults are giving special support and counselling. Supporting systems are developed by VET providers in their different fields of education. Teachers need more training and discussion about special education. It was found in this study, that teachers used different ways to answer to the students' special needs. Most used methods were: giving more time to learn, individual counselling and support and understanding the different methods of learning. Teachers need still more time and collegial support to help the students to reach their goals. They have the will, but more resources are needed.
  • Opettajien ja koulutuksen järjestäjien näkemyksiä henkilökohtaisesta osaamisen kehittämisen suunnitelmasta (HOKS) 
    Lehikoinen, Mirjami (2023)
    Competence-based orientation guides secondary vocational education. An important tool for implementing competence-based education is personal competence development plan (PCDP). At PCDP a learning path is planned for each student that meets her/his needs. The purpose of this study was to expand the understanding of PCDP: to explore the guiding legislation governing PCDP and the experiences of teachers and education organizers. The empirical part of this thesis was carried out as qualitative research in June-September 2023 in Finland. Totally 19 teachers and representatives of education organizers were interviewed. In addition, educational institution’s forms and guidelines were analysed. The main purpose of PCDP is to guide the student. Through PCDP the fulfilment of compulsory education is monitored, information is collected for the funding of the institutions and for different feedback. The whole PCDP process is guided by several laws, regulations, and binding instructions. PCDP is seen as an important tool for student counselling. But in its current form it does not fully meet its main goal - to help the student to reach for her/his best. PCDP is seen as a bureaucratic process that takes too much time. The reason for this is that a lot of detailed information about the student must be recorded in PCDP. New regulations and claims have increased the amount of information recorded to PCDP. In addition, the educations institutions collect also other information in PCDP. There is also variation in the extend of the collected data. As a result, it is suggested that due to the strong regulation, heavy student administrations systems and various further data transfer needs from PCDP to eHOKS (ePCDP) and KOSKI-services, make the process heavy and guide PCDP to wrong direction – away from student guidance and counselling. The process currently takes a significant number of resources: time and attention from meeting the student. Time pressure and responsibility also burden teachers and educational institutions. Based on the results, is recommended that PCDP must be simplified to the information that is essential in terms of teaching and counselling. For example, data collected for educational institution´s funding could be partly separated from PCDP-process. Data transfers to eHOKS and KOSKI-services must be streamlined and the cooperations between supervising authorities and study administration system producers must be increased. In addition, the educational institutions must reserve sufficient resources for PCDP work and review the other data collected at the educational institutions. By clarifying the PCDP-process the quality of guidance can be further improved and free up time for teaching and student counselling.

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