VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCE 2010

8 OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 1218.1 Guidance and counselling and personal study plan 1218.2 On-the-job learning and working safety 1238.3 Vocational special education 1248.4 Teaching immigrants and representatives of different language and cultural groups 1268.5 Apprenticeship training 1298.6 Cooperation between home and educational institution 1308.7 Student welfare services 1309 APPENDIX 1329.1 Description of the vocational field of aircraft maintenance 1329.2 The value basis of the aircraft field 1339.3 Special requirements of the qualification 1349.4 Language skill requirements in aviation 1369.5 Vocational skills requirements, targets of assessment and general assessment criteria 1379.6 Terms and abbreviations 1426

INTRODUCTIONA vocational qualification can be completed both as a curriculum or competencebasedqualification. The requirements of a vocational qualification include both therequirements of the upper secondary vocational qualification and the requirementsof a competence-based qualification and therefore their terminology has been mademore uniform. The requirements of a vocational qualification is a regulation andit guides the providers of both curriculum-based training as well as competencebasedqualifications, and the electronic version of the qualification requirementsdocument allows one to distinguish, when necessary, the sections that relate to vocationalupper secondary education and training (curriculum-based training) andcompetence-based training. Chapters 1 and 4 together with the parts describing thevocational field and the value basis in Chapter 9 are common. Chapters 2, 5, 6, 7and 8 only concern vocational qualifications completed in vocational upper secondaryeducation and training and Chapter 3 those completed as competence-basedqualifications.The term module of a qualification compares with the term of study entityused earlier in curriculum-based training. A qualification consists of vocationalstudy modules and in vocational upper secondary education and training also ofcore subjects and free choice modules. Additional modules can be included in aqualification when that is necessary in view of working life sector specific or localvocational requirements or the need for in-depth professional skills of the would-bequalification holder.The requirements of a vocational qualification state the objectives set for thequalification and study programme or specialisation, structure of qualification,module specific skills requirements or objectives, targets of assessment and assessmentcriteria for core subjects as well as the ways of demonstrating vocational skillsin the case of vocational study modules. These requirements also include other provisionsconcerning vocational upper secondary education and training as well ascompetence-based qualifications.The requirements of vocational qualification modules and the objectives ofcore subjects have been defined as learning outcomes (knowledge, skills, competence).This forms the basis for describing the targets of assessment through masteringthe work process, work method, equipment and material as well as underpinningknowledge and the key competences for lifelong learning.An education provider approves a curriculum for upper secondary vocationaleducation and training based on the qualification requirements. When arrangingpreparatory training for competence-based qualifications, the provider decides itscontents and how to arrange it in compliance with the qualification requirements.7

1OBJECTIVES AND STRUCTURE OFTHE VOCATIONAL QUALIFICATION INAIRCRAFT MAINTENANCE1.1 Objectives of the Vocational Qualification inAircraft MaintenanceThose who have taken the Vocational Qualification in Aircraft Maintenance, AircraftMaintenance Technician and Avionics Maintenance Technician, have the skillsto work in a range of aircraft maintenance positions in accordance with maintenanceinstructions and regulations. The Vocational Qualification in Aircraft Maintenanceis based on EU Commission Regulation 2042/2003 and the regulations listed in itsappendices EASA Part 66 and EASA Part 147, for which the terms Part 66 and Part147, the established forms in aviation English, are used throughout this document.Part 66 and Part 147 lay down the requirements for aircraft maintenance personneltraining, examinations and experience. Part 147 divides the training of aircraftmaintenance personnel into the following parts:• instruction in theory• on-the-job training• theory examinations• practical examinations.Those who have taken the Vocational Qualification in Aircraft Maintenance havethe skills to work in a range of aircraft maintenance positions in accordance withmaintenance instructions and regulations. They are able to perceive the impact ofhuman factors in their work and work in line with the values of aircraft work. Theyconsider the factors affecting flight safety in their work and know the regulations onaircraft maintenance for the part of their own work. Those passing the Qualificationwith the grade ‘excellent’ meet the aircraft maintenance personnel licence requirementsin terms of training and examinations.The objective of the studies in the Vocational Qualification in Aircraft Maintenanceis to fulfill all EU Commission Regulation 2042/2003 aircraft maintenancepersonnel training requirements. Once the student has completed the training andexaminations required (Vocational Qualification in Aircraft Maintenance) and acquiredthe needed work experience in aircraft maintenance, he or she is eligible to8

apply for an aircraft maintenance personnel licence. In Finland, licences are grantedby a national valid aviation authority.The studies in Aircraft Maintenance are composed of seventeen modules, definedin Part 66. The content, level and number of study hours of the studies isdependent on the licence class the student aims to obtain. EU Commission Regulation2042/2003 Section 66.A.1 determines what the licence classes are, and theirminimum hour requirements are presented in Section 147.A.200.f of the Regulation.The education provider must ensure in its plans that the training meets theRegulation’s requirements for the content, level and number of hours of training.The requirements for the content and level of the modules/submodules are presentedin Appendix 1 to Part 66.On-the-job training and practical examinations are to be organised followingthe instructions of Part 147 training organisation handbook (MTOE), withthe requirement that at least 30% of on-the-job training takes place in a genuinemaintenance environment. The practical examinations held under Part 147 are alsovocational skills demonstrations divided by field of study according to aviation regulations.The Vocational Qualification in Aircraft Maintenance encompasses the StudyProgrammes in Aircraft Maintenance and Avionics. The training is organised in linewith the requirements of Part 66. The qualification requirements cover aeroplaneand helicopter training under the joint title of ‘Aircraft Maintenance Techniciantraining’.In addition vocational upper secondary education and training is to supportstudents’ development into good and balanced persons and members of society aswell as to provide the students with the knowledge and skills needed in view of versatiledevelopment of further studies, hobbies and his/her personality as well as tosupport lifelong learning (Act 630/98, section 5).1.2 The structure of the Vocational Qualification inAircraft MaintenanceThe Study Programmes in Aircraft Maintenance (licence class B1) and Avionics (licenceclass B2) include 20 credits of on-the-job learning (practical training based onaviation regulations), of which at least 10 credits must be in a genuine maintenanceenvironment (EU Commission regulation 2042), and a final project of at least 2credits.Training for licence class A is an examination that provides competence for theA-level licence in accordance with Part 66. It includes at least 5 credits of practi-9

1OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCEcal training in a genuine maintenance environment (EU Commission regulation2042/2003).In its curricula, the education provider takes into account the fact that trainingshould meet the different licence class requirements set out in EU Commissionregulation 2042/2003.VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCE, 120 creditsIN VOCATIONAL UPPER SECONDARY EDUCATION AND TRAINING IN A COMPETENCE-BASED QUALIFICATION4. Vocational modules, 90 credits 4. Vocational modulesThe modules include a minimum of 20 credits of Competence tests arranged according toon-the-job-learning, a minimum of 5 credits of entrepreneurshipand a final project (2the requirements presented in Section 3.credits).4.1 Study Programme in Aircraft Maintenance (B1),compulsory modules for all, 90 cr4.1.1 Introduction to aviation, 20 cr4.1.2 Aircraft maintenance technology, 25 cr4.1.3 Aircraft aerodynamics, structures andsystems, 35 cr4.1.4 Aircraft power units, gas turbine engines,10 cr4.2 Study Programme in Avionics (B2),compulsory modules for all, 90 cr4.2.1 Introduction to aviation, 28 cr4.2.2 Aircraft maintenance technology, 20 cr4.2.3 Aircraft aerodynamics, structures andsystems, 40 cr4.2.4 Aircraft power units, gas turbine engines, 2 cr4.3 Modules providing individual in-depth vocationalcompetence (modules that expand the scope ofa vocational upper secondary qualification)4.3.1 Modules providing individual in-depthvocational competence in curriculum-basedvocational education and training4.1 Specialization in Aircraft Maintenance (B1),compulsory modules for all4.1.1 Introduction to aviation4.1.2 Aircraft maintenance technology4.1.3 Aircraft aerodynamics, structures andsystems4.1.4 Aircraft power units, gas turbine engines4.2 Specialization in Avionics (B2),compulsory modules for all, 90 credits4.2.1 Introduction to aviation4.2.2 Aircraft maintenance technology4.2.3 Aircraft aerodynamics, structures andsystems4.2.4 Aircraft power units, gas turbine engines4.3 Modules providing individual in-depth vocationalcompetence (modules that expand the scope ofa vocational upper secondary qualification)4.3.1 Modules providing individual in-depthvocational competence in curriculumbasedvocational education and training10

Study Programme in AvionicsAerodynamics, structures and systems of aircraft 40Mod 13 Aircraft Aerodynamics, Structures and Systems xAircraft power units 2Mod 14 Propulsion xFree choice studies 10 cr 10 cr –Vocational studies selected by the education provider according to the 0–10 cr 0–10 crrequirements of the licence classesTotal 100 cr 100 cr1.3 Key competences for lifelong learningThese key competences for lifelong learning are taken to mean such competence asis needed in continuous learning, in seizing future and new situations as well as incoping with the changing working life environment. They are an important part ofvocational skills and reflect an individual’s intellectual flexibility and ability to managedifferent situations. They increase the vocational civilisation and civic readinessneeded in all fields and help the students or candidates to keep up with the changesin society and working life as well as to act under changing conditions. They alsoplay a major part in one’s quality of life and development of personality.In addition to common emphases of the previous core curriculum of vocationalupper secondary education, the Requirements of competence-based qualificationsand key competences common to all vocational fields, the key competences forlifelong learning are considered to include cross-curricular themes from basic andgeneral upper secondary education together with the recommendations for the keycompetences for lifelong learning 2005/0221 (COD) made by the European UnionParliament and the Commission.The key competences for lifelong learning are included in the objectives of therequirements of vocational qualification modules and their assessment criteria. Thekey competences for lifelong learning to be assessed separately consist of the following:learning and problem solving, interaction and cooperation, vocational ethicsand health, safety and ability to function.13

1OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCEKey competences for lifelong learning are1. Learning and problem solving2. Interaction and cooperation3. Vocational ethics4. Health, safety and ability to function5. Initiative and entrepreneurship6. Sustainable development7. Aesthetics8. Communication and media skills9. Mathematics and natural sciences10. Technology and information technology11. Active citizenship and different culturesDescription of the key competences for lifelong learningLearning and problem solvingThe student or candidate plans his/her activities and develops himself/herself andthe work. He/she assesses his/her own competence, solves problems and makes decisionsand choices in his/her work. Student/candidate is adaptive, innovative andcreative in his/her line of work, acquires information and analyses, assesses and appliesit.Interaction and cooperationThe student or candidate acts appropriately in different interactive situations andalso expresses different views clearly, constructively and in a way that creates confidence.He/she works cooperatively with different people and as a member of a teamand also treats all people equally. He/she observes common rules of behaviour andregulations. He/she makes use of the feedback given.Vocational ethicsThe student or candidate observes the value basis of the profession. He/she is committedto his/her work and acts responsibly following the contracts made and Vocationalethics.14

Health, safety and ability to functionThe student or candidate acts safely and responsibly at work and leisure as well asin traffic and also leads a healthy life and maintains his/her ability to function andwork. He/she works ergonomically and takes physical exercise needed in the professionand also acts in a manner that prevents the dangers and health hazards in theworking environment.Initiative and entrepreneurshipThe student or candidate works towards completing the objectives set. He/she takesinitiative and acts in a customer-oriented way as an employer and/or entrepreneur.He/she plans activities and works to reach the objectives set. He/she acts economicallyand is result-orientated. He/she sets personal goals in line with the overallobjectives.Sustainable developmentThe student or candidate acts according to ecological, economical, social and culturalprinciples sustainable development in the profession. He/She observes therules, regulations and contracts of sustainable development prevailing in the sector.AestheticsThe student or candidate takes into consideration the aesthetic factors in his/herline of work. He/she contributes to and maintains the niceness and aesthetics of theworking environment.Communications and media skillsThe student or candidate uses his/her language skills in a way that is appropriate,varied and interactive considering the situation. Student/candidate observes, interpretsand assesses different media products critically. He/she uses the media andinformation technology as well as produces media material.Mathematics and natural sciencesThe student or candidate uses basic mathematics to solve mathematic equations atwork and in everyday life. He/she uses for example formulas, graphs, patterns andstatistics to help solve work related assignments and problems. Student/candidateapplies methods and practices that are based on the laws of physics and chemistryat work.15

1OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCETechnology and information technologyThe student or candidate makes versatile use of technologies used in his/her profession.He/she considers the technological benefits, limitations and risks. He/shemakes versatile use of computer technology as a professional and a citizen.Active citizenship and different culturesThe student or candidate participates constructively in the activities and decisionmaking of the community. He/she acts according to his/her rights and responsibilitiesboth at work and in everyday life. He observes the acts on equality. He/she actsappropriately and considering the requirements of working life with people fromdifferent cultural backgrounds both at home and in international operations.1.4 Eligibility for further studiesAccording to Paragraph 4 of the Vocational Education and Training Act, vocationalupper secondary studies grant the student eligibility to further his/her studies inuniversities or universities of applied sciences.16

2IMPLEMENTATION OF NATIONAL REQUIREMENTS INCURRICULUM-BASED VOCATIONAL EDUCATION ANDTRAINING2.1 Design and contents of the curriculumAccording to the Vocational Education and Training Act (630/1998, section 14)the education provider must endorse for its training a curriculum that is based onthe qualification requirements mentioned in this document. It must contain theprocedures that ensure that the education reaches the tasks and objectives (Act630/1998, section 5). A curriculum must be approved separately for education providedin Finnish, Swedish and Saami and also for education in any other languagewhen necessary. The curriculum of an education provider is a public document.The curriculum regulates and directs the education offered by the provider and allother activities closely related to it. To give the student protection under the law,the curriculum must provide adequate information about the modules and studiesincluded in the qualification, assessment and arrangements concerning completionof the studies. The curriculum must be compiled so that it enables the students toindividually select vocational studies as well as to complete general upper secondarystudies and the matriculation examination. The curriculum also acts as a basis forinternal and external evaluation and also allows evaluating the effectiveness of theeducation offered by the education provider.The education provider reserves the recourses needed for the education. Theeducation provider also sees that the curriculum allows the student to achieve theobjectives set for the qualification, to receive enough teaching and counselling he/she needs regardless of the way the education is organized on each workday, alsoduring on-the-job learning and skills demonstrations.The curriculum consists of the common part for all the fields of vocationaleducation and training and qualification specific part of the curriculum.17

2IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING2.1.1 Common part of the curriculumThe common principles and procedures for all the upper secondary qualificationsand core values of the education provider are defined in the common part of thecurriculum.The common part of the curriculum consists of at least• providing education and training as curriculum-based vocational educationand training, as training arranged at a workplace in connection with practicalwork 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, sections15) and e-learning• plans and methods for completing a module or modules as well as students’opportunities to add on to their studies and complete the whole qualification• providing education in cooperation with other education providers and workinglife (Act 630/1998, sections 14 and 10)• teaching related measures promoting community spirit, which provides an opportunityfor reflecting values and getting to know our cultural heritage (Decree811/1998, sections 9)• common practices on performing student assessment (Act 601/2005, section25a) in accordance with Chapter 7• compliance with the regulations of Chapter 8• staff development plan.The education provider must include plans on how to promote equality, non-discriminationand sustainable development in the curriculum. When organising theeducation the education provider must also take into account the obligations inother statutes concerning education and training.2.1.2 Qualification specific part of the curriculumThe qualification specific part of the curriculum determines the organisation of thevocational qualification modules and the core subjects, in cooperation with othereducation providers and working life. It also determines the timing of the education,learning environments and teaching methods, with the help of which the studentcan achieve the vocational skills requirements and objectives of the qualification.18

The qualification specific part also lists the studies the training provider offersfrom other qualifications as well as the student’s opportunities to complete morethan one qualification. It includes the decision on the assessment plan for the vocationalmodules and core subjects, which is to include skills demonstrations and otherassessment of competence.Qualification specific part of the curriculum is to cover at least• structure of the qualification of compulsory and optional vocational modulesand core subjects• progression, timing and sequence of studies• provision of free choice modules• a plan on the provision of individual in-depth vocational modules (modulesenhancing a vocational upper secondary qualification)• a plan on assessment of the modules and methods used for assessment of competence• a plan on assessing vocational modules in a way that it includes a plan onimplementation and assessment of skills demonstrations approved by the localboard for vocational skills demonstrations• locally offered modules, their skills requirements, targets of assessment andcriteria as well as the objectives, targets of assessment and assessment criteriafor the additional optional modules of compulsory core subjects.2.1.3 Individual study planVocational Education and Training Act (Act 630/1998, section 14) contains theprovision of a student’s right to make individual choices in his/her studies. VocationalEducation and Training Decree (Decree 811/1998, sections 3, 4 and 12a)contains the provision of how to inform students of the training offered, of studentcounselling and recognition and validation of prior skills. In order that a student’sright to make individual choices is possible, the education provider must preparethe student an individual study plan based on his/her individual starting point andupdate it throughout the training offered.In the training and education of Aircraft Maintenance Technicians, the requirementsand regulations of EU Commission Regulation 2042/2003, which areincluded in the Part 147 Maintenance Training Organisation Exposition (MTOE)handbook, set certain limits on eligibility and the validation of prior learning. Theeducation provider must recognise these limits when compiling the study plan.19

3COMPLETING A VOCATIONAL QUALIFICATION ASA COMPETENCE-BASED QUALIFICATION3.1 General on competence-based qualification systemThe competence-based qualification system offers adults a flexible way of demonstrating,renewing and maintaining their vocational competence, or when dutieschange, qualifying for a new profession. In a competence-based qualification a person’svocational competence can be nationally and quality-wise acknowledged despitewhether the skills have been acquired through working experience, studies orother activities. In the competence-based qualification system the employer side,employee side and the training sector work in close cooperation when developingthe qualification structure, drawing up qualification requirements, planning and arrangingcompetence tests as well as when assessing test performances.Vocational qualifications, further and specialist vocational qualifications can becompleted as competence-based qualifications. The Requirements of competencebasedqualifications describe vocational skills as working life competence requirements.The qualifications are made up of modules, which are independent workentities.Completing the Vocational Qualification in Aircraft Maintenance as a competence-based qualificationWhen taking the Vocational Qualification in Aircraft Maintenance under thecompetence-based qualification system, vocational skills are to be demonstrated tomeet the requirements placed on the examinations and experience defined in Part66/147, also applied to the Vocational Qualification in Aircraft Maintenance inmore general. Extensive, Aviation Authority-approved hands-on experience gainedin aircraft maintenance work and theory and practical examinations that have beencompleted successfully are in the place of vocational upper secondary education andtraining, giving the person in question the right to apply for an aircraft maintenancepersonnel licence.20

3.2 Arranging competence-based qualificationsThe qualification committees appointed by the National Board of Education, comprisingrepresentatives of employers, employees, teachers and, when necessary, selfemployedpersons, are responsible for arranging and supervising the competencebasedqualifications, and they award the qualification certificates. The qualificationcommittees enter into an agreement with Part 147 basic training organisations onarranging the competence-based qualifications. It is prohibited to organise competence-basedqualifications without a valid agreement with a qualification committee.Theory and practical examinations of competence-based qualifications may beorganised by approved Part 147 training organisations. A qualification certificateis awarded by a qualification committee appointed by the National Board of Educationbased on Aviation Authority-approved certificates of work and certificatesgranted by the training organisation. Those who have successfully completed theQualification will also be awarded a certificate of passed Part 66 module examinations3.3 Completing a competence-based qualificationThe core requirement of a competence-based qualification is the approved Part66-compliant hands-on experience in aircraft maintenance of at least five years.Practical skills are to be demonstrated in Part 147-compliant practical examinationsas they have been defined in the basic training requirements of aircraft maintenancepersonnel. The knowledge of theory is to be demonstrated in Part 66-compliantmodule examinations to be passed meeting the basic training requirements. Theoryand practical examinations are received by an approved Part 147 basic training organisationwithin its scope of licence. Each module must be assessed separately. Theassessment is made by representatives of employers, employees and the educationsector. The qualification committee will issue the final decision on the assessment. Aqualification certificate may be awarded when all set modules have been completedsuccessfully.3.4 Requirements of competence-based qualificationsThe requirements and the assessment criteria of competence-based qualificationshave been derived from EU Commission Regulation 2042/2003, which defines therequirements for aircraft maintenance personnel training, examinations and experi-21

3COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATIONence, with the objective that those taking the competence-based qualification, havingsuccessfully completed the theory and practical examinations, are eligible for theaircraft maintenance personnel licence in question provided that their hands-on experienceof aircraft maintenance work meets the requirements laid out in Part 66.The qualification requirements define the modules that are part of the Qualification.A module is a professional subarea that can be singled out in the naturalwork process as a unit that can be assessed individually. The vocational skills requirementsdefined in the modules focus on core professional tasks, mastering the workprocess and the occupational practices of the field in question, including the skillsneeded at work, such as social competence.3.5 Individualisation in competence-based qualificationsFor the purpose of completing the Vocational Qualification in Aircraft Maintenance,together with the candidate, the education provider draws up a personal preparatorytraining and examination plan for the competence-based qualification.3.6 Assessment of vocational skills in acompetence-based qualificationVocational skills are assessed as defined in EU Commission Regulation 2042/2003Sections Part 66 and Part 147 on licence requirements. Theory examinations are tobe organised and assessed in line with the requirements laid out in Part 66/147.The practical examination is to be submitted to the Part 147 basic trainingorganisation, and the assessment of the practical examination is carried out by thePart 147 basic training organisation to whom the examination has been submitted,jointly with representatives of employers and employees. The education-sectorparty to whom the practical examination is submitted must be a person approvedin accordance with the Maintenance Training Organisation Exposition (MTOE)handbook.The scope and quality of work experience is evaluated by an Aviation Authorityin accordance with the aircraft maintenance personnel licence requirements.If a candidate has acceptable certificates of competence demonstrated earlier,the assessors evaluate its correspondence with the vocational skills requirements describedin the requirements of competence-based qualifications. The assessors presentthe certificate(s) to the qualification committee for accreditation and approval aspart of a competence-based qualification. If the candidate has earlier demonstrated22

his/her skills in one of the modules of this qualification either in vocational uppersecondary education or in a competence-based qualification, the earlier qualificationor its module must be presented for accreditation as part of the competence-basedqualification to be completed. There is no time limit to be set for the skills acquiredand demonstrated earlier but the validity of such skills can be checked. The qualificationcommittee makes the final decision on the validation of earlier demonstratedand adequately documented skills. When necessary the candidate must demonstratethe correspondence of his/her skills with the skills requirements of the qualificationin question.Assessing vocational skills is a process where collecting assessment material anddocumenting the assessment process are of key importance. The representatives ofworking life and teachers carry out a careful and comprehensive tri-partite assessment.Every candidate must receive the assessment criteria. The candidate must be given anopportunity to self-assess his/her performance. The provider of a competence-basedqualification must document the assessment process of the module in question, whichthe assessors sign. The qualification candidate is given feedback as part of a good assessmentprocess. The qualification committee makes the final decision on assessment.AssessorsThe persons assessing a candidate’s vocational skills are to have good vocationalskills themselves in the area of the competence-based qualification in question and aknowledge of EU Commission Regulation 2042/2003. The qualification committeeand the party organising the competence-based qualification enter into agreementon the assessors in the contract on the organising of competence-based qualificationsso that the practical examination is to be submitted to the Part 147 trainingorganisation, who are also to assess the examination, jointly with representatives ofemployers and employees. The education-sector party to whom the practical examinationis submitted must be a person approved in accordance with the MaintenanceTraining Organisation Exposition (MTOE) handbook.Rectification of assessmentA candidate can, within the time limit specified by law, request rectification of assessmentfrom the qualification committee whose sector said qualification falls in. Awritten request of rectification is addressed to the qualification committee. Havingheard the assessors, the committee can oblige them to carry out a reassessment. A23

3COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATIONqualification committee decision on a claim for rectification of assessment cannotbe appealed.3.7 CertificatesThe qualification certificate, and a certificate of the completion of a module ormodules, is awarded by the qualification committee. The certificates are grantedbased on the results of the theory and practical examinations evaluated by the partyorganising the competence-based qualification and on a statement by an AviationAuthority on work experience. A certificate of participation in preparatory trainingis awarded by the party organising the training. The National Board of Educationhas issued an official regulation on the information to be included in the said certificates.A certificate of the completion of a competence-based module or modules isissued at the request of the examinee. A representative of the qualification committeeand a representative of the party organising the competence-based qualificationboth sign the qualification certificate and the certificate of the completion of a moduleor modules.The candidate is also awarded a certificate of Part 66-compliant module examinations,which is needed when applying for an aircraft maintenance personnellicence. This certificate is issued by the Part 147 training organisation to whom thetheory examinations were submitted.3.8 Preparatory training for competence-based qualificationsIn the case of a competence-based qualification no preconditions to attend preparatorytraining can be set. The candidate and the party organising the qualificationmust observe the examination requirements defined in EU Commission Regulation2042/2003. They must also agree upon any preparatory training concerninga module or modules. The party organising the training decides on the content ofthe preparatory training for competence-based qualifications and how it is to beorganised, in line with the qualification requirements. The structure of training aswell as the examinations must follow the division of the qualification into modules.Apprenticeship training and student welfare services are organised in accordancewith the acts and decrees on vocational adult education.24

4VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTSAND ASSESSMENT OF THE VOCATIONAL QUALIFICATION INAIRCRAFT MAINTENANCE4.1 Study Programme in Aircraft Maintenance (B1),compulsory modules for all, 90 credits4.1.1 Introduction to aviation (B1), 20 creditsGeneral objectivesThe aim is to achieve the different basic knowledge requirements by module andsub-module to the level stipulated in the EU Commission regulation 2042/2003,Part 66, addition 1.Introduction to Aviation comprises the following modules from Part 66:• mod 1 Mathematics• mod 2 Physics• mod 3 Electrical Fundamentals• mod 4 Electronic Fundamentals• mod 5 Digital Techniques Electronic Instrument Systems• mod 8 Basic Aerodynamics.Vocational studies in mathematics and physics are integrated into studies correspondingto the core subjects.Vocational skills requirementsThe student• knows the meaning of the laws of mathematics and natural science in aviation• can perform mathematical tasks required in his/her vocation• knows the effect of the laws of physics on the functions of an aircraft• knows the basics of electrical technology25

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCE••••••••••knows the most common components of electrical technology, the structuresof circuits and their functioningcan establish the working condition of electrical componentscan act in accordance with official requirements and guidelines on electricalsafetyknows the properties and functioning of the most common components basedon the PN interfacecan gauge the working condition of the most common semi-conductor componentsknows the basics of measurement and control technologyknows the basics of digital technologyknows the functioning of an aircraft’s digital/electronic systemscan operate in an ESD and electromagnetic environmentknows the laws of aerodynamics and properties of the atmosphere.AssessmentThe table below shows the criteria for assessment on three different levels of competenceand the modules that are the target of assessment. The examination requirementsand the key content are presented in the EU Commission regulation2042/2003, Part 66, addition 1.The assessment is based on theory and practical tests based on the EU Commissionregulation 2042/2003 and on the assessment of practical training. In practicaltests and in the assessment of training, how well the student takes into accountin his/her work matters affecting flight safety and human factors should also beassessed.A student will be granted an Excellent 3 grade once he/she has achieved anacceptable result in theory tests based on Part 66 and in practical tests based on Part147.TARGET OFASSESSMENTMod 1MathematicsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or examineecompletes routine workrelatedcalculations andknows key mathematicalconcepts and ways of expressioncompletes profession-relatedcalculations proficientlyand uses mathematicalconcepts and ways of expressionto some extent inhis/her presentationcompletes the theory examinationssatisfactorilyaccording to Part 6626

Mod 2PhysicsMod 3Electrical FundamentalsMod 4Electronic FundamentalsMod 5Digital TechniquesElectronic InstrumentSystemsMod 8Basic Aerodynamicsknows the laws of physicsand observes phenomenarelated to them in his/herwork assignments; needssupervision in some respectsis familiar with the basicphenomena and conceptsof magnetism and directand alternating currents;takes into account the officialrequirementsand regulations on electricalsafetyknows the properties andfunctioning of the mostcommon semiconductorcomponents and the basicstructures of circuits inmeasurement and adjustmenttechnologytakes into account the phenomenarelated to physicsin his/her work assignmentscompletes the theory examinationssatisfactorilyaccording to Part 66can give an account of the completes the theory examinationssatisfactorilystructure and electricalfunctioning of different according to Part 66types of circuits; knowsthe structure and functioningof the most commoncomponents and devices ofelectrical technology; is ableto measure the most commonelectrical magnitudesknows the functioning of completes the theory examinationssatisfactorilythe most common semiconductorcomponents as according to Part 66parts of the circuit; knowshow to measure their condition;is able to adjust the functioningof circuits in adjustmenttechnology using thebasic parameters, in accordancewith the requirementsof the licence classknows the basic concepts knows the functioning ofof digital technology, the logical circuit connectionsmost common logic circuits and the measurement ofand their functioning; is their condition; is familiarfamiliar with the basic with the structure andstructures and functioning functioning of typical electronic/digitalsystems andof computers; knows thetypical electronic/digital meterssystems and meters used inaircraft; is able to work inelectromagnetic and ESDenvironmentsknows the basic aerodynamicfactors affectingthe flying and steering ofaircraft and the qualities ofthe atmosphere.knows the basic magnitudesand concepts of aerodynamics,the laws of aerodynamicsand their effects onflying and steering aircraft.completes the theory examinationssatisfactorilyaccording to Part 66completes the theory examinationssatisfactorilyaccording to Part 66.27

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCETarget ofassessment4. Key competencesfor lifelong learningLearning and problemsolvingInteraction andco-operationVocational ethicsHealth, safety andability to functionAssessment criteriacopes with familiar situationsbut needs instructionsand support in changingsituations and situations ofchoiceassesses his/her work undersupervision.is able to work with differentpeople in the workplaceand group, asking for helpfrom others if necessaryfollows the ethical instructions,agreements anddecrees given, as well astimetableshas a positive attitude towardssafety; avoids risksin work; has a basic knowledgeof giving first aidfollows the instructionsgiven on work safety; doesnot cause dangeruses protective equipment,tools and work methodworkmethods safely asinstructeduses ergonomical workingpositions.Satisfactory 1 Good 2 Excellent 3Student or candidateis able to acquire informationis able to acquire informa-under supervision tion according toinstructionscopes with changingsituations and situations ofchoiceaccepts feedback and actsaccording to itworks with different peoplein the workplace and groupfollows the ethical instructions,agreements anddecrees given; works inaccordance with corporatevaluesis responsible for the safetyof his/her workfollows the instructions ofthe workplace; takes intoaccount other people in theworkplace in his/her workensures the safety of toolsand materials; removesfaulty tools and takes themto repairobserves health and safetyconsiderations in planningof his/her own work;maintains the safety andergonomy of the work environment.is able to acquire informationon his/her own initiativeacts in changing situationsin a way that suits the situationsand finds alternativesto his/her ways to proceeddevelops his/her actions onthe basis of feedbacksupports and helps others;takes into account the otherpeople in the workplace inhis/her workacts in different situationsof the workplace accordingto its values, ethicalinstructions, agreementsand regulations; adheres totimetableswill develop his/her workto make it safer on his/herown initiativenotices and recognises thedangers related to his/herwork and reports themis able to assess the suitabilityof protection, tools andwork methodwork methodsto the work concernedobserves health and safetyconsiderations in the planningof his/her own work;maintains the safety andergonomy of the workenvironment; applies whathe/she has learned even insurprising situations.28

Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her skill in the theory tests based onPart 66, in the practical tests based on Part 147 (corresponding proof of skill), andin supplementary tests based on vocational skills requirements. Furthermore, thestudent or examinee demonstrates his/her skill in actual aircraft maintenance tasksin learning-at-work. Module-specific practical training and tests are defined in Part147 of the training organisation manual (MTOE).4.1.2 Aircraft maintenance technology (B1), 25 creditsGeneral aimsThe aim is to achieve the different basic knowledge requirements by module andsub-module to the level stipulated in the EU Commission regulation 2042/2003,Part 66, addition 1.Aircraft maintenance technology comprises the following modules from Part 66:• mod 6 Materials and Hardware• mod 7 Maintenance Practices• mod 9 Human Factors• mod 10 Aviation LegislationVocational skills requirementsThe student• knows the most common materials and structural components of aircraft• can work in an aircraft maintenance environment according to working safetyrequirements• can use the most common tools and measuring and testing devices required inaircraft maintenance• can monitor and calibrate tools• can use maintenance instructions and read the system diagrams related tothem• can perform connection work as detailed in Part 66• knows connection procedures as detailed in Part 66• knows procedures related to determining the weight of an aircraft29

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCE••••••••••knows procedures related to the ground-handling and storage of an aircraftcan determine the faults occurring in aircraft structurescan use the most common troubleshooting methods for aircraft systemsknows the removal and installation methods for aircraft parts and equipmentknows the procedures required on an aircraft after abnormal situationsknows basic information about aircraft maintenance and the maintenance ofconstant airworthinessknows the principles of aircraft maintenance documentationcan keep the working environment clean and in good ordercan prevent the risk of human factors in his/her workknows aviation laws and regulations affecting aircraft maintenance.AssessmentThe table below shows the criteria for assessment on three different levels of competenceand the modules that are the target of assessment. The examination requirementsand the key content are presented in the EU Commission regulation2042/2003, Part 66, addition 1.The assessment is based on theory and practical tests specified in the EUCommission regulation 2042/2003. In practical tests and in the assessment of training,how well the student takes into account in his/her work matters affecting flightsafety and human factors should also be assessed.A student will be granted an Excellent 3 grade once he/she has achieved anacceptable result in theoretical tests based on Part 66 and in practical tests based onPart 147.TARGET OFASSESSMENT1. Masteringthe work processAircraft maintenanceSpecific tasks ofaircraft maintenanceASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateparticipates in tasks of aircraftworks independently at completes the theory ex-maintenance under tasks of aircraft mainteaminationsand practicalsupervision as part of a nance according to instructionsexaminations satisfactorilygroupaccording to Part66/147.is able to carry out modulespecifictasks under supervision.is able to carry out modulespecifictasks independently.30

TARGET OFASSESSMENT2. Mastering thework method,equipment andmaterialSelection and use oftools and measuringequipmentSupervision of toolsand measuringequipmentSelection of workmethodwork methodsMastering, selectionand use of materialsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidatecorrectly uses the tools andmeasuring equipment setout for the taskas a member of a group,follows the instructionsgiven on the supervision oftools and measuring equipmentunder supervision, selectsthe work methods suited toeach taskunder supervision, selectsthe materials, componentsand equipment related tothe task.primarily selects the toolsand measuring equipmentsuited to the task, takinginto account the validity oftheir calibrationindependently follows theregulations given on thesupervision of tools andmeasuring equipment (Part145)selects the work methodssuited to each taskselects the materials, componentsand equipmentrelated to the task, accordingto instructions.completes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.TARGET OFASSESSMENT3. UnderpinningknowledgeUse of instructionalliteratureLaws and regulationsconcerning aviationin relation to one’sown workBasic knowledgeof aircraftmaintenanceASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateunder supervision, uses the uses the regulations set out completes the theory examinationsregulations set out in instructionaland practicalin instructional literature inliterature in his/ his/her maintenance work examinations satisfactorilyher maintenance workaccording to Part 66/147.has a general knowledgeof aviation law and regulations,but does not alwaysapply them in workachieves results of at least30% in the module-specifictheory examinations accordingto Part 66.is familiar with the lawsand regulations concerningaviation, applying themin his/her work in aircraftmaintenanceachieves results of at least50% in the module-specifictheory examinations accordingto Part 66.31

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCETarget ofassessment4. Key competencesfor lifelong learningLearning and problemsolvingInteraction andco-operationVocational ethicsHealth, safety andability to functionAssessment criteriacopes with familiar situationsbut needs instructionsand support in changingsituations and situations ofchoiceassesses his/her work undersupervision.is able to work with differentpeople in the workplaceand group, asking for helpfrom others if necessaryfollows the ethical instructions,agreements anddecrees given, as well astimetablesunder supervision, observesmatters affecting flightsafety and human factors inhis/her activity and practicaltraininghas a positive attitude towardssafety; avoids risksin work; has a basic knowledgeof giving first aidfollows the instructionsgiven on work safety; doesnot cause dangeruses protective equipment,tools and work methodssafely as instructeduses ergonomical workingpositions.Satisfactory 1 Good 2 Excellent 3The student or candidateis able to acquire informationis able to acquire informa-under supervision tion according toinstructionscopes with changingsituations and situations ofchoiceaccepts feedback and actsaccording to itworks with different peoplein the workplace and groupfollows the ethical instructions,agreements anddecrees given; works inaccordance with corporatevaluesobserves matters affectingflight safety and humanfactors in his/her activityand practical trainingis responsible for the safetyof his/her workfollows instructions of theworkplace; takes into accountother people in theworkplace in his/her workensures the safety of toolsand materials; removesfaulty tools and takes themto repairobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the work environment.is able to acquire informationon his/her own initiativeacts in changing situationsin a way that suits the situationsand finds alternativeways to proceeddevelops his/her actions onthe basis of feedbacksupports and helps others;takes into account the otherpeople in the workplace inhis/her workacts in different situationsof the workplace accordingto its values, ethicalinstructions, agreementsand regulations; adheres totimetablescompletes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147will develop his/her workto make it safer on his/herown initiativenotices and recognises thedangers related to his/herwork and reports themis able to assess the suitabilityof protection, tools andwork methods to the workconcernedobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the workenvironment; applies whathe/she has learned even insurprising situations.32

Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her skills in the theory tests based onPart 66, in the practical tests based on Part 147 (corresponding proof of skill), andin supplementary tests based on vocational skills requirements. Furthermore, thestudent or candidate demonstrates his/her skill in actual aircraft maintenance tasksin learning-at-work. Module-specific practical training and tests are defined in Part147 of the training organisation manual (MTOE).4.1.3 Aircraft aerodynamics, structures and systems (B1), 35 creditsGeneral aimsThe aim is to achieve the different basic knowledge requirements by module andsub-module to the level stipulated in the EU Commission regulation 2042/2003,Part 66, addition 1.This module comprises the following modules concerning licence classes:• mod 11a Aircraft Aerodynamics, Structures and Systems 1Aeroplanes, Turbine; Licence Class B1.1• mod 11b Aircraft Aerodynamics, Structures and Systems 1Aeroplanes, Piston; Licence Class B1.2• mod 12 Aircraft Aerodynamics, Structures and Systems 1• Helicopters, Turbine; Licence Class B1.3 and Piston; Licence Class B1.4Vocational skills requirementsThe student• knows the laws of aerodynamics in flying and the control of an aeroplane/helicopter• knows the different structures of aircraft• knows the structural requirements of an aircraft• knows the operating principles of aircraft systems• knows how the different aircraft systems are connected to each other• knows the importance of the different systems to an aircraft’s airworthinessand flight safety• knows the operating principles of the system equipment33

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCE••••••can read system diagramscan perform system maintenance work as a member of a group based on maintenanceinstructionscan remove and fit system equipment based on instructionsknows the importance of scheduled maintenanceknows the importance of cleanliness to the reliable functioning of aircraft systemsis aware that all aircraft system maintenance procedures and repairs must beperformed in accordance with approved maintenance instructions.AssessmentThe table below shows the criteria for assessment on three different levels of competenceand the modules that are the target of assessment. The examination requirementsand the key content are presented in the EU Commission regulation2042/2003, Part 66, addition 1.The assessment is based on theory and practical tests specified in the EU Commissionregulation 2042/2003. In practical tests and in the assessment of training, howwell the student takes into account in his/her work matters affecting flight safetyand human factors should also be assessed.A student will be granted an Excellent 3 grade once he/she has achieved anacceptable result in theoretical tests based on Part 66 and in practical tests based onPart 147.TARGET OFASSESSMENT1. Masteringthe work processInspections, testingand maintenanceof systems andstructuresInstallation, removaland documentationof equipmentASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateparticipates in the maintenanceparticipates in the inspec-completes the theory ex-of aircraft systems tion, testing and mainteaminationsand practicaland structures as a supervisednance of aircraft systems examinations satisfactorilymember of a group and structures as a super-according to Part 66/147.vised member of a groupremoves and installs equipmentin aircraft accordingto the maintenance instructions.removes and installs equipmentin aircraft accordingto the maintenance instructions;documents the workprocess as required by regulations.34

TARGET OFASSESSMENT2. Mastering thework method,equipment andmaterialMastering the workmethodMastering the equipmentand materialTARGET OFASSESSMENT3. Possession underpinningknowledgeStructures of aircraftStructure and functioningof systemsMaintenance instructionsand systemchartsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateremoves and installs equipmentof systems as a supervisedmember of a groupunder supervision, handlesequipment and materialsappropriately; uses the mostcommon tools and testingequipment in removal andinstallation work.ASSESSMENT CRITERIAremoves and installs equipmentof systems, conformingto maintenance instructionsand taking notice ofthe features and securityrequirements of systemshandles equipment and materialsin the required way;uses the most commontools and testing equipmentin removal and installationwork, considering their safeuse; acts according to maintenanceinstructions.Satisfactory 1 Good 2 Excellent 3Student or candidateis familiar with the most is familiar with the differentcommon structures of aircraftstructures of aircraftand their functional re-is familiar with the mostcommon aircraft systems,their basic structure andoperating principlesuses maintenance instructionsand system chartsunder supervision.quirementsis familiar with the functioningof separate devicesin aircraft systems and theirsignificance for the functioningof the systemsuses maintenance instructionsand system chartsindependently.completes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.completes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.35

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCETarget ofassessment4. Key competencesfor lifelong learningLearning and problemsolvingInteraction andco-operationVocational ethicsHealth, safety andability to functionAssessment criteriacopes with familiar situationsbut needs instructionsand support in changingsituations and situations ofchoiceassesses his/her work undersupervision.is able to work with differentpeople in the workplaceand group, asking for helpfrom others if necessaryfollows the ethical instructions,agreements anddecrees given, as well astimetableshas a positive attitude towardssafety; avoids risksin work; has a basic knowledgeof giving first aidfollows the instructionsgiven on work safety; doesnot cause dangeruses protective equipment,tools and work methodssafely as instructeduses ergonomical workingpositionsSatisfactory 1 Good 2 Excellent 3The student or candidateis able to acquire informationis able to acquire informa-under supervision tion according toinstructionscopes with changingsituations and situations ofchoiceaccepts feedback and actsaccording to itworks with different peoplein the workplace and groupfollows the ethical instructions,agreements anddecrees given; works inaccordance with corporatevaluesis responsible for the safetyof his/her workfollows the instructions ofthe workplace; takes intoaccount other people in theworkplace in his/her workensures the safety of toolsand materials; removesfaulty tools and takes themto repairobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the work environmentis able to acquire informationon his/her own initiativeacts in different situationsin a way that suits the situationsand finds alternativeways to proceeddevelops his/her actions onthe basis of feedbacksupports and helps others;takes into account the otherpeople in the workplace inhis/her workacts in changing situationsin the workplace accordingto its values, ethicalinstructions, agreementsand regulations; adheres totimetableswill develop his/her workto make it safer on his/herown initiativenotices and recognises thedangers related to his/herwork and reports themis able to assess the suitabilityof protection, tools andwork methods to the workconcernedobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the workenvironment; applies whathe/she has learned even insurprising situations36

Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her skills in the theory tests based onPart 66, in the practical tests based on Part 147 (corresponding proof of skill), andin supplementary tests based on vocational skill requirements. Furthermore, thestudent or candidate demonstrates his/her skills in actual aircraft maintenance tasksin learning-at-work. Module-specific practical training and tests are defined in Part147 of the training organisation manual (MTOE).4.1.4 Aircraft power units (B1), 10 creditsGeneral aimsThe aim is to achieve the different basic knowledge requirements by module andsub-module to the level stipulated in the EU Commission regulation 2042/2003,Part 66, addition 1.The Aircraft power units section comprises the following modules from Part 66based on licence class orientation:• mod 15 Gas Turbine Engine (licence class B1)• mod 16 Piston Engine (licence class B1)• mod 17 Propeller (licence class B1.1 and B1.2)Vocational skills requirements, module 15The student• knows the structures and functioning of gas and turbo-prop engines• knows engine systems and how they work• knows the fuels and lubrication requirements of gas turbine engines• knows the functioning and purpose of auxiliary power units (APU)• knows engine installation requirements• knows about engine monitoring and ground functions• knows the requirements for storing and protecting an engine• is aware of the dangers of foreign objects to the functioning of an engine• as a member of a group can participate in the maintenance of a gas turbineengine• is aware of the importance of cleanliness and good order in the working environment37

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCEVocational skill requirements, module 16The student• knows the structure and functioning of aircraft piston engines• knows engine systems and how they work• knows the fuels and lubrication requirements of the engines• knows the structure of the compressor• knows the operating principles of the compressor• knows engine installation requirements• knows about engine monitoring and ground functions• knows the requirements for keeping and protecting an engine• as a member of a group can participate in the maintenance of an aircraft pistonengine• is aware of the importance of cleanliness and good order in the working environmentVocational skill requirements, module 17The student• knows the operating principles of a propeller• knows the different structures of propellers• knows the functioning of a propeller’s control-, synchronising- and anti-icingsystems• knows propeller maintenance procedures• knows propeller condition requirements• knows how to test the operation of a propeller when the engine is groundrunning• knows the requirements for storing and protecting a propellerAssessmentThe table below shows the criteria for assessment on three different levels of competenceand the modules that are the target of assessment. The examination requirementsand the key content are presented in the EU Commission regulation2042/2003, Part 66, addition 1.38

The assessment is based on theory and practical tests specified in the EU Commissionregulation 2042/2003. In practical tests and in the assessment of training, howwell the student takes into account in his/her work matters affecting flight safetyand human factors should also be assessed.A student will be granted an Excellent 3 grade once he/she has achieved anacceptable result in theoretical tests based on Part 66 and in practical tests based onPart 147.TARGET OFASSESSMENT1. Masteringthe work processEngine inspectionsand maintenanceEngine supervisionand ground handlingPropeller inspectionsand maintenance(not for helicopterlicence classes)TARGET OFASSESSMENT2. Mastering thework method,equipment andmaterialMastering the workmethodMastering the equipmentand materialASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateparticipates in the maintenanceparticipates in the inspec-completes the theory ex-of aircraft engines as tion, testing and mainteaminationsand practicala supervised member of a nance of aircraft engines as examinations satisfactorilygroupa supervised member of a according to Part 66/147.groupunder supervision, can takemeasures related to startingthe engine and warming itparticipates in the maintenanceof screw propellersas a supervised member ofa groupASSESSMENT CRITERIAunder supervision, can takemeasures related to startingthe engine and warming it;interprets the parameters ofthe engineparticipates in the inspection,testing and maintenanceof screw propellersas a supervised member ofa group.Satisfactory 1 Good 2 Excellent 3The student or candidateunder supervision, usesthe right work methods inmaintenance and inspectionsunder supervision, handlesequipment and materialsappropriately; uses the mostcommon tools in maintenancework.uses the right work methodsin maintenance andinspections, consideringsafety requirementshandles equipment andmaterials appropriately;uses the most commontools and testing equipment;acts according to themaintenance instructions.completes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.39

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCETARGET OFASSESSMENT3. UnderpinningknowledgeStructure of aircraftengines; systems andtheir functioningInstructions formaintenance, inspectionand storage ofenginesStructure and functioningof differentpropellers (not forhelicopter licenceclasses)Instructions formaintenance, inspectionand storage ofpropellers (not forhelicopter licenceclasses)Target ofassessment4. Key competencesfor lifelong learningLearning and problemsolvingInteraction andco-operationVocational ethicsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateis familiar with the most is familiar with the differentcommon aircraft enginesstructures of aircraft en-and systems and their operatinggines and systems and theirprinciplesfunctionalrequirementsunder supervision, appliesinstructions for maintenanceand storage of aircraftenginesis familiar with the structureand operating principlesof the most commonpropellersunder supervision, appliesthe instructions formaintenance and storage ofpropellersAssessment criteriaindependently applies instructionsfor maintenance,inspection and storage ofaircraft enginesis familiar with the structuresand functional requirementsof differentpropellersindependently applies instructionsfor maintenance,inspection and storage ofpropellerscopes with familiar situationsbut needs instructionsand support in changingsituations and situations ofchoiceassesses his/her work undersupervision.is able to work with differentpeople in the workplaceand group, asking for helpfrom others if necessaryfollows the ethical instructions,agreements anddecrees given, as well astimetablesSatisfactory 1 Good 2 Excellent 3Student or candidateis able to acquire informationis able to acquire informa-under supervision tion according toinstructionscopes with changingsituations and situations ofchoiceaccepts feedback and actsaccording to itworks with different peoplein the workplace and groupfollows the ethical instructions,agreements anddecrees given; works inaccordance with corporatevaluescompletes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.is able to acquire informationon his/her own initiativeacts in different situationsin a way that suits the situationsand finds alternativeways to proceeddevelops his/her actions onthe basis of feedbacksupports and helps others;takes into account the otherpeople in the workplace inhis/her workacts in different situationsof the workplace accordingto its values, ethicalinstructions, agreementsand regulations; adheres totimetables40

Health, safety andability to functionhas a positive attitude towardssafety; avoids risksin work; has basic a knowledgeof giving first aidfollows the instructionsgiven on work safety; doesnot cause dangeruses protective equipment,tools and work methodssafely as instructeduses ergonomical workingpositionsis responsible for the safetyof his/her workfollows the instructions ofthe workplace; takes intoaccount other people in theworkplace in his/her workensures the safety of toolsand materials; removesfaulty tools and takes themto repairobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the work environmentwill develop his/her workto make it safer on his/herown initiativenotices and recognises thedangers related to his/herwork and reports themis able to assess the suitabilityof protection, tools andwork methods to the workconcernedobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the workenvironment; applies whathe/she has learned even insurprising situationsWays of demonstrating vocational skillsThe student or candidate demonstrates his/her skill in the theory tests based onPart 66, in the practical tests based on Part 147 (corresponding proof of skill), andin supplementary tests based on vocational skills requirements. Furthermore, thestudent or candidate demonstrates his/her skill in actual aircraft maintenance tasksin learning-at-work. Module-specific practical training and tests are defined in Part147 of the training organisation manual (MTOE).41

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCE4.2 Study Programme in Avionics (B2),compulsory modules for all, 90 credits4.2.1 Introduction to aviation (B2), 28 creditsGeneral aimsThe aim is to achieve the different basic knowledge requirements by module andsub-module to the level stipulated in the EU Commission regulation 2042/2003,Part 66, addition 1.Introduction to Aviation comprises the following modules from Part 66:• mod 1 Mathematics• mod 2 Physics• mod 3 Electrical Fundamentals• mod 4 Electric Fundamentals• mod 5 Digital Techniques Electronic Instrument Systems• mod 8 Basic Aerodynamics.Vocational studies in mathematics and physics are integrated into studies correspondingto the core subjects.Vocational skills requirementsThe student• knows the meaning of mathematical and scientific regularities in aviation• is able to perform mathematical tasks required in one’s profession• knows the effect of the laws of physics on the functions of an aircraft• knows the basics of electrical technology• knows the most common components of electrical technology, the structuresof circuits and their functioning• is able to establish the working condition of electrical components• is able to act in accordance with official regulations and guidelines on electricalsafety• knows the properties and functioning of the most common components basedon the PN interface• is able to gauge the working condition of the most common semi-conductorcomponents42

•••••knows the basics of measurement and control technologyknows the basics of digital technologyknows the functioning of an aircraft’s digital/electronic systemsis able to operate in an ESD and electromagnetic environmentknows the laws of aerodynamics and properties of the atmosphereAssessmentThe table below shows the criteria for assessment on three different levels of competenceand the modules that are the target of assessment. The examination requirementsand the key content are presented in the EU Commission regulation2042/2003, Part 66, addition 1.The assessment is based on theoretical and practical tests based in the EUCommission regulation 2042/2003 and on the assessment of practical training. Inpractical tests and in the assessment of training, how well the student takes into accountin his/her work matters affecting flight safety and human factors should alsobe assessed.A student will be granted an Excellent 3 grade once he/she has achieved anacceptable result in theoretical tests based on Part 66 and in practical tests based onPart 147.TARGET OFASSESSMENTMod 1MathematicsMod 2PhysicsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidatecompletes routine workrelatedcalculations andknows key mathematicalconcepts and ways of expressionknows the laws of physicsand observes phenomenarelated to them in his/herwork assignments; needssupervision in some respectscompletes profession-relatedcalculations proficientlyand uses mathematicalconcepts and ways of expressionto some extent inhis/her presentationtakes into account the phenomenarelated to physicsin his/her work assignmentssatisfactorily completes thetheory examinations accordingto Part 66satisfactorily completes thetheory examinations accordingto Part 6643

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCEMod 3Electrical FundamentalsMod 4Electronic FundamentalsMod 5Digital TechniquesElectronic InstrumentSystemsMod 8Basic Aerodynamicsis familiar with the basicphenomena and conceptsof magnetism and directand alternating currents;takes into account the officialrequirementsand regulations on electricalsafetyknows the properties andfunctioning of the mostcommon semiconductorcomponents and the basicstructures of circuits inmeasurement and adjustmenttechnologycan give an account of the satisfactorily completes thestructure and electrical theory examinations accordingto Part 66functioning of differenttypes of circuits; knowsthe structure and functioningof the most commoncomponents and devices ofelectrical technology; is ableto measure the most commonelectrical magnitudesknows the functioning ofthe most common semiconductorcomponents asparts of the circuit; knowshow to measure their condition;is able to adjustthe functioning of circuitsin adjustment technologyusing the basic parameters,in accordance with therequirements of the licenceclassknows the basic concepts knows the functioning ofof digital technology, the logical circuit connectionsmost common logic circuits and the measurement ofand their functioning; is their condition; is familiarfamiliar with the basic with the structure andstructures and functioning functioning of typical electronic/digitalsystems andof computers; knows thetypical electronic/digital meterssystems and meters used inaircraft; is able to work inelectromagnetic and ESDenvironmentsknows the basic aerodynamicfactors affectingthe flying and steering ofaircraft and the qualities ofthe atmosphere.knows the basic magnitudesand concepts of aerodynamics,the laws of aerodynamicsand their effects onflying and steering aircraft.satisfactorily completes thetheory examinations accordingto Part 66satisfactorily completes thetheory examinations accordingto Part 66satisfactorily completes thetheory examinations accordingto Part 66.44

Target ofassessment4. Key competencesfor lifelong learningLearning and problemsolvingInteraction andco-operationVocational ethicsHealth, safety andability to functionAssessment criteriacopes with familiar situationsbut needs instructionsand support in changingsituations and situations ofchoiceassesses his/her work undersupervision.is able to work with differentpeople in the workplaceand group, asking for helpfrom others if necessaryfollows the ethical instructions,agreements anddecrees given, as well astimetableshas a positive attitude towardssafety; avoids risksin work; has a basic knowledgeof giving first aidfollows the instructionsgiven on work safety; doesnot cause dangeruses protective equipment,tools and work methodssafely as instructeduses ergonomical workingpositionsSatisfactory 1 Good 2 Excellent 3The student or candidateis able to acquire informationis able to acquire informa-under supervision tion according toinstructionscopes with changingsituations and situations ofchoiceaccepts feedback and actsaccording to itworks with different peoplein the workplace and groupfollows the ethical instructions,agreements anddecrees given; works inaccordance with corporatevaluesis responsible for the safetyof his/her workfollows instructions of theworkplace; takes into accountother people in theworkplace in his/her workensures the safety of toolsand materials; removesfaulty tools and takes themto repairobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the work environmentis able to acquire informationon his/her own initiativeacts in different situationsin a way that suits the situationsand finds alternativeways to proceeddevelops his/her actions onthe basis of feedbacksupports and helps others;takes into account the otherpeople in the workplace inhis/her workacts in different situationsof the workplace accordingto its values, ethicalinstructions, agreementsand regulations; adheres totimetableswill develop his/her workto make it safer on his/herown initiativenotices and recognises thedangers related to his/herwork and reports themis able to assess the suitabilityof protection, tools andwork methods to the workconcernedobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the workenvironment; applies whathe/she has learned even insurprising situations45

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCEWays of demonstrating vocational skillsThe student or candidate demonstrates his/her skills in the theory tests based onPart 66, in the practical tests based on Part 147 (corresponding proof of skill), andin supplementary tests based on vocational skills requirements. Furthermore, thestudent or candidate demonstrates his/her skills in actual aircraft maintenance tasksin learning-at-work. Module-specific practical training and tests are defined in Part147 of the training organisation manual (MTOE).4.2.2 Aircraft maintenance technology (B2), 20 creditsGeneral aimsThe aim is to achieve the different basic knowledge requirements by module andsub-module to the level stipulated in the EU Commission regulation 2042/2003,Part 66, addition 1.Aircraft maintenance technology comprises the following modules from Part 66:• mod 6 Materials and Hardware• mod 7 Maintenance Practices• mod 9 Human Factors• mod 10 Aviation LegislationVocational skills requirementsThe student• knows the most common materials and structural components of aircraft• can work in an aircraft maintenance environment according to working safetyrequirements• can use the most common tools and measuring and testing devices required inaircraft maintenance• can monitor and calibrate tools• can use maintenance instructions and read the system diagrams related tothem• can perform connection work as detailed in Part 66• knows connection procedures as detailed in Part 66• knows procedures related to determining the weight of an aircraft46

••••••••••knows procedures related to the ground-handling and storage of an aircraftcan determine the faults occurring in aircraft structurescan use the most common troubleshooting methods for aircraft systemsknows the removal and installation methods for aircraft parts and equipmentknows the procedures required on an aircraft after abnormal situationsknows basic information about aircraft maintenance and the maintenance ofconstant airworthinessknows the principles of aircraft maintenance documentationcan keep the working environment clean and in good ordercan prevent the risk of human factors in his/her workknows the aviation laws and regulations affecting aircraft maintenance.AssessmentThe table below shows the criteria for assessment on three different levels of competenceand the modules that are the target of assessment. The examination requirementsand the key content are presented in the EU Commission regulation2042/2003, Part 66, addition 1.The assessment is based on theory and practical tests specified in the EU Commissionregulation 2042/2003. In practical tests and in the assessment of training,how well the student takes into account in his/her work matters affecting flightsafety and human factors should also be assessed.A student will be granted an Excellent 3 grade once he/she has achieved anacceptable result in theoretical tests based on Part 66 and in practical tests based onPart 147.TARGET OFASSESSMENT1. Masteringthe work processAircraft maintenanceSpecific tasks ofaircraft maintenanceASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateparticipates in tasks of aircraftworks independently at completes the theory ex-maintenance under tasks of aircraft mainteaminationsand practicalsupervision as part of a nance according to instructionsexaminations satisfactorilygroupaccording to Part66/147.is able to carry out modulespecifictasks under supervision.is able to carry out modulespecifictasks independently.47

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCETARGET OFASSESSMENT2. Mastering thework method,equipment andmaterialSelection and use oftools and measuringequipmentSupervision of toolsand measuringequipmentSelection of workmethodsMastering, selectionand use of materialsTARGET OFASSESSMENT3. UnderpinningknowledgeUse of instructionalliteratureAviation law andregulationsBasic knowledgeof aircraftmaintenanceASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidatecorrectly uses the tools andmeasuring equipment setout for the taskas a member of a group,follows the instructionsgiven on the supervision oftools and measuring equipmentunder supervision, selectsthe work methods suited toeach taskunder supervision, selectsthe materials, componentsand equipment related tothe task.ASSESSMENT CRITERIAprimarily selects the toolsand measuring equipmentsuited to the task, takinginto account the validity oftheir calibrationindependently follows theregulations given on thesupervision of tools andmeasuring equipment (Part145)selects the work methodssuited to each taskselects the materials, componentsand equipmentrelated to the task accordingto instructions.completes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.Satisfactory 1 Good 2 Excellent 3The student or candidateunder supervision, uses the uses the regulations set out completes the theory examinationsregulations set out in instructionaland practicalin instructional literature inliterature in his/ his/her maintenance work examinations satisfactorilyher maintenance workaccording to Part 66/147.has a general knowledgeof aviation law and regulations,but does not alwaysapply them in workachieves results of at least30% in the module-specifictheory examinations accordingto Part 66.is familiar with aviation lawand regulations, applyingthem in his/her work inaircraft maintenanceachieves results of at least50% in the module-specifictheory examinations accordingto Part 66.48

Target ofassessment4. Key competencesfor lifelong learningLearning and problemsolvingInteraction andco-operationVocational ethicsHealth, safety andability to functionAssessment criteriacopes with familiar situationsbut needs instructionsand support in changingsituations and situations ofchoiceassesses his/her work undersupervision.is able to work with differentpeople in the workplaceand group, asking for helpfrom others if necessaryfollows the ethical instructions,agreements anddecrees given, as well astimetablesunder supervision, observesmatters affecting flightsafety and human factors inhis/her activity and practicaltraininghas a positive attitude towardssafety; avoids risksin work; has a basic knowledgeof giving first aidfollows the instructionsgiven on work safety; doesnot cause dangeruses protective equipment,tools and work methodssafely as instructeduses ergonomical workingpositionsSatisfactory 1 Good 2 Excellent 3Student or candidateis able to acquire informationis able to acquire informa-under supervision tion according toinstructionscopes with changingsituations and situations ofchoiceaccepts feedback and actsaccording to itworks with different peoplein the workplace and groupfollows the ethical instructions,agreements anddecrees given; works inaccordance with corporatevaluesobserves matters affectingflight safety and humanfactors in his/her activityand practical trainingis responsible for the safetyof his/her workfollows the instructions ofthe workplace; takes intoaccount other people in theworkplace in his/her workensures the safety of toolsand materials; removesfaulty tools and takes themto repairobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the work environmentis able to acquire informationon his/her own initiativeacts in different situationsin a way that suits the situationsand finds alternativeways to proceeddevelops his/her actions onthe basis of feedbacksupports and helps others;takes into account the otherpeople in the workplace inhis/her workacts in different situationsof the workplace accordingto its values, ethicalinstructions, agreementsand regulations; adheres totimetablescompletes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147will develop his/her workto make it safer on his/herown initiativenotices and recognises thedangers related to his/herwork and reports themis able to assess the suitabilityof protection, tools andwork methods to the workconcernedobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the workenvironment; applies whathe/she has learned even insurprising situations49

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCEWays of demonstrating vocational skillsThe student or candidate demonstrates his/her skills in the theory tests based onPart 66, in the practical tests based on Part 147 (corresponding proof of skill), andin supplementary tests based on vocational skills requirements. Furthermore, thestudent or candidate demonstrates his/her skills in actual aircraft maintenance tasksin learning-at-work. Module-specific practical training and tests are defined in Part147 of the training organisation manual (MTOE).4.2.3 Aerodynamics, structures and systems of aircraft (B2), 40 creditsGeneral aimsThe aim is to achieve the different basic knowledge requirements by module andsub-module to the level stipulated in the EU Commission regulation 2042/2003,Part 66, addition 1.• mod 13 Aircraft Aerodynamics, Structures and Systems 1Licence Class B2, AvionicsVocational skills requirementsThe student• knows the laws of aerodynamics in flying and the control of an aeroplane/helicopter• the different structures of aircraft• the structural requirements of an aircraft• knows the operating principles of aircraft systems• knows how the different aircraft systems are connected to each other• knows the importance of the different systems to an aircraft’s airworthinessand flight safety• knows the operating principles of the system equipment• can read system diagrams• can perform system maintenance work as a member of a group based on maintenanceinstructions• can remove and fit system equipment based on instructions• knows the importance of scheduled maintenance50

••knows the importance of cleanliness to the reliable functioning of aircraft systemsis aware that all aircraft system maintenance procedures and repairs must beperformed in accordance with approved maintenance instructions.AssessmentThe table below shows the criteria for assessment on three different levels of competenceand the modules that are the target of assessment. The examination requirementsand the key content are presented in the EU Commission regulation2042/2003, Part 66, addition 1.The assessment is based on theory and practical tests specified in the EU Commissionregulation 2042/2003. In practical tests and in the assessment of training,how well the student takes into account in his/her work matters affecting flightsafety and human factors should also be assessed.A student will be granted an Excellent 3 grade once he/she has achieved anacceptable result in theoretical tests based on Part 66 and in practical tests based onPart 147.TARGET OFASSESSMENT1. Masteringthe work processInspections, testingand maintenanceof systems andstructuresInstallation, removaland documentationof equipmentASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateparticipates in the maintenanceparticipates in the inspec-completes the theory ex-of aircraft systems tion, testing and mainteaminationsand practicaland structures as a supervisednance of aircraft systems examinations satisfactorilymember of a group and structures as a super-according to Part 66/147.vised member of a groupremoves and installs equipmentin aircraft accordingto the maintenance instructions.removes and installs equipmentin aircraft accordingto the maintenance instructions;documents the workprocess as required by regulations.51

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCETARGET OFASSESSMENT2.Mastering thework method,equipment andmaterialMastering the workmethodMastering the equipmentand materialTARGET OFASSESSMENT3. UnderpinningknowledgeStructures of aircraftStructure and functioningof systemsMaintenance instructionsand systemchartsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateremoves and installs equipmentof systems as a supervisedmember of a groupunder supervision, handlesequipment and materialsappropriately; uses the mostcommon tools and testingequipment in removal andinstallation work.ASSESSMENT CRITERIAremoves and installs equipmentof systems, conformingto maintenance instructionsand taking notice ofthe features and securityrequirements of systemshandles equipment andmaterials appropriately;uses the most commontools and testing equipmentin removal and installationwork, considering their safeuse; acts according to maintenanceinstructions.completes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.Satisfactory 1 Good 2 Excellent 3Student or candidateis familiar with the most is familiar with the differentcompletes the theory ex-common structures of aircraftstructures of aircraft aminations and practicaland their functional requirementsexaminations satisfactorilyaccording to Part66/147.is familiar with the mostcommon aircraft systems,their basic structure andoperating principlesuses maintenance instructionsand system chartsunder supervision.is familiar with the functioningof separate devicesin aircraft systems and theirsignificance for the functioningof the systemsuses maintenance instructionsand system chartsindependently.52

Target ofassessment4. Key competencesfor lifelong learningLearning and problemsolvingInteraction andco-operationVocational ethicsHealth, safety andability to functionAssessment criteriacopes with familiar situationsbut needs instructionsand support in changingsituations and situations ofchoiceassesses his/her work undersupervision.is able to work with differentpeople in the workplaceand group, asking for helpfrom others if necessaryfollows the ethical instructions,agreements anddecrees given, as well astimetablesunder supervision, observesmatters affecting flightsafety and human factors inhis/her activity and practicaltraininghas a positive attitude towardssafety; avoids risksin work; has a basic knowledgeof giving first aidfollows the instructionsgiven on work safety; doesnot cause dangeruses protective equipment,tools and work methodssafely as instructeduses ergonomical workingpositionsSatisfactory 1 Good 2 Excellent 3The student or candidateis able to acquire informationis able to acquire informa-under supervision tion according toinstructionscopes with changingsituations and situations ofchoiceaccepts feedback and actsaccording to itworks with different peoplein the workplace and groupfollows the ethical instructions,agreements anddecrees given; works inaccordance with corporatevaluesobserves matters affectingflight safety and humanfactors in his/her activityand practical trainingis responsible for the safetyof his/her workfollows the instructions ofthe workplace; takes intoaccount other people in theworkplace in his/her workensures the safety of toolsand materials; removesfaulty tools and takes themto repairobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the work environmentis able to acquire informationon his/her own initiativeacts in different situationsin a way that suits the situationsand finds alternativeways to proceeddevelops his/her actions onthe basis of feedbacksupports and helps others;takes into account the otherpeople in the workplace inhis/her workacts in different situationsof the workplace accordingto its values, ethicalinstructions, agreementsand regulations; adheres totimetablescompletes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.will develop his/her workto make it safer on his/herown initiativenotices and recognises thedangers related to his/herwork and reports themis able to assess the suitabilityof protection, tools andwork methods to the workconcernedobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the workenvironment; applies whathe/she has learned even insurprising situations53

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCEWays of demonstrating vocational skillsThe student or candidate demonstrates his/her skills in the theory tests based onPart 66, in the practical tests based on Part 147 (corresponding proof of skill), andin supplementary tests based on vocational skills requirements. Furthermore, thestudent or candidate demonstrates his/her skills in actual aircraft maintenance tasksin learning-at-work. Module-specific practical training and tests are defined in Part147 of the training organisation manual (MTOE).4.2.4 Aircraft power units (B2), 2 creditsGeneral aimsThe aim is to achieve the different basic knowledge requirements by module andsub-module to the level stipulated in the EU Commission regulation 2042/2003,Part 66, addition 1.Aircraft power units comprises the following module from Part 66 based on licenceclass orientation:• mod 14 Gas Turbine Engines, Propulsion (licence class B2)Vocational skills requirements, module 14The student• knows the different types of structures and functioning of gas and turbo-propengines• knows basic information about the control of turbine engines and full authoritydigital engine control (FADEC)• can investigate the structure, components and functioning of the measuringsystems for turbine engine main aggregates.Assessment54The table below shows the criteria for assessment on three different levels of competenceand the modules that are the target of assessment. The examination requirementsand the key content are presented in the EU Commission regulation2042/2003, Part 66, addition 1.

The assessment is based on theory and practical tests specified in the EU Commissionregulation 2042/2003. In practical tests and in the assessment of training,how well the student takes into account in his/her work matters affecting flightsafety and human factors should also be assessed.A student will be granted an Excellent 3 grade once he/she has achieved anacceptable result in theoretical tests based on Part 66 and in practical tests based onPart 147.TARGET OFASSESSMENT1. Masteringthe work processEngine inspectionsand maintenanceTARGET OFASSESSMENT2. Mastering thework method,equipment andmaterialMastering the workmethodMastering the equipmentand materialASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateparticipates in the maintenanceparticipates in the inspec-completes the theory ex-of aircraft engines as tion, testing and mainteaminationsand practicala supervised member of a nance of aircraft engines as examinations satisfactorilygroup.a supervised member of a according to Part 66/147.group.ASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateunder supervision, usesthe right work methods inmaintenance and inspectionsunder supervision, handlesequipment and materialsappropriately; uses the mostcommon tools in maintenancework.uses the right work methodsin maintenance andinspections, consideringsafety requirementshandles equipment andmaterials appropriately;uses the most commontools and testing equipment;acts according to themaintenance instructions.completes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.TARGET OFASSESSMENT3. UnderpinningknowledgeStructure of differentaircraftengines; systems andtheir functioningInstructions formaintenance, inspectionand storage ofenginesASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateis familiar with the most is familiar with the differentcommon aircraft enginesstructures of aircraft en-and systems and their operatinggines and systems and theirprinciplesfunctionalrequirementsunder supervision, appliesthe instructions formaintenance and storage ofaircraft engines.independently applies theinstructions for maintenance,inspection and storageof aircraft engines.completes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.55

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCETarget ofassessment4. Key competencesfor lifelong learningLearning and problemsolvingInteraction andco-operationVocational ethicsHealth, safety andability to functionAssessment criteriacopes with familiar situationsbut needs instructionsand support in changingsituations and situations ofchoiceassesses his/her work undersupervision.is able to work with differentpeople in the workplaceand group, asking for helpfrom others if necessaryfollows the ethical instructions,agreements anddecrees given, as well astimetablesunder supervision, observesmatters affecting flightsafety and human factors inhis/her activity and practicaltraininghas a positive attitude towardssafety; avoids risksin work; has a basic knowledgeof giving first aidfollows the instructionsgiven on work safety; doesnot cause dangeruses protective equipment,tools and work methodssafely as instructeduses ergonomical workingpositionsSatisfactory 1 Good 2 Excellent 3The student or candidateis able to acquire informationis able to acquire informa-under supervision tion according toinstructionscopes with changingsituations and situations ofchoiceaccepts feedback and actsaccording to itworks with different peoplein the workplace and groupfollows the ethical instructions,agreements anddecrees given; works inaccordance with corporatevaluesobserves matters affectingflight safety and humanfactors in his/her activityand practical trainingis responsible for the safetyof his/her workfollows the instructions ofthe workplace; takes intoaccount other people in theworkplace in his/her workensures the safety of toolsand materials; removesfaulty tools and takes themto repairobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the work environmentis able to acquire informationon his/her own initiativeacts in different situationsin a way that suits the situationsand finds alternativeways to proceeddevelops his/her actions onthe basis of feedbacksupports and helps others;takes into account the otherpeople in the workplace inhis/her workacts in different situationsof the workplace accordingto its values, ethicalinstructions, agreementsand regulations; adheres totimetablescompletes the theory examinationsand practicalexaminations satisfactorilyaccording to Part 66/147.will develop his/her workto make it safer on his/herown initiativenotices and recognises thedangers related to his/herwork and reports themis able to assess the suitabilityof protection, tools andwork methods to the workconcernedobserves health and safetyconsiderations in planninghis/her own work;maintains the safety andergonomy of the workenvironment; applies whathe/she has learned even insurprising situations56

Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her skills in the theory tests based onPart 66, in the practical tests based on Part 147 (corresponding proof of skill), andin supplementary tests based on vocational skills requirements. Furthermore, thestudent or candidate demonstrates his/her skills in actual aircraft maintenance tasksin learning-at-work. Module-specific practical training and tests are defined in Part147 of the training organisation manual (MTOE).4.3 Modules providing individual in-depth vocational competence(modules that expand the scope of a vocational upper secondaryqualification)The student or candidate may individually include in his/her vocational upper secondaryqualification more modules, when it is necessary from the point of view offield-specific or local skills requirements or strengthening the vocational skills of thecandidate. Modules providing advanced individual vocational competence shouldbe implemented as widely as possible in workplaces with working life.4.3.1 Modules providing individual in-depth vocational competence in curriculumbasedvocational education and trainingIn a curriculum that it has approved, the education provider may offer a student theopportunity to take modules providing individual in-depth vocational competence,and which meet the vocational skills requirements in working life and the needs todeepen the student’s vocational skills. These include training aimed at broadeningthe licence classes presented in the EU Commission regulation 2042/2003 (conversiontraining).The modules must be stated and vocational skills requirements, assessmentcriteria and ways of demonstrating vocational skills must be drawn up for them.57

4VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIRCRAFT MAINTENANCE4.4 Final project included in the vocational modulesThe student will plan and complete a Final Project that will demonstrate his/hercompetence. It can be, for example, a product, demonstration of skill, portfolio orperformance. The student recognises his/her vocational key strengths and developshis/her creativity, innovativeness and promotes personal professional growth whilecompleting the Final Project. He/she presents and assesses his/her Final Project aswell as its planning process and realisation. With the Final Project, the student promoteshis/her own employment. With the Final Project, the student promotes his/her own employment.The education provider decides how the Final Project is carried out.58

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTSIN CURRICULUM-BASED VOCATIONAL EDUCATION ANDTRAINING, 20 CREDITS5.1 Compulsory modules5.1.1 Mother tongue, 4 credits5.1.1.1 Mother tongue, FinnishObjectivesStudent• communicates and acts in an interactive situation so that he/she can practicethe profession, contribute to working life, be an active citizen and pursue furtherstudies• possesses the text skills needed in the aircraft field• knows how to act in a multi-cultural and lingual environment• understands the key concepts and contents as well as the meaning of workdescriptions, plans and instructions related to the aircraft field• acquires information from different sources in different ways and conveys it inspeech and in writing• interprets different text types and fiction• assesses his/her skills in mother tongue and develops them continuously• knows how to act in different interactive situation in the aircraft field• is able to hold oral presentations of the aircraft sector, such as presenting awork performance or final project• knows how to draw up the most common written documents in the vocationor working community• knows how to behave in a job hunting situation and how to draw up relateddocuments• makes use of professional publications and other media in the aircraft field• 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 contributes to thedevelopment of communication at work.59

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentAcquiring informationComprehension oftextsWritten communicationsAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentacquires information essentialto his/her vocationalfield from clear texts underinstructionunderstands the coremeaning of the text fromvocation point of view andknows how to combine itsinformation to his/her ownexperiences and knowledgewrites under instructiontexts that are vital to vocationalskillsacquires information relatedto his/her vocationalfield from different sourcesand uses reliable textsunderstands the meaningand main contents of thetext and also knows how tocombine and compare itsdetails to his/her own experiencesand knowledgewrites texts that are vital toone’s vocational skillsknows the basics of spelling uses fluent phrase and sentencestructure and breakstext into paragraphscompiles documents underguidance following a modelobserves the requirementsof the text type following amodeldraws up appropriate documentsobserves the requirementsof the text and uses his/her knowledge of other texttypesacquires information fromdifferent sources and fromeven difficult texts and assessestheir reliabilityunderstands both themeaning and messageof the text as well as themeaning of the details,draws conclusions andevaluates the contents andthe way of expression usedin the textwrites target oriented andprocesses his/her texts basedhis/her own evaluation andfeedbackmasters the basic normsof language use and alsoimproves the wording andlayout of the written textdraws up appropriate documentsand knows how touse document templatesapplies text type requirementsin his/her own texts60

Interaction and actingin working life languagesituationsMedia competenceKnowledge of languageand cultureacts appropriately in interactivesituations, like whenapplying for a jobparticipates in conversationmaking statementsvalidates his/her own opinionsknows how to give a shortpresentationknows the central media inthe vocational fieldobserves copyrights underguidancerecognizes the meaningof his/her own languageand the meaning of crossculturalcommunicationuses literature and otherart forms to acquire experiences.acts appropriately andpolitely in interactive situations,like when applyingfor a jobparticipates in a conversationand takes it forwardtowards the targetgives a variety of groundsfor his/her opinions andclaimscreates contact to his/herlisteners as he/she speaksand knows how to constructhis/her statementin a way that it is easy tofollowuses key communicationtools and assesses mediatextssees copyrights as rightsand obligations and observesthem by citing his/her sourcestakes into account thecross-cultural communicationin his/her own interactivesituationsknows how to construe literatureand other art forms.is customer-orientated, flexibleand convincing in differentinteractive situationsparticipates in the conversationin an active and constructiveway and is partlyresponsible for the communicationatmospheregives a variety of groundsfor his/her own views andalso assesses the pointsmadecan maintain interactionwhile speaking, knows howto exemplify his/her presentationand how to constructits contents logicallymakes versatile use of communicationtools and assessesmedia texts criticallyknows how to cite thesources used and askspermission to use them ifnecessaryapplies cross-cultural communicationsand his/herown cultural skills and actsliberallyknows how to analyze andinterpret literature andother art forms.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 7. Aesthetics, 8. Communications and media skills, 10. Technologyand information technology, 11. Active citizenship and different culturesIn validation of prior learning general upper secondary school courses Language,texts and interaction (ÄIS1), Structures and meanings of texts (ÄIS2) Means ofinfluence (ÄIS4) and one of the following Literary texts (ÄIS3), Text, style and context(ÄIS5), Language, literature and identity (ÄIS6) or Oral communication (ÄIS7) compensatefor Mother tongue, Finnish studies in core subjects.61

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.1.1.2 Mother tongue, SwedishIn education and training provided in Swedish, the objectives and assessment criteriafor mother tongue studies are the same as when the studies are in Finnish.5.1.1.3 Mother tongue, SaamiObjectivesStudent• acquires versatile experiences in Saami both oral and literal• understands his/her lingual roots and the development of his/her own lingualidentity• recognizes the meaning of language and culture to the work community• familiarises him/herself with Saami story telling tradition and its meaning tothe Saami language and culture• acquires information from different Saami language sources and also passes iton both in speech and in writing• expands the environment of experience and work to cover other Saami languageprofessionals in the aircraft field living in the Nordic countries and inRussia• understands the meaning of multiculturalism and multilingualism and alsodevelops lingual and cultural tolerance• writes a report and job applications in Saami• knows how to act when applying for a job and in other oral communicationsituations in the aircraft field• knows how to act in Saami in different plastic and interactive situations in theaircraft field• knows how to communicate and interact in Saami so that he/she can participatein working life, be an active citizen and pursue further studies• evaluates the his/her own mother tongue skillsAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.62

Targets ofassessmentKnowledge of languageand cultureAcquiring informationand media competenceUnderstanding textsWritten communicationAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentknows the basic features ofSaami cultureuses Saami story tellingtradition under instructionrecognizes the variety andsignificance of languagesand culturesmakes use of professionalpapers and other media inthe field under instructionknows the key media usedin the vocational fieldunderstands the core of theSaami language text andknows how to combineits information with his/her own experiences andknowledgeknows the basics of Saamilanguage spellingwrites in full sentences anduses information technologyknows the background ofnational Saami languageand culture formationknow Saami culture andfamiliarises himself/herselfwith its unique character,e.g. story telling traditionstrengthens and developshis/her own lingual identityuses Saami story tellingtradition and knows thehistory of Saami peoplethrough ittakes into account the recognizes the commonmeaning of different culturesand languages in com-languagesroots of Saami and Finnishmunication situations inhis/activitiesuses the key communicationtools in the fieldrecognizes the differentinfluences of the media andevaluates themunderstands the meaningof the text and its core contentin Saami language andknows how to combine andcompare its details to his/her own experiences andknowledgeuses fluent phrase and sentencestructure and breaksthe text into paragraphscompiles a text that is validin contents and layout andmatches the title and themeaning of the textcommunicates in writingaccording to the situationacquires and analysesenriching experiences bymaking use of the variouscommunications toolsmakes versatile use of thekey media contents in thefield and interprets themobjectivelyunderstands the meaningof the text as well as themeaning of its message,draws conclusions andevaluates the content andthe way the text is writtenplans his/her writing accordingto the objectiveand also improves his/hertext according based on his/her own assessment as wellas that of the otherscompiles a text, that isboth diverse in contentsand fluent and coherent instructurecompiles written documentsfor use in the vocationalfield as well as thecommunity63

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSInteraction and actingin working life languagesituationsacts correctly in interactivesituationsparticipates in conversationmaking statementsgives a short presentation.acts correctly and politelyin interactive situationsparticipates in the conversationand directs the it towardsdesired end resultcreates contact with his/herlisteners when speaking andknows how to constructhis/her speech in a way thatit is easy to follow.acts flexibly and convincinglyin interactive situationsparticipates in the conversationin an active and constructivewaymaintains interaction whilespeaking, knows how toexemplify his/her presentationand how to constructits contents logically.Key competences for lifelong learning: 2. Interaction and cooperation, 8. Communicationsand media skills, 11. Active citizenship and different cultures.In validation of prior learning general upper secondary school courses Language,texts and interaction (ÄIS1), Structures and meanings of texts (ÄIS2) Means ofinfluence (ÄIS4) and one of the following Literary texts (ÄIS3), Text, style and context(ÄIS5), Language, literature and identity (ÄIS6) or Oral communication (ÄIS7) compensatefor Mother tongue, Saami studies in core subjects.5.1.1.4 Mother tongue, sign languageObjectivesStudentknows how to practise skills in future profession and other related skills in the•fieldappreciates the sign language skills as a part of his/her identity•acts in sign language in interactive situations that require both spoken and•written languageknows how to communicate and interact in sign language in working life, as•an active citizen and a further education studentknows how to communicate in a way that makes social interaction, learning•and working life success possible.64

AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentKnowledge of languageand cultureKnowledge of signlanguage linguisticsAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentunderstands the stature of compares the communicationknows the background ofsign language communityused by signed and the sign language com-in multilingual Finnish spoken language cultures munity and knows howsocietyto represent the minorityculture in the prevailingmultilingual culturerecognizes the core characteristicsof signed andspoken languageknows the core structure ofthe sign languageuses sign language dictionariesunder instructionrecognizes the differentforms of sign language(general and spoken languagesituations)makes use of the characteristicsof signed and spokenlanguagesstrengthens and developshis/her own lingual identityand the vocational fieldsignslists basic features in his/her masters the basic structuremother tongue and analyses of sign languagehis/her own language use inrelation to othersuses sign language dictionariesindependentlyponders the objective contentsof sign language textssearches for diverse informationin sign languagedictionaries and textbooksknows the linguistic characteristicsof sign language65

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSInteraction and actingin working life languagesituationsUse of learning skillsand means of helpuses vocation related signsunder instructionacts correctly in interactivesituationsknows general set of signsand vocation related signsetparticipates in the conversationand directs the it towardsdesired end resultreads signed (videoed) texts explains professional thingsin sign language in presentationsand in instructionsprepared for othersproduces and understandssign languagegives a short presentation insign languageknows how to use a signlanguage interpreter in oneon-oneconversationsuses the professional literatureand work manualswith the help of sign languageunder instructionuses memory techniquesin work assignments underinstructionmasters the basics of communicationtechnology andinformation search skills.produces short presentationsin sign language anduses sign language in conversationsacts in different environmentswith people, whouse sign language and withthose who can hearknows how and when touse an interpreteruses information searchfluently and searches informationindependently fromdifferent sourcesuses different learningstrategies in sign languagestudiesproduces simple presentationswith communicationtools.knows vocation related signset well and the linguisticfeatures related to professionalidentityuses sign language that isstructurally fluent and richin expressionreads texts written in signlanguage objectively andutilises the newly acquiredinformationmaintains interaction whilespeaking and produces presentationsin sign language,in which he/she makes useof the ways of expressionand presentation ways usedin the sign language cultureknows how to use a signlanguage interpreter fluentlyin various situationsinterprets the informationgathered from differentpoints of view and forwardsit using sign languageutilises different learningstrategies in his/her signlanguage studiesuses communication toolsvariedly when producingpresentations in sign language.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 8. Communication and media skills.In validation of prior learning general upper secondary school courses Language,texts and interaction (ÄIV1), Structures and meanings of texts (ÄIV2). Texts andinfluence (ÄIV4), and one of the following Devices and influence of literature (ÄIV3),Text, style and context (ÄIV5), Language, literature and identity (ÄIV6) or AdvancedOral communication (ÄIV7) compensate for Mother tongue, Sign language studies incore subjects.66

5.1.1.5 Mother tongue, one’s own mother tongue for foreign language usersObjectivesStudent• reads, writes and expresses himself/herself in his/her own mother tongue• understands the lingual roots and the development of his/her own identity• uses his/her own mother tongue and Finnish in different connections• acquires information in various ways from different sources and also forwardsit orally and in writing• knows how to communicate and to interact so that he/she can participate inworking life, be an active citizen and pursue further studies• knows how to act in a multicultural society and in professional situations appreciatinghis/her own language and Finnish traditionsAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentKnowledge of languageand cultureAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentperceives the writing methodsof his/her own languageknows how to tell aboutmain characteristics of his/her language environmentand culturecan name the cultural rootsof his/her languagereads and writes short textsin his/her own languagepursues practical studiesinto the literature his/herown language and culturalcircleknows the cultural roots ofhis/her own language andits family of languagesknows the ways of use ofhis/her mother tongueand its varieties in his/herregionreads variable texts in his/her own language andwrites text for differentpurposesknows the structure andgrammar of his/her ownmother tongueachieves strong culturalidentity and preserves culturalbindings in the environmenthe/she has grownup inis interested in his/hermother tongue and languagebackground and ismotivated to develop his/her mother tongue skills67

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSAcquiring informationand media skillsInteraction and actingin working life languagesituationsknows the most importantcommunication channels ofhis/her own languageknows how to give a shortpresentation in his/hermother tongueknows the forms of oralexpressions in his/her ownand in Finnish cultureexpresses himself/herselforally in the most commonlanguage situations in his/her cultural circle.acquires information in his/her own mother tongueutilising different communicationtools (for exampledictionaries, data networks)knows how to communicatecoherently in his/her own mother tongue inprofessional matterscompares the use of his/herown language and Finnishuses the key terms of his/her own vocational fieldand participates in conversationsin his/her ownlanguage regionunderstands the meaning ofbilingualism to his/her ownwork.acquires information in his/her own mother tongueutilising different communicationtools andcompares different sourcesobjectivelycompiles different textsobserving the communicationtraditions of his/herown culture and uses oralskills activelycompares the communicationof people who speakthe same language andFinnish speaking peopleknows how to act in ansimilar profession in his/herown cultureexpands his/her vocationalvocabulary and developshis/her vocational skills inhis/her own language ifneeded.Key competences for lifelong learning: 2. Interaction and cooperation, 8. Communicationand media skills, 10. Technology and information technology, 11. Active citizenshipand different culturesIn validation of prior learning general upper secondary school courses One’sown mother tongue and its use Language, texts and interaction (ÄIM1) and Culturein the language area (ÄIM3), Communication and society (ÄIM4), World of information(ÄIM6) compensate for Mother tongue, one’s own mother tongue for foreign languagestudents studies in core subjects.68

5.1.1.6 Mother tongue, Finnish as second languageObjectivesStudent• possesses such communication and interactive skills that he/she has adequaterecourses for working life, active citizenship and further studies• understands the key contents of oral communication in Finnish, easily followsthe topic studied and is able to participate in the work• understands the key contents of written study materials and is able to use themto progress in his/her studies• gets inspiration and experiences when studying literature and different texttypes in Finnish and if possible in his/her mother tongue• writes texts needed in the aircraft field in addition to other texts• masters the key structures of Finnish language as well as professional glossaryand sayings in the field• knows how to act in his/her profession observing the main procedures of Finnishworking life and society• searches for information from different sources, uses dictionaries and makesnotes independently and also uses material from literal and network sources todevelop his/her language skills and further his/her studiesAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentAcquiring informationAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentacquires information essentialto his/her vocationalfield from clear texts underinstructionacquires information relatedto his/her vocationalfield from different sourcesand uses reliable textsacquires information fromdifferent sources, even difficulttexts, and assesses theirreliability69

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSComprehension oftextsWritten communicationInteraction and actingin working life languagesituationsKnowledge of languageand cultureunderstands short practicaltexts, key words and importantdetails and also texts,whose contents are professionallyrelevantwrites short structured texton familiar topics in mostcommon written communicationcontexts and alsopossesses the vocabularyand structures needed tocreate general and professionaltextsunderstands a speech onstudying or his/her vocationalfield and a conversationcontaining generalvocabularyspeaks about familiar thingsand manages unofficialconversations and alsocommunicates in differentvocational situationsknows about Finnish societyand culture and understandsthe importance ofcross-cultural communicationunderstands professionaltexts on his/her own fieldor on general topics andalso texts that need littlemore inference, knowshow to search and combineinformation from severaldifferent texts a few pageslongwrites texts on familiar abstractas well as vocationalfield related topics, usesvocabulary and sentencestructures that are neededfor variable writing and alsowrites understandable andpractically flawless languageunderstands conversationsthat cover general topicsand factual matters or arerelated to his/her vocationalfield and masters the vocabularyspeaks about ordinary concretetopics and explainsmatters related to his/herwork and also communicatesusing an vast vocabulary, variable structuresand complicated sentencesunderstands the norms ofFinnish society and theprocedures of working lifeand also takes into accountthe cross-cultural communicationin his/her interactionalso understands texts independentlyon abstracttopics that can be related tohis/her own field of workand occupational safety,quickly perceives the contentsand importance of thetext and applies it to differentassignmentswrites fluent and detailedtexts also on abstract topicsand work assignments,combines or summarisesinformation from differentsources to his/hertext, commands a vastvocabulary and demandingsentence structures and hasthe language skills to writefluent structured textunderstands concrete andabstract spoken languagealso when it is related tohis/her vocational field,recognises different stylesof speech and knows howto summarize key elementsand important details fromwhat he/she has heardcommunicates clearly insituations related to his/herexperience and vocationalfield as well as in mostpractical and social situationsand formal conversations,uses language structuresand a fairly extensivevocabularyapplies the information onFinnish social norms andworking life procedures andalso applies cross-culturalcommunication and his/herown cultural skills70

Language studiesknows different ways ofstudying languages and theprinciples of using dictionariesand other informationsources.applies different ways ofstudying languages and usesdictionaries and other informationsources to facilitateunderstanding.applies different languagestudying strategies in his/her studies and also usesdictionaries and other informationsources to completeassignments.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 8. Communications and media skills, 11. Active citizenship and differentcultures.When defining the objectives of Finnish studies, the description scale of thecommon European framework of reference for languages: learning, teaching and assessmentis applied, level B2.1 of which (basic level of independent language skills)describes in the main a student’s excellent skills at the end of the studies. (CommonEuropean Framework of Reference for Languages: Learning, Teaching, Assessment.Published by arrangement with the Council of Europe 2001. Europeanframework. Common European Framework of Reference for Languages: Learning,Teaching, Assessment. Translated info Finnish by Irma Huttunen and Hanna Jaakkola2003.)In validation of prior learning general upper secondary school courses Masteringthe basics (S21), Putting language into action (S22), Advanced textual skills (S24)and Getting to know Finnish culture (S25) compensate for Mother tongue, Finnish asa second language in core subjects.5.1.1.7 Mother tongue, Swedish as a second languageIn education and training provided in Swedish the objectives and assessment criteriafor Mother tongue, Swedish as a second language are the same as when the studies arein Finnish for Mother tongue, Finnish as a second language.71

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.1.1.8 Mother tongue, Finnish or Swedish for sign language usersObjectivesStudent• acquires and passes on information according to his/her individual startingpoints and communicates in Finnish or Swedish in different situations• is able to consider the connection with working life requirements and the cultureand history of the deaf in the texts used• produces texts needed in the aircraft field• uses professional Finnish or Swedish and his/her other language skills wheninteracting with those who can hear• compares the forms of expression and grammar between sign language andspoken or written language• knows how to work actively in communities and vocational situations whereFinnish or Swedish is used.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentAcquiring informationComprehension oftextAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentacquires information inFinnish or Swedish underguidanceunderstands the key contentsof a general or professionaltextuses Finnish or Swedish ininformation gathering inhis/her professional fieldunderstands the contentsand style of a general textand compares literary, generaland colloquial textsacquires information independentlyform written anddigital sources and assessesthem objectivelyunderstands without difficultyboth general andprofessionally orientedwritten texts72

Written communicationInteraction and actingin working life languagesituationsMedia skillsKnowing the grammarfeatures of signlanguage and spokenlanguagewrites about general topicsand uses understandablelanguagedraws up appropriate jobapplications under instructionand following anexamplewrites general language sohe/she copes with familiarcommunication situationsreads professional, culturaland private life text examplesacts cooperatively at workusing helpful tools ifneededrecognizes and observes thechanging media environmentknows the key differencesof sign language and writtenlanguage.compiles short written abstractfrom a general textdraws up appropriate jobapplicationsmakes an understandableinput in written communicationreacts appropriately to differentmessages and asksfor more information whenneededworks cooperatively as amember of a team andknows how to conveysmessagesobserves and assesses objectivelythe contents andways of expression used inthe mediacompares the typical spokenlanguage structures tothose in sign language.writes fluently understandable,articulate and precisegeneral language and alsomasters spelling and punctuationrulesdraws up appropriate jobapplications identifying theapplicant’s skillsconveys and explains writtentexts in sign languagecomments on texts andinformation sources objectivelyconveys orders and messagesand is able to completeassignments in Finnish orSwedishworks in a team and communicatesprofessionallyand responsibly with peoplewho can hear as well as thedeafuses glossaries and electronicdatabases flexibly tounderstand textknows the principles andform of spoken Finnishor Swedish and comparesthem to the ones in signlanguage.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 8. Communication and media skills.In validation of prior learning general upper secondary school courses Language,texts and interaction (V21), Text structures and meanings (V22), Texts and makingan impact (V24) and one of the following: Means and interpretation of literature(V23), Text, style and context (V25), Language, literature and identity (V26) or Indepthcourse in oral communication compensate for Mother tongue, Finnish for signlanguage users studies in core subjects.73

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.1.1.9 Mother tongue, RomanyObjectivesStudent• uses Romany language and cultural heritage as a tool for interaction and thinkingin Romany community and in professional connections• acquires information from different Romany language sources• masters such communication and interaction skills that he/she can participatein working life, act as an active citizen and apply for further studies• acts in different interactive situations in the aircraft field in Romany• masters the spoken communication situations in the aircraft field• masters the key structures of Romany as well as the professional vocabularyand idioms of the aircraft field.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentKnowledge of languageand cultureAcquiring informationComprehension oftextsAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentknows the key features ofRomany culture and analyseshis/her own languageuse compared to otherssearches for informationfrom clear Romany textsunder guidanceunderstands the essence ofa Romany text and knowshow to combine its informationwith his/her ownexperiences and knowledgeknows the backgroundand culture of the nationalRomany language and alsostrengthens and developshis/her own lingual identitysearches for many kindsof information from clearRomany textsunderstands the main ideaof a Romany factual textand writes different kindsof texts in Romanyunderstands for his/herown part the meaning oflingual identity and actsaccording to the Romanyculturemasters the sources andmaterials that exist in Romanylanguage and usesthem in his/her writingunderstands both themeaning and message ofthe text, draws conclusionsand assesses the contentand the way of expression74

Interaction and actingin working life languagesituationsKnowledge of Romanylinguisticsparticipates understandablyin written and oral communicationat workhas a sufficient vocabularyon familiar things in Romany.communicates in Romanyorally and literally accordingto the situationreacts appropriately to differentmessages and asksfor more information whenneededis quite confident in his/heruse of language forms inboth oral and written communication.communicates in Romanyin speech and in writing accordingto the situation anddevelops his/her skills basedon feedbackmanages him-/herself naturallyin different situationsin Romanyuses fluent Romany clauseand sentence structure.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 11. Active citizenship and different cultures.In validation of prior learning general upper secondary school courses Strengtheningthe linguistic foundation (ÄIR1) and Expanding language skills beyond familyand friends (ÄIR2), The Romany language and culture in modern society (ÄIR6) andone of the following: Oral and written Romany traditions (ÄIR3), History and distributionof the Romany language and culture (ÄIR4), Romany literature and other arts(ÄIR5) or Romany discourse skills and culture compensate for Mother tongue, Romanystudies in core subjects.5.1.2 Second national language5.1.2.1 Second national language, Swedish, 1 creditObjectivesStudentmanages routine work assignments in the field and everyday situations in the•second national languageunderstands the significance of the both national languages and cultures in a•multi-cultural Finland.75

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentAcquiring informationComprehension oftext and writtencommunicationInteraction and actingin working life languagesituationsSignificance oflanguage and cultureLanguage studiesAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentknows the basic principlesof using dictionaries andother information sourcesunderstands the contentsof short and simple writtenmessages related to his/herown work and work safety,using helpful toolstells about himself/herselfin few words or aboutfamiliar things in his/herworkis aware of the significanceof Swedish language andculturerecognizes his/her ownlearning strategies.uses dictionaries and alsoother, for example electronicinformation sourceswrites such short workrelated texts as work andsafety instructions followingan examplemanages routine day-to-dayconversation situations, ifthe other person talks slowlyand uses simple, basicvocabularyunderstands the meaning ofSwedish language and culturewhen meeting peoplefrom the Nordic countriesrecognizes the strengthsand weaknesses of his/herown learning strategies.uses dictionaries, electronicand other sources to acquirefurther informationfrom simple foreign languageinstructions in his/her own vocational fieldwrites short work relatednotes, instructions or orderformsacts in common communicationsituations both faceto-faceand on the phoneand asks for elaboration orclarification if neededunderstands the positionof Swedish language andculture in multi-culturalFinlandtries new strategies andways of learning.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 8. Communications and media skills, 11. Active citizenship and differentcultures.Grade Good 2 equals listening and text comprehension language skill levelA1.3–A2.1 and speaking and writing skill level A1.3–A2.1on the description scaleof the common European framework of reference for languages: learning, teachingand assessment (Common European Framework of Reference for Languages:Learning, Teaching, Assessment. Published by arrangement with the Council of Europe2001. European framework. Common European Framework of Reference forLanguages: Learning, Teaching, Assessment. Translated info Finnish by Irma Huttunenand Hanna Jaakkola 2003.)76

In validation of prior learning general upper secondary school courses Everydayliving in the Nordic countries (RUA1) or School and leisure (RUB1) compensate forSecond national language, Swedish studies in core subjects.5.1.2.2 Second national language, Finnish, 2 creditsObjectivesThe student possesses such communication and interaction skills that he/she canmanage work assignments in their vocational field in Finnish and understands thesignificance of Finnish in his/her work and private life.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentAcquiring informationComprehension oftext and writtencommunicationAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentknows the basic principlesof using dictionaries andother information sourcesunderstands the contentsof simple work or everydaylife related instructions ornotices in Finnishwrites short notices, fillsin forms and writes shortreviews in Finnish usingtoolsuses professional dictionariesand Finnish languagedatabasesunderstands the contents ofwork or everyday life relatedinstructions or noticesin Finnishwrites notices, letters andeven longer reviews or minutesin Finnish, using toolsif neededuses dictionaries, manuals,reference books andFinnish websites to gatherinformationreads easily and understandsvarious professionaltexts and manuals in Finnishand follows professionallyrelevant events fromFinnish professional publicationsand social events inFinnish mediafills in forms, writes orders,letters and reports and alsoanswers to inquiries in writingin Finnish77

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSInteraction and actingin working life languagesituationsSignificance oflanguage and cultureLanguage studiesunderstands simple, workor everyday life relatedinstructions and orders andis able to acceptably addressa customer or co-workerin Finnish and understandquestions made to him/herattends to Finnish speakingcustomers satisfactorily,copes with everyday situationsand handles the mostimportant work assignmentsin Finnishunderstands the significanceof mastering Finnishin everyday interaction aswell as in the Finnish workcommunityrecognizes his/her ownlearning strategy.understands clear instructionsand spoken languagein normal tempo at work oron the phone, knows howto interact and understanda customer or a co-workerand also follows professionaland social events inthe mediaattends to Finnish speakingcustomers well, answersquestions and handles workassignments on the phoneand also participates inroutine Finnish languageconversations at workworks well in a Finnishwork community andstrives to improve his/herprofessional language skillsrecognizes the strengthsand weaknesses of his/herown learning strategy.understands various instructionsand professionallyrelated conversationeven when spoken in fasttempo, interacts with Finnishspeaking customersnaturally and understandstheir ways and wishesdiscusses his/her work assignmentsin Finnish withoutdifficulty, knows howto describe processes anddetails and starts and carrieson conversations in Finnishusing variable speakingtempoplays an active role in theFinnish work communityand shows interest in theFinnish culturetries new strategies andways of learning.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 8. Communications and media skills, 11. Active citizenship and differentcultures.Grade Good 2 equals listening and text comprehension language skill levelB1.2 and speaking and writing skill level B1.1 on the description scale of the commonEuropean framework of reference for languages: learning, teaching and assessment(Common European Framework of Reference for Languages: Learning,Teaching, Assessment. Published by arrangement with the Council of Europe 2001.European framework. Translated info Finnish by Irma Huttunen and Hanna Jaakkola2003.)In validation of prior learning general upper secondary school courses Everydaylife and leisure (FINA1) and one of the following: Nature and the environment(FINA2) Commerce, technology and communications (FINA3), Society and the media(FINA4), Education, occupational and economic life (FINA5) or Finnish culture andliterature (FINA6) compensate for Second national language, Finnish studies in coresubjects.78

5.1.3 Foreign language5.1.3.1 Foreign language, A language, 2 creditsObjectivesStudent• communicates and acts in interactive situations in a way that he/she can workin his/her profession, contribute to working life, be an active citizen and pursuefurther studies• possesses the language skills required in the vocational field• knows how to act in a multicultural and multilingual environment.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentAcquiring informationComprehension oftext and writtencommunicationAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentsearches for information inwork related materials andinstructions under instructionand using dictionariesunderstands short andsimple written messagesthat are related to his/hervocational fieldwrites simple and shortwork related texts underinstructionsearches for professionallyrelevant information usingdictionaries and also other,for example electronic informationsourcessearches for professionallyrelevant information invarious ways, applies his/her knowledge and skillsand justifies his/her decisionsunderstands written instructionsthat are related structions that are relatedunderstands written in-to his/her work, products to his/her work, productsand processes using tools, and processes and the feedbackgivenasks detailed questions andknows how to act accordingto the answers givenwrites simple and shortwork related texts followingan examplewrites usual personal messagesand short texts andfills in simple work relateddocuments79

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSInteraction and actingin working life languagesituationsKnowledge of languageand cultureLanguage studiesunderstands short and simpleoral messages related tohis/her vocational field andknows how to act accordingto themtells briefly about himself/herself and about tasks inhis/her vocational field byanswering the questionsasked in foreseeable andfamiliar work situationsis aware of the significanceof the language studied aswell as the culture it representsrecognizes his/her ownlearning strategies.understands the mostcommon oral instructionsrelated to his/her work,products and processes andknows how to act accordingto themtells about himself/herselfand his/her duties in a waythat he/she is understoodand participates in theconversation if the partnertalks slowly and uses simplestructuresunderstands the significanceof the language studiedas well as the culture itrepresentsassesses the strengths andweaknesses of his/her ownlearning strategies.understands the main ideaof ordinary speech in normaltempo and acts accordinglytells in familiar situationsabout his/her workplaceand duties and about relatednorms and customs,finds out about the similarthings in other countriesand acquires further instructionson the duties ifneededapplies his/her knowledgeand skills of the foreignlanguage and culturestrengthens his/her learningby trying new strategies andways of learning.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 8. Communications and media skills, 11. Active citizenship and differentcultures.Grade Good 2 equals listening and text comprehension language skill levelA2.2 and speaking and writing skill level A2.1 on the description scale of the commonEuropean framework of reference for languages: learning, teaching and assessment(Common European Framework of Reference for Languages: Learning,Teaching, Assessment. Published by arrangement with the Council of Europe 2001.European framework. Translated info Finnish by Irma Huttunen and Hanna Jaakkola2003.)In validation of prior learning general upper secondary school A Languagecourses Young people and their world and Study and work compensate for Foreignlanguage, A language studies in core subjects.80

5.1.3.2 Foreign language, B language, 2 creditsObjectivesStudent• copes with everyday situations• knows how to act in foreseeable and recurring working life communicationsituations using foreign languageAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the qualificationmodule.Targets ofassessmentAcquiring informationUnderstanding textsand written communicationInteraction andfunctioning in languagesituations inworking lifeAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentknows the principles ofusing dictionaries and otherinformation sourceswrites under guidance andusing helpful tools simpletexts, e. g. instructions,adverts or lists from familiartopicscan tell about himself/herself and his/her work infew words, e. g. recognizestools, titles and assignmentsuses dictionaries and otherinformation sources, alsoelectronic, to help him/herto understandwrites texts that consist ofshort and, using helpfultools, simple sayings andsentences, such as instructions,adverts or lists thatare related to well knowntopicsasks simple questions andanswers accordingly whenthe discussion is about immediate,concrete environmentand himself/herself,when the conversationpartner talks slowly andclearlyuses dictionaries and otherinformation sources, alsoelectronic, to help him/herproduce textswrites, among other things,texts that consist of shortand, using helpful tools,simple sayings and sentences,such as instructions,adverts or lists that arerelated to familiar topics inboth private- and in workinglifeasks simple questions andanswers them when the discussionis about immediate,concrete environment andhimself/herself, when theconversation partner talksclearly and also asks forclarification – if neededcommunicates orally e. g.when introducing himself/herself in everyday or workinglife familiar situations81

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSKnowledge of languageand cultureLanguage studiesrecognizes and differs newsounds and signsrecognizes his/her ownstudy strategies.writes new signs and producesnew soundsevaluates the strengths andweaknesses of his/her ownstudy strategies.advances the learning of thenew language by comparingit to other languageshe/she already mastersstrengthens his/her learningby trying out new strategiesand ways of learning.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation.Grade Good 2 equals listening and text comprehension language skill levelA1.1 and speaking and writing skill level A1.1 on the description scale of the commonEuropean framework of reference for languages: learning, teaching and assessment(Common European Framework of Reference for Languages: Learning,Teaching, Assessment. Published by arrangement with the Council of Europe 2001.European framework. Translated info Finnish by Irma Huttunen and Hanna Jaakkola2003.)In validation of prior learning general upper secondary school B1 coursesYoung people and their world and Study, work and society compensate for Foreignlanguage, B language studies in core subjects.5.1.4 Mathematics, 3 creditsObjectives82Studentmasters basic mathematics, percentage calculations and unit variations and•uses them, among other things, to define material needs and to make rawmaterial mixturescounts areas and volumes and also applies geometry to the extent that is need-•ed in the plastic and rubber technology assignmentsuses appropriate mathematical solutions to solve problems in the vocational•fieldexpresses dependencies of variables with mathematical expressions•creates and forms equations, expressions, charts and drawings needed for the•work in the vocational field and solves work-related mathematical assignmentsusing equations, deduction and graphs and assesses the correctness of his/herresultsuses a calculator, computer and other mathematical tools to help solve prob-•lems when needed.

AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentBasic mathematicalcalculations, percentagecalculations andunit variations as wellas mathematical keyconcepts and ways ofexpressionMathematicalprocedures, problemsolving and resultassessmentUsing a calculatorand computerProcessing, analyzingand producingnumeric dataAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentcompletes routine workrelatedcalculations andknows mathematical keyconcepts and ways of expressionsolves basic, work-relatedmathematical problems, eitherby deduction, graphicexpression or calculatingand also knows how to assessthe scale of the resultsuses a calculator and computerto help solve workrelatedmathematical basicassignmentsuses statistics, charts andgraphical presentations asinformation sourcescalculates under instructionmathematical averages ofmaterial presented.completes profession relatedcalculations proficientlyand uses, to some extent,mathematical concepts andways of expression in his/her presentationsolves profession relatedproblems using mathematicalprocedures and assessesthe correctness of the resultsuses a calculator and computerefficiently to helpsolve work-related mathematicalproblemsuses statistics, charts andgraphical presentations tosolve profession relatedproblemscalculates essential statisticalkey figures.applies calculations thatare needed in his/her professionand assesses theaccuracy of the results andmasters the mathematicalconcepts and ways of presentationthat are needed inhid/her professionapplies mathematicalprocedures in solving andforming profession relatedproblems and assesses thereliability and precision ofthe methodsuses a calculator and computerinnovatively to helpsolve profession relatedmathematical problemsapplies statistics, chartsand graphical presentationsto solve profession relatedproblems and also presentsthe mathematical results asstatistics, charts and graphicpresentationscalculates or defines statisticalkey figures on the materialgiven.Key competences for lifelong learning: 1. Learning and problem solving, 9. Mathematicsand natural sciences.In validation of prior learning general upper secondary school courses Expressionsand equations (MAB1) and Geometry (MAB2) or Functions and equations(MAA1) compensate for Mathematics studies in core subjects.83

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.1.5 Physics and chemistry, 2 creditsObjectivesStudent• applies the most common physical and chemical phenomena, concepts andlaws relevant in the vocational field• knows how to take into account the laws of nature in his/her work and otheractivities and act observing them to save the environment and energy• addresses basic environmental problems from a scientific point of view• applies the basic laws and concepts of physics for the vocational field• masters some of the basic concepts and phenomena of mechanics, thermology,hydraulics and electricity central to the field so as to be able to operate theequipment and systems needed in his/her profession safely and economically,and knows how to work ergonomically• considers environmentally and professionally relevant central chemical phenomena,which requires him/her to know the chemical properties of the mostcommon elements and inorganic and organic compounds• stores, uses correctly and disposes appropriately of the substances needed inthe field as well as calculates contents and concentrations• is able to interpret factors affecting health and safety from product markings aswell as to consider the special properties of substances in a way that does notendanger his/her own safety or that of the environment• observes and measures professionally relevant physical and chemical phenomena• gathers, processes and analyzes the observations and measurements madeAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.84

Targets ofassessmentKnowing the laws ofthermal physics, mechanicsand electricityand taking them intoconsideration at workKnowing chemicalsubstances andcompounds as wellas their propertiesand taking them intoconsideration at workObservation andmeasurementWorking safely andergonomicallyAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentknows the laws of physicswell enough to take intoaccount the relevant relatedphenomena but needsguidance at timeshandles, stores and disposescorrectly of the chemicalshe/she uses at work andtakes into account theproperties and environmentalrisks of different substancesbut needs guidanceat timesinterprets the most commonproduct markings butneeds guidance at timescalculates concentrationsand substance quantitiesunder guidance as well assearches for information inchemical safety data sheetsunder instructioncarries out measurementsusing the most commonmethods and equipment ina guided work situationdocuments the measurementsand observationsmade according to instructionsand presents themas tables and graphs andcalculates results if neededbut needs guidance in certainareasworks according to safetyinstructions but needsguidance for ergonomicworking.takes into account the lawsof physic in his/her workassignmentshandles, stores and disposescorrectly of the chemicalshe/she uses at work andtakes into account theproperties and environmentalrisks of differentsubstances in familiar worksituationsinterprets the most commonproduct markingscalculates concentrationsand substance quantities aswell as searches for informationin material safetydata sheetscarries out measurementsusing the most commonmethods and equipmentindependently and knowshow to assess the reliabilityof the resultsknows how to analyze themeasurements and observationsas well as to drawconclusions on the resultsworks ergonomically andobserving safety instructions.knows how to apply thelaws of physics in his/herwork independentlyhandles, stores and disposescorrectly of the chemicalshe/she uses at work andtakes into account theproperties and environmentalrisks of different substancesin changing worksituationsinterprets independentlydifferent product markingsin the fieldcalculates concentrationsand substance quantitiesflexibly in different worksituations using the informationhe/she has obtainedfrom different sourcesuses the most suitablemeasurement methods andequipment professionally,takes measurements in anorganized and cautious wayand knows how to assessthe precision and reliabilityof the observations andmeasurementsknows how to report andpresent results as well ashow to assess the precisionand reliability of the resultsand conclusionsworks ergonomically andobserving safety instructionsand takes into accountthe risk factors inthe working environmentindependently.85

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSKey competences for lifelong learning: 1. Learning and problem solving, 4. Health, safetyand ability to function, 6. Sustainable development 9. Mathematics and natural sciences,10. Technology and information technology.In validation of prior learning general upper secondary school courses Physicsas a natural science (FY1) and The chemistry of man and of the living environment(KE1) compensate for Physics and chemistry studies in core subjects.5.1.6 Social, business and labour-market subjects, 1 creditObjectivesStudent• contributes to the management of common affairs at school and in the on-thejoblearning place• assesses his/her abilities to be an active citizen and consumer• knows how to the use the services society offers• draws up a plan on how to take care of his/her own finances• assesses the significance of entrepreneurship and business operations to Finnishnational economy• searches for information on workplaces in his/her vocational field as well asinformation on the European Union and its citizens.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.86

Targets ofassessmentParticipation at schooland in the on-the-jobtraining organizationAssessing the opportunitiesto actUsing the services ofsocietyTaking care of one’sown financesAssessing the key factorsaffecting nationaleconomySearching for informationvacancies inthe vocational fieldand the EuropeanUnionAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentparticipates in the managementof common affairsunder guidanceassesses his/her abilities toact as a citizen and consumerunder guidanceknows the rights, obligationsand ways to influenceas a studentsearches for information onthe basic rights and responsibilitiesof a consumeruses the services a studentneeds and understands thecitizens’ role in financingthemdraws up a plan for his/herexpenditure and financesunder guidancesearches for information onfinancing options and theircosts under guidanceassesses the key impact ofentrepreneurship on employmentsearches for information onvacancies in the vocationalfield locallysearches for informationon EU citizens under guidance.participates in the managementof common affairs asagreed and knows the socialdecision making processassesses his/her opportunitiesto function as a citizenand consumerknows the rights, privileges,obligations and key ways toinfluence as a student andcitizenknows the basic rights andresponsibilities of a consumeruses the services societyoffers and understands thecitizens’ role in financingthemdraws up a plan for his/herexpenditure and financessearches for information onfinancing options and theircostsassesses the impact of entrepreneurshipand businessoperations on employmentsearches for information onvacancies in the vocationalfield regionally and nationallysearches for information onthe EU and its citizens.participates in the managementof common affairsindependently and knowsthe social decision makingprocessassesses his/her opportunitiesto function as an activecitizen and as a consumerknows the rights, privileges, obligations and key democraticways to influence as astudent and citizenknows the basic rights andresponsibilities of a consumeruses the services societyoffers independently andunderstands the citizens’role in financing themdraws up a plan for his/herexpenditure and financessearches for informationabout financing sources andcompares their costsassesses the impact of entrepreneurshipand businessoperations on employmentindependentlysearches for information onvacancies in the vocationalfield regionally, nationallyand in other EU countriessearches for comparativeinformation on the EU andits citizens.Key competences for lifelong learning: 2. Interaction and cooperation, 5. Initiative andentrepreneurship, 11. Active citizenship and different cultures.In validation of prior learning general upper secondary school courses Politicsand society (YH1) and Economics (YH2) compensate for Social, business and labourmarketstudies in core subjects.87

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.1.7 Physical education, 1 creditObjectivesStudent• promotes a healthy and active lifestyle through physical education while understandingthe benefits of physical education to one’s ability to function andwork• gets familiar with physical exercise that benefits health, mental vitality andendurance variedly• keeps up his/her ability to function through exercise• exercises and acts responsibly both alone and in group• promotes the functioning and safety of the group with his/her actions.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentSupporting andstrengthening physicalability to functionKeeping up andpromoting physical,psychological andsocial wellbeing withthe help of physicalexerciseInteraction andcooperationConsidering health,safety and ability tofunctionAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentuses the basic skills neededfor physical exercisekeeps up his/her physicalability to function underguidanceunderstands the meaning ofexercise to physical, psychologicaland social wellbeingunder guidancetakes part in physical exercisefollowing the instructionsgiven and observesthe principles of fair playusually observes safety insports.uses the basic skills neededfor physical exercise variedlykeeps up his/her physicalability to functionunderstands the meaning ofexercise to his/her physical,psychological and socialwellbeingtakes an active part in physicalexercise observing theprinciples of fair playacts safely when takingphysical exercise both independentlyand in a group.uses the basic skills neededfor physical exercise andsport specific skills variedlymonitors, assesses andkeeps up his/her physicalability to functionunderstands the meaning ofexercise to physical, psychologicaland social wellbeingtakes an active part in physicalexercise promoting theprinciples of fair playpromotes group safety withhis/her actions.88

Key competences for lifelong learning: 2. Interaction and cooperation, 4. Health, safety andability to function.In validation of prior learning general upper secondary school courses Skilland condition (LI1) or Individual and group training (LI2) compensate for Physicaleducation studies in core subjects.5.1.8 Health education, 1 creditObjectivesStudentdisplays the aspiration and ability to maintain and promote health with his/•her actions and knowledgeunderstands in his/her own lifestyle and environment the factors that impact•physical, mental and social ability to functionknows the meaning of mental health, sexual health and human relations to•one’s wellbeingknows the harms of smoking and intoxicants and knows how to prevent health•damaging factorsknows about lifestyles and habits that benefit health•understands the interconnections between exercise, nutrition, rest, sleep, rec-•reation, human relations and health and takes them into account in his/heractionsrecognizes the basic factors that burden health and ability to work in the vo-•cational field and knows how to develop his/her work methods, the safety andhealthiness of his/her working environment in cooperation with othersknows how to prevent injuries typical of the vocational field when working,•copes with the most common first aid situations and how to get help as well ashow to act ergonomicallyknows about the health differences of the population and the risk factors of the•most common national diseases and how to prevent themrecognizes the factors that influence his/her endurance and knows how to work•to promote itknows how to use student and other healthcare services, engage in health en-•hancing physical activity and understands their significance to maintaininghis/her ability to function.89

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentMaintaining andpromoting physical,psychological andsocial health andwellbeingFollowing the methodof operation thatpromote physical,psychological andsocial health andsafety of the operatingenvironmentMaking use of healthenhancing physicalactivity and healthcare servicesPrevention of injuries,first aid and ergonomicactivityAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studenttakes into account, underinstruction, the most commonlifestyles and habitsthat benefit health (such asphysical exercise, nutrition,rest, sleep, recreation, mentalhealth, human relations,sexual health) and is willingto promote his/her ownhealth and endurancefollows the methods of operationof the organizationthat promote health andsecurity but needs guidancein new situationsplans and engages in healthpromoting exercise underguidance and knows howto search for help fromhealthcare services whennecessaryrecognizes possible injuryrisks, knows how to get andgive first aid in most commonsituations requiringfirst aid and also followsergonomic procedures infamiliar situationstakes into account the mostcommon lifestyles andhabits that benefit health,participates in activitiesthat promote them and his/her own endurancetakes into account the factorsthat burden health andhis/her ability to functionand wants to promotehealthiness and safety inhis/her actions and theoperating environmentengages in health promotingexercise following aprogramme made and useshealthcare services whennecessaryprevents injuries with his/her actions, knows how toget and give first aid andalso follows ergonomicproceduresacts in a way that promoteshis/her health, wellbeingand endurance, preventsfactors that are harmful tohealth and justifies his/heractions with research dataand experience that linktogether lifestyle and healthconsiders factors that impacthealth and safety fromdifferent points of view andpromotes the wellbeing ofthe community with his/her own actionsmakes use of the possibilitiesof health enhancingphysical activity independentlyto help keep uphis/her ability to functionand knows how to use thehealth care services accordinglyacts carefully and preventsinjuries, knows how to getand give first aid and alsofollows ergonomic proceduresand saving him-/herself90

Possessing theknowledge base offactors promotingphysical, psychologicaland socialhealth and ability tofunction and factorspreventing nationaldiseases and harminghealth as well as theadverse effects of theprofessionknows about the most commonhealth hazards (suchas smoking and substanceabuse) and also about themost common factors thatburden health and conditionand about nationaldiseases but needs guidanceto search for informationon health promotion.makes use of knowledgebase that promotes healthand ability to function inhis/her activities, knowsthe factors harmful to one’shealth as well as healthhazards due to unhealthylifestyle and is aware of possibleoccupational healthissues.utilises information thatpromotes health and abilityto function in his/her activitiesvariedly and searchesfor information on possibleoccupational health issuesindependently.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 3. Vocational ethics, 4. Health, safety and ability to function, 6. Sustainabledevelopment, 8. Communications and media skills, 10. Technology andinformation technologyIn validation of prior learning general upper secondary school courses Foundationsof health (TE1) compensates for Health education studies in core subjects.5.1.9 Arts and culture, 1 creditObjectivesStudenunderstands the meaning of arts and culture in his/her own life and uses their•various forms in a multi-cultural communityparticipates in art and culture events, develops culture in the school commu-•nity and maintains its aesthetic looksexpresses ideas, experiences and feelings e. g. through music, dance, theatre,•literature or visual arts and appreciates the ways of expression and visions ofothersobserves the principles of sustainable development in his/her choice of materi-•als and in work.91

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentMaking use of artsand cultureAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentparticipates in art and cultureeventsCreating a production plans and creates a productthat displays his/herthoughts, experiences andemotions under guidance,in the way that best suitshim/hertakes into account, accordingto the instructions savingenergy and conservingnature in use of materialand in his/her workAppreciation of theexpression and viewsof the otherstells about the culturalcharacteristics that he/shehas recognized in the expressionsof the others.fosters the culture of theschool community bymaintaining its aestheticlooksplans and creates a productthat displays his/herthoughts, experiences andemotions in a way that bestsuits him/heracts in a way that conservesnature and saves energywhen using materials andworkinggives constructive feedbackon the expression and viewsof the others.renews the culture of theschool community by developingits aesthetic looksplans and creates a product,production or performancethat portrays and displayshis/her thoughts, experiencesand emotions in away that best suits him/herchooses the materials forhis/her work in a way thatit conserves nature andsaves energydevelops his/her own expressionby appreciating theviews of the others.Key competences for lifelong learning: 2. Interaction and cooperation, 6. Sustainable development,7. Aesthetics.In validation 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 incore subjects.92

5.2 Optional modules5.2.1 Optional additional modules to compulsory core subjectsCore subjects listed in Section 5.1 can be chosen as Optional additional modulesto core subjects. The education provider defines their objectives, basic contents andassessment.5.2.2 Environmental studies, 4 creditsObjectivesStudent• observes ways of working and acting that comply with the principles of sustainabledevelopment in a way they help him/her achieve and complementvocational skills• works in an energy saving way• prevents waste and sorts waste appropriately and also knows the lifespan ofvocationally relevant products• works in a way that minimizes environmental risks and preserves cultural heritage.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.93

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSTargets ofassessmentKnowing the mostimportant global,regional and local environmentalproblemsand their proposedsolutions as well ashow to act accordingto the principles ofsustainable developmentand responsibleactivityKnowledge of vocationallyessentialwaste managementand prevention ofwastePreservation ofcultural heritage ina way that complementsvocationalskillsChoosing eco-efficientworking methodsand materials aswell as recognizingthe life span of thekey products fromthe point of view ofvocational skillsObserving environmentallegislationand acting accordingto environmentalquality systemsObtaining and usinginformation sourcesessential from thepoint of view ofacquiring vocationalskillsAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentknows the basic principlesof sustainable developmentin his/her workknows how to preventwaste and how to sort wasteunder guidance in ordinarydutiesrecognizes the basics andsignificance of cultural heritageunder instructionchooses tools and materialsthat promote eco-efficiencyunder instructionwork under instructionobserving the essential environmentalregulations inthe professionwork under instructionobserving environmentalquality systemsearches under instructionfor environmental informationfrom different sourcesand modifies it to suit vocationalneeds.knows the challenges ofsustainable developmentand how he/she can try toobserve the principles ofsustainable development atworkknows how to preventwaste and sorts waste accordingto instructionsknows how to preservecultural heritage in his/herprofessionchooses tools and methodsthat promote eco-efficiencyworks according to theenvironmental regulationsworks according to the environmentalquality systemsin his/her professionsorts, compares and analysesgathered environmentalinformation and modifies itto suit vocational needs.knows the basics of circulationof matter and flow ofenergy on the earthknows challenges of sustainabledevelopment andsuggested solutions as wellas how to act according tothe principles of sustainabledevelopment in his/her workknows how to preventwaste when designing andacquiring products andpackaging and sorts wasteindependentlyis active in the preservationof the cultural heritage inhis immediate environmentand promotes it in his/herprofessionchooses tools and methodsthat promote eco-efficiencyand also recognizes theirimpact on the lifespanacts according to the environmentalregulations andforesees future changesparticipates actively in thedrawing up and/or developmentof the environmentalquality system at the workplacesorts , compares and analysesgathered environmentalinformation, modifies itindependently and appliesit in his/her work.94

Key competences for lifelong learning: 1. Learning and problem solving, 3. Vocational ethics,6. Sustainable development, 8. Communications and media skills, 10. Technologyand information technologyIn validation of prior learning general upper secondary school course Environmentalecology (B13), compensates for 1 credit of Environmental studies in coresubjects.5.2.3 Information and communications technology, 4 creditsObjectives• Student••••••••uses IT tools and systems needed in work assignments to gather, process, modify,save and present dataadopts and applies new IT peripherals, processes and programs (if needed usinghelpdesk)works using efficient methods and procedures, such as touch typing and differentmouse techniquesuses operating systems software and makes use of applications software, such asword processing, spreadsheet, email, presentation graphics and calendar softwareto produce, edit and present information needed in work assignmentsmanages the files produced by the applications software used in work assignmentsand searches for information needed at work using different search enginesand applicationsuses the needed network communications methods and applications to sendand share information in work assignmentsobserves copyright, information security and confidentiality instructions andregulationsuses ergonomically correct working postures.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.95

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSTargets ofassessmentAcquiring and processinginformationInformation processingand editingSending and sharingof informationObserving copyrights,information security,confidentiality andergonomicsAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentsearches, saves and copiesfiles needed for work assignmentsand also searchesfor information neededfor work assignments fromonline servicesuses application software inhis/her work assignments,such as word processing,spreadsheet, email, presentationgraphics and calendarsoftwareuses web communicationsmethods in work assignmentsacts according to copyright,information and data securityand ergonomics instructionsand regulations.knows how to use professionallyrelevant files andweb search engines appropriatelyand efficientlyuses application softwareefficiently to produce andedit work related datauses different web communicationsmethods efficientlyto send and sharework related informationuses ergonomically recommendedways of working.takes into account the technicallimitations and possibilitiesin file managementapplies professionally relevantweb search enginescase-by-case and situationby-situationand uses themactively and also assessesthe reliability and suitabilityof the informationgathereduses application softwarevariedly to produce andedit information accordingto different working situationsand circumstancesapplies the alternatives offeredweb communicationsto the different work relatedsituations and needs,as well as takes into accountthe responsibility and safetyaspects concernedforesees and considers informationand data securityrisks and develops his/herworking environment andmethods with informationand data security and ergonomicsobjectives in mind.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 8. Communications and media skills, 9. Mathematics and natural sciences,10. Technology and information technologyThe qualification requirements for general upper secondary schools do notinclude a course that would compensate for the Information and communicationstechnology studies in vocational upper secondary education.96

5.2.4 Ethics, 4 creditsObjectivesStudent• ponders the meaning of values, norms and views in his/her life, personal relationshipsand 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 andalso shows good manners in his/her work and human relationships• ponders ethical questions and problems that relate to his/her own life, relationships,society, environment and working life• knows how to solve both alone and with other people working life relatedvalue and norm contradictions in his/her own vocational field in an ethicallyacceptable way• acts ethically in different contradiction and crisis situations• has the readiness to participate in the development of value basis and ethicprinciples in his/her own vocational field• gathers information on the vocation ethic value basis of his/her own and othervocational fields and understands and uses it as a vocational resource at work• observes and recognizes ethic problems in his/her vocational field, processesthem and presents justified views on them.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.97

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSTargets ofassessmentPondering ethicalquestionsEthical actionsAcquiring informationand using ethicknowledge base atworkProcessing value andnorm contradictionsat workAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentdiscusses values related tohis/her own life and relationshipsunder instructionand talks about ethical andworld view questionsobserves good manners andresponsibilities at work andin its problem situationsbut need support and instructionin new situationssearches for informationon ethical questions in his/her vocational field underinstruction and usesknowledge base in familiarsituationsknows how to detect ethicalproblem situations in his/her profession and solveswork related value andnorm contradictions ethicallytogether with membersof the community.discusses ethical, worldview questions as well asquestions and values relatedto his/her own life and humanrelationsacts responsibly and ethicallyat work and in workinglife contradiction andcrisis situationssearches for informationon vocationally ethicalknowledge base of his/herown and other fields anduses it in his/her own lifeand workrecognizes ethical problemsituations in his/her professionand searches for solutionsto these problems togetherwith others and alsoassesses the impact of thesolution from the point-ofviewof the key parties.ponders the significance ofvalues, norms and differentworld views in his/herown life, in relationshipsbetween other people andin working life and societyas a wholeacts independently, responsiblyand ethically in workand working life contradictionand crisis situationsand knows how to justifyhis/her actionsactively acquires informationon vocationally ethicalknowledge base of his/herown and other fields anduses it as a professionalresourcejustifies his/her choices andwants to participate in thedevelopment of the ethicalprinciples and value basishis/her own fieldrecognizes independentlythe ethical problem situationsin working life andin his/her own vocationalfield, knows how to solvethem ethically and assesstheir impact on the basis ofhuman dignity, justice andsustainable development.Key competences for lifelong learning: 1. Learning and problem solving, 3. Vocational ethics,6. Sustainable development, 8. Communications and media skills, 10. Technologyand information technologyIn validation of prior learning general upper secondary school courses Introductioninto philosophical thinking (FI1) and one of the following entities a) Natureand significance of religion (UE1), The church, culture and society (UE2) and Humanlife and ethics (UE3), or b) The Orthodox world (UO1), Dogmatics and ethics (UO2),and Biblical studies (UO3) or c) A good life (ET1), The world view (ET2) and Individualand community (ET3) compensate for Ethics studies in core subjects.98

5.2.5 Cultural knowledge, 4 creditsObjectivesStudent• 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 differentroles of men and women, the instructions on dressing and behaviour aswell as the unwritten rules and procedures• recognizes cultural differences in workplace behaviour, hierarchy and in workrelated public relations and behaves accordingly in normal work situations,especially in customer service• describes his/her country’s common cultural features to representatives of othercultures: such as essential history, sights, arts, sports achievements and entertainmentand also his/her craftsmanship, work methods and innovations• ponders the interpretations of historical events in different countries and scalesthe meaningful events and eras of his/her native region and home countryagainst the history of the neighbouring countries and the world• compares the key cultural flows and icons in his/her country and Europe• recognizes his/her special features in other countries in his/her vocational field.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentTaking into accountthe most commoncultural featuresBehaviour and dresscode in different situationsand meetingdifferent peopleAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentrecognises general featuresof other culturesrecognises cultural differencesin people’s day-to-dayactivities in Finland andelsewhererecognizes cultural differencesin other people’sactivitiesworks together with otherpeople despite cultural differencestakes into account thecultural background of thepeople he/she meetsmeets foreign co-workers,clients and visitors withoutcultural conflicts99

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSTaking into accountthe special features inone’s vocational fieldBehaving accordingto organisationenvironment anddutiesTaking essentialcultural history andpresent situation ofthe immigrants andother minority culturesinto accountMaking use oflanguage skills andcultural knowledgerecognizes the features ofservices and products inhis/her field in differentcountriesrecognizes the key factors inhis/her worksearches for information onthe backgrounds of immigrantsand other minorityculturesuses the language skillsacquired in familiar situations.compares the features ofhis/her culture to those inother culturestells foreign visitors essentialthings about Finlandand his/her worktakes others into accountwhile working despite theirethnic background, language,disability or ageuses the language skillsacquired in internationalinteraction situations.takes into account the featuresof other cultures inhis/her actionsdevelops his/her own organisationbased on theexperiences he/she receivedfrom otherstakes others into accountwhile planning his/herwork and working despitetheir ethnic background,language, disability or ageworks in international connectionsusing his/her languageskills.Key competences for lifelong learning: 2. Interaction and cooperation, 8. Communicationsand media skills, 11. Active citizenship and different cultures.The qualification requirements for general upper secondary schools do notinclude a course that would compensate for the Cultural knowledge studies in vocationalupper secondary education.5.2.6 Psychology, 4 creditsObjectives100Student• observes and understands widely man and the factors affecting his activities• recognizes, acknowledges and processes psychic phenomena with the help ofpsychological knowledge and concepts• applies psychological knowledge to working in his/her vocational 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 groupsituations• explains his/her behaviour and that of others using psychological and socialpsychological knowledge• knows how to act in a way that promotes his/her psychological wellbeing andcoping with duties in the vocational field• performs well in work related customer service and group work situations.

AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentKnowledge of psychologicalconceptsand explaining andunderstanding humanbehaviourKnowledge of thedevelopment ofhuman psycheLearning and selfawarenessUnderstanding theeffect of motivation,feelings and commitmenton his/herwork performanceand that of othersAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentknows the common conceptsof psychology and understandstheir connectionto human behaviourknows the psychological,biological and social factorsthat form the basis forindividual psychologicaldevelopmentknows key factors that affectthe learning situationtakes the significance ofmotivation, feelings andcommitment into accountin his/her own performanceuses psychological informationto explain humanbehaviour in commoneveryday and working lifesituationsunderstands the inter-relationsof the factors formingthe foundations for psychologicaldevelopment indifferent phases of life andat different agesassesses his/her own learning,under instructionrelying on psychologicalknowledgeworks with different peoplein his/her work and studycommunity and understandsthe significance ofmotivation and commitmenton performanceunderstands the impacts ofcommitting to work andindentifying oneself withthe group on work performancesand coping at workis able to apply his/herknowledge of cognitivepsychology and personalitypsychology to commonworking life situationsand is able to explain his/her behaviour and the behaviourof others throughthemunderstands the possibleproblems of psychologicaldevelopment and understandsthe development canbe influencedunderstands the learningprocess through psychologicalknowledge and appliesit in his/her studiesapplies basic psychologicalknowledge of humanthinking, observation,personality features, feelingsand other mechanismsregulating behaviouruses psychological knowledgeto improve his/herself-knowledge and selfimageacknowledges his/her ownfeelings and those of othersand also controls his/her feelings and attitude inworking life accordingly101

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSMaintaining psychologicalcapability towork and functioningActing in humanrelationship andinteractive situationsin the workplaceKnowledge of thesocial aspect ofsocio- psychologicalinformationpromotes his/her psychologicalcapability to workand function under instructionapplies the most essentialpsychological knowledgewhen acting in commonworkplace customer serviceand interactive situationsknows the key concepts ofsocial psychology.knows how to maintainpsychological well-beingand contributes to the wellbeingof the workplaceunderstands the complexityof defining mental healthknows the significance ofsocial interaction and culturein psychological humanbehaviour and recognizesdifferent methods ofleadership and their influenceon the work cultureunderstands the effect ofthe roles, norms and groupdynamics in different socialgroups.acknowledges the psychologicalfactors that affecthis/her own endurance andstress management and alsoknows how to influencethem in a way that promoteshis/her enduranceknows how to get help inhis/her own mental healthquestions or those of personsin his/her immediatefamilyworks cooperatively indifferent roles and understandsthe meaning ofleadershipunderstands the behaviourof people from differentsocial and cultural backgroundsthrough socialpsychology.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 3. Health, safety and ability to function.In validation of prior learning general upper secondary school courses Mentalactivity, learning and interaction (PS1) compensates for one credit of Psychologystudies in core subjects. If the student has also completed Human psychological development(PS2), Motivation, emotions and higher-level cognitive activity (PS4) andPersonality and mental health (PS5), they compensate for Psychology studies in coresubjects.102

5.2.7 Entrepreneurship, 4 creditsObjectivesStudent• develops business idea or productises his/her own knowhow into business operations• assesses the development needs based on changes in operating environment,customers needs, competition, working environment and his/her own expertise• follows the principles of profitable operations in his/her business operationsand also takes into account the cost structure of the operation and the impacthis/her own work input has on profitability.AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Targets ofassessmentDeveloping a businessidea or productisingone’s own skillsAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentdevelops a business ideaas a member of a group orproductises his/her ownexpertise under instructiondefines procedures, centralservices or products relatedto his/her business operationsunder instructionacquires under instructioninformation on product orservice development needsbased on e.g. changes inoperating environment,customer needs, competitionor company expertisedevelops a business ideaas a member of a group orproductises his/her ownexpertisefinds out about operationalor business ideas related tohis/her business operationsand key services and productsworking in a groupacquires information onproduct or service developmentneeds based one.g. changes in operatingenvironment, customerneeds, competition or companyexpertise working ina groupdevelops a business ideaindependently or productiseshis/her own expertisemaking use of the expertisein the working communityfinds out about the operationalor business ideasof different companies ororganisations and key servicesand products relatedto business activitiesacquires independentlyinformation on product orservice development needsbased on e.g. changes inoperating environment,customer needs, competitionor company expertise103

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSPlanning businessactivitiesExecuting developmentprojects orbusiness activitiesAssessment of the executionof one’s ownactivities, projects orbusiness operationssurveys different alternativesolutions under instructioncompares different optionsunder instructionchooses the alternative tobe carried out under instructionand draws up anoperation plan for it thatcontains the key informationon executiontalks about the plan andmakes the changes agreedonexecutes the operation plandrawn up under instructionadopts usual working methods,tools and materialsrequired for the operationplan under instruction usinginformation technologyworks with experts underinstruction in differentstages of the activitiesworks in the enterprise observingsafety instructionsand agreed principles ofsustainable developmentassesses the progress ofhis/her own activities andbusiness operations underinstructionmakes the changes agreedonsurveys different alternativesolutionsin his/her work comparesoptions and sets quality andcost objectives that takesustainable developmentinto accountpresents the alternatives toe. g. an expert, the foremanor clientschooses the option that isto be executed cooperativelyand derives an operationplan for it that contains thebasic information about theexecutionpresents the plan andchanges it based on feedbackreceivedexecutes the operation plandrawn upadopts usual workingmethods, tools and materialsrequired for the operationplan using informationtechnologyworks with experts in differentstages of the activitiesworks in the corporationobserving safety instructionsand agreed principlesof sustainable developmentassesses the progress of his/her own activities and businessoperationsagrees on possible changessurveys different alternativesolutions independentlyin his/her work comparesoptions and sets quality andcost objectives that takesustainable developmentinto accountpresents the alternatives he/she considers the best e. g.to an expert, the foremanor clients and negotiates onthemchooses or agrees on theviable alternative and drawsup an operation plan for itthat contains the key informationon executionpresents the plan and developsit based on feedbackreceivedexecutes independently theoperation plan drawn upuses work methods, toolsand materials required forthe operation plan in interactionwith his/her workingcommunity using informationtechnologyuses expert networks in differentstages of the activitiesworks in the corporationobserving safety instructionsand especially theprinciples of quality andsustainable developmentassesses the progress of his/her own activities and businessoperations against theobjectives setmakes justified change orimprovement suggestionsand agrees on their execution104

Presenting of a developmentproject orbusiness operationspresents the executionphase and its results underinstructionpresents the executionphase and its resultspresents his/her wholedevelopment project orbusiness operations and itsresults in a way that fits thenature of the projectSuccess and overallprofitability of activitiesworks under instruction inhis/her work or businessactivities observing profitabilityworks or runs his/her businessoperations observingprofitabilityworks, acts in a workingcommunity or runs his/herbusiness operations observingprofitabilitycalculates the share of thecost accumulated by his/herown work input.calculates the costs of theactivities and the share accumulatedby his/her ownwork input.works cost-efficiently whileconsidering time and otheravailable resources and alsocalculates the costs of theoperation and the share accumulatedby his/her ownwork input.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 5. Initiative and entrepreneurship, 6. Sustainable development, 10.Technology and information technologyThe qualification requirements for general upper secondary schools do notinclude a course that would compensate for Entrepreneurship studies in vocationalupper secondary education.5.2.8 Aviation English, 4 creditsObjectivesThe student• understands aircraft maintenance and repair manuals in English• understands descriptions of structures and systems, and symbols used in thecockpit• is able to compile and read aircraft maintenance documents• is able to work in a multinational aircraft maintenance environment• both orally and in writing, presents him-/herself so that others understandhim/her.105

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and trainingthe targets of assessment also constitute the core contents of the module.Target ofassessmentAcquisition of informationUnderstanding literatureand maintenanceand repair instructions,and writtenreportingInteraction in multinationalaircraft maintenanceenvironmentand workAssessment criteriaSatisfactory 1 Good 2 Excellent 3The studentunder instruction, acquiresinformation in aircraftmaintenance materials andinstructions and using dictionariesunderstands written aircraftmaintenance and repairinstructions with the helpof dictionariesunder supervision, compileswritten aircraft maintenancereportsis able to communicate in abrief and simple manner inaircraft maintenance workas a member of a group.acquires information onaircraft maintenance usingdictionaries and also, to adegree, in other sources,such as electronic ones, forinstanceunderstands written aircraftmaintenance and repairinstructions, poses questionsto deepen his/herknowledge, and acts on theanswers receivedcompiles written aircraftmaintenance reports basedon model documentsis able to communicate inan understandable mannerin aircraft maintenancework.independently, acquiresinformation on the aircraftfield, can apply the knowledgeand skills acquiredand gives justifications forchoices madeworks independently accordingto maintenanceand repair instructionsindependently, compileswritten aircraft maintenancereportsis able to communicate activelyand independently inaircraft maintenance work.Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction andcooperation, 8. Communications and media skills, 10. Technology and informationtechnology, 11. Active citizenship and different cultures.There are no courses in the National Core Curriculum for Upper SecondarySchools that could be used to compensate the Aviation English studies in vocationalupper secondary education and training.106

6FREE CHOICE MODULES IN CURRICULUM-BASEDVOCATIONAL EDUCATION AND TRAINING, 10 creditsIn vocational upper secondary education and training, qualifications include freechoice studies totalling ten credits. In the Vocational Qualification in Aircraft Maintenance,the free choice modules must be organised so that the objectives and thenumber of study hours of the training in all the licence classes of the educationprovider’s training permit meet the requirements set in Part 66/147. Furthermore,the education provider must organise instruction in Aviation English to meet therequirements of the aviation field and EU Commission Regulation 2042/2003.107

7STUDENT ASSESSMENT IN CURRICULUM-BASEDVOCATIONAL UPPER SECONDARY EDUCATION ANDTRAINING7.1 Tasks and objectives of assessmentIn addition to what the Act on Changing the Act on Vocational Education andTraining (Act 601/2005, section 25) stipulates, assessment is used to guide, motivateand encourage a student to reach the objectives and support him/her to developa positive self-image and grow as a professional.In addition to guiding and supporting the student assessment is to produceinformation on student’s competence for the student him-/herself, the teacher andemployer as well as for possible enrolment for further studies.In the Vocational Qualification in Aircraft Maintenance training, theassessment also shows how well the student meets the licence eligibilityobjectives laid out in EU Commission Regulation 2042/2003.7.2 Informing about assessment108The implementation of student assessment is an entity. The education providermust include in its curriculum a plan on how to assess the various modules. It is tofeature a plan on the implementation and assessment of skills demonstrations approvedby the local board for vocational skills demonstrations (Act 601/2005, section25 a), meeting the requirements of EU Commission Regulation 2042/2003 and thePart 147 training organisation handbook (MTOE) on the organising and assessmentof theory and practical examinations.Students and all those taking part in the assessment process must be informedbefore the studies begin of the assessment principles and how they are to be applied(Decree 603/2005, section 3). Informed matters include at least the following:the tasks and objectives of the assessment; the recognition and validation of priorlearning; the assessment of learning and competence including practical training ina genuine maintenance environment (on-the-job learning) and practical examinations(vocational skills demonstrations); the targets of assessment and assessmentcriteria; deciding on the grade; reassessment and improving the grades; the rectificationof assessment; and receiving qualification and Part 66/147 certificates.

7.3 Recognition and validation of a student’s prior learningThe training provider is to inform the student of what kind of material and documentsmust be presented for the recognition and validation of prior learning andwhen the student must apply for the recognition and validation of prior learning(Decree 603/2005, section 3).In the recognition and validation of a student’s prior learning within the VocationalQualification in Aircraft Maintenance, what is stipulated in EU CommissionRegulation 2042/2003 and the Part 147 training organisation handbook (MTOE)on the recognition and validation of prior learning in Part 66-compliant studiesmust be considered, so that students will be provided with the opportunity to obtainthe Part 66/147 aircraft maintenance personnel vocational qualification certificateand so that they will be eligible for a Part 66 licence.Recognition of prior learningIn addition to what the Government Decree on amending the Decree on VocationalEducation and Training (Decree 603/ 2005, section 10 (1) stipulates, a student’scompetence must already be assessed at the beginning of the studies. The student’scompetence and its level must be determined for the recognition of his/her strengthsand the validation of prior learning. Recognition of prior learning forms the basiswhen setting his/her personal objectives but also to be able to determine the amountof guidance and support needed.Recognition of prior learning calls for an assessment discussion that the studentand teacher or teachers take part in. To promote recognition of prior learningdifferent facilitating assessment methods must be developed.Validation of prior learningIn addition to what the Act on Amending the Act on Vocational Education andTraining and the Decree on Amending the Decree on Vocational Education andTraining stipulate (Act 601/2005, section 30, Decree 603/ 2005, section 12 a),validation on prior learning is to prevent overlapping studies and shorten their duration.If the recognition process shows that the objectives set for the module in question,or part thereof, have been reached, such prior learning is validated. Validationof prior learning is recorded in the student’s personal study plan. More detailedinformation on personal study plan in Chapter 8.1.109

7Student Assessment in curriculum-based vocational upper secondary education and trainingValidation of prior learning is part of student assessment and it is subject to thesame regulations as other forms of student assessment are (Act 601/2005, sections 25,25a and 25c). In validation of prior learning studies forming the qualification to betaken credits are replaced with or transferred. The modules replaced in the validationof prior learning process are marked in the qualification certificate (Chapter7.9). The teacher or teachers in charge of the studies in question decide on validationof core subjects. No general time limit can be set as to how much earlier suchprior learning has taken place, but the validity of the competence can be checked. Ifnecessary the student must demonstrate the correspondence of his/her competencewith the skills requirements and objectives of the qualification concerned.For vocational studies, the modules that are accreditable under EU CommissionRegulation 2042/2003 and the Part 147 training organisation handbook (MTOE)will be validated. Studies completed at another Part 147 training organisation mayalso be accredited. Decisions on the validation of prior learning are made based onwhat is stipulated in the Part 147 training organisation handbook (MTOE).No universal time limit on prior learning can be established by which thestudies must have been completed for them to be eligible for validation, but the upto-datenessof learning may be verified. The time limit on Part 66 module studiesis determined based on EU Commission Regulation 2042/2003. Where necessary,students must prove that their learning meets the vocational skills requirements andobjectives of the qualification.General upper secondary studies and studies completed in another vocationalqualification may be used to accredit core subjects with matching objectives andcontent and those free choice modules that the education provider has not definedas Part 66 modules or Aviation English studies in its curriculum. Furthermore,the vocational modules defined in the Part 147 training organisation handbook(MTOE) may also be accredited. How accredited general upper secondary studiesmay be used in place of core subjects is determined in Chapter 5.The grades awarded for validated modules may be improved during training.After the studies have been completed such improvement of grades is done as aprivate student.Conversion of gradesThe Decree on Vocational Education and Training stipulates what is in force concerninggrades scales at the moment (Decree 488/2008, section 10). A student isassessed based on the assessment practices prevailing in the institute, where he/shepursues his/her studies. If the grade scales differ from one institute to another, the110

institute performing the validation must transform the grades and determine theircorrespondence in the student’s favour. The grades are to be transformed as follows:GRADE SCALE1–3 1–5 5–10excellent 3 excellent 5excellent 10excellent 9good 2satisfactory 1good 4 good 8good 3 satisfactory 7satisfactory 2 fair 6satisfactory 1 pass 57.4 Assessment of learning and competenceStudent assessment is criteria based, which is to say that a student’s learning andcompetence is always compared to either the vocational skills requirements of vocationalmodules or the learning objectives of core subjects as well as the assessmentcriteria based on them.A student has the right to learn before skills requirements and the competencedescribed in the learning objectives are assessed to obtain a grade to be included inthe qualification certificate.Assessment of learningThe objective of learning is that the student knows what he/she knows and whatthere is still to learn. When performing assessment of learning, the teacher andworkplace instructor must use methods that motivate and activate the student. Theyare used to motivate and activate the student to reach the vocational skills requirementsor objectives as well as to develop his/her self-assessment skills. The studentassesses his/her learning based on the vocational skills requirements, objectives andassessment criteria of the module.Learning is assessed during the whole training period or duration of studiesby giving the student oral or written feedback on the progress of learning. Numericalassessment is not needed when assessing learning. Feedback is used to supportand guide the student to achieve the best possible performance by bringing out the111

7Student Assessment in curriculum-based vocational upper secondary education and trainingstudent’s strengths. Assessment of learning is used as a basis to make the necessarychanges in the student’s training and learning support. The changes are recorded inthe personal study plan.Assessment of competenceThe student receives the grades shown in the qualification certificate based on theassessment of competence on the assessment scale prescribed in the valid Decreeon Vocational Education and Training. The competence of vocational modules isassessed in practical examinations (vocational skills demonstrations) defined in Part147, theory examinations defined in Part 66 and other potential methods of assessmentthat support the student’s learning. If necessary, other forms of competenceassessment supplements the competence necessitated by vocational skills requirements.The methods of assessment of further learning are to be decided on by theeducation provider in the student assessment implementation plan.When assessing competence, the methods of assessment are to be chosen tomeasure how well the set vocational skills requirements or objectives are met, to beapplicable to the methods of study employed and to support the student’s learning.Students must be afforded the opportunity to display their competence in a versatilefashion and to participate in the assessment of their own competence.Skills demonstrationsIn addition to what the Act on Changing the Act on Vocational Education andTraining and Decree on Changing the Decree on Vocational Education and Trainingstipulate (Act 601/2005, sections 25, 25a and 25b, Decree 603/2005, section 5)stipulate on skills demonstrations, local board for vocational skills demonstrations,assessment and assessors, quality of skills demonstration venues and working safety,the skills demonstrations are planned, implemented and assessed in cooperationbetween the institute and the workplace based on the qualification requirements.In accordance with Part 147, the Vocational Qualification in Aircraft Maintenanceis divided into four parts: instruction in theory, on-the-job training, theoryexaminations and practical examinations. The Part 147-compliant practical examinationsare also vocational skills demonstrations. The acceptance, implementationand assessment of practical examinations and their assessors is defined in the Part147 training organisation handbook (MTOE). The handbook lists the moduleswhere practical examinations are to be organised.112

In a skills demonstration the vocational skills requirements of vocational modulesare demonstrated in accordance with the regulations stated in Chapter 4. Askills demonstration is given in all the vocational modules, optional modules included,if they are vocational modules. In core subjects and free choice modulesskills demonstrations are not arranged. However, the education provider can decidethat a skills demonstration is arranged in free choice modules if they are vocationalmodules.A grade for a skills demonstration is given for all the vocational modules. Askills demonstration can be given in one or more modules at a time. If competencein more than one module is assessed one and the same skills demonstration, a separategrade must be given for each module as per target of assessment set. If a skillsdemonstration for a module is given in parts, a grade is given for each part as pertarget of assessment, but an overall grade is not formed until all the parts have beencompleted.Skills demonstrations are placed along the duration of the studies. The studentmust have an opportunity to acquire the competence to be assessed in the skillsdemonstration before the demonstration is arranged and improve his/her performancebased on the feedback received on the demonstrations. The principles ofcoordinating on-the-job learning and skills demonstrations are listed in the skillsdemonstration implementation and assessment plan, which the local board for vocationalskills demonstrations approves.A student is also allowed to give a skills demonstration (practical examination)abroad, which must be agreed on in advance.Education provider ensures that the student receives sufficient support andguidance to give a skills demonstration. Support and guidance are given before skillsdemonstrations, during them as well as in the form of constructive feedback afterthem.Targets of assessment and assessment criteriaThe targets of assessment (what is assessed) and assessment criteria (level of competence)are stated in the qualification requirements module by module for levels:Satisfactory 1, Good 2 and Excellent 3. Assessment focuses on• mastering the work process• mastering the work methods, equipment and material• underpinning knowledge• key competences for lifelong learning.113

7Student Assessment in curriculum-based vocational upper secondary education and trainingKey competences for lifelong learning are learning and problem solving, interactionand cooperation, vocational ethics, health, security and ability to function, initiativeand entrepreneurship, sustainable development, aesthetics, communication andmedia skills, mathematics and natural sciences, technology and information technology,active citizenship and different cultures.In the assessment target Key competences for lifelong learning, the followingfour key competences are assessed: learning and problem solving, interaction andcooperation, vocational ethics together with health, safety and ability to function.Other key skills are assessed in connection with the work process, work methods,equipment and material or underpinning knowledge.Education provider draws up the assessment criteria based on the general assessmentcriteria given in Chapter 9.3 for the optional modules for which they havenot been prescribed in the qualification requirements.7.5 Deciding on the gradeIn addition to what the Act on Changing the Act on Vocational Education andTraining and Decree on Changing the Decree on Vocational Education and Trainingstipulate (Act 601/2005, section 25 b, Decree 603/2005, section 11, Decree488/2008, sections 10 and 13) stipulate, grades in the qualification certificate mustbe given on all the modules in compliance with the qualification requirements,including the other optional modules and modules providing in-depth vocationalcompetence included in the vocational studies (90 credits).The grade to be awarded for a module is decided based on the assessment ofcompetence. If there have been several teachers assessing the competence, a decisionis taken during an assessment discussion. The skills demonstration grade is awardedbased on the practical examinations that meet the requirements of Part 66/147.How the practical examinations are to be organised is determined in the Part 147training organisation handbook (MTOE). The assessment criteria must always berecorded.7.6 Storing assessment materialIn addition to what the Decree on Changing the Decree on Vocational Educationand Training (Decree 603/2005, section 11a) stipulates on storing assessment material,the grade given on a skills demonstration is stored as per target of assessment. Ifthe skills demonstration taken by the student covers only a part of the module, the114

material each part is assessed based on is stored so that it is possible to decide on askills demonstration grade for the whole module.Furthermore, the education provider must ensure that all requirements of EUCommission Regulation 2042/2003 and the Part 147 training organisation handbook(MTOE) on storing assessment material of the aircraft maintenance personnelvocational qualification are met.7.7 Reassessment and improving the gradeThe Decree on Changing the Decree on Vocational Education and Training (Decree603/2005, section 12) stipulates on the reassessment and improving of grades. Furthermore,it must be ensured that all requirements of EU Commission Regulation2042/2003 and the Part 147 training organisation handbook (MTOE) on retakingPart 66 theory examinations and Part 147 practical examinations are met.7.8 Rectification of assessmentThe Act on Changing the Act on Vocational Education and Training (Decree601/2005, section 25c) stipulates on rectification of assessment. Furthermore, itmust be ensured that all requirements of EU Commission Regulation 2042/2003and the Part 147 training organisation handbook (MTOE) on the rectification ofassessment of Part 66/147 examinations are met.7.9 CertificatesQualification certificatesA qualification certificate is an official document, whose contents are to follow thequalification requirements. The Decree on Changing the Decree on VocationalEducation and Training stipulates on awarding a qualification certificate (Decree488/2008, section 13). A qualification certificate must be awarded apprenticeshiptraining arranged as vocational upper secondary education and training.A qualification certificate is an entity that comprises a vocational upper secondarycertificate and skills demonstration certificate. A vocational upper secondarycertificate contains grades on all the modules the qualification comprises. In the vocationalupper secondary certificate The Driver Certificate of Professional Compe-115

7Student Assessment in curriculum-based vocational upper secondary education and trainingtence (Driver CPC) certifying the initial qualification in transport sector is markedas: See skills demonstration certificate. Only free choice modules can be left withouta grade at student’s option. In the vocational upper secondary certificate the modulegrades are based on assessment of the skills demonstration and other competence.Skills demonstrations must be passed in order for a grade to be given on the modulefor the vocational upper secondary certificate.Separate grades are given for the core subjects determined by the Government.Competence achieved by core subjects included in vocational modules is assessed asvocational skills requirements for vocational module.A final project is assessed in connection with the modules it is included in. Itsscope and name are marked in the vocational upper secondary certificate, no separategrade is given. The vocational upper secondary certificate shows the scope ofpractical training (on-the-job learning) in a genuine maintenance environment andthe organisation where this training was organised, but no grade is given.Studies compensating for a module or competence acquired in some other wayare marked in the student’s vocational upper secondary certificate with their grades.If the grade scales differ the transformation table given in Chapter 7.3 is used. For amodule recognised from a further or specialist vocational qualification the grade tobe marked in the certificate is ”approved” and a footnote is used to show that it wascompleted as a competence-based qualification, for which the qualification committeeconcerned has awarded a certificate.Skills demonstrations covering a whole module are marked with their gradesand short descriptions in the skills demonstration certificate. The certificate is alsoto provide the name of the institute that performed the assessment.When awarding a grade for vocational studies based on the validation of priorstudies or learning, it must be ensured in the Vocational Qualification in AircraftMaintenance training that all requirements of EU Commission Regulation2042/2003 and the Part 147 training organisation handbook (MTOE) on grading,and the period of validity of, Part 66 module studies and examinations are met.If validation of prior learning is done for studies in a qualification that has notincluded skills demonstrations, the skills demonstration certificate is to bear thename and scope of the module together with a footnote to state that prior learninghas been validated from a qualification that has not included skills demonstrations.When prior learning is validated from further or specialist vocational qualifications,the skills demonstration certificate is to bear the name and scope of the qualificationtogether with a footnote to state that prior learning has been validated from furtheror specialist vocational qualification X, for which the qualification committee inquestion has awarded a certificate.116

When vocational modules (90 credits) include core subjects or general uppersecondary studies in compliance with Government resolution (216/2001),, theskills demonstration certificate is to bear the footnote: ”Student has included x creditsof core subjects, which are not assessed with skills demonstrations in vocationalmodules”.The qualification certificate must show that it is made up of the vocationalupper secondary certificate and skills demonstration certificate. The qualificationcertificate must also bear the name of the education provider or the institute awardingthe certificate or both. A vocational upper secondary certificate is signed by theeducation provider and a skills demonstration certificate by the chairman of thelocal board for vocational skills demonstrations (Decree 488/2008).Vocational upper secondary certificate is to provide the following information:• student’s name and personal identity code• name of qualification and its scope 120 credits /3 years• name of study programme• licence class as defined in EU Commission Regulation 2042/2003• qualification title according to Ministry of Education Decree• modules completed grouped into vocational modules (90 credits), core subjects(20 credits) and free choice modules (10 credits), their scope and grades• name and scope of final project• practical training (on-the-job learning) in a genuine maintenance environment,and the scope, content and training organisation thereof• date and signatures• stamp of education provider of school.Skills demonstration certificate is to provide the following information:• student’s name and personal identity code• name of qualification and its scope 120 credits /3 years• name of study programme• qualification title• skills demonstrations completed by module (name and scope of module, shortdescription of skills demonstration completed, name of skills demonstrationvenue, grade on skills demonstration or for special needs students a shortdescription of student’s vocational competence and skills shown in the skillsdemonstration.)• date and signature (chairman of the local board for vocational skills demonstrations)• stamp of education provider of school.117

7Student Assessment in curriculum-based vocational upper secondary education and trainingQualification certificate is also to provide the following information:• contact information of the education provider or institute awarding the certificate• name of education provider or institute if not mentioned earlier• authorization to provide education the Ministry of Education has granted• legislation the training is based on• mention that training has been arranged in accordance with the qualificationrequirements decided by National Board of Education (date of regulation andregister number)• mention that the qualification is approved by the Ministry of Education (dateand number of the Government Decree in force at the time training begins)• prerequisites for admission and national level of qualification• eligibility for further studies the qualification provides• definition of scope of qualification, academic year and credit• assessment scale• special regulations related to practising the professionCertificate on completed trainingGovernment Decree on Amending the Decree on Vocational Education and Training(Decree 488/2008, section 13) stipulates the contents of a certificate on trainingcompleted.A certificate of completed training, qualification modules or skills demonstrationsIn addition to what the Government Decree on Amending the Decree on VocationalEducation and Training (Decree 488/2008, section 13) stipulates on awardingcertificates, a student is awarded a certificate on completed modules and studies,skills demonstrations and prior learning In addition to the grades achieved the certificatemust also list participation in modules that the student has not been givena grade yet as well as information of what the student must complete to receive aqualification certificate.When a student enters working life after completing a module or modules, thecertificate is to include a supplement describing the vocational competence achievedby completing the modules in question.118

Certificate of resignationGovernment Decree on Amending the Decree on Vocational Education and Training(Decree 488/2008, section 13) stipulates on the contents of a certificate of resignation.Qualification certificate or certificate supplement for international useGovernment Decree on Amending the Decree on Vocational Education and Training(Decree 488/2008, section 13) stipulates on issuing a qualification certificate orcertificate supplement for international use.Certificates awarded based on EU Commission Regulation 2042/2003The student is awarded the following certificates of the completion of the aircraftmaintenance personnel basic course and Part 66 examinations as they have beendefined in the Part 147 training organisation handbook (MTOE).Certificate of the completion of the aircraft maintenance personnel basic courseThe Part 147 training organisation awards a certificate of the successful completionof Part 66/147 aircraft maintenance personnel training as defined in the Part 147training organisation handbook (MTOE). The certificate is awarded in Finnish andEnglish.Certificate of the successful completion of Part 66 examinationsThe Part 147 training organisation awards a certificate of the successful completionof Part 66 module examinations as defined in the Part 147 training organisationhandbook (MTOE). The certificate is awarded in Finnish and English.7.10 Assessment in special educationThe assessment of special needs students must follow the same principles that areapplied to assessing other students.In the Vocational Qualification in Aircraft Maintenance training, the samerequirements are applied to assess all students, the objectives and the assessment ofinstruction not being adaptable to students’ personal qualities or talent.119

7Student Assessment in curriculum-based vocational upper secondary education and training7.11 Assessing immigrant students and those representing differentlanguages and culturesThe competence of immigrant students and those representing different languagesand cultures is to be assessed in the same way as that of other students. Competenceis to be assessed using methods which allow assessing competence despite possiblelacking language skills.A student, whose mother tongue is other than the teaching language of theinstitute, must have, before taking a skills demonstration, such language skills thathe/she understands the instructions and orders related to the work to be completedas the skills demonstration. The need for support must be identified and support activitiesplanned based on the need in cooperation with the institute, representativesof working life and the student. When necessary persons arranging and assessing askills demonstration must receive instruction on how cultural factors affect communicationbetween individuals. Persons arranging and assessing the skills demonstrationmust also be instructed to speak clearlyAssessing mother tongueIf Finnish is not the student’s mother tongue, his/her Finnish skills must be assessedaccording to the objectives of Finnish as a second language, also in the case thathe/she has not received separate Finnish as second language training. If both theteacher and the student consider the student’s Finnish skills to be of the Mothertongue, Finnish level, competence must be assessed against Mother tongue, Finnishobjectives. Vocational upper secondary certificate must state which objectives competencehas been assessed on, however, on the scale 1–3. Student’s personal studyplan, including assessment, can include both the mother tongue studies above (seeChapter 8.4).The Finnish skills of student who use sign language are assessed based on theobjectives set in Finnish for sign language users.Assessing second national languageIf the student has not studied Swedish as a second national language, the vocationalupper secondary certificate must state what he/she has studies instead. Teaching arrangementsthat affect assessment are determined in Chapter 8.4.120

8OTHER REGULATIONS IN CURRICULUM-BASEDVOCATIONAL EDUCATION AND TRAINING8.1 Guidance and counselling and personal study planObjectives for guidance and counselingThe objective of guidance and counseling is that the student receives enough informationon his/her education and training before it starts and during it. The studentis to know the modules included in the qualification, the studies and the optionsavailable. Another objective is that the student knows how to act in the instituteenvironment, knows how to develop his/her learning and interaction skills and selfimage as well as to assess his/her own activities and productions. He/She is able toplan his/her studies, draw up a personal study plan together with the teacher and assumeresponsibility for the studies. He/She knows how to follow the accumulationof credits and search for help to plan his/her studies.The student is able to make choices and decisions concerning studies and lifecareer. He/She recognizes possible problem related to his/her studies and life situationand know where to find support in them. He/She knows how to use the studentwelfare services that society offers as well as other counselling, advice and informationservices. Reaching the objectives is supported by the education provider’s obligationto inform the guardians of a minor student on vocational education and theprogress of the student’s studies.Student’s right to guidance and counsellingThe qualification comprises a minimum of 1.5 credits of guidance and counselling(Government resolution 213/1999). Counselling activities are to support the studentcomprehensively in the different phases of the studies. Every student has theright to receive personal and other student counselling. The student has the right toreceive the support services he/she may need in studies or life situation changes.121

8OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAININGArranging guidance and counsellingThe objective of guidance and counselling is to promote educational, ethnic andsexual equality. Objectives also include increasing students’ well-being, preventingdrop-outs, promoting employment and supporting enrolling for further studies.Education provider must pay special attention the counselling of those studentswho have studying or learning difficulties (e.g. dyslexia), frequent absenteeism orlife management difficulties.As part of its curriculum an education provider is to design a guidance andcounselling plan, which determines the tasks and division of work for those involvedin the process. The plan serves as a development tool for the whole institute. It stateshow and what kind of support a student receives by those involved in counselling.The plan presents how cooperation with different education providers has beenarranged in order that the student can choose modules and studies from differentstudy programmes and qualifications as well as plan completing more than onequalification. It also determines other cooperation outside specialists and guardians.Student welfare services plan is part of the counselling plan.All the teachers of the institute and other persons responsible for counsellingtake part in the counselling process. Student counsellor has the main responsibilityfor arranging guidance and counselling as well as for planning and implementingthe counselling entity. A teacher’s task is to guide and motivate the student to completethe qualification and planning the studies. The teacher’s task is also to help thestudent find his/her strengths and develop his/her learning skills.Guidance and counselling is arranged as studies related, personal, group counsellingand other guidance. Student receives counselling to support his/her studiesand to make choices so that he/she is able to plan the contents and structure of his/her studies according to his/her strengths. Guidance and counselling promotes students’community spirit throughout the training. Students’ studies and wellbeing ismonitored and supported in cooperation with the guardians.Education provider is to inform student, their guardians, student counsellorsand teachers of vocational education and training and how to enrol. Education provideris to direct informing and counselling especially to those young people whohave not managed to secure a training place after completed basic education and totheir guardians.Education provider is to develop its career and recruitment services in cooperationwith business life and employment services as well as to promote and supportstudents finding employment and pursuing further studies.122

Personal study planA personal study plan supports a student’s career planning and develops his/herskills in self-assessment. It is based on the student planning his/her own studies,individual choices, progressing in studies and assessing learning. A student is instructedin drawing up a personal study plan and monitoring its implementation.It is a plan the student is committed and motivated to implement throughout thetraining.A personal study plan is drawn up through negotiation by the student, teacheror teachers and student counsellor when needed. The plan determines the learningobjectives, pursuing the studies, methods used and timing together with assessmentof the studies. When drawing up the plan the different learning styles are considered.Possible factors that prevent learning are recognized and the student’s selfdirectionand vocational growth are supported.The implementation of personal study plan and the progress of studies aremonitored and when necessary the student is given remedial teaching. The studentand teachers assess the possible barriers to implementing the personal study plan.The student is guided to make decisions concerning his/her learning as well as redefineand change the plan as studies advance if necessary.A personal study plan comprises the student’s individual choices, advancing instudies, assessment of learning, recognition and validation of prior learning, on-thejoblearning places and times together with skills demonstrations.8.2 On-the-job learning and working safetyIn addition to what the Decree on Vocational Education and Training (Decree811/1998, section 5, Government Decree Amendment 603/2005, sections 3 and 5)stipulate, 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 modeof arranging vocational education and training, in which qualification objectives arelearnt at a workplace. On-the-job learning is objective oriented, guided and assessedtraining that takes place in a genuine working environment. On-the-job learningperiods must be sufficiently long and versatile from the point of view of masteringthe profession. Only in exceptional cases a student can complete on-the-job learningat a training institution practice enterprise or with similar arrangements.Cooperation between workplaces and the education provider ensures theworking life correspondence, quality and being up-to-date of on-the-job learning.Education provider’s responsibility is to take care that all the partners in the area123

8OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAININGhave the same view on arranging on-the-job learning. Education provider must seethat the student receives sufficient counselling and training during on-the-job learningand that the teacher and other staff members have the resources to cooperatewith working life. Education provider and teachers must together with working andbusiness life ensure the quality of on-the-job learning so that the student achievesthe vocational skills requirements given in the qualification requirements.Education provider is responsible for the implementation of on-the-job learning.Implementation includes planning, student counselling and assessment. Educationprovider must also see to the teachers’ working life competence and training aswell as training workplace instructors. At the workplace special attention is paid toguiding the student and giving feedback.Usually the student does not sign a contract of employment with the employerfor an on-the-job learning period and he/she is not paid a salary. During an on-thejoblearning period a student is entitled to receiving student financial aid and studentsocial benefits as prescribed in a separate ordinance. When on-the-job learningis arranged abroad, local regulations are also taken into consideration.In addition to what the Act on Vocational Education and Training (Act630/1998, sections 19 and 28) and the working safety regulations in force stipulate,the following is to be considered in working safety questions:The agreement on training and skills demonstrations to be arranged at theworkplace in connection with practical work assignments is to include the responsibilitiesrelated to safety, injuries and damages and insurances. Before starting thework, the employer and education provider ensure together that the student has theresources to do the work in question safely and without risking his/her health andby following the instructions given.The regulations concerning the employer according to the Occupational Safetyand Health Act Section 4 (1) are applied to the education provider when the worktakes place at the institute or otherwise in the way determined by the educationprovider.Student assessment during on-the-job learning period is described in Chapter7.8.3 Vocational special educationFor equality in education to come true each student must have equal opportunitiesto pursue vocational studies and find employment after training and assume the roleof an independent citizen in society disregarding their different learning capabilities.124

The vocational education and training of a special needs student must be arrangedin view of the equality principle primarily in ordinary vocational institutesin the same study groups with other students. Education and training can also beprovided partly or completely in special groups. Vocational special education institutionsprimarily provide training for severely handicapped as well as preparatoryand rehabilitative training and counselling. They are also to offer expert help toother training institutions. Vocational special education can also be provided as apprenticeshiptraining.Students who are in need of special teaching arrangements or student welfareservices due to disability, illness, delayed development, emotional disorder or someother reason must receive special education. It ensures learning that is based on individualresources, self development and growth as a person. When necessary othersupport services and rehabilitation in cooperation with rehabilitation service suppliersare added to special education.Education provider determines the principles of special education: objectives,implementation, teaching methods, support and special services, expert services,social partners and responsibilities. The institution must reserve sufficient resourcesfor special education. Promoting special needs students’ learning is everyone’s taskin the institution.Need for special education must be determined based on the Act on VocationalEducation and Training Section 20 and qualification requirements for eachstudent individually. Reaching the objectives must be supported with the help of anindividually designed and guided learning process and different support activities.Individual educational plan (IEP)A written individual educational plan (IEP) must always be drawn up for a studentin need of special education (Act 630/1998, section 20). The plan is to include(Decree 811/1998, section 8)• qualification to be completed• qualification requirements used in teaching• scope of qualification• individual study plan drawn up for the student• special teaching and student welfare services the student receives• other personal services and support activities as well as• criteria for special education.125

8OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAININGAn IEP is to be drawn up together with the student, when necessary his/her guardian,representatives of previous school as well as teachers and student welfare specialists.If vocational skills requirements have been adjusted, the personal study plan isto include an individual curriculum, which determines the student’s learning objectives.They are based on the requirements of the qualification the student aim for.Vocational special education must be planned so that the student reaches as extensivelyas possible the same competence as in other vocational education. The objectivescan be adjusted according to the student’s resources either so that all the learningobjectives are adjusted or only those of one or more modules. Teaching mustfocus on supporting the student’s strengths so that he/she is ensured good opportunitiesto find employment. Special attention must be paid to achieving workingconfidence during on-the-job learning periods. The student must be explained howhe/she can get the special services required after the training has been completed.Student’s progress must be monitored during training and the personal objectivesand support activities changed as needed. Regulations on assessing specialneeds students are to be found in Chapter 7.10.EU Commission Regulation 2042/2003 determines the minimum objectives,content and requirements level of aircraft maintenance personnel (Aircraft MaintenanceTechnician) training.8.4 Teaching immigrants and representatives of different languageand cultural groupsGeneralThe vocational skills requirements for immigrant students and students belongingto other language and culture groups, such as Saami, Romany and sign languagestudents, are in the main the same as for other students. The requirements for vocationalupper secondary qualification are applied to teaching.Students, whose mother tongue is other than the language of teaching at theinstitution, must receive support particularly in language studies and through specialteaching arrangements. When necessary the students’ background, like mothertongue, culture and the language skills developing during the training, must beobserved. Teaching arrangements are made to support students’ own lingual identityalong side with the majority language and culture. Education provider’s curriculumis to comprise the implementation of teaching arrangements for immigrants andrepresentatives of different language and cultural groups.126

ImmigrantsIn this connection immigrants are taken to mean students who have moved to Finlandor were born in Finland but have an immigrant background. When necessarythe reason for immigration, time spent in the country and developing Finnish skillsare taken into consideration in teaching. The studies supper student’s growth intoan active and balance member of both his/her own language and cultural communityand Finnish society.Saami speakersSaami language teaching started is basic education is continued when possible in vocationaleducation and training. Saami language training can be provided in NortherSaami, Inari Saami and Skolt Saami. Saami can be studied as mother tonguealthough education would not otherwise be provided in Saami.RomaniesTeaching Romanies is done taking in to consideration the position of Finnish Romaniesas an ethnic and cultural minority. Romany culture is considered in teachingarrangements. Romany language training is arranged as possible in cooperation withother education providers.Sign language usersThe requirements for vocational upper secondary qualification are applied to signlanguage culture and communication in sign language students’ teaching and learning.Finnish or Swedish are used as reading and writing language along side withsign language. Sign language teaching is planned so that it is possible for the studentto act with an interpreter. Sign language users and hearing-impaired students’ opportunitiesto communicate naturally are to be taken into consideration in learningenvironments.Chapter 9.3 of these qualification requirements determines the health requirementsof the aircraft field.127

8OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAININGLanguage teaching arrangementsThe following teaching arrangements, which are in compliance with Governmentresolution (VnP 213/1999), can be applied to immigrants’, Saami and Romanyspeakers’ and sign language users’ language studies (mother tongue, second nationallanguage, foreign language), if their mother tongue is other than Finnish or Swedish.Mother tongueIf the student’s mother tongue is other than Finnish or Swedish, the education providercan divide the compulsory modules in mother tongue and second national languagedifferently from the stipulations of the Act on Vocational Education Section12 (2).The credits reserved for mother tongue and second national language modules(4 + 1 = 5 credits) can be combined and divided flexibly in possible student’s ownmother tongue studies, Finnish as a second language studies and second nationallanguage studies. Finnish as a second language means a language that has been learntafter the mother tongue in a Finnish language environment. A separate Finnishfor sign language user module (Chapter 5) has been drawn up for sign languagestudents.Students can study Finnish either1) according to Finnish as a second language objectives (Chapter 5) or2) according to Mother tongue, Finnish objectives (Chapter 5), if the student’sFinnish skills are assessed to be of mother tongue level.A student, whose Finnish skills are not of mother tongue level on all the area oflanguage skills, studies according to Finnish as a second language objectives andcontents. His/Her Finnish language competence is assessed according to these objectiveswhether or not the education provider has offered Finnish as a second languageteaching. Education provider can offer and student’s study plan may includeboth of the above mentioned studies. A student can change in the middle of his/herFinnish as a second language studies over to studying Finnish according to Mothertongue, Finnish objectives.A student must be offered his/her mother tongue studies when possible. As amother tongue as student can choose to study also Romany, sign language or someother mother tongue (Act 630/1998, section 12 (3). The immigrants’ own mothertongue objectives are given in Chapter 5. A student can study his/her own mothertongue in accordance with the objectives of either Mother tongue, own mother128

tongue for foreign students (4 credits) or Foreign language (2 credits) or as freechoice studies.If a student studies his/her mother tongue according to the objectives of one’sown mother tongue for foreign language users, his/her studies are to include Finnishlanguage studies.Second national languageStudents’ second national language (Swedish) training is arranged according to theobjectives of second national language taking into consideration the level of thestudents’ language skills.Foreign students can also replace second national language studies with theirown mother tongue and Finnish language studies (5 credits), Chapter 5. Trainingcan be arranged as basic second national language training depending on the needsof the student and the vocational field when necessary.Foreign languageA student’s studies must also include foreign language studies. The foreign languageof a student, whose mother tongue is other than Finnish or Swedish, can also be his/her mother tongue.8.5 Apprenticeship trainingApprenticeship training is regulated by the stipulations of the Act on VocationalEducation and Training (Act 630/1998, sections 8 and 17), the Decree on VocationalEducation and Training (Decree 811/1998, sections 6 and 7) and the Act onthe Financing of the Provision of Education and Culture (635/1998).The valid qualification requirements (national core curriculum and qualificationRequirements of competence-based qualifications) are applied to apprenticeshiptraining arranged as curriculum-based vocational education and training.The education provider issues a qualification certificate in accordance with thequalification requirements for a qualification taken in vocational upper secondaryeducation in accordance with the regulations of Chapter 7.9.129

8OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING8.6 Cooperation between home and educational institutionIn addition to what the Act on Vocational Education and Training (Act 630/1998,sections 5 and 14) stipulates, the following is to be observed when arranging cooperationbetween home and educational institution:In education and training offered to the young the education provider andthe institution must take the initiative and maintain cooperation with a student’sparents or guardians. Cooperation between home and institution is arranged so thatit enhances student’s independence and responsibility, advances studies and offerssupport in matters related to student’s health, security and wellbeing. The individualneeds of special needs students and students with different language and culturalbackgrounds are to be taken into consideration in the cooperation.Education provider and the guardians must cooperate in student counsellingboth during and at the end of studies. Counselling must support the students’ transitionto working life or further studies and enhance students’ life managementskills.The part of the curriculum dealing with cooperation between home and educationalinstitution is to be designed in cooperation with the authorities in chargeof the implementation of social and healthcare in the home municipality of theeducational institution.8.7 Student welfare servicesIn addition to what the Act on Vocational Education and Training (Act 630/1998,Sections 14, 28 and 37 a) stipulates on implementation of student welfare servicesand 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 learningenvironment and promote the community spirit of the educational institution,wellbeing and pleasantness. The objective is to support the student and maintainthe institution community’s ability to function in situations threatening physicaland psychological safety. Student welfare services are to promote early recognitionof learning difficulties and other problems and prevent school drop-outs. In the caseof minor students the education provider must cooperate with the guardians.Education provider is to ensure the achievement of the objectives of studentwelfare services by issuing in its curriculum operating instructions which promotestudents’ health and safety together with prevention and early recognition of differentproblems. Education provider is to issue instructions on attending to such activitiesof the educational institution as student’s participation in training, monitoring130

the progress of studies and staying at the school dormitory. Preventive instructionsare to be issued on smoking, use of substances, school bullying and disturbing.Education provider must have a crisis plan and instructions in case of disturbingbehaviour, violence, injuries, accidents and deaths.Education provider must monitor the outcome of the student welfare servicesand take necessary action. Students are to be encouraged to take part in and contributeto promoting wellbeing in their own school community. All those working withthe students in the school community are responsible for student welfare services.The duties of multi-professional student welfare staff include coordinating and developingstudent welfare services.The part in the curriculum dealing with student welfare services are to be designedin cooperation with the authorities and other parties attending to the implementationof social and welfare matters in the municipality or municipalities theinstitution operates in. The stipulations of the Primary Health Care Act and theChild Welfare Act must be considered when arranging student welfare services. Atthe same arrangements must be made to ensure social inclusion and expert servicesin student welfare and psycho-social support. Student feedback is to be used in developingthe services.During vocational education and training a student must be informed on theimplementation of student counselling and welfare services, the services of differentadministrative sectors, local support networks and qualification specific healthrequirements. In addition to the student also the guardian of a minor student mustbe informed of matters related to working safety and labour protection during onthe-joblearning.Education provider must see that the students know the regulations in force inthe institution. Student’s own responsibility must be emphasized in the observanceof the said regulations and other instructions.131

9APPENDIX9.1 Description of the vocational field of aircraft maintenanceAircraft maintenance work is governed by a precise code of practice, as well as internationalagreements and regulations. International aviation norms are stipulatedin the general agreement and regulations of the ICAO (International Civil AviationOrganization) which is under the auspices of the United Nations.In 2003, the European Aviation Safety Agency (EASA) was established underthe auspices of the EU. Its aim is to achieve and maintain as high a level of aviationsafety as possible within Europe by harmonising aviation functions includingtraining. Finland has a national competent aviation authority, which supervises andcontrols the implementation of EASA regulations and requirements.Studies focus on aircraft structures and systems; engines, gauges and equipment;aircraft maintenance, defect rectification and device replacement. Because ofEuropean aviation regulations, about half of studies are theory-based and about halfpractical. Some of the exercises are carried out on the institution’s own aircraft, usingits own illustrative material. The practical training detailed in Part 147 is carried outin companies in a genuine maintenance environment.The titles ‘Aircraft Maintenance Technician’ and ‘Avionics Technician’ are usedfor people who have successfully passed the Vocational Upper Secondary Qualificationin Aircraft Maintenance. Aircraft Maintenance Technicians and AvionicsTechnicians are trained in the different functions of aircraft maintenance dependingon their licence class. The licence classes are specified in EU Commission regulation2042/2003, Appendix III, Part 66. After training, tests and the required workexperience, a student has the chance to apply for an aircraft maintenance personnellicence conformant to international EU regulations. In Finland, licences are grantedby Finland’s competent aviation authority. Such a licence is valid throughout Europe.Having successfully passed the basic qualification, an aircraft maintenancetechnician may seek employment with an employer in the field of aviation. In Finland,such employers are commercial airlines, aircraft maintenance companies, thedefence forces, the border guard and the aviation industry.132

Aircraft maintenance work consists of scheduled maintenance procedures ofdifferent length, daily inspections (line maintenance), device replacement, defectrectification and device repair. Depending on the licence class, work may targetstructures, engines, systems and electrical and avionics devices and systems. Thisdistribution is the same in both aeroplane and helicopter maintenance.The work includes different inspections, measurements and adjustments, devicereplacements, device and system tests, troubleshooting and repair, the lubricationand greasing of different pieces of equipment and gas and fluid refilling. In industry,the work may include aircraft assembly through the installation of structuralparts and equipment, as well as the testing of complete systems.All aircraft maintenance work is performed in accordance with approved andvalid instructions. These instructions are mainly in English and in digital form.Precise documents are drawn up for all work completed, so that the procedurescarried out on an aircraft are traceable. Important elements of the performance ofsuch work are signing for completed work, drawing up defect reports and reportingequipment replacements. Signing for completed work and reporting are mainlydone on computer.In accordance with the EU regulation, training mainly focuses on commercialaviation operations and their requirements. Training, however, provides the basicknowledge and skills required in all sectors of aviation. Because of that, a studentis qualified to seek work in all sectors of aviation, both civil and military. The employersare responsible for type training following the vocational qualification. Afterbeing granted an aircraft maintenance personnel licence, the student has the opportunityto seek work in the industry throughout Europe, because, thanks to commonEuropean aviation legislation, the licence is recognised in all European countries.The development of aviation is constant and rapid. Although companies areresponsible for the type- and continuing training of their staff, employees are activelyrequired to keep up with developments and to devote themselves to life-longlearning.9.2 The value basis of the aircraft fieldIn all aviation activities, safety comes first. The work of every Aircraft MaintenanceTechnician affects flight safety, which is why personal traits and characteristics playa key role at work and during training: professional skills, diligence, trustworthiness,a sense of responsibility, and a suitable attitude to work, studies, the wide world,and the various rules and regulations of our society. The right attitude also meansthat you are honest to yourself and others about the work you do. This is courage to133

9 Appendixadmit that you can better your skills and to recognise your limits. All tasks, howeversmall, must be completed with the highest level of care and responsibility. It is ofutmost importance with regard to flight safety that you report any errors in yourwork. Good housekeeping at work and cleanliness and orderliness while studyingin the aircraft field are essential. Life outside work and studies also has a significantimpact. If there is a great conflict between the demands of the workplace and life offwork, it may pose a risk to flight safety.9.3 Special requirements of the qualificationHealth requirementsThe EU Commission regulation 2042/2003 does not set health requirements foraircraft maintenance personnel that might affect training or the granting of a licence.In Finland, civil and military aviation bodies set their own health requirements,with which the training organiser must comply when selecting students.Requirements concern both physical and mental health.The criteria for being admitted as a student on a course leading to a vocationalqualification are stipulated in Section 27 of the Act on Vocational Education. Peoplewith diseases or disabilities that are an obvious obstacle to participating in trainingmay not be admitted as students. The access of a student to vocational training mayonly be restricted if the disease or disability may objectively be assessed as a barrierto studies, or if it may endanger the safety of the student or others. In the first place,efforts must be made to resolve practical problems for studying caused by a diseaseor disability through teaching arrangements and student welfare services.An applicant for studies must provide the education provider with informationconcerning his/her state of health required for admittance as a student. In additionto this, the training organiser must ensure that the state of health of a personadmitted as a student is such that he/she can also cope with learning taking place inthe work place, as is required for performing aviation-related tasks and meeting thevocational skills requirements of the qualification in question.As far as the student’s legal protection is concerned, it is justifiable that he/hemay not be selected for training, which entails tasks that he/she is unable to performon account of his/her state of health. When selecting students, the wide rangeof tasks included in vocations and work must be taken into account. It is possiblethat, within a single qualification, there may be modules that have different healthrequirements and thus enable the student to take individual parts of the course.134

In order for the selection of students to succeed as well as possible from the student’spoint of view, the education provider must provide information to applicantsin prospectuses and at student selection events concerning health requirements forthe qualification and field, as well as possible health risks. A description by the applicantof his/her own present state of health and the treatment situation of anypossible disease is usually enough in the selection process.If legislation related to the field of training or qualification or the special characteristicsof the field require selected students to provide a doctor’s certificate concerningtheir state of health, it is sufficient for the certificate to show the suitabilityof the student to the field. Admittance of the student is conditional on the presentationof a doctor’s certificate.The disease or disability of a student may not interrupt the student’s trainingor result in an ill-considered change of training vocation or field. Practical problemscaused to the performance of training by a disease or disability should primarily beresolved through individual teaching arrangements to suit the student and throughpersonal discussions. Study guidance, student support and instruction in the use ofergonomic work methods and aids help in the performance of training. If a studentfalls ill or suffers injury, co-operation with student welfare services and occupationalhealth organisations is necessary.In all situations in which personal information defined as sensitive in the PersonalData Act is processed and recorded such as information concerning a student’sstate of health, the education provider must observe due diligence and informationprocessing practice as required by law.The aviation industry sets certain health requirements, and there is a differencebetween requirements in civil and military aviation. Below are the general healthrequirements for the aviation industry:• good physical and mental health• locomotor system in good condition• good general state of health• normal sight, can be corrected by the use of spectacles• precise photopic (colour) vision• normal hearing• no skin problems on hands• severe allergy is usually an obstacle• no diseases hindering shiftwork135

9 AppendixSecurity requirementsPart of the practical training involved in studies is performed in a genuine maintenanceenvironment air-side at an airport. Access to air-side airport facilities requiresa permit. The authority responsible for granting such a permit is Finavia. The applicationfor and receipt of such a permit requires the police to carry out a securitycheck. Entries in the Criminal Record and the use of drugs prevent the granting ofsuch a permit and access to air-side airport facilities.Security requirements stipulate that those seeking training and work in thefield of aviation comply with the rules and regulations of society. These same requirementsapply to both civil and military aviation.9.4 Language skill requirements in aviationInternational aviation regulations and agreements, EU aviation legislation and allEASA regulations are published in English. Aircraft type training material andmaintenance instructions are in English. Citizens of many different countries areoften employed by airlines and maintenance companies, so the daily working languageis often English.Those taking the Vocational Qualification in Aircraft Maintenance must beable to cope in aircraft type training in which the teaching language is English.They must be able to understand English-language aircraft maintenance and repairinstructions, structural and system descriptions and signs in the cockpit. They mustunderstand defect reports and be able to prepare them themselves. They must alsobe able to prepare the necessary aircraft maintenance documents in the requiredmanner.Those taking the Vocational Qualification in Aircraft Maintenance must beable to cope in an international working environment, so that they can comprehensiblyexpress work-related matters both orally and in writing, as well as understandwhat they hear.They must also be able to cope in different situations in everyday life, and todescribe things, events, their experiences, their needs and their wishes.According to Part 66, the requirement for language skill is that the provider ofa maintenance certificate can read, write and express him/herself comprehensibly inthe language or languages in which the technical documents and procedural instructionsrequired to provide the maintenance certificate are written.136

9.5 Vocational skills requirements, targets of assessment andgeneral assessment criteriaDetermining the skills requirements as well as the targets of assessment and generalassessment criteria are to help education providers when drawing up curricula formodules that are not determined in the national core curriculum.Vocational modules are formed according to and named after work entities.Skills requirements are described as concrete work outputs. Assessment criteria aredetermined for three levels: Satisfactory 1, Good 2 and Excellent 3.The following criteria are meant as guidelines so that they are applied accordingto the objectives of core subjects and the skills requirements set for vocationalmodules. The criteria proposed are always portrayed against the requirements ofthe qualification module in question, which is to say that the work described in thecriteria always means work contained in the module concerned.TARGETS OFASSESSMENT1. Mastering thework processPlanning one’s ownwork, self-assessmentof performance anddevelopment of one’sactivities.Performance,independence andresponsibility of workpackage.ASSESSMENT CRITERIA ON A GENERAL LEVELSatisfactory 1 Good 2 Excellent 3Studentplans his/her work but need plans his/her own workinstruction in new situationor working environmentchangesassesses the success of his/her performanceperforms in familiar workassignmentswork so that the outcomecan be accepted as fulfillingthe work plan and qualityobjectivesneed occasional guidance toadvance in work phasesassesses the success of his/her performance whileworking and copes withnew and changing situationswithout helpconsiders the work entitywhile working (e-g- whereto start, where to finish andwhat tools and equipmentto use etc.)works so that the outcomeincludes some of the specialrequirements of the workassignmentadvances fluently from onework phase to anotherplans independently workassignments and tasks he/she is responsible forassesses the success of his/her performance, justifiesthe assessment and assessesand develops his/her workmethods and environmentconsiders the work entity inthe working environmentand his/her own work aspart of itworks according to thespecial requirements of theworkplace so that the outcomeis in accordance withthe objectives setadvances systematically andfluently in his/her workadjusting it to other activitiesin the working environment137

9 Appendixfollows working instructions,working hours, agreementsand negotiates ondiscrepanciescompletes given assignmentsindependently andtakes care of his/her assignmentsfrom start to finishand assumes responsibilityfor his/her own part of theworkspontaneously completesduties other than thoseassigned in his/her area ofresponsibilityTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialChoice and use ofwork method, equipmentand materialsthat suit the assignmentand workenvironment.TARGETS OFASSESSMENT3. UnderpinningknowledgePossession andapplication of theknowledge neededat workASSESSMENT CRITERIA ON A GENERAL LEVELSatisfactory 1 Good 2 Excellent 3Studentuses the most commonwork methods, equipmentand materials related to his/her work in repeating worksituations, but needs someinstruction (procedures,equipment and materialsare defined by qualificationmodule)ASSESSMENT CRITERIA ON A GENERAL LEVELuses work methods, equipmentand materials relatedto his/her work independentlyin work situationschooses the most suitablework methods, equipmentand materials and usesthem skilfully in variouswork situationsSatisfactory 1 Good 2 Excellent 3Studentuses the knowledge that is searches and uses independentlysearches and uses infor-the basis for the most commoninformation needed mation independently inprocedures, equipmentat workhis/her work in variousand materials neededsituations and justifies thein repeating work situationswork-related decisions on(i.e. the procedures, equipmentthe basis of the informationand materials thatgatheredhave been defined in section2), but needs guidancein acquiring the knowledgeand applying it138

TARGETS OFASSESSMENT4. Key competencesfor lifelong learning:a) The four keycompetences tobe assessed intheir own group inPoint 4Learning and problemsolvingOwn competenceas an employeeand work development,problemsolving as well asmaking choicesand decisions.Interaction andcooperationActions in interactivesituationsand cooperativeabilities.Vocational ethicsActivities basedon vocationalethics, professionalvalue basisand the agreementsmade.ASSESSMENT CRITERIA ON A GENERAL LEVELSatisfactory 1 Good 2 Excellent 3Studentsearches for informationunder instructionplans his/her work butneeds instruction in newsituations or when the workenvironment changesassesses the success of his/her workcopes with familiar situationsbut needs instructionand support in change andoption situationsabides given instructions oninteractive situations in his/her own learning and workingenvironmentcompletes the work assignmentshe/she is responsiblefor but needs instructionfrom time to timeworks in a familiar workcommunity and group andasks for help from the otherswhen neededabides the ethical instructionsand timetables givensearches for informationaccording to instructionsplans his/her work andassesses its success whileworkingaccepts feedback and actsaccording to itcopes with change andoption situations spontaneouslyconsiders the situation inhis/her learning and workingcommunity in differentinteractive situationscompletes the work assignmentshe/she is responsiblefor spontaneouslyworks with different peoplein a work community andgroupabides the given ethical instructions,agreements anddecrees as well as timetablessearches for informationindependentlyplans the assignments he/she is responsible for independentlyand assesses his/her competence and thesuccess of the work and alsojustifies the assessmentassesses and develops his/her work methods andwork environmentdevelops his/her actions onthe basis of feedbackacts independently in differentsituations in a waythat suits the situations andfinds alternative proceduresto his/her actionsexpresses him-/herself clearlyand brings forth differentviewpoints constructivelyacts responsibly, cooperativelyand equally with differentpeople as a memberof a work community andgroupsupports and helps othersand also takes into accountthe next work phase andemployee in his/her workacts according to the valuesin the work community,ethical instructions, agreementsand regulations invariable situations and alsokeeps to timetables139

9 AppendixHealth, safety andability to functionActions thatmaintain healthand safe operationsand maintainthe ability tofunction.abides the given safetyinstructions and does notendanger him- /herself orothersensures safety in accordancewith instructionsuses safely protective equipment,tools and workmethods as instructedworks ergonomically inmost situationsabides the work community’sinstructions and takesinto account the safety ofthe members of the workcommunity and workingenvironmentensures safetyuses protective equipment,tools and work methodssafelyworks ergonomicallyabides the work community’sinstructions and takesinto account the safety ofthe members of the workcommunity and workingenvironmentensures safety and reportson dangers and risks he/sheobservesuses protective equipment,tools and work methodssafelyuses safe, variable workmethods, which do notcause excessive workloadwhile taking ergonomicsinto accountAre included in the objectives and assessment criteria of the core subjects , Psychicaleducation (1 credit) and Health education (1 credit). Respective skills requirementsand assessment criteria for health, safety and ability to function are drawn up for everyvocational qualification if needed.TARGETS OFASSESSMENT4. b) Rest of thekey competencesfor lifelong learningInitiative andentrepreneurshiptarget-oriented,economic and productiveoperations andself management.Sustainable developmentObservingtechnological,economic, socialand culturalprinciples.AestheticsTaking aestheticsinto accountwhile workingASSESSMENT CRITERIA ON A GENERAL LEVELSatisfactory 1 Good 2 Excellent 3StudentAre included in the objectives and assessment criteria of the core subjects , social,business and labour-market subjects (1 credit) and also in the skills requirements andassessment criteria of the entrepreneurship part that is included in the skills requirementsof the vocational modules. In addition, when necessary, skills requirements andassessment criteria for the vocational modules of each qualification have been drawnup.works and acts taking sustainabledevelopment intoaccount under instructionworks according to the aestheticprinciples, pleasantnessof work environmentand other factors that affectthe appearance of the endresult under instructionworks and acts taking sustainabledevelopment intoaccountworks according to the aestheticprinciples, pleasantnessof work environmentand other factors that affectthe appearance of the endresultworks and acts independentlytaking sustainabledevelopment into accountand takes up developmentneedsmakes versatile use ofaesthetic principles in thefield – works to promotethe pleasantness of theworking environment andother factors that impactthe appearance of the endresult140

Communication andmedia skillsObjective recognition,observationand interpretationof themedia productsand use of mediaand informationtechnologyMathematics andnatural sciencesNumeracy requiredat workand knowledge ofthe laws of physicsneededTechnology and informationtechnologyUse of technologyand informationtechnologyin the vocationalfield and takinginto account thebenefits, limitationsand risks oftechnologyActive citizenship anddifferent culturesParticipating incommunity activitiesand decisionmakingwith people fromdifferent backgroundsand observingthe rightsand obligationsas an employeeand citizen andabiding equalityregulations.Are included in the objectives and assessment criteria of the core subjects Mothertongue (4 credits). In addition, when necessary, skills requirements and assessmentcriteria for communication and media skills in compliance with the requirements ofeach vocational field have been drawn up.Are included in the objectives and assessment criteria of the core subjects Mathematics(3 credits), Physics and chemistry (2 credits). In addition, skills requirements and assessmentcriteria for mathematics and natural sciences in compliance with the requirementsof each vocational field have been drawn up.uses common technical andinformation technical systemsthat are needed in his/her profession, in repeatingwork situations, but sometimesneeds instructionchooses the machinery andequipment needed, underinstruction and recognisesthe risksuses common technicaland information technicalsystems that are needed inrepeating work situationschooses the machinery andequipment needed andrecognises the risksuses common technicaland information technicalsystems that are needed inrepeating work situationsvariedlychooses the machinery andequipment needed independentlyand recognisesthe limitations and risksInformation technology is included in the objectives and assessment criteria of coresubjects (social, business and labour-market subjects). In addition, skills requirementsand assessment criteria for technology and information technology in compliance withthe requirements of each vocational field have been drawn up.Are included in the objectives and assessment criteria of the core subjects social, businessand labour-market subjects (1 credit) and also Mother tongue (4 credits). In addition,when necessary, the skills requirements and assessment criteria for this key skillhave been drawn up considering the skills requirements of each qualification.141

9 Appendix9.6 Terms and abbreviationsThese qualification requirements give different aviation terms and abbreviations,which are explained as follows:ICAOEASANAAInternational Civil Aviation OrganisationThe worldwide civil aviation organisation under the auspices of the United Nations(UN)European Aviation Safety AgencyThe European flight safety authority under the auspices of the EUNational Aviation AuthoritiesThe national, competent aviation authority in each countryEU Commission Regulation 2042/2003A Regulation concerning the maintenance of airworthiness and aviation products,parts and equipment, and also concerning the approval of organisations and personsparticipating in such activitiesPart 66, Part 145 and Part 147Parts of the EU Commission regulation 2042/2003, which stipulate• requirements concerning approved maintenance personnel (Part 66).• requirements concerning aircraft maintenance organisations (Part 145).• requirements concerning maintenance personnel training organisations(Part 147).MTOEMaintenance Training Organisation ExpositionA manual for maintenance personnel training organisationsApproved Part 147 training organisationAn aviation training organisation approved by the aviation authority, which has avalid training licenceModuleA training subject based on Part 66Licence classes:• Licence class B1, study programme in aircraft maintenance• Licence class B2, study programme in avionics• Licence class A, Vocational Qualification in Aircraft Maintenance.142

Finnish National Board of Educationwww.oph.fi/englishISBN 978-952-13-4866-2 (pdf)