vocational qualification in information and communications ...

Requirements for Vocational QualificationsVOCATIONAL QUALIFICATION ININFORMATION AND COMMUNICATIONSTECHNOLOGY2010Study programme/Specialisation in Service SupportStudy programme/Specialisation in Software DevelopmentRegulation 16/011/2010Publications 2012:9

© Finnish National Board of EducationPublications 2012:9ISBN 978-952-13-5064-1 (pdf)Translation: ELSA KielipalvelutLayout: Layout Studio Oy/Marke Eteläahowww.oph.fi/english

REGULATIONVocational upper secondary education and training providersQualification committees in the field17 February 2010 16/011/2010Period of validity:effective 1 Aug 2010 until further noticeActs on which the issuing of the Regulationis based:Act 630/1998, Section 13 (2)Decree 811/1998, Section 10 (12)Act 631/1998 13, Section (2)Repeals National Board of Education Regulations17.2.2000 no. 22/011/2000and for this qualification the following Regulations1.8.2001 no. 42/011/200119.6.2002 no. 34/011/200227.8.2004 no. 28/011/200430.9.2005 no. 32/011/200513.2.2007 no. 5/011/2007REQUIREMENTS FOR VOCATIONALQUALIFICATIONSAmends National Board of Education RegulationVocational Qualification in Information and –Communications TechnologyThe Finnish National Board of Education has rendered its decision regardingthe qualification requirements (national core curriculum and competence-basedqualification principles) of the Vocational Qualification in Information andCommunications Technology in accordance with the annexe.The Regulation must be observed in all upper secondary education and training(curriculum-based education and training) and competence-based qualificationsstarted after 1 August 2010. All education and training and competence-basedqualifications that have started prior to the entry of this Regulation into force maybe completed in accordance with Regulation 17.2.2000 no. 22/011/2000 by31 July 2020, unless otherwise stipulated in other statutes and Regulations.In curriculum-based education and training, the education provider must drawup and approve a curriculum in compliance with the terms stipulated in thesequalification requirements.In providing education and training leading to a competence-based qualification, theeducation provider determines the educational content and provision in accordancewith the qualification requirements. An opportunity to complete a competence-basedqualification must be provided to all candidates.The education provider, qualification provider and qualification committee shallcomply with the terms stipulated in this Regulation and shall not deviate in any wayfrom it.Director GeneralCounsellor of EducationTimo LankinenAnne HuhtalaANNEXEVocational Qualification in Information and Communications Technology

CONTENTSINTRODUCTION 71 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION ININFORMATION AND COMMUNICATIONS TECHNOLOGY, DATANOMI 81.1 Objectives of the Vocational Qualification in Information and Communications Technology,Datanomi 81.2 The structure of the Vocational Qualification in Information and Communications Technology 101.3 Key competences for lifelong learning 131.4 Eligibility for further studies 162 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONALEDUCATION AND TRAINING 172.1 Design and contents of the curriculum 172.1.1 Common part of the curriculum 182.1.2 Qualification specific part of the curriculum 182.1.3 Individual study plan 193 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION 203.1 General on competence-based qualification system 203.2 Arranging competence-based qualifications 203.3 Completing a competence-based qualification 213.4 Requirements of competence-based qualifications 213.5 Individualisation in competence-based qualifications 223.6 Assessment of vocational skills in a competence-based qualification 223.7 Certificates 233.8 Preparatory training for competence-based qualifications 244 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OFTHE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY 254.1 Compulsory modules for all 254.1.1 Working in service assignments 254.1.2 Purchasing and deployment of systems 324.2 Study programme in service support 374.2.1 Working in service support 374.2.2 Implementation of and support for services 414.3 Study programme in software development 464.3.1 Software specification and design 464.3.2 Software implementation 514.4 Optional modules for all 554.4.1 Multimedia production 554.4.2 Electronic service production 594.4.3 Server software management and virtualisation 634.4.4 Cross-media publishing 674.4.5 Database management 724.4.6 Use of an integrated development environment 754.4.7 Testing 794.4.8 Utilisation of information systems 834

4.4.9 Data security management 864.4.10 Standardisation of service support processes 904.4.11 Modules from vocational upper secondary qualifications 944.4.12 Module from further vocational qualifications 944.4.13 Module from specialist vocational qualifications 954.4.14 Module from polytechnic studies 954.4.15 Locally offered modules 954.5 Other optional modules in vocational upper secondary education and training 964.5.1 Entrepreneurship 964.5.2 Workplace Instructor Training 1014.5.3 In-depth and enhancing vocational modules 1044.5.4 Core subjects 1044.5.5 General upper secondary studies 1044.6 Modules providing individual in-depth vocational competence(modules that expand the scope of a vocational upper secondary qualification) 1054.6.1 Business Operations 1054.6.2 Modules from vocational qualifications (vocational upper secondary qualifications,further vocational qualifications and specialist vocational qualifications) 1094.6.3 Locally offered modules providing in-depth vocational competence incurriculum-based vocational education and training 1114.7 Final Project in curriculum-based vocational education and training 1115 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN VOCATIONAL CURRICULUM-BASEDEDUCATION AND TRAINING 1125.1 Compulsory modules 1125.1.1 Mother tongue 1125.1.1.1 Mother tongue, Finnish 1125.1.1.2 Mother tongue, Swedish 1155.1.1.3 Mother tongue, Saami 1155.1.1.4 Mother tongue, sign language 1185.1.1.5 Mother tongue, one’s own mother tongue for foreign language users 1205.1.1.6 Mother tongue, Finnish as a second language 1225.1.1.7 Mother tongue, Swedish as a second language 1245.1.1.8 Mother tongue, Finnish or Swedish for sign language users 1255.1.1.9 Mother tongue, Romany 1275.1.2 Second national language 1285.1.2.1 Second national language, Swedish 1285.1.2.2 Second national language, Finnish 1305.1.3 Foreign language 1325.1.3.1 Foreign language, A language 1325.1.3.2 Foreign language, B language 1345.1.4 Mathematics 1355.1.5 Physics and chemistry 1375.1.6 Social, business and labour-market subjects 1395.1.7 Physical education 1415.1.8 Health education 1425.1.9 Arts and culture 1445.2 Optional modules 1455.2.1 Optional additional modules to compulsory core subjects 1455.2.2 Environmental studies 1465

5.2.3 Information and communications technology 1485.2.4 Ethics 1505.2.5 Cultural knowledge 1525.2.6 Psychology 1545.2.7 Entrepreneurship 1566 FREE CHOICE MODULES IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 1597 STUDENT ASSESSMENT IN CURRICULUM-BASED VOCATIONAL UPPER SECONDARY EDUCATION AND TRAIN-ING 1607.1 Tasks and objectives of assessment 1607.2 Informing about assessment 1607.3 Recognition and validation of a student’s prior learning 1617.4 Assessment of learning and competence 1637.5 Deciding on the grade 1657.6 Storing assessment material 1667.7 Reassessment and improving the grade 1667.8 Rectification of assessment 1667.9 Certificates 1667.10 Assessment in special education 1707.11 Assessing immigrant students and those representing different languages and cultures 1718 OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 1738.1 Guidance and counselling and personal study plan 1738.2 On-the-job learning and working safety 1758.3 Vocational special education 1768.4 Teaching immigrants and representatives of different language and cultural groups 1788.5 Apprenticeship training 1818.6 Cooperation between home and educational institution 1828.7 Student welfare services 1829 APPENDIX 1849.1 Description and basic values of the information and communications technology sector 1849.2 Qualification specific health requirements in vocational upper-secondary education and training 1869.3 Vocational skills requirements, targets of assessment and general assessment criteria 1876

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 ININFORMATION AND COMMUNICATIONS TECHNOLOGY,DATANOMI1.1 Objectives of the Vocational Qualification in Information andCommunications Technology, DatanomiA person who has completed the Vocational Qualification in Information and CommunicationsTechnology possesses extensive skills for working in related tasks invarious industries. He/She also possesses specialised know-how based on the studyprogramme, specialisation or other optional module that he/she has chosen to pursue.A person who has completed this qualification is able to utilise his/her skillsin diverse and changing working environments. He/She possesses the vocationalskills required for working in relevant tasks either as an employee or an independententrepreneur.A person who has completed the Vocational Qualification in Information andCommunications Technology works reliably, flexibly and creatively as required bythe customers and the situations at hand. He/She observes copyrights and the legislationpertaining to the field. He/She is able to use ICT solutions to support,develop and enhance the operational processes of an organisation. He/She promotessustainable development at work. He/She possesses good interaction and documentationskills as well as the ability to work in a team and on projects. He/She is able tocommunicate in different languages in an international working environment.A person who has completed the Vocational Qualification in Information andCommunications Technology is able to constantly follow the trends of the developingfield and develop his/her work accordingly as well as contribute to the developmentof the work community. He/She possesses good IT skills and the readiness totake part in the procurement process. He/She is able to install and use ICT tools andinformation systems as well as manage the resources of an information network. He/She is able to represent the field in diverse information system projects.A person who has completed the Study Programme or Specialisation in ServiceSupport is able to install, test and document server hardware, applications and thenecessary network connections that are appropriate for the working environment ofa customer. He/She guides the customer through setup and simultaneously ensuresthat the hardware and software work appropriately. He/She standardises worksta-8

tions by cloning a system image in an environment that contains multiple workstations.He/She is familiar with the English terminology of the field. A person whohas completed the Study Programme or Specialisation in Service Support providesservices for an information network and a server as well as configures the services tobe used at the customer’s workstations while observing situation-specific concerns.He/She protects and secures the data processed in an information network. He/Sheworks in customer service tasks, resolving any problems that occur in the use of devicesand services in cooperation with other experts and service providers. A personwho has completed the Study Programme or Specialisation in Service Support developsand supports an ICT environment and the related services. He/She supportsthe databases and database environments that are essential for service provision. He/She enhances and automates his/her work as well as resolves problems that occur inthe use of software and hardware by using scripts in addition to software used forauditing, testing and maintenance. He/She manages the data security and backingup of an information system.A person who has completed the Study Programme or Specialisation in ServiceSupport plans and documents the deployment of an ICT system or device. He/Sheassists and guides the customer in planning and implementing ergonomic solutionsat the workplace. He/She also assists the customer in using office software, applicationsand information network services in addition to their advanced properties.He/She prepares the required user instructions as well as plans and provides thenecessary training and guidance. He/She handles and documents the customers’service requests.A person who has completed the Study Programme or Specialisation in SoftwareDevelopment works on a software project where he/she models the operationsand concepts of an organisation by using suitable description techniques. He/Sheworks on different phases of software engineering while using the appropriate methodsand utilising design models. He/She prepares a specification document based onthe requirements. He/She designs a database and a user interface according to thespecifications while observing usability. He/She productises the software that he/she has designed by utilising existing implementation solutions. He/She prepares atesting and deployment plan. A person who has completed the Study Programme orSpecialisation in Software Development conducts software engineering tasks whileobserving data security. He/She searches for the required information in a databaseby using a query language. He/She participates in testing during different stages ofsoftware engineering. He/She masters the English terminology of the field. A personwho has completed the Study Programme or Specialisation in Software Developmentinterprets the technical specifications produced during software design inorder to deploy the software. He/She produces and documents software for selected9

1OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY, DATANOMIdata terminal equipment by using a programming environment. He/She deploysthe user interface logic and database connections for software. When programming,he/she produces easily maintained, effective and recyclable solutions.In addition, vocational upper-secondary education and training should supportthe development of students, enabling them to become good and balancedindividuals and members of society, and provide them with the knowledge and skillsthey need for further studies, their personal interests and the versatile developmentof their personalities. It should also provide support for lifelong learning (FinnishAct 630/98, Section 5).1.2 The structure of the Vocational Qualification inInformation and Communications TechnologyVOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY, DATANOMI, 120 CREDITSIN VOCATIONAL UPPER SECONDARY EDUCATIONIN COMPETENCE-BASED QUALIFICATION4. Vocational modules, 90 credits 4. Vocational modulesThe qualification comprises a minimum of 20credits of on-the-job learning, a minimum of 5credits of entrepreneurship and a minimum of 2credits of final project.4.1 Compulsory modules for all, 30 cr4.1.1 Working in service assignments, 20 cr4.1.2 Purchasing and deployment of systems,10 cr4.2 Study Programme in Service Support, 40 cr4.2.1 Working in service support, 20 cr4.2.2 Implementation of and support for services,20 crIn addition, 20 credits from modules 4.3.1–4.3.2or 4.4.1–4.5.6 are to be selected.4.3 Study Programme in Software Development, 40 cr4.3.1 Software specification and design, 20 cr4.3.2 Software implementation, 20 crIn addition, 20 credits from modules 4.2.1–4.2.2or 4.4.1–4.5.6 are to be selected.4.1 Compulsory modules for all4.1.1 Working in service assignments4.1.2 Purchasing and deployment of systems4.2 Specialisation in Service Support4.2.1 Working in service support4.2.2 Implementation of and support for servicesIn addition, the candidate must select either one(1) section from modules 4.3.1–4.3.2 or two (2)sections from modules 4.4.1–4.4.13.4.3 Study Programme in Software Development4.3.1 Software specification and design4.3.2 Software implementationIn addition, the candidate must select either one(1) section from modules 4.2.1–4.2.2 or two (2)sections from modules 4.4.1–4.4.13.10

4.4 Optional modules for all4.4.1 Multimedia production, 10 cr4.4.2 Electronic service production, 10 cr4.4.3 Server software management and virtualisation,10 cr4.4.4 Cross-media publishing, 10 cr4.4.5 Database management, 10 cr4.4.6 Use of an integrated development environment,10 cr4.4.7 Testing, 10 cr4.4.8 Utilisation of information systems, 10 cr4.4.9 Data security management, 10 cr4.4.10 Standardisation of service supportprocesses, 10 cr4.4.11 Modules from vocational upper secondaryqualifications, 5–20 cr4.4.12 Module from further vocationalqualifications4.4.13 Module from specialist vocationalqualifications4.4.14 Module from polytechnic studies, 5–10 cr4.4.15 Locally offered modules, 5–10 cr4.5 Other optional modules in vocational upper secondaryeducation and training4.5.1 Entrepreneurship, 10 cr4.5.2 Workplace instructor training, 2 cr4.5.3 In-depth and enhancing vocationalmodules, 5–10 cr4.5.4 Core subjects, 0–10 cr4.5.5 General upper secondary studies, 0–10 cr4.6 Modules providing individual in-depth vocationalcompetence (modules that expand the scope ofa vocational upper secondary qualification)4.6.1 Business operations, 10 cr4.6.2 Modules from vocational qualifications(vocational upper secondary qualifications,further vocational qualifications and specialistvocational qualifications)4.6.3 Locally offered modules providing in-depthvocational competence in curriculum-basedvocational education and training, 10 cr4.4 Optional modules for all4.4.1 Multimedia production4.4.2 Electronic service production4.4.3 Server software management and virtualisation4.4.4 Cross-media publishing4.4.5 Database management4.4.6 Use of an integrated development environment4.4.7 Testing4.4.8 Utilisation of information systems4.4.9 Data security management4.4.10 Standardisation of service support processes4.4.11 Modules from vocational upper secondaryqualifications4.4.12 Module from further vocationalqualifications4.4.13 Module from specialist vocationalqualifications4.6 Modules providing individual in-depth vocationalcompetence (modules that expand the scope ofa vocational upper secondary qualification)4.6.1 Business operations4.6.2 Modules from vocational qualifications(vocational upper secondary qualifications,further vocational qualifications and specialistvocational qualifications)11

1OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY, DATANOMIIn vocational upper secondary education5. Core subjects in curriculum-based vocational education and training, 20 credits5.1 Compulsory modules for all Compulsory Optional5.1.1 Mother tongue5.1.2 Second national language5.1.2.1 Second national language, Swedish5.1.2.2 Second national language, Finnish5.1.3 Foreign language5.1.4 Mathematics5.1.5 Physics and chemistry5.1.6 Social, business and labour-market subjects5.1.7 Physical education5.1.8 Health education5.1.9 Arts and culture5.2 Optional modules5.2.1 Optional additional modules to compulsory core subjects,see Chapters 5.1.1–5.1.9 above5.2.2 Environmental studies5.2.3 Information and communications technology5.2.4 Ethics5.2.5 Cultural knowledge5.2.6 Psychology5.2.7 Entrepreneurship4 credits1 credit1 credit2 credits2 credits3 credits2 credits1 credit1 credit1 credit1 credit0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits0–4 credits16 credits 4 creditsIn education provided in Swedish, the scope of studies in the second national language is 2 credits,and the scope of the compulsory core subjects in vocational qualification is 17 credits and the scope ofoptional modules is 3 credits.The scope of compulsory studies in both physical education and health education is 1 credit. Educationprovider can divide the compulsory studies in physical education and health education differently, butyet in such a way that their overall scope totals two credits.6. Free-choice modules in vocational upper secondary education, 10 creditsThe qualification modules comprise a minimum of 1.5 credits of student counsellingPrinciples of a vocational qualificationVocational qualifications are made up of vocational modules, which are either compulsoryor optional. Curriculum-based qualifications also include compulsory andoptional core subjects as well as free choice modules. Furthermore, a qualificationcan be personalised by including more modules, which expand the qualification,when that is necessary from to meet sector specific working life requirements orlocal vocational needs and to enrich the candidate’s vocational skills. Qualificationspecific rules on optional modules are presented above in the table introducing theVocational Qualification in Informations and Communications Technology.12

Student (curriculum-based training) or candidate (competence-based qualifications)can also include modules from other vocational qualifications in the vocationalupper secondary qualification.To improve his/her eligibility to pursue further studies a student can choosegeneral upper secondary studies, even take the matriculation examination. Thesestudies can compensate for core subjects, other optional qualification modules andfree choice studies.To facilitate making choices and validation of prior learning, the compensationprinciples for studies completed or to be completed in a general upper secondaryschool have been described in Section 5 Core subjects. Defining the principles ofcompensation also promotes cooperation between education providers and the useof common training provision. Completing the whole qualification is the primarygoal in education and training leading to a qualification provided in accordancewith the Act on Vocational Education and Training. A student can also take a vocationalqualification one or more modules at a time to give a more profession specificresult when it is appropriate considering the individual`s learning abilities, life situationor employability. The student must have flexible opportunities to completethe qualification at a later date. In these kinds of situations the education providerdraws up a plan, preferably in cooperation with the employer, for completing thequalification.1.3 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.13

1OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY, DATANOMIThe 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.Key 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.14

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 workethics.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 the ecological, economical, social andcultural principles 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.15

1OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY, DATANOMIMathematics 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.Technology 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 indivi19

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.3.2 Arranging competence-based qualificationsThe qualification committees appointed by the National Board of Education andcomprising the representatives of employers, employees, teachers and when necessaryself-employed persons, are responsible for arranging and controlling competence-basedqualifications and they award qualification certificates. The qualificationcommittees sign contracts on arranging competence-based qualificationswith education providers and when necessary other communities and foundations.Competence-based qualifications must not be arranged without a valid contractwith the qualification committee concerned.20

3.3 Completing a competence-based qualificationA competence-based qualification is completed by successfully demonstrating theskills required in practical work assignments and activities in a competence test.Each module must be assessed separately. Assessment is jointly carried out by representativesof employers, employees and the training sector. In vocational fieldswhere self-employment is typical, this party is also to be considered when appointingassessors. The qualification committee passes the final decision on assessment. Aqualification certificate can be awarded when all the modules required to make upthe qualification have been completed successfully.3.4 Requirements of competence-based qualificationsThe Requirements of competence-based qualifications define the modules to be includedin the qualification and possibly the structure of specialisation, qualificationcontents, vocational skills required in each module, bases of assessment (targets andcriteria of assessment) as well as ways of demonstrating vocational competence.A module is a vocational sub-entity, which can be discerned as a separately assessedentity in a natural work process. The vocational skills requirements definedin modules focus on profession specific key activities, control of processes and vocationalpractices relevant in the field concerned. They include the skills commonlyrequired in working life, social skills for example.Targets of assessment and criteria are derived from the vocational skills requirements.Targets of assessment define the sectors of competence that special attentionwill be paid to. Defining the targets of assessment also make it easier to assess vocationalcompetence in the work activity concerned. Assessment must cover all thetargets listed in the Requirements of competence-based qualifications. Assessmentcriteria determine the quality and quantity levels for a successful performance.The ways of demonstrating vocational skills include further instructions onhow to complete a qualification. The vocational skills are, in the main, demonstratedin actual work assignments or tasks. The ways of demonstrating vocationalskills may also include, for example, instructions on how a test performance can besupplemented, if necessary, in order for all the skills requirements to have been successfullymet.21

3COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION3.5 Individualisation in competence-based qualificationsEducation provider is responsible for individualising the enrolment for a competence-basedqualification and for preparatory training, completing the qualificationas well as the acquisition of the vocational skills required. The National Board ofEducation has issued a separate regulation on individualisation.3.6 Assessment of vocational skills in a competence-basedqualificationThe assessment of vocational skills must profoundly and carefully look into how thequalification candidate has shown that he/she masters what the skills requirementsof the module concerned prescribe. The assessment criteria defined in the requirementsfor the competence-based qualification are to be used. In assessment, a varietyof different and primarily qualitative assessment methods should be used. Using onemethod only does not necessarily yield a reliable result. Vocational field and qualificationspecific special features are taken into consideration in the assessment processin accordance with the qualification requirements.If a person completing a qualification has reliable evidence of competencedemonstrated earlier, the assessors assess its correspondence with the skills requirementsdescribed in the requirements for the competence-based qualification. Theassessors suggest the document to the qualification committee for recognition aspart of a competence-based qualification. If the candidate has earlier demonstratedhis/her skills in one of the modules of this qualification either in curriculum-basededucation or in a competence-based qualification, the earlier completed qualificationor its module must be presented for recognition as part of the competencebasedqualification to be completed. There is no general time limit to be set forthe skills acquired and demonstrated earlier but the validity of such skills can beverified. The qualification committee makes the final decision on the recognitionof earlier demonstrated and reliably documented skills. If necessary, the candidatemust demonstrate the correspondence of his/her skills with the skills requirementsof the qualification in 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 person completing a qualification must learn the assessment criteria.The candidate must be given an opportunity to self-assess his/her performance. Theprovider of a competence-based qualification must draw up minutes of the assess-22

ment of the module, which must be signed by the assessors. The candidate is givenfeedback as part of a good assessment process. The qualification committee makesthe final decision on assessment.AssessorsThe persons assessing the qualification candidate’s vocational skills are to have goodvocational skills themselves in the area of the competence-based qualification inquestion. The qualification committee and the provider of the competence-basedqualification agree on the assessors in the contract for arranging competence-basedqualifications.Rectification of assessmentA person completing a qualification can, within the time limit specified by law, requestrectification of assessment from the qualification committee whose sector thequalification in question falls in. A written request of rectification is addressed tothe qualification committee. Having heard the assessors, the committee can obligethem to carry out a reassessment. A qualification committee decision on a claim forrectification of assessment cannot be appealed.3.7 CertificatesQualification committee awards a qualification certificate or a certificate on completionof a module or modules. A representative of the education provider issues acertificate on completed preparatory training respectively. ¨The National Board ofEducation has issued a regulation on the information to be included in the certificates.A certificate on the completion of a qualification module or modules is awardedat the request of a person completing a competence-based qualification. Therepresentatives of the qualification committee and the education provider sign thequalification certificate or a certificate given after the completion of a module ormodules.An entry in the Certificate of Vocational Skills approved by the NationalBoard of Education in proof of completion of a competence-based qualificationis comparable to a qualification certificate. The provider of the competence-basedqualification acquires and signs the Certificate of Vocational Skills. A Certificate ofVocational Skills is subject to a fee.23

3COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION3.8 Preparatory training for competence-based qualificationsIn the case of a competence-based qualification no preconditions to attend preparatorytraining can be set. However, these qualifications are primarily taken in connectionwith such preparatory training. The education provider decides on the contentsand arrangement of preparatory training for competence-based qualificationsin compliance with the qualification requirements. The training and tests must bestructured according to the qualification modules to be completed. A person attendingsuch preparatory training must be provided an opportunity to participate incompetence tests and complete the qualification as part of the training.24

4VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTSAND ASSESSMENT OF THE VOCATIONAL QUALIFICATION ININFORMATION AND COMMUNICATIONS TECHNOLOGY4.1 Compulsory modules for all4.1.1 Working in service assignmentsVocational skills requirementsThe student or candidate is able to• work in an operational process in an organisation in which he/she–– identifies, describes and documents key operational processes and interestgroups of the business–– uses different computer applications and communication software atwork–– uses the virtual tools of social media to enhance business operations• manage a service situation in which he/she–– plans and prepares for the service situation–– serves the customer–– manages the follow-up tasks of the service situation• conduct tasks related to the use of information technology for in-house communicationand customer communication in which he/she–– communicates electronically and in writing–– compiles, maintains and edits statistics and reports–– maintains the information in databases and information networks.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.25

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT1. Mastering thework processPlanningImplementationASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedobserves the provisions andregulations pertaining tohis/her fieldobserves the labour legislationand the collective labouragreement in the industry,working accordingto the responsibilities andobligations of an employeeworks in accordance withthe aesthetic principlesof the field as well as thefactors affecting the atmosphereof the working environmentand other factorsaffecting the appearance ofthe completed workworks in a way that promoteshis/her own occupationalwellbeingrequests advice when uncertainassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsobserves the provisions andregulations pertaining tohis/her fieldobserves the labour legislationand the collective labouragreement in the industry,working accordingto the responsibilities andobligations of an employeeand an employerworks in accordance withthe aesthetic principlesof the field as well as thefactors affecting the atmosphereof the working environmentand other factorsaffecting the appearance ofthe completed workworks in a way that promotesthe occupationalwellbeing of the work communityrequests advice in new situationsindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently observes theprovisions and regulationspertaining to his/her fieldindependently observes thelabour legislation and thecollective labour agreementin the industry, working accordingto the responsibilitiesand obligations of anemployee and an employerworks independently in accordancewith the aestheticprinciples of the field aswell as the factors affectingthe atmosphere at theworking environment andother factors affecting theappearance of the completedworkworks independently ina way that promotes theoccupational wellbeing ofthe work community andexamines the possibilities ofan entrepreneur to promotesuch wellbeingworks in accordance withhis/her given authority26

TestingDocumentationEfficient and productiveworkObserving occupationalwellbeingActive citizenship anddifferent culturesassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomesworks efficiently whileobserving the allotted timeand other resourcesfacilitates customer relationsat workworks in a way that promotesfunctional andworking capacity underguidanceworks in familiar situationswith familiar teamsand interest groups whileobserving different cultures.assesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovidedworks cost-efficiently andproductively while observingthe allotted time andother resourcesfacilitates permanent customerrelations at workworks to maintain a healthylifestyle and a good functionaland working capacityworks in a variety of situationswith diverse teamsand interest groups whileobserving different cultures.independently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions providedworks independently, costefficientlyand productivelywhile observing the allottedtime and other resourcesindependently facilitatescontinued operations andpermanent customer relationsat workworks independently tomaintain a healthy lifestyleand a good functional andworking capacityworks actively and encouraginglyin a variety of situationswith diverse teamsand interest groups whileobserving different cultures.TARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialMastering workingmethods and toolsUsing databases andinformation networksASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateuses common workingmethods, ICT tools andsocial mediauses and supports the contentof databases and informationnetworksuses the appropriate workingmethods, ICT tools andsocial mediauses and supports the contentof databases and informationnetworks as well asmasters the basic structuresof the HTML languageindependently uses diverseand appropriate workingmethods, ICT tools andsocial mediauses the content of databasesand information networksin a diverse mannerand supports it independentlyas well as masters theHTML language27

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYUsing social mediaUsing office softwareMastering the materialsLanguage proficiencyfor Finnish speakersLanguage proficiencyfor Swedish speakersLanguage proficiencyfor speakers ofanother languageLanguage proficiencyin foreign-languagetraininguses the opportunitiesoffered by social mediaresponsibly while observingthe data privacy of individualsand companiesuses the computer applications,communication softwareand other applicationsrequired at work with e.g.an AB-level computer drivinglicenceuses the appropriate materialswhile observing theirrecycling potentialserves customers in Finnishand copes with a customerservice situation with anEnglish-speaking customerserves customers in Swedishand copes with a customerservice situation with anEnglish-speaking customermanages a service situationin Finnish or in Swedishand copes tolerably with aservice situation in anotherlanguagemanages a service situationby using the language ofinstruction as well as Finnishor Swedish in additionto guiding a customer inone other language.uses the opportunitiesoffered by social mediaresponsibly while observingthe data privacy of individualsand companiesuses computer applications,communication softwareand other applications fluentlyat work with e.g. anAB-level computer drivinglicenceuses the appropriate materialswhile observing theirrecycling potentialserves customers in Finnishand in English and tolerablyin Swedishserves customers in Swedishand in English and tolerablyin Finnishmanages a service situationin Finnish and in Swedishand in one foreign languagemanages a service situationby using the language of instructionas well as Finnishor Swedish and one otherlanguage.uses the opportunitiesoffered by social mediaresponsibly while observingthe data privacy of individualsand companiesindependently uses thediverse computer applications,communication softwareand other applicationsrequired at work with e.g.an AB-level computer drivinglicenceuses the appropriate materialswhile observing theirrecycling potentialserves customers fluentlyin Finnish, English andSwedishserves customers fluentlyin Swedish, English andFinnishserves customers in Finnishand in Swedish as well asmanages a service situationflexibly in one foreignlanguageserves customers by usingthe language of instructionas well as Finnish or Swedishand manages a servicesituation flexibly in oneother language.TARGETS OFASSESSMENT3. UnderpinningknowledgeWorking in an ICTenvironmentASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateidentifies, describes and identifies, describes and independently identifies,documents the key business documents the key business describes, documents andprocesses and operations processes and operations presents the key businessunder guidanceprocesses and operationscompiles a description ofthe ICT environment of anorganisation according toinstructionscompiles a description ofthe ICT environment of anorganisationindependently compilesa description of the ICTenvironment of an organisationand documents itaccording to instructions28

Observing the workingenvironmentBehaviour at workand in the workcommunityPlanning and preparingfor a servicesituationWorking in a servicesituationManaging follow-uptasksAssessing the productisationpotential ofhis/her professionalcompetenceensures the functionality ofhis/her working environmentexamines the rules andcustoms of the work communityin terms of his/herown work under guidanceacquires and maintains dataon products, services andcustomers under guidanceserves in-house and externalcustomers in familiar situationsin accordance withthe service concept or instructionsof the companyor organisationobserves the provisions andagreements pertaining to afamiliar service situationcompiles and creates backupsfor some work-relatedwritten reports and statisticsexamines the operational orbusiness ideas as well as thekey services and products ofa company or organisationunder guidanceensures the functionalityand comfort of the workingenvironment while observingthe instructions of thecompany or organisationexamines the rules andcustoms of the work communityin terms of his/herown workacquires and maintains dataon products, services andcustomersserves in-house and externalcustomers in accordancewith the service concept orinstructions of the companyor organisationobserves the commonprovisions and agreementspertaining to a service situationcompiles and creates backupsfor work-related writtenreports and statisticsin accordance with theinstructions of the companyor organisation as wellas appears in the media ifnecessaryexamines the operational orbusiness ideas as well as thekey services and products ofa company or organisationworks in cooperation toacquire information aboutthe development needs ofproducts or services basedon, for example, the needsof customers, competitionor the competence withinan organisationacquires information onthe general prerequisites ofentrepreneurshipindependently ensures thefunctionality and comfortof the working environmentwhile observing theinstructions of the companyor organisationindependently examines therules and customs of thework community in termsof his/her own workindependently acquires,maintains and utilises dataon products, services andcustomersindependently serves inhouseand external customersin accordance with theservice concept or instructionsof the company ororganisation in varyingsituationsindependently observesdiverse provisions andagreements pertaining to aservice situationindependently compilesand creates backups forwork-related written reportsand statistics in accordancewith the instructionsof the company or organisationas well as appears inthe media if necessaryexamines the operational orbusiness ideas as well as thekey services and products ofa company or organisationindependently acquires informationabout the developmentneeds of productsor services based on, forexample, changes in the operationalenvironment, theneeds of customers, competitionor the competencewithin an organisationacquires information onthe general prerequisites ofentrepreneurship29

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYAssessing entrepreneurshipin theprofessional fieldexamines the typical cooperationpartners in his/herprofessional field.examines the general structureof entrepreneurshipand the typical cooperationpartners in his/her professionalfield.independently examines thegeneral structure and developmenttrends of entrepreneurshipand the typicalcooperation partners in his/her professional field.TARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethicsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in his/her assignmentsacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves the legislationpertaining to data securityand privacy at workworks independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivities30

Health, safety andability to functionworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.works according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.works according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in diverseICT service tasks. The work is carried out to an extent that makes it possibleto establish that the vocational skills meet the requirements.A skills demonstration is to comprise at least:• mastering the work process, excluding assessing his/her possibilities to work asan entrepreneur, and assessing entrepreneurship in the professional field• mastering the work method, equipment and material in its entirety• underpinning knowledge, excluding language proficiency• key competences for lifelong learning in its entirety.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.31

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY4.1.2 Purchasing and deployment of systemsVocational skills requirementsThe student or candidate is able to• conduct assignments related to the procurement project of hardware and software• install the required operating systems, peripherals and basic programmes of aworkstation• configure the hardware and software at a workstation into a functional system• connect the workstation to the network• test the deployment of the workstation• document the deployment of the workstation• use devices and machinery according to the training provided by the employer,the user instructions and his/her own vocational skills and personal experience.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 OFASSESSMENT1. Mastering thework processPlanningASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a workproject32

ImplementationTestingDocumentationQuality-conscious andsustainable developmentAssessing his/herpossibilities to workas an entrepreneurSense of initiativeand entrepreneurshipworks according to planwhile observing work instructions,working hoursand agreementsassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomesworks according to givenquality and sustainabledevelopment objectivesassesses the strengths anddevelopment needs of his/her own activities and workunder guidancecarries out the tasks assignedto him/her andrequests advice when necessary.works independently accordingto plan and manag-quality-consciously accord-works independently andes his/her assignments from ing to planbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovidedworks according to thequality and sustainabledevelopment objectives of acompany or organisationassesses the strengths of his/her own activities and workas well as his/her possibilitiesto work as an entrepreneurin his/her professionalfieldindependently carries outthe tasks assigned to him/her, working expeditiously.independently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions providedworks according to thequality and sustainabledevelopment objectives of acompany or organisationassesses the strengths of his/her own activities and workas well as his/her possibilitiesto work as an entrepreneurin his/her professionalfieldsets development targetsfor his/her entrepreneurialskillsindependently carries outthe tasks assigned to him/her as well as other tasks,working expeditiously.33

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialMastering workingmethods, equipmentand materialWorking on a projectInstalling operatingsystemsInstalling programmesConnecting to thenetworkTesting a workstationDocumenting thedeployment of aworkstationTARGETS OFASSESSMENT3. UnderpinningknowledgeMastering the structureof a computerASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateuses common workingmethods, equipment andmaterialsuses diverse workingmethods, equipment andmaterialsuses project tools and utilisesinformation technologyuses project tools and utilisesinformation technologyworks as a member of a works as an active memberprocurement and installationof a procurement and in-projectstallationprojectinstalls an operating systemon a workstation and configuresit under guidanceinstalls the most commoncomputer applications andapplications programs,needing occasional guidanceconnects the new workstationto the networktests the functionality of adeployed workstationdocuments the deploymentof a workstation.ASSESSMENT CRITERIAinstalls a single operatingsystem on a workstationand configures it accordingto the manufacturer’sinstructionsindependently uses workingmethods, equipmentand materials in interactionwith his/her work communityuses project tools and utilisesinformation technologyindependently works asan active and responsiblemember of a procurementand installation projectindependently installs twooperating systems of differenttypes on a workstationand configures them to createa functional systeminstalls computer applicationsand applications applications and applica-independently computerprograms, including open tions programs, includingsource software, and configuresthem according to the configures them to create aopen source software, andmanufacturer’s instructions functional systemconnects the new workstationto the network accordingto instructionstests a deployed workstationaccording to the manufacturer’sinstructionsdocuments the deploymentof a workstation accordingto instructions.Satisfactory 1 Good 2 Excellent 3The student or candidateassembles a computer, assembles a computer accordingneeding occasional guidanceto instructionsindependently connectsthe new workstation to thenetwork according to planindependently tests a deployedworkstation accordingto planindependently documentsthe deployment of a workstation.independently selects theappropriate componentsand assembles a computerwhile observing the needsof the end user34

Working in a procurementprojectUtilising the InternetMastering manualsWorking accordingto the principles ofquality and sustainabledevelopmentWorking costefficientlyTARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingexamines the legislationpertaining to procurementsuses Internet services atwork, including services inEnglishuses devices manuals, needingoccasional support andguidanceworks according to givenquality and sustainabledevelopment objectivesassesses environmentalsolutions that promotesustainable developmentas a competitive factor ofa company or organisationunder guidancecalculates the share of his/her own workload in theoverall expenses of a productor service according toinstructionsapplies his/her knowledgeof productive operations atwork.ASSESSMENT CRITERIAexamines the legislationpertaining to procurementsaccording to instructionsuses Internet services thatare relevant at work, includingservices in Englishuses devices manuals,requesting advice whennecessaryworks according to thequality and sustainabledevelopment objectives of acompany or organisationassesses environmentalsolutions that promotesustainable developmentas a competitive factor ofa company or organisationunder guidancecalculates the share of his/her own workload in theoverall expenses of a productor serviceapplies his/her knowledgeof productive operations atwork.Satisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesacquires information fromfamiliar sourcesindependently examinesthe impact of the legislationpertaining to procurementsduring the procurementprocessindependently uses diverseInternet services at work,including services in Englishindependently uses devicesmanualsworks according to thequality and sustainabledevelopment objectives of acompany or organisationassesses environmentalsolutions that promotesustainable developmentas a competitive factor ofa company or organisationunder guidancecalculates the overall expensesof a product orservice at work as well asthe share of his/her ownworkloadapplies his/her knowledgeof productive operations atwork.works independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiative35

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYInteraction andcooperationVocational ethicsHealth, safety andability to functionobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.expresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by installing andconfiguring a workstation and its peripherals and basic programmes into workingorder. The work is carried out to an extent that makes it possible to establish thatthe vocational skills meet the requirements.36

A skills demonstration is to comprise at least:• mastering the work process, excluding assessing his/her possibilities to work asan entrepreneur, and assessing entrepreneurship in the professional field• mastering the work method, equipment and material in its entirety• underpinning knowledge in its entirety• key competences for lifelong learning in its entirety.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.4.2 Study programme in service support4.2.1 Working in service supportVocational skills requirementsThe student or candidate is able to• support an ICT environment and the services provided in such an environment• manage server software• virtualise a server environment• ensure the data security of an information system.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 OFASSESSMENT1. Mastering thework processPlanningASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a workproject37

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYImplementationTestingDocumentationTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialInformation networksand system maintenanceSupporting users anduser groupsMaintaining databasesVirtualisationManaging datasecurityworks according to planwhile observing work instructions,working hoursand agreementsassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.ASSESSMENT CRITERIAworks independently accordingto plan and manag-quality-consciously accord-works independently andes his/her assignments from ing to planbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.Satisfactory 1 Good 2 Excellent 3The student or candidateparticipates in the maintainingof an ICT environmentand its servicescreates a username andadds it to a user groupassists in the maintaining ofthe databases and databaseenvironments required toprovide servicesinstalls virtualisation softwareincluding a virtualisedserverfollows the data securityinstructions of an organisationat workmaintains an ICT environmentand its servicescreates usernames and managesaccess rights throughuser groupsmaintains the databasesand database environmentsrequired to provide servicescreates an environmentwith several virtualisedserversmanages the data securityof an information systemindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.independently maintains anICT environment and itsservicesutilises a script to automatethe adding of usernamesand the setting of accessrightsindependently maintainsthe databases and databaseenvironments required toprovide servicescreates and documents anenvironment with severalvirtualised serversindependently manages thedata security and securityupdates of software andhardware38

BackupsSolving problemswith software andhardwareEnhancing workprepares for and carries outa scheduled backupprovides assistance in solvingproblems that occurduring the use of softwareand hardwareautomates his/her work usingrecorded macros.manages the backups of aninformation system andthe retrieval of data from abackup copysolves problems that occurduring the use of softwareand hardware using auditing,testing and maintenancesoftwareenhances and automateshis/her work using scriptsand system tools.independently prepares abackup plan and carries outa backup accordinglyindependently solves anddocuments problematicsituations that occur duringthe use of software andhardware using auditing,testing and helpdesk softwareenhances and automateshis/her work by editingscripts and utilising systemtools.TARGETS OFASSESSMENT3. UnderpinningknowledgeKnowledge of informationnetworksSelecting softwarelicencesSelecting server hardwareand softwareManaging userinformationMaintaining a databaseObserving the legislationpertaining todata privacyMastering backupmethodsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateparticipates in the support supports a local area network,plans the hardware andof a local area network andremote connections architecture of remote con-remote connections while and their hardware while nections and a local areautilising the most common utilising the most common network while utilising thenetwork protocols network protocols most common networkprotocolsmonitors the period ofvalidity of the softwarelicences used in an organisationparticipates in the selectionof server softwaremaintains the softwarelicences used in an organisationselects the appropriateserver software according toinstructionsselects the software licencesthat are appropriate for anorganisationindependently selects theappropriate server softwareplans and creates usergroups and access rightsplans and creates usergroups and access rightsplans and creates usergroups and access rightsadds, deletes and edits the adds, deletes and edits the creates a database structuredata in a database under data in a database according to the specificationsguidanceobserves the general principlesobserves the general prin-observes the general prin-of the Act on the ciples of the Act on the ciples of the Act on theProtection of Privacy in Protection of Privacy in Protection of Privacy inElectronic CommunicationsElectronic Communica-Electronic Communica-and the Personal Data tions and the Personal Data tions and the Personal DataFile Act at workFile Act at workFile Act at workcompares backup types and compares backup types and selects the appropriatebackup devices.backup devices.backup type and backupdevice.39

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethicsHealth, safety andability to function40ASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.works independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.

Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in themaintenance tasks of a server environment. The work is carried out to an extent thatmakes it possible to establish that the vocational skills meet the requirements.A skills demonstration is to comprise at least:• mastering the work process in its entirety• mastering the work method, equipment and material, excluding virtualisation• underpinning knowledge in its entirety• key competences for lifelong learning in its entirety.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.4.2.2 Implementation of and support for servicesVocational skills requirementsThe student or candidate is able to• install and standardise hardware, applications and network connections• provide services for an information network• install online services on a workstation• provide training, guidance and support for customers• document the deployment of an ICT device or system.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.41

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT1. Mastering thework processPlanningImplementationTestingDocumentationTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialInstalling hardwareand softwareStandardising workstationsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.ASSESSMENT CRITERIAassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.Satisfactory 1 Good 2 Excellent 3The student or candidateinstalls work station hardware,applications and networkconnections accordingto instructionsstandardises workstationsby cloning a system imageto other workstations in anenvironment with multipleworkstationsindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.installs work station hardware,applications and es-station hardware, applica-independently installs worksential network connections tions and essential networkthat are suitable for the connections that are suitablefor the customercustomercreates a system image andclones it to standardise theworkstations in an environmentwith multiple workstationsdesigns and creates a systemimage and clones it to standardisethe workstations inan environment with multipleworkstations42

Producing informationnetwork servicesDeployment ofinformation networkservicesWorking in customerservice tasksHandling servicerequestsGuiding a customerProviding trainingGuidance duringdeploymentSecuring dataBackupsEnsuring the functionalityof a systemDocumenting theinstallationassists in the support ofservices in an informationnetworkconfigures services for acustomer’s workstation accordingto instructionsassists in providing servicesupport during customerservice assignmentsparticipates in the handlingand documentation ofservice requests from customershelps a customer in usingoffice software, applicationsand information networkserviceshelps in providing trainingand guidanceparticipates in guiding acustomer during the deploymentof hardware andsoftwaresecures the workstation usinga firewall and antivirussoftwarecreates backup copies ofsome of the data on a servertests the functionality ofthe work station hardwarethat he/she has installed accordingto instructionsdocuments the work stationhardware and applicationsthat he/she has installedmaintains support in aninformation networkconfigures the services requestedby a customer forworkstationsprovides service supportduring customer serviceassignmentshandles and documentsservice requests from customershelps a customer in usingdiverse office software, applicationsand informationnetwork servicesis responsible for providingpart of the training orguidanceguides a customer duringthe deployment of hardwareand softwaresecures the data processedin an information networkaccording to instructionscreates backup copies of thedata on a server accordingto instructionstests the server hardware,applications and networkconnections that he/she hasinstalleddocuments the work stationhardware and applicationsthat he/she has installedproduces information networkservices for a serverconfigures situation-specificservices for the workstationsof a customerindependently providesservice support during customerservice assignmentsindependently handles servicerequests from customersand documents themaccording to companyprocedurehelps a customer to enhancehis/her operationsby utilising the advancedproperties of office softwareand applications as wellas information networkservicesindependently organisestraining and guides usersguides a customer duringthe deployment of hardwareand softwareindependently secures thedata processed in an informationnetwork servicewhile observing the sensitivityof the dataindependently manages thebackup copies of the dataon a server according to theinstructions of the organisationindependently tests thework station hardware,applications and networkconnections that he/she hasinstalled according to thecustomer’s policiesindependently documentsthe work station hardware,applications and networkconnections according tothe customer’s policies43

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYCompiling userinstructionsupdates user instructions.compiles the required userinstructions based on amodel.compiles user instructionsthat support the operationsof the customer.TARGETS OF ASSESSMENT CRITERIAASSESSMENT3. Underpinningknowledge The student or candidateUsing a mobile device assesses the accessibilityof services from mobiledevicesPlanning training participates in the planningof training and guidanceProviding guidanceabout ergonomics atthe workplaceMaintaining datasecuritySolving problemsPlanning and documentingdeploymentUsing the EnglishlanguageTARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingSatisfactory 1 Good 2 Excellent 3helps a customer to useergonomic solutions at theworkplaceworks to ensure data securitywhile understanding itssignificance in the operationsof the organisationdescribes problems occurringduring the use of hardwareand services to expertsand service providersparticipates in planningand documenting the deploymentof an ICT deviceor systemis familiar with the essentialfield-specific terminologyin English.ASSESSMENT CRITERIAassesses the accessibilityof services from mobiledevicesplans training and guidanceaccording to the instructionsprovidedhelps and guides a customerto introduce and useergonomic solutions at theworkplaceworks to ensure data securitywhile understanding itssignificance in the operationsof the organisationassists experts and serviceproviders in solving problemsthat occur duringthe use of hardware andservicesplans and documents thedeployment of an ICTdevice or system accordingto instructionsacquires work-related informationfrom sources inEnglish.Satisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesacquires information fromfamiliar sourcesassesses the accessibilityof services from mobiledevicesplans training and guidancethat meets the needs of thecustomerindependently helps andguides a customer to planand implement ergonomicsolutions at the workplaceworks to ensure data securitywhile understanding itssignificance in the operationsof the organisationsolves problems that occurduring the use of hardwareand services in cooperationwith experts and serviceprovidersindependently plans anddocuments the deploymentof an ICT device or systemutilises English sources ofinformation at work.works independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiative44

Interaction andcooperationVocational ethicsHealth, safety andability to functionobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.expresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in informationsystem support tasks. The work is carried out to an extent that makes itpossible to establish that the vocational skills meet the requirements.45

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYA skills demonstration is to comprise in their entirety:• mastering the work process in its entirety• mastering the work method, equipment and material in their entirety• underpinning knowledge in its entirety• key competences for lifelong learning.in their entiretyIf the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.4.3 Study programme in software development4.3.1 Software specification and designVocational skills requirementsThe student or candidate is able to• specify the data and functions of a programme• design the structure of a programme• prepare a technical specification for a programme.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 OFASSESSMENT1. Mastering thework processPlanningASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a workproject46

ImplementationTestingDocumentationTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialData specificationFunction specificationCreating a databaseworks according to planwhile observing work instructions,working hoursand agreementsassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.ASSESSMENT CRITERIAworks independently accordingto plan and manag-quality-consciously accord-works independently andes his/her assignments from ing to planbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.Satisfactory 1 Good 2 Excellent 3The student or candidatecompiles the data contentof a programme componentinto a model (e.g. aconceptual schema) basedon the requirementslists the functions of a programmecomponent andprepares a description (e.g.a use case description or auser story) for one functioncreates a relational databaseusing a database managementsystemcompiles the data contentof a programme into amodel (e.g. a conceptualschema) according to instructionslists the functions of aprogramme according toinstructions and preparesdescriptions (e.g. use casedescriptions or a user story)for the functionscreates a relational databaseaccording to instructionsusing a database managementsystemindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.independently compilesthe data content of a programmeinto a model (e.g.a conceptual schema)independently lists thefunctions of a programmeand prepares descriptions(e.g. use case descriptionsor a user story) for thefunctionsindependently creates arelational database usinga database managementsystem47

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYDesigning a userinterfaceTest planningProject planningdesigns and creates a userinterface prototype for aprogramme componentand tests its functionalityplans programme test casesunder guidanceuses a project managementprogramme to create achart (e.g. a Gantt chart)where project tasks arescheduled.designs and creates a userinterface prototype for aprogramme according toinstructions and tests isfunctionality and usabilityplans programme test casesaccording to instructionsuses a project managementprogramme accordingto instructions to createa project partition and achart (e.g. a Gantt chart)where project stages andtasks are scheduled.independently designs andcreates a user interfaceprototype for a programmeand tests is functionalityand usabilityindependently plans programmetest casesindependently uses aproject management programmeto create a projectpartition and a chart (e.g. aGantt chart) where projectstages and tasks are scheduled.TARGETS OFASSESSMENT3. UnderpinningknowledgeCreating a datamodelCreating an operationsmodelDocumentation andclassificationDesigning structureddataDesigning a databaseASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidatecreates a data model (e.g. creates a data model (e.g. independently creates aan Entity-Relationship an Entity-Relationship data model (e.g. an Entity-Model) for a programme Model) for a programme Relationship Model) for acomponentaccording to instructions programmecreates diagrams (e.g. UMLdiagrams) that demonstratethe operations of a programmeunder guidanceprepares specification documentto define the productionof a programme componentunder guidancewrites down the minutes ofan inspection (e.g. a review)based on a modeldesigns and creates a file(e.g. an XML file) thatcontains structured datadesigns database tables (usinge.g. SQL) while observingreferential integritycreates diagrams (e.g. UMLdiagrams) that demonstratethe operations of aprogramme according toinstructionsprepares specificationdocument to define theproduction of a programmecomponent according toinstructionswrites down the minutes ofan inspection (e.g. a review)according to instructionsdesigns and creates a file(e.g. an XML file) thatcontains structured data accordingto instructionsdesigns database tables (usinge.g. SQL) according toinstructions while observingreferential integrity andtests the functionality ofthe databaseindependently creates diagrams(e.g. UML diagrams)that demonstrate the operationsof a programmeindependently specificationdocument to define theproduction of a programmecomponentindependently writes downthe minutes of an inspection(e.g. a review)independently designs andcreates a file (e.g. an XMLfile) that contains structureddataindependently designsdatabase tables and indices(using e.g. SQL) while observingreferential integrityand tests the functionalityof the database48

Designing a userinterfaceTest planningDeployment planningProject planningDocumentationdesigns user interfaces andthe navigation of a programmecomponentprepares a testing plan accordingto a testing model(e.g. a V-model) underguidanceprepares an deploymentplan for a programme componentprepares a project plan anda final report under guidanceprepares the technical specificationsof a programmeunder guidanceprepares simple documentationin English.designs user interfaces, thenavigation and the usabilityof a programme accordingto instructionsprepares a testing plan accordingto a testing model(e.g. a V-model) accordingto instructionsprepares an deploymentplan for a programme accordingto instructionsprepares a project plan anda final report according toinstructionsprepares the technical specificationsof a programmeaccording to instructionsprepares documentation inEnglish.independently designs userinterfaces, the navigationand the usability of a programmeindependently prepares atesting plan according toa testing model (e.g. a V-model)independently prepares andeployment plan for a programmeindependently preparesa project plan and a finalreportindependently prepares thetechnical specifications of aprogrammeprepares documentation influent English while usinga wide range of technicalvocabulary.TARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamworks independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand team49

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYVocational ethicsHealth, safety andability to functionfollows the ethical guidelinesprovidedfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.works in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in designtasks in a software engineering project. The work is carried out to an extent thatmakes it possible to establish that the vocational skills meet the requirements.A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.50

4.3.2 Software implementationVocational skills requirementsThe student or candidate is able to• plan software implementation• implement software• test and document software.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 OFASSESSMENT1. Mastering thework processPlanningImplementationTestingASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works on his/her own initiativeworks independently andwhile observing work instructions,and according to quality-consciously accord-working hours plan and manages his/her ing to planand agreementsassignments from beginningto end, taking responsibilityfor his/her ownshare of the workassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receives51

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYDocumentationdocuments the work and itsoutcomes.documents the plan, thework and its outcomes accordingto the instructionsprovided.independently documentsthe plan, the work and itsoutcomes according to theinstructions provided.TARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialSoftware implementationSoftware testingTARGETS OFASSESSMENT3. UnderpinningknowledgeSoftware designSoftware implementationASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateimplements the functionscontained in a programmecomponentconnects the programme toa relational database underguidancecreates elements of thegraphical or web-based userinterface of a programmetests the functionality ofa programme componentusing test cases.ASSESSMENT CRITERIAimplements the functionscontained in a programmeaccording to instructionsconnects the programme toa relational database accordingto instructionscreates the graphical orweb-based user interface ofa programme according toinstructionstests the functionality of aprogramme according toinstructionsindependently implementsthe functions contained ina programmeindependently connects theprogramme to a relationaldatabaseindependently creates thegraphical or web-based userinterface of a programmeindependently tests thefunctionality of a programme.Satisfactory 1 Good 2 Excellent 3The student or candidateprepares a software implementationprepares a software imple-independently prepares aplan under guidmentationplan according software implementationanceto instructionsplancreates a programme componentby using a programminglanguage or by utilisingan integrated developmentenvironmentcreates a simple databasequery (using e.g. SQL)creates the production versionof a programme componentcreates a programme byusing a programming languageor by utilising anintegrated developmentenvironment according toinstructionscreates database queries (usinge.g. SQL)creates the production versionof a programme accordingto instructionsindependently creates aprogramme by using a programminglanguage or byutilising an integrated developmentenvironmentcreates structured and effectivedatabase queries (usinge.g. SQL)independently creates theproduction version of aprogramme52

Software testing creates test cases creates test cases accordingto instructionscreates test cases to test creates test cases to testthe data security of a programmethe data security of a prostructionsunder guidance gramme according to in-Testing the datasecurity of softwareSoftware documentationprepares the test report of aprogramme componentassesses the data securityof an information systemunder guidanceprepares a module or classdiagram for a programmecomponentinserts several commentsinto the software codeprepares installation anduser instructions for a programmecomponent.prepares the test report ofa programme according toinstructionsassesses the data security ofan information system accordingto instructionsprepares a module or classdiagram for a programmeaccording to instructionscomments on the softwarecode according to instructionsprepares installation anduser instructions for aprogramme according toinstructions.independently creates testcasesindependently creates testcases to test the data securityof a programmeindependently prepares thetest report of a programmeindependently assesses thedata security of an informationsystemindependently prepares amodule or class diagram fora programmeindependently commentson the software codeindependently prepares installationand user instructionsfor a programme.TARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamworks independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand team53

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYVocational ethicsHealth, safety andability to functionfollows the ethical guidelinesprovidedfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.works in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in projecttasks involving software engineering. The work is carried out to an extent thatmakes it possible to establish that the vocational skills meet the requirements.A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.54

4.4 Optional modules for all4.4.1 Multimedia productionVocational skills requirementsThe student or candidate is able to• plan the production process of multimedia• design multimedia products• produce multimedia products• use and apply software products, hardware and technology related to the multimediaindustry• document the production process.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 OFASSESSMENT1. Mastering thework processPlanningImplementationASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environment55

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTestingDocumentationassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.assesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.independently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.TARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialMastering the workingmethodsMastering hardwareand softwareProductionEditingSavingTestingResource managementASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateuses common basic ideas uses basic ideas and methodsof multimedia designand methods of multimediadesignuses the required hardwareand software at work andsupports themproduces a multimediapresentation that containstext, sound, images, videoand animationproduces components ofa graphical user interfacerequired by an interactivemedia productedits sound and images intoa digital formsaves multimedia productsas familiar file formatstests the functionality of amultimedia product usingtest casesprepares a cost estimateand a production timelineusing office software underguidanceuses the hardware andsoftware of an organisationcarefully and supports themproduces a multimediapresentation that containstext, sound, images, videoand animation according toinstructionsproduces a graphical userinterface required by aninteractive media productedits a variety of soundsand images into a digitalformsaves multimedia productsas different file formatstests the functionality ofa multimedia product accordingto instructionsprepares a cost estimate anda production timeline usingoffice softwareindependently uses and appliesbasic ideas and methodsof multimedia designuses the hardware andsoftware of an organisationcarefully and independentlyas well as supports themaccording to the organisation’sinstructionsindependently produces amultimedia presentationthat contains text, sound,images, video and animationaccording to planindependently producesa graphical user interfacerequired by an interactivemedia productindependently edits a varietyof sounds and imagesinto a digital formindependently saves multimediaproducts as differentfile formatsindependently tests thefunctionality of a multimediaproductindependently prepares acost estimate and a productiontimeline using suitableoffice software56

AestheticsDocumenting theproduction processWorking on a projectworks in accordance withthe aesthetic principlesof the field as well as thefactors affecting the atmosphereof the working environmentand other factorsaffecting the appearance ofthe completed workdocuments the productionprocessuses project tools whileutilising information technology.works in accordance withthe aesthetic principlesof the field as well as thefactors affecting the atmosphereof the working environmentand other factorsaffecting the appearance ofthe completed workdocuments the productionprocess according to instructionsuses project tools whileutilising information technology.utilises the aesthetic principlesof the field in a diversemanner and works to promotea pleasant atmospherein the working environmentand to improve otherfactors affecting the appearanceof the completed workindependently documentsthe production processuses project tools whileutilising information technology.TARGETS OFASSESSMENT3. UnderpinningknowledgeASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateMastering file formats uses different file formats inimage and sound processingMastering narrationtechniquesPreparing userinstructionsObserving legalprovisionsTARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvinguses narration techniques invisual and auditory mediaprepares installation anduser instructionsobserves the Copyright Actat work.ASSESSMENT CRITERIAuses key file formats in imageand sound processinguses diverse narration techniquesin visual and auditorymediaprepares installation anduser instructions accordingto instructionsobserves the Copyright Actat work.Satisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesacquires information fromfamiliar sourcesindependently uses differentfile formats in imageand sound processingapplies diverse narrationtechniques in visual andauditory mediaindependently preparesinstallation and user instructionsobserves the Copyright Actat work.works independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiative57

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYInteraction andcooperationVocational ethicsHealth, safety andability to functionobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.expresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by designing andproducing a multimedia presentation. The work is carried out to an extent thatmakes it possible to establish that the vocational skills meet the requirements.58

A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.4.4.2 Electronic service productionVocational skills requirementsThe student or candidate is able to• examine the possibilities to use e-services to enhance business operations• identify the information needs and the purpose of e-services• design e-services for which he/she–– designs the user interface–– designs the required databases• produce e-services for which he/she–– produces a user interface–– produces the required databases–– sets up connections to the databases• document the production of e-services.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 OFASSESSMENT1. Mastering thework processPlanningASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a workproject59

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYImplementationTestingDocumentationTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialSelecting and usingdesign methodsCompiling datacontentPreparing use casesDesigning a databaseProducing a databaseDesigning a userinterfaceworks according to planwhile observing work instructions,working hoursand agreementsassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.ASSESSMENT CRITERIAworks independently accordingto plan and manag-quality-consciously accord-works independently andes his/her assignments from ing to planbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.Satisfactory 1 Good 2 Excellent 3The student or candidateselects and uses the appropriatedesign methodscompiles the data contentof e-services based on therequirementsdefines use cases for e-servicesand prepares one usecase descriptionproduces a database basedon a given designdesigns a user interfacefor e-services, occasionallyneeding guidanceselects and uses the appropriatedesign methods accordingto instructionscompiles the data contentof e-services based on therequirements according toinstructionsdefines use cases for e-servicesaccording to instructionsand prepares use casedescriptionsdesigns a database accordingto instructionsproduces a database accordingto a designdesigns a user interface fore-services according to instructionsindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.independently selects anduses the appropriate designmethodsindependently compiles thedata content of e-servicesbased on the requirementsdefines use cases for e-services independently andprepares key use case descriptionsindependently designs adatabaseindependently produces anoptimised database accordingto a designindependently designs auser interface for e-services60

Producing a userinterfaceSetting up databaseconnectionsTestingDocumenting theproduction processWorking on a projectproduces a graphical userinterface for e-servicesbased on a given designunder guidancesets up database connectionsunder guidancedesigns test cases for a systemunder guidancetests the functionality of auser interface for e-servicesusing test casesdocuments the productionprocessuses project tools whileutilising information technology.produces a graphical userinterface for e-servicesbased on a given designsets up database connectionsaccording to instructionsdesigns test cases for a systemaccording to instructionstests the functionality of auser interface for e-servicesusing test casesdocuments the productionprocess according to instructionsuses project tools whileutilising information technology.independently produces agraphical user interface fore-services based on a givendesignindependently sets up databaseconnectionsindependently designs testcases for a systemindependently tests thefunctionality and usabilityof a user interface for e-services using diverse testcasesindependently documentsthe production processuses project tools whileutilising information technology.TARGETS OFASSESSMENT3. UnderpinningknowledgePotential uses ofe-servicesMastering thebasic techniques ofe-servicesProgramming e-servicesASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateexamines the potential uses examines the potential uses independently examines theof familiar e-services of e-servicespotential uses of e-servicesuses the basic techniques of independently uses the basicindependently uses ande-servicestechniques of e-services applies the basic techniquesof e-servicesprogrammes e-servicesunder guidance by usinga programming languageor by utilising off-the-shelfsoftwareprogrammes e-services byusing a programming languageor by utilising offthe-shelfsoftwareindependently programmese-services by using a programminglanguage orby utilising off-the-shelfsoftwareCreating a databasequerycreates a database query creates database queries creates structured and effectivedatabase queriesCompiling a testreportcompiles a test report compiles a test report accordingto instructionsindependently compiles atest reportPreparing deployment prepares deployment and prepares deployment and independently preparesand maintenance maintenance documentationmaintenance documenta-deployment and mainte-documentationfor e-services under tion for e-services according nance documentation forguidanceto instructionse-servicesObserving the legislationobserves the legislationpertaining to e-services.examines and observes thelegislation pertaining toe-services.independently examinesand observes the legislationpertaining to e-services.61

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethicsHealth, safety andability to function62ASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.works independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.

Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by designing andproducing a small-scale electronic service. The work is carried out to an extent thatmakes it possible to establish that the vocational skills meet the requirements.A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.4.4.3 Server software management and virtualisationVocational skills requirementsWithin selected operating system environments, the student or candidate is able to• create a domain and its specifications• manage the access rights of server software• define and introduce services• monitor the use of system resources• ensure the data security of a system• design and produce an environment for virtualisation• create a virtual workstation• install an operating system on a virtual workstation• manage an environment for virtualisation.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.63

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT1. Mastering thework processPlanningImplementationTestingDocumentationTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialIntroducing servicesManaging accessrightsMonitoring resourcesBackupsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.ASSESSMENT CRITERIAassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.Satisfactory 1 Good 2 Excellent 3The student or candidateintroduces the requestedservicesadds a new user and setstheir access rightsuses operating system toolsto monitor the use of systemresourcescreates backup copies ofsystem dataindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.introduces the requestedservicesdefines and introduces therequested servicescreates and manages users, manages and monitorsuser groups and their rights users, user groups and theirrightsmonitors the use of system monitors the use of systemresources and reports any resources and reports anddeviations he/she detects resolves any problems he/she detectscreates backup copies ofdata according to companyprocedureindependently creates backupcopies of data accordingto company procedure64

Ensuring fault toleranceRemote control of asystemProducing an environmentfor virtualisationCreating a virtualworkstationMaintaining anenvironment forvirtualisationWorking on aprojectuses the fault toleranceproperties of a systemremotely controls a systemusing a selected techniqueproduces an environmentfor virtualisation underguidanceuses and monitors the faulttolerance properties of asystemremotely controls a systemusing a selected techniqueproduces an environmentfor virtualisation accordingto instructionscreates a virtual workstation creates a virtual workstationaccording to instructionsand identifies the availableresourcesinstalls an operating systemonto a virtual workstationworks in the support of anenvironment for virtualisationuses project tools whileutilising information technology.installs an operating systemonto a virtual workstationand assigns the hardwareand service resourcesparticipates in the supportof an environment for virtualisationuses project tools whileutilising information technology.designs and improves thefault tolerance of systemsidentifies various techniquesto remotely controla systemdesigns and produces anenvironment for virtualisationcreates a virtual workstationand plans the use ofresourcesinstalls an operating systemonto a virtual workstationand optimises the hardwareand service resourcessupports an environmentfor virtualisationuses project tools whileutilising information technology.TARGETS OF ASSESSMENT CRITERIAASSESSMENT3. Underpinning Satisfactory 1 Good 2 Excellent 3knowledge The student or candidateCreating a domain creates a domain plans and creates a domainaccording to instructionsindependently plans andcreates a domain based onthe requirementsIdentifying the serverroles in a domainManaging the accessrights of an informationsystemServer virtualisationparticipates in creating theserver roles in a domainsets the access rights of aninformation system accordingto instructionscreates the server roles in adomain according to instructionssets and monitors the accessrights of an informationsystemcompares the properties ofa virtual and a non-virtualserver environment.independently identifiesand creates the server rolesin a domain based on therequirementsplans, sets and monitors theaccess rights of an informationsystemassesses the benefits of virtualisationto an organisation’sserver environment.65

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethicsHealth, safety andability to function66ASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.works independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.

Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in informationsystem support tasks. The work is carried out to an extent that makes itpossible to establish that the vocational skills meet the requirements.A skills demonstration is to comprise at least:• mastering the work process in its entirety• mastering the work method, equipment and material in its entirety• underpinning knowledge, excluding identifying the server roles in a domain• key competences for lifelong learning in its entirety.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.4.4.4 Cross-media publishingVocational skills requirementsThe student or candidate is able to• plan the material content for cross-media publication systems• produce the material content of a cross-media publication• plan a cross-media publication• produce a cross-media publication• use the software products, hardware and technology of a cross-media publicationsystem• document the production of a cross-media publication.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.67

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT1. Mastering thework processPlanningImplementationTestingDocumentationTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialMastering the workingmethodsMastering hardwareand softwareASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.ASSESSMENT CRITERIAassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.Satisfactory 1 Good 2 Excellent 3The student or candidateuses the basic ideas andmethods of channel planninguses the hardware and softwarerequired at work andsupports themuses the basic ideas andmethods of channel planningaccording to instructionswhile observing thetechnical limitationsuses the hardware andsoftware of an organisationcarefully and supports themindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.independently uses andapplies the basic ideas andmethods of channel planningwhile observing thetechnical limitationsuses the hardware andsoftware of an organisationcarefully and independentlyand supports them accordingto the instructions ofthe organisation68

Selecting materialEditing materialSaving materialImplementationTestingResource managementAestheticsDocumenting theproduction processWorking on a projectselects suitable material fora publishing channelapplies common designprinciples and software ofcross-media publishinguses the frame structures ofa cross-media publishingsystem under guidancesaves material for the needsof a different publishingchannelprocesses material accordingto the profile of thepublishing channel underguidanceuses test cases to test thefunctionality of a crossmediapublicationuses a common computerapplication to prepare acost estimate and productiontimeline under guidanceworks in accordance withthe aesthetic principlesof the field as well as thefactors affecting the atmosphereof the working environmentand other factorsaffecting the appearance ofthe completed workdocuments the productionprocessuses project tools whileutilising information technology.selects suitable material fora publishing channel accordingto instructionsapplies the design principlesand software of crossmediapublishing accordingto instructionsuses the frame structures ofa cross-media publishingsystemsaves material for the needsof a different publishingchannel according to instructionsprocesses material accordingto the profile of thepublishing channel accordingto instructionsuses diverse test cases totest the functionality of across-media publication accordingto the instructionsprovideduses a common computerapplication to prepare acost estimate and productiontimelineworks in accordance withthe aesthetic principlesof the field as well as thefactors affecting the atmosphereof the working environmentand other factorsaffecting the appearance ofthe completed workdocuments the productionprocess according to instructionsuses project tools whileutilising information technology.independently selects suitablematerial for a publishingchannel according toplansindependently applies thedesign principles and softwareof cross-media publishingaccording to plansindependently uses theframe structures of a crossmediapublishing systemindependently saves materialfor the needs of a differentpublishing channelaccording to plansindependently processesmaterial according to theprofile of the publishingchannelindependently uses diversetest cases to test the functionalityof a cross-mediapublicationuses a suitable commoncomputer application toindependently prepare acost estimate and productiontimelineutilises the aesthetic principlesof the field in a diversemanner and works to promotea pleasant atmospherein the working environmentand to improve otherfactors affecting the appearanceof the completed workindependently documentsthe production processuses project tools whileutilising information technology.69

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT3. UnderpinningknowledgePlanningASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans the metadata of a plans the metadata of a independently plans thecross-media publication cross-media publication accordingmetadata of a cross-mediaunder guidanceto instructions publication according toinstructionsplans the layout and usabilityin terms of eachindividual medium underguidanceplans the layout and usabilityin terms of each individualmedium accordingto instructionsindependently plans thelayout and usability interms of each individualmediumMastering XML uses XML under guidance uses XML independently uses XMLMastering the techniquesuses the basic techniques ofcross-media publishing.uses diverse techniques ofcross-media publishing.uses and applies diversetechniques of cross-mediapublishing.TARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethics70ASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in his/her assignmentsacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves the legislationpertaining to data securityand privacy at workworks independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivities

Health, safety andability to functionworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.works according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.works according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by planning andproducing content for cross-media publishing systems. The work is carried out toan extent that makes it possible to establish that the vocational skills meet the requirements.A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.71

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY4.4.5 Database managementVocational skills requirementsThe student or candidate is able to• install a database management system• create and manage databases and user accounts• monitor and optimise database operations.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 OFASSESSMENT1. Mastering thework processPlanningImplementationTestingASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receives72

Documentationdocuments the work and itsoutcomes.documents the plan, thework and its outcomes accordingto the instructionsprovided.independently documentsthe plan, the work and itsoutcomes according to theinstructions provided.TARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialInstallingManaging useraccountsMaintainingDocumentingWorking on a projectTARGETS OFASSESSMENT3. UnderpinningknowledgeManaging useraccountsMaintainingASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateinstalls a database managementsystemcreates user accounts basedon an examplecreates database areas underguidancecreates a single databasecreates an export file of thedatabase under guidanceprints the database structureuses project tools whileutilising information technology.ASSESSMENT CRITERIAinstalls a database managementsystem according toinstructions and tests itsfunctionalitycreates user accounts accordingto instructionscreates database areas accordingto instructionscreates databases accordingto instructionscreates an export file of thedatabase according to instructionsprints the database structureas a diagram and a listaccording to instructionsuses project tools whileutilising information technology.independently installs a databasemanagement systemand tests its functionalityindependently creates useraccountsindependently creates databaseareasindependently creates databasesindependently creates anexport file of the databaseindependently prints thedatabase structure as a diagramand a listuses project tools whileutilising information technology.Satisfactory 1 Good 2 Excellent 3The student or candidatesets access rights based on sets access rights according independently sets accessan exampleto instructionsrightsmaintains database areas maintains database areas independently maintainsand logs under guidance and logs according to instructionsdatabase areas and logscreates views within a databasemanages transaction processingin a database underguidanceoptimises a query based onan example.creates views within adatabase according to instructionsand tests theirfunctionalitymanages transaction processingin a databaseoptimises a query accordingto instructions.independently creates viewswithin a database and teststheir functionalitymanages transaction processingand indices in adatabaseindependently optimises aquery.73

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethicsHealth, safety andability to function74ASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.works independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.

Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in anorganisation that utilises information and communications technology. The work iscarried out to an extent that makes it possible to establish that the vocational skillsmeet the requirements.A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.4.4.6 Use of an integrated development environmentVocational skills requirementsThe student or candidate is able to• identify the software project using a selected integrated development environment(IDE)• design the software using a selected IDE• implement the software using a selected IDE• test and document the software using a selected IDE.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.75

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT1. Mastering thework processPlanningImplementationTestingDocumentationASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.assesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.independently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.TARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialIdentifying a softwareprojectDesigning softwareASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateidentifies the file structureof a software project underguidancecreates a class or a modulediagram for a programmecomponentidentifies the file structureof a software project accordingto instructionscreates a class or a modulediagram for a programmeaccording to instructionsindependently identifies thefile structure of a softwareprojectindependently creates aclass or a module diagramfor a programme76

ImplementationTesting softwareWorking on a projectcreates elements of the userinterface of a programmeprogrammes the functionsof the user interface of asoftware componentcreates the required datastorage of a programmeunder guidancecreates connections betweenthe programme andthe data storage underguidanceproduces a release versionof a programme componenttests programme componentsuses project tools whileutilising information technology.creates the user interface ofa programme according toinstructionsprogrammes the functionsof a user interface accordingto instructionscreates the required datastorage of a programme accordingto instructionscreates connections betweenthe programme andthe data storage accordingto instructionsproduces a release versionof a programme accordingto instructionstests software according toinstructionsuses project tools whileutilising information technology.independently creates theuser interface of a programmeindependently programmesthe functions of a user interfaceindependently creates therequired data storage of aprogrammeindependently createsconnections between theprogramme and the datastorageindependently producesa release version of a programmeindependently tests softwareuses project tools whileutilising information technology.TARGETS OFASSESSMENT3. UnderpinningknowledgeIdentifying a softwareprojectDesigning softwareImplementingsoftwareTesting the datasecurity of softwareASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateidentifies the architecture identifies the architectureand visibility rules of a and visibility rules of asoftware project under software project accordingguidanceto instructionsdesigns a software componentdesigns the required datastorage of a programmeunder guidancedesigns the connectionsbetween a programme anda data storage under guidanceprogrammes the operationallogic of a softwarecomponentassesses the data security ofan information system accordingto instructions.designs software accordingto instructionsdesigns the required datastorage of a programme accordingto instructionsdesigns the connectionsbetween a programme anda data storage according toinstructionsprogrammes the operationallogic according toinstructionsassesses the data security ofan information system accordingto instructions.independently identifies thearchitecture and visibilityrules of a software projectindependently designssoftwareindependently designs therequired data storage of aprogrammeindependently designs theconnections between a programmeand a data storageindependently programmesthe operational logicindependently assesses thedata security of an informationsystem.77

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethicsHealth, safety andability to function78ASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.works independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.

Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in softwareengineering tasks. The work is carried out to an extent that makes it possibleto establish that the vocational skills meet the requirements.A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.4.4.7 TestingVocational skills requirementsThe student or candidate is able to• plan software testing• test software using a selected testing environment• compile a test report.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.79

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT1. Mastering thework processPlanningImplementationTestingDocumentationTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialPlanningImplementationWorking on a projectASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.ASSESSMENT CRITERIAassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.Satisfactory 1 Good 2 Excellent 3The student or candidateprepares a testing plan underguidancedesigns test cases for a softwarecomponentcreates a testing environmentbased on a modelcarries out some of thesoftware testsuses project tools whileutilising information technology.prepares a testing plan accordingto instructionsdesigns test cases accordingto instructionscreates a testing environmentaccording to instructionscarries out software testingaccording to instructionsuses project tools whileutilising information technology.independently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.independently prepares atesting planindependently designs testcasesindependently creates atesting environmentindependently carries outsoftware testinguses project tools whileutilising information technology.80

TARGETS OFASSESSMENT3. UnderpinningknowledgePlanningDocumentationASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans the tests of a software plans software testing accordingindependently plans soft-componentto instructions ware testingidentifies the correct outcomesidentifies the correct out-independently identifiesof test cases under comes of test cases accord-the correct outcomes of testguidanceing to instructions casescompiles a test report basedon a model.compiles a test report accordingto instructions.independently compiles atest report.TARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethicsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in his/her assignmentsacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves the legislationpertaining to data securityand privacy at workworks independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivities81

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYHealth, safety andability to functionworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.works according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.works according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in softwareengineering tasks. The work is carried out to an extent that makes it possibleto establish that the vocational skills meet the requirements.A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.82

4.4.8 Utilisation of information systemsVocational skills requirementsThe student or candidate is able to• participate in the procurement of information systems• install an information system and take part in its deployment• update the description of the ICT environment of an organisation.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 OFASSESSMENT1. Mastering thework processPlanningImplementationTestingASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receives83

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYDocumentationdocuments the work and itsoutcomes.documents the plan, thework and its outcomes accordingto the instructionsprovided.independently documentsthe plan, the work and itsoutcomes according to theinstructions provided.TARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialInstallationDeploymentMaintainingWorking on a projectTARGETS OFASSESSMENT3. UnderpinningknowledgeProcurement of aninformation systemDocumentationASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateinstalls an informationsystem under guidanceconfigures the settings ofthe information system usinggiven valuestakes part in convertingdata under guidanceprovides assistance in trainingusersinstalls updates for informationsystems underguidanceuses project tools whileutilising information technology.ASSESSMENT CRITERIAinstalls an informationsystem according to instructionsconfigures the settings ofthe information system accordingto instructionstakes part in convertingdata according to instructionstrains users according toinstructionsinstalls updates for informationsystems accordingto instructionsuses project tools whileutilising information technology.independently installs aninformation systemindependently configuresthe settings of the informationsystemindependently takes part inconverting dataindependently trains usersindependently installsupdates for informationsystemsuses project tools whileutilising information technology.Satisfactory 1 Good 2 Excellent 3The student or candidateparticipates in comparing compares potential software independently comparespotential software products products prior to acquisitionpotential software productsprior to acquisitionaccording to instruc-prior to acquisitiontionsparticipates in examiningthe hardware requirementsof a selected software productas a member of a teamprepares instructions basedon a modelupdates the description ofthe ICT environment ofan organisation based on amodel.participates in examiningthe hardware requirementsof a selected software productaccording to instructionsprepares instructions accordingto instructionsupdates the description ofthe ICT environment of anorganisation according toinstructions.independently participatesin examining the hardwarerequirements of a selectedsoftware productindependently preparesinstructionsindependently updatesthe description of the ICTenvironment of an organisation.84

TARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethicsHealth, safety andability to functionASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.works independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.85

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYWays of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in anorganisation that utilises information and communications technology. The work iscarried out to an extent that makes it possible to establish that the vocational skillsmeet the requirements.A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.4.4.9 Data security managementVocational skills requirementsThe student or candidate is able to• plan the data security policies of an organisation• supervise the safety of network traffic• document any disorders detected• provide guidance and support in the safe use of workstations.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 OFASSESSMENT1. Mastering thework processPlanningImplementationTestingDocumentationTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialInstallationSupervisionASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.ASSESSMENT CRITERIAassesses the success of his/her own work as the workprogresses and copes independentlywith new andchanging situationsassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.Satisfactory 1 Good 2 Excellent 3The student or candidateinstalls antivirus and firewallsoftware on a workstationscans network server portsunder guidanceisolates data packages fromnetwork traffic and examinesthem under guidanceinstalls antivirus and firewallsoftware on a workstationaccording to instructionsand tests the usabilityof the softwarescans network server portsaccording to instructionsand records any deviationsisolates data packages fromnetwork traffic and examinesthem according toinstructionsindependently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.independently installs antivirusand firewall softwareon a workstation and teststhe usability of the softwareindependently scans networkserver ports and recordsany deviationsindependently isolates datapackages from networktraffic and examines them87

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYMaintainingWorking on a projectmanages network user accountsupdates the data security ona workstationsecures a wireless networkunder guidancecreates backup copies accordingto instructionsuses project tools whileutilising information technology.manages network user accountsand resources accordingto instructionsassesses the need for a datasecurity update on a workstationand installs updatessecures a wireless networkaccording to instructionscreates backup copies andretrieves data according toinstructionsuses project tools whileutilising information technology.independently managesnetwork user accounts andresourcesassesses the need for a datasecurity update on workstationsand prepares updateinstructionsindependently secures awireless networkprepares a data backup planuses project tools whileutilising information technology.TARGETS OFASSESSMENT3. UnderpinningknowledgeProviding guidanceMaintaining datasecurityDocumentationASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidatefollows data security instructionsat workfollows the data security instructionsfor remote workaccording to instructionsis familiar with the mostcommon malwareselects the appropriateencryption method underguidanceprepares a description of aperson data file based on amodelconducts a risk analysis ofa workstation based on amodelprepares a disaster recoveryplan for a local area networkbased on a model.follows data security instructionsat work andprovides guidance to otherusersfollows the data security instructionsfor remote workand provides guidance toother usersidentifies diverse malwareand strives to prevent damageselects the appropriate encryptionmethod accordingto instructionsprepares a description of aperson data file accordingto instructionsconducts a risk analysis ofan information system accordingto instructionsprepares a disaster recoveryplan for a local area networkaccording to instructions.follows data security instructionsat work andtrains usersfollows the data security instructionsfor remote workand trains usersidentifies diverse malwareand prepares instructionsfor dealing with problemsindependently selects theappropriate encryptionmethodindependently prepares adescription of a person datafile according to instructionsindependently conducts arisk analysis of an informationsystemindependently prepares adisaster recovery plan for alocal area network.88

TARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethicsHealth, safety andability to functionASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves professional confidentialityobserves the legislation observes the legislationpertaining to data security pertaining to data securityand privacy in his/her assignmentsand privacy at workworks according to the works according to thesecurity systems and data security systems and datasecurity instructions of the security instructions of theworking environment working environmentobserves the safety instructionsobserves the safety instruc-provided for work, tions provided for work,incl. data security, and does incl. data security, and doesnot put himself/herself or not put himself/herself orothers in dangerothers in dangeraddresses obvious faults addresses obvious faultsand defects he/she detects and defects he/she detectsand informs the employer and informs the employerof themof themworks according to the works according to thesecurity systems of the security systems of theworking environment working environmentuses safe, sufficiently strenuoususes safe, sufficiently stren-and variable working uous and variable workingmethods ergonomically. methods ergonomically.works independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivitiesworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.89

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYWays of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by working in anorganisation that utilises information and communications technology. The work iscarried out to an extent that makes it possible to establish that the vocational skillsmeet the requirements.A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.4.4.10 Standardisation of service support processesVocational skills requirementsThe student or candidate is able to• examine the needs of the production processes in a company• identify service support processes• standardise the processes using a standardisation method.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.90

TARGETS OFASSESSMENT1. Mastering thework processPlanningImplementationTestingDocumentationTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialExamining theinformation needs ofproduction processesDocumentationof service supportprocessesProcess standardisationWorking on a projectASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateplans and prepares for assignmentsplans and prepares for as-independently plans andunder guidance signmentsprepares for a work projectworks according to plan works independently accordingworks independently andwhile observing work instructions,to plan and manag-quality-consciously accord-working hours es his/her assignments from ing to planand agreementsbeginning to end, takingresponsibility for his/herown share of the workassesses the success of his/her own work according tothe instructions providedassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the work and itsoutcomes.ASSESSMENT CRITERIAassesses the success of his/her own work as the workprogresses and copes withnew and changing situationson his/her own initiativeassesses the outcome ofhis/her own work basedon the quality objectivesand works according tothe feedback that he/shereceivesdocuments the plan, thework and its outcomes accordingto the instructionsprovided.Satisfactory 1 Good 2 Excellent 3The student or candidateassists in examining the IToutputs of production processesin a companydocuments a given servicesupport processparticipates in the standardisationof processes usingstandardisation softwareuses project tools whileutilising information technology.examines the kinds of IToutputs that are required inthe production processes ofa companydocuments the most commonservice support processesstandardises processes usingstandardisation software accordingto instructionsuses project tools whileutilising information technology.independently assessesthe success of his/her ownwork, justifies his/her assessment,as well as assessesand develops his/her ownworking methods and environmentindependently assesses theoutcome of his/her ownwork based on the qualityobjectives and as part of abroader entity and worksaccording to the feedbackthat he/she receivesindependently documentsthe plan, the work and itsoutcomes according to theinstructions provided.conducts a survey of theIT outputs required in theproduction processes of acompanyidentifies and documentsservice support processesindependently standardisesprocesses using standardisationsoftwareuses project tools whileutilising information technology.91

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT3. UnderpinningknowledgeProcess standardisationASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateparticipates in assessing the assesses the advantages and maximises the advantagesadvantages and disadvantagesdisadvantages of process of process standardisationof process standardisa-standardisation when stan-and prevents problemstion.dardising processes. caused by standardisation.TARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning andproblem-solvingInteraction andcooperationVocational ethicsASSESSMENT CRITERIASatisfactory 1 Good 2 Excellent 3The student or candidateneeds guidance and support works appropriately inin changing situations and changing situations andwhen making choices when making choicesacquires information fromfamiliar sourcesobserves the instructionsprovided for interactivesituations when working inhis/her learning and workcommunityworks in a familiar workcommunity and teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in his/her assignmentsacquires information fromfamiliar sourcesworks in diverse interactivesituations in his/her learningand work communityas required by the situationworks with different kindsof people in a work communityand teamfollows the ethical guidelinesprovidedobserves professional confidentialityobserves the legislationpertaining to data securityand privacy at workworks independently andappropriately in diversesituations and discoversalternative ways to workindependently acquiresinformation from differentsources using his/her owninitiativeexpresses his/her opinionclearly and constructivelyintroduces different pointsof viewworks cooperatively withdifferent kinds of people asa member of a work communityand teamworks in accordance withthe values of the companyor organisation and observesvocational ethicsobserves professional confidentialityobserves the legislationpertaining to data securityand privacy in all his/heractivities92

Health, safety andability to functionworks according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.works according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.works according to thesecurity systems and datasecurity instructions of theworking environmentobserves the safety instructionsprovided for work,incl. data security, and doesnot put himself/herself orothers in dangeraddresses obvious faultsand defects he/she detectsand informs the employerof themworks according to thesecurity systems of theworking environmentuses safe, sufficiently strenuousand variable workingmethods ergonomically.Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills while working withservice support processes in a company or organisation. The work is carried outto an extent that makes it possible to establish that the vocational skills meet therequirements.A skills demonstration is to comprise in their entirety:• mastering the work process• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor a competence test, it is to be completed with such other assessment ofcompetence as interviews, assignments, project work and other methods.93

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY4.4.11 Modules from vocational upper secondary qualificationsAt least one module from another vocational upper secondary qualification can beincluded in a Vocational Qualification in Information and Communications Technology.In the competence-based qualification system, the education provider musthave a valid contract for arranging the vocational qualification in question or theeducation provider can purchase the competence tests from an education providerwith such a contract for arranging qualifications. A certificate of a completed vocationalqualification module is always issued by the committee in charge of thequalification in question. The qualification committee of Data Processing approvesthe module in question as a part of the Vocational Qualification in Information andCommunications Technology on the basis of the certificate.4.4.12 Module from further vocational qualificationsAt least one vocational module from a further vocational qualification can be includedin a Vocational Qualification in Information and Communication Technology.The education provider must have a valid contract for arranging the furthervocational qualification in question or the education provider can purchase thecompetence tests from an education provider with such a contract for arrangingqualifications.In vocational upper secondary education and training, a certificate of a completedfurther vocational qualification module is always issued by the qualificationcommittee in charge of the qualification in question and the education provideraccepts the further vocational qualification module into the qualification certificateof the student.In a competence-based qualification system, a certificate of a completed furthervocational qualification module is always issued by the qualification committeein charge of the qualification in question. The qualification committee of Data Processingapproves the module in question as a part of the Vocational Qualification inInformation and Communications Technology on the basis of the certificate.94

4.4.13 Module from specialist vocational qualificationsAt least one vocational module from a specialist vocational qualification can beincluded in a Vocational Qualification in Information and Communications Technology.The education provider must have a valid contract for arranging the specialistvocational qualification in question or the education provider can purchase thecompetence tests from an education provider with such a contract for arrangingqualifications.In vocational upper secondary education and training, a certificate for a completedspecialist vocational qualification module is always issued by the qualificationcommittee in charge of the qualification in question and the education provider acceptsthe specialist vocational qualification module into the qualification certificateof the student.In a competence-based qualification system, a certificate of a completed specialistvocational qualification module is always issued by the qualification committeein charge of the qualification in question. The qualification committee of DataProcessing approves the module in question as a part of the Vocational Qualificationin Information and Communications Technology on the basis of the certificate.4.4.14 Module from polytechnic studiesAt least one vocational module from the polytechnic studies can be included in aVocational Qualification in Information and Communications Technology.The education provider of the Vocational Qualification in Information andCommunications Technology accepts the studies in question into the VocationalQualification in Information and Communications Technology. Vocational skillsdemonstrations are required for polytechnic studies.4.4.15 Locally offered modulesIn its approved curriculum, the education provider offers modules that include vocationalskills requirements based on the needs of local and regional working life.The module names must reflect the integrated activities in working life. Skills requirementsand assessment criteria must be drawn up for them as well as ways todemonstrate vocational skills in line with Chapter 9.3 in the appendices under “Vocationalskills requirements, targets of assessment and general assessment criteria”.95

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY4.5 Other optional modules in vocational upper secondaryeducation and trainingIn its approved curriculum, the education provider offers optional modules, whichcan be advanced or enhancing optional modules, core subjects or general upper secondarystudies. Advanced or enhancing vocational modules may include moduleswith contents based on needs of local or regional working life, modules from othervocational qualifications as well as competence acquired at work. The modules musthave a name and their skills requirements, objectives and assessment criteria listed,as well as the ways of demonstrating the skills described for vocational modules.As to offering other optional modules, the education provider may work togetherwith working life and other education providers. The student can also choosethese modules from modules offered by other education providers.The scope of core subjects and general upper secondary studies must not exceed10 credits in optional modules.4.5.1 EntrepreneurshipSkills requirementsAs part of a team, a student will be able to• assess productization opportunities• assess the operating opportunities of a planned business• specify a financially profitable business idea and develop a mission statement• find a working partner company• draw up a preliminary business and financial plan• present the business and financial plans to business consultants and financiers• negotiate on the company’s operating opportunities and financing required toset it up• set up a business• plan and start business operations• work in the business and carry out its core tasks• work with providers of business support services• terminate the business activities on completion of studies or continue them aspart of his/her Business Operations studies (10 credits) aiming at setting up abusiness of his/her own.96

AssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. The targets of assessment also constitute the corecontents of the module.Targets ofassessment1. Mastering thework processPlanning one’s ownworkMastering the workentityHigh-quality operationsAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentcontributes to planningbusiness operations andworks as a team memberassumes responsibility forhis/her work as agreedproceeds systematically inhis/her work under instructionsparticipates in agreedmeetings with the partnernetworksworks in accordance withquality objectives set forhis/her work and changeshis/her own activities basedon given feedbackworks in a service orientedmanner.plans business operationsand works spontaneouslyand responsibly as a teammemberassumes joint responsibilityfor the tasks agreedproceeds systematically andfluently in his/her workacquires partners and actsin partner networksworks in accordance withthe quality objectives settogether and assesses his/her own activities in reachingthemworks in a service orientedmanner and promotes customersatisfaction.plans business operationsinnovatively and worksspontaneously, responsiblyand supportively as a teammemberassumes responsibility forthe activities of the wholeteam for completing thetasks agreed under jointresponsibilityadvances systematically andfluently in his/her workadjusting it to the activitiesof the teamacquires partners andmakes use of partner networksto develop operationsworks in accordance withthe quality objectives settogether and develops his/her activities to reach themworks in a service orientedmanner and promotes customersatisfaction.97

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialTARGETS OFASSESSMENT3. UnderpinningknowledgeAssessing productizingand operatingopportunitiesAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentuses the most common uses company tools, such as uses the company tools,company tools, such asequipment and machinery,computers and applicationsequipment and machinery,computers and applicationssuch as equipment andmachinery, computers andapplications independentlyobserves the principles ofinformation security.Assessment criteriaobserves the principles ofinformation security.observes the principles ofinformation security.Satisfactory 1 Good 2 Excellent 3Studentmakes use of the business makes use of the business makes use of the businessopportunities in productizingopportunities in productiz-opportunities in productiz-offered by his/or her ing, offered by his/or her ing, offered by his/or herown field or other fields in own field or other fields in own field or other fields incooperation with the team cooperation with the team cooperation with the teamsurveys businesses operatingin the field and findsinformation on acting as anentrepreneur in the field,working under instructionsin a teamfollows development in thefield from business pointof view, working underinstructions in a teamassesses his/her own possibilitiesas an entrepreneur,working under guidance ina teamsearches information availablein different networkssurveys businesses operatingin the field and findsinformation on acting as anentrepreneur in the field,working in a teamfollows development in thefield from business point ofview working in a teamassesses his/her own possibilitiesas an entrepreneurworking in a teammakes use of informationavailable in different networkssurveys businesses operatingin the field and findsinformation on acting as anentrepreneur in the field,working in a teamfollows development andoutlook in the field frombusiness point of viewworking in a teamassesses independently his/her possibilities as an entrepreneurand sets personaldevelopment objectives98

Refining the businessplanPlanning businessoperations and workingin the companyfinds out about the operatingopportunities of theenterprise to be set up,working under guidance ina teamselects form of enterpriseand draws up the documentsneeded for setting upa business, working underinstructions in a teamtakes part in search forinformation needed whenplanning operations, e.g.how a product or service isproduced and sold and howfinances are taken care of,working under instructionsin a teamtakes part in search forinformation needed whenplanning company logisticsworking under guidance ina teamworking in a team, acquiresinformation on supportservices available whensetting up a business andrunning it, e.g. accountingoffice servicesapplies the underpinningknowledge needed to completeagreed tasks, workingunder instructionsfinds out under guidancewhat legislation requiresbookkeepingkeeps the receipts andvouchers needed for bookkeeping,working underinstructions.finds out about and reportson the operating opportunitiesof the enterprise to beset up in cooperation withthe teamselects form of enterpriseand draws up the documentsneeded for settingup a business, working ina teamtakes part in acquiringinformation from key authoritiestakes part in search forinformation needed whenplanning operations, e.g.how a product or service isproduced and sold and howfinances are taken care of,working in a teamtakes part in search forinformation needed whenplanning company logistics,working in a teamworking in a team, acquiresinformation on supportservices available whensetting up a business andrunning it, e.g. accountingoffice servicesapplies the underpinningknowledge needed to runthe businessfinds out what legislationrequires bookkeepingkeeps the receipts andvouchers needed for bookkeepinginterprets the business’sprofit and loss account andbalance sheet e.g. with thehelp of an accounting firm.finds out about and reportson the operating opportunitiesof the enterprise to beset up in cooperation withthe teamselects form of enterpriseand draws up the documentsneeded for settingup a business, working ina teamacquires information fromkey authorities independentlymakes use of informationneeded when planningoperations on how a productor service is producedand sold and how financesare taken care of, workingin a teammakes use of informationneeded when planningcompany logistics, workingin a teamworking in a team, acquiresinformation on supportservices available whensetting up a business andrunning it, e.g. accountingoffice servicesindependently applies theunderpinning knowledgeneeded to run the businessfinds out what legislationrequires bookkeeping andwhykeeps the receipts andvouchers needed for bookkeepinginterprets business’s profitand loss account and balancesheet e.g. with thehelp of an accounting firm.99

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYTARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning and problemsolvingInteraction andcooperationVocational ethicsHealth, safety andability to functionAssessment criteriaapplies key legislation andother statutes concerningproducts, services and con-Satisfactory 1 Good 2 Excellent 3Studentacquires under instructions finds information on keyinformation on key regulationslegislation and other stat-related to products, utes concerning products,services and contracts services and contracts tractsparticipates in preparingchoices and decisions in theteamassesses his/her own activitiesand progress madeunder guidanceparticipates in cooperationnegotiations with teammembers and stakeholdersobserves financial, socialand sustainable developmentrelated values inbusiness operations underinstructionsfollows occupational safetyregulations in the field inhis/her activities and customerservice situationsprotects him-/herself fromwork and working environmentrelated dangers underguidanceensures his/her own safetyand that of the colleaguesand customers in familiarsituations under guidance.makes proposals, choicesand decisions in the teamassesses his/her own activitiesand progress madenegotiates on cooperationwith team members andparticipates in negotiationswith stakeholdersobserves financial, socialand sustainable developmentrelated values in businessoperationsfollows occupational safetyregulations in the field inhis/her activities and customerservice situationsprotects him-/herself fromwork and working environmentrelated dangersensures his/her own safetyand that of the colleaguesand customers in differentsituations as instructed.makes justified proposals,choices and decisions in theteam to develop businessoperationsassesses his/her own activitiesand progress made inhis/her work and businessoperationsnegotiates on cooperationwith team members andstakeholdersobserves financial, socialand sustainable developmentrelated values in businessoperationsfollows occupational safetyregulations in the field inhis/her activities and customerservice situationsprotects him-/herself fromwork and working environmentrelated dangersensures his/her own safetyand that of the colleaguesand customers in differentsituationsdevelops the safety of his/her team and ability towork by developing ownworking practices and environmentinstructs othersto act in a healthy and safeway when working as ateam member.100

Ways of demonstrating vocational skillsStudent demonstrates his/her vocational skills by working in cooperation with teammembers, representatives of partner companies, stakeholders or other parties inpractice enterprises and the like.A skills demonstration must cover completely• mastering the work processes• mastering the work methods, equipment and material• underpinning knowledge• mastering key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationin full, it is completed with such other assessment of competence as interviews,assignments and other reliable methods.4.5.2 Workplace Instructor TrainingSkills requirementsStudent is able torecognise the tasks at the workplace suited to on-the-job learning or skills•demonstrations and finds out about their targets of assessment and assessmentcriterianegotiate on implementation of on-the-job learning and skills demonstrations•in the work communityprepare on-the-job learning and skills demonstration plans in cooperation•with the teacher and workplace instructorinstruct other students on the working tasks, customs and rules at the work-•place or at schoolpresent the training and working opportunities in the field e.g. to students in•an introductory periodhave guidance discussions, develop own activities based on feedback and arbi-•trate differences of opinionwork with different learners and colleagues•receive and give constructive feedback•self-assess on-the-job learning and skills demonstration in accordance with the•targets of assessment and assessment criteria agreed earlier101

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY•assess occupational safety risks in his/her work and know how to act and alsoinstruct others to act in accordance with the occupational safety instructions.AssessmentThe table comprises the targets of assessment and assessment criteria for three levelsof competence together with the targets of assessment. In vocational upper secondaryeducation and training, the targets of assessment also constitute the core contentsof the module.TARGETS OFASSESSMENT1. Mastering thework processPlanning one’s ownwork and drawingup plansMastering the workentityTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialGuiding a studentAssessing a studentAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentprepares on-the-job learningprepares on-the-job learn-prepares on-the-job learntionand skills demonstraingand skills demonstraingand skills demonstra-plans under instructionstion plans as instructed tion plans independentlyandproactivelyneeds instructions at times.Assessment criteriacompletes given tasks independently.Satisfactory 1 Good 2 Excellent 3Studentguides other students underinstructionsaccepts and gives feedbackon a tasks under instructionsas well as, underinstructions, self-assesseson-the-job learning andskills demonstrations basedon targets of assessmentand assessment criteriaagreed beforehand.guides other students asinstructed and holds guidancediscussionsaccepts and gives feedbackon a task as well as selfassesseson-the-job learningand skills demonstrationsbased on targets of assessmentand assessment criteriaagreed beforehand.proceeds fluently in his/her work adjusting it to theactivities of the workingenvironment.instructs other students,acts flexibly with differentpeople and arbitrates differencesof opinionholds constructive feedbackdiscussions and self-assesseson-the-job learning andskills demonstrations basedon targets of assessmentand assessment criteriaagreed beforehand.102

TARGETS OFASSESSMENT3. UnderpinningknowledgeKnowledge of workinglife and trainingopportunities in one’sown fieldKnowledge ofcurriculaTARGETS OFASSESSMENT4. Key competencesfor lifelong learningHealth, safety andability to functionAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentpresents some of the workingpresents working and traintiesand training opportuniingopportunities in thein the fieldfieldrecognises, under instructions,the subject matter tobe learnt during on-the-joblearning and the competenceto be assessed in skillsdemonstration.Assessment criteriarecognizes, as instructed,the subject matter to belearnt during on-the-joblearning and the competenceto be assessed in skillsdemonstration.Satisfactory 1 Good 2 Excellent 3Studentassesses occupational safety assesses occupational safetyrisks involved and follows risks involved and followsthe occupational safety the occupational safetyinstructions given. instructions given.presents independentlyand variedly working andtraining opportunities inthe fieldrecognizes independentlythe subject matter to belearnt during on-the-joblearning and the competenceto be assessed in skillsdemonstration.assesses occupational safetyrisks involved, follows andalso instructs others to followthe occupational safetyinstructions given.Ways of demonstrating vocational skillsStudent demonstrates his/her vocational skills by preparing an on-the-job learningor skills demonstration plan. He/She studies the activities, tasks, working cultureand rules of the work community and assesses the occupational safety risks andergonomics issues involved from his/her own work point of view. Student examinesthe opportunities of arranging his/her on-the-job learning and skills demonstrationassessments at the workplace.The skills demonstration is mainly given in connection with another skillsdemonstration.A skills demonstration is to comprise at leastmastering the work process•mastering the work methods, equipment and materials: the guidance of the•student, the assessment of learning and competenceunderpinning knowledge: the knowledge of the requirements of vocational•qualificationsmastering the key competences for lifelong learning: health, safety and ability•to function.103

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYIf the vocational skills required in the module cannot be shown in a skills demonstrationin full, it is completed with such other assessment of competence as interviews,assignments and other reliable methods.4.5.3 In-depth and enhancing vocational modulesIn its approved curriculum, the education provider offers advanced or enhancingvocational modules the contents of which are based on the needs of local or regionalworking life. The module names must reflect the integrated activities in working lifeand their skills requirements, objectives and assessment criteria must be drawn up aswell as the ways of demonstrating the skills in line with what is said in Chapter 9.3in the appendices under “Vocational skills requirements, targets of assessment andgeneral assessment criteria”. As to offering other optional modules, the educationprovider can work together with working life and other education providers.4.5.4 Core subjectsIn its curriculum, the education provider offers core subjects which increase the student’sopportunities of choosing core subjects listed in Chapter 5. The modules canbe optional supplements to the compulsory ones (see the qualification requirementsChapter 5.2.1). The education provider determines the objectives, core contentsand assessment for these modules. The modules may also be optional modules fromcore subjects presented in the qualification requirements in Chapters 5.2.2–5.2.7.The education provider may also offer them in cooperation with other educationproviders. The student can also choose these studies from modules offered by othereducation providers.4.5.5 General upper secondary studies104In its curriculum, the education provider offers a student an opportunity to includein his/her qualification general upper secondary studies arranged by general uppersecondary schools in accordance with the general upper secondary school curriculumand for which the general upper secondary school awards a certificate. Theeducation provider may also offer them in cooperation with other education providers.The education provider can also decide that a student can choose general uppersecondary studies (e.g. e-learning) from the spectrum offered by different generalupper secondary education providers.

4.6 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.4.6.1 Business OperationsSkills requirementsThe student or candidate is able to• assess the possibilities of productization of his/her own competence (productor service)• study the business operations environment of the company to be established• identify and acquire cooperation businesses and partners• find, recognise and assess the company’s operating potential• select a financially profitable business idea and develop a mission statement• draw up a business plan for the enterprise• make a management plan for the company’s accounts and finance and find outabout the resources required to run it• present the business and financial plans to business consultants and financiers• negotiate on company’s operating potential and financing• plan the manufacturing of the company’s products and provision of its services• prepare a marketing plan and report on it as well as decide on marketing activities• make the logistics decisions needed• prepare a company risk analysis• plan the implementation and key tasks of profitable business operations• select the form of enterprise, establish a business and close it down.105

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYAssessmentThe table comprises the assessment criteria for three levels of competence togetherwith the targets of assessment. In vocational upper secondary education and training,the targets of assessment also constitute the core contents of the module.TARGETS OFASSESSMENT1. Mastering thework processPlanning one’s ownwork and drawingup plansManaging the workentityHigh-quality operationsTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialTechnology and informationtechnologyAssessment criteriaSatisfactory 1 Good 2 Excellent 3The student or candidateplans business operationsunder guidanceproceeds systematically inhis/her work under guidanceacquires a partner companyunder guidanceworks in accordance withquality objectives set forhis/her work and changesown activities based ongiven feedbackworks in a service orientedmanner.Assessment criteriaplans the operations ofhis/her enterprise and actsindependently and responsiblyproceeds systematically andfluently in his/her workacquires partners and actsin partner networksacts in accordance withquality objectives set andassesses own activities inreaching themworks in a service orientedmanner and promotes customersatisfaction.Satisfactory 1 Good 2 Excellent 3The student or candidateuses customary tools suchas equipment and machinery,computer and softwareneeded when setting uphis/her businessacts in accordance with theprinciples of informationsecurity.uses tools such as equipmentand machinery, computerand software neededwhen setting up his/herbusinessacts in accordance with theprinciples of informationsecurity.plans the operations of his/her enterprise innovativelyand acts independently, responsiblyand supportivelyproceeds systematically andfluently in his/her workacquires partners, makesuse of partner networks todevelop operationsacts in accordance withquality objectives set anddevelops own activities toreach themworks in a service orientedmanner and promotes customersatisfaction.uses independently toolssuch as equipment andmachinery, computer andsoftware needed when settingup his/her businessacts in accordance with theprinciples of informationsecurity.106

TARGETS OFASSESSMENT3. UnderpinningknowledgeAssessment ofproductization opportunitiesLooking into thebusiness environmentChoosing businessideaAssessment criteriaSatisfactory 1 Good 2 Excellent 3The student or candidatemakes use, under guidance, makes use of the businessof the business opportunitiesopportunities in productizationin productization zationsearches information availablein different networksunder guidanceidentifies companies operatingin the field and findsinformation on acting asan entrepreneur in the fieldunder instructionsfollows, under instructions,development in the fieldfrom the point of view ofstarting business operationsassesses his/her chancesas an entrepreneur underguidancefinds out about the businessopportunities of theenterprise to be establishedunder guidanceacquires information fromkey authorities under instructionsacquires under instructionsinformation needed inplanning business operationslike how a product ismade or service provided,sold and how accountingand finances are taken careofsearches information availablein different networksidentifies companies operatingin the field and findsinformation on acting as anentrepreneur in the fieldfollows development in thefield from the point of viewof starting business operationsassesses his/her chances asan entrepreneurfinds out about and reportson the business opportunitiesof the enterprise to beestablishedacquires information fromkey authoritiesacquires information neededin planning his/her businessoperations like how aproduct is made or serviceprovided, sold and howaccounting and finances aretaken care ofmakes use of the businessopportunities in producti-makes use of informationavailable in different networksidentifies companies operatingin the field and findsinformation on acting as anentrepreneur in the fieldfollows development andoutlook in the field fromthe point of view of startingbusiness operationsassesses independently his/her chances as an entrepreneurand sets personaldevelopment objectivesfinds out about and reportson the business opportunitiesof the enterprise to beestablishedacquires information fromkey authorities independentlymakes use of informationneeded in planning his/her business operations likehow a product is made orservice provided, sold andhow accounting and financesare taken care of107

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGYDrawing up a businessplanChoosing form ofenterprise, settingit up and closing itdownacquires under instructionsinformation needed inplanning company logisticsuses under instructionsinformation needed incompany risk analysisacquires under instructionsinformation on supportservices available whensetting up a business andrunning it, e.g. accountingoffice servicesacquires under instructionsinformation on theentrepreneur’s role in bookkeepingand profit and lossanalysisacquires under instructionsinformation on key statutesrelated to products, servicesand contractschooses under instructionsform of enterprise anddraws up the documentsneeded when setting upand closing down a business.acquires information neededin planning companylogisticsuses information needed incompany risk analysisacquires information onsupport services availablewhen setting up a businessand running it, e.g. accountingoffice servicesacquires information on theentrepreneur’s role in bookkeepingand profit and lossanalysisacquires information onkey legislation and statutesconcerning products, servicesand contractschooses form of enterpriseand draws up the documentsneeded when settingup and closing down abusiness.makes use of informationneeded in planning companylogisticsapplies information neededin company risk analysisacquires information onsupport services availablewhen setting up a businessand running it, e.g. accountingoffice servicesacquires information on theentrepreneur’s role in bookkeepingand analysing theprofit and loss account andbalance sheetapplies key legislation andother statutes concerningproducts, services and contractschooses form of enterpriseand draws up the documentsneeded when settingup and closing down abusiness.TARGETS OFASSESSMENT4. Key competencesfor lifelong learningLearning and problemsolvingInteraction andcooperationVocational ethicsAssessment criteriaSatisfactory 1 Good 2 Excellent 3The student or candidatemakes decisions under instructionsmakes choices and decisionsassesses his/her own activitiesand progress madeunder guidancenegotiates under guidanceon cooperation with stakeholdersobserves under instructionsthe financial, social andsustainable developmentvalues agreed when planningbusiness operationsassesses his/her own activitiesand progress madenegotiates on cooperationwith stakeholdersobserves the financial,social and sustainable developmentvalues agreedwhen planning businessoperationsmakes valid proposals,choices and decisions to developcompany operationsassesses his/her own activitiesindependently andprogress in his/her workand company operationsnegotiates innovatively oncooperation with stakeholdersobserves the financial, socialand sustainable developmentvalues when planningbusiness operations108

Health, safety andability to functionprepares under instructionsplans on observance ofoccupational safety regulationsin his/her businessprepares under instructionsplans on how to protectoneself against work andworking environment relateddangers.prepares plans on observanceof occupational safetyregulations in his/her businessprepares plans on howto protect oneself againstdangers related to the workdone and the working environment.prepares independentlyplans on observance ofoccupational safety regulationsin his/her businessprepares spontaneouslyplans on how to prepareagainst dangers related tothe work done and theworking environment.Ways of demonstrating vocational skillsThe student or candidate demonstrates his/her vocational skills by planning theoperations of his/her own enterprise and acting in cooperation with different stakeholders.Skills demonstration is to cover completely• mastering the work processes• mastering the work method, equipment and material• underpinning knowledge• key competences for lifelong learning.If the vocational skills required in the module cannot be shown in a skills demonstrationor competence test in full, it is to be completed with such other assessmentof competence as interviews, assignments and other reliable methods.4.6.2 Modules from vocational qualifications (vocational upper secondaryqualifications, further vocational qualifications and specialist vocationalqualifications)1. Modules from vocational upper secondary qualificationsModules from vocational upper secondary qualifications can be included in theVocational Qualification in Information and Communications Technology, in accordancewith the student’s or candidate’s individual study plan.In the competence-based qualification system, a certificate of a completed uppersecondary module is always awarded by the committee in charge of the uppersecondary qualification concerned. The Qualification Committee responsible forthe specialisation of the qualification concerned accepts the module in question aspart of the Vocational Qualification in Information and Communications Technologybased on the certificate.109

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN INFORMATION AND COMMUNICATIONS TECHNOLOGY2. Modules from further vocational qualificationsModules from further vocational qualifications can be included in the VocationalQualification in Information and Communications Technology, in accordance withthe student’s or candidate’s individual study plan.The education provider must have a valid contract for arranging competencebased qualification in question or the education provider can buy the competencetests from an education provider with a contract.In vocational upper secondary education, a certificate of a completed furthervocational qualification module is always awarded by the committee in charge ofthe further vocational qualification concerned and education provider accepts themodule into student’s qualification certificate.In the competence-based qualification system, a certificate of a completed furthervocational qualification module is always awarded by the Qualification Committeein charge of the further vocational qualification concerned and the QualificationCommittee of Data Processing accepts the module in question as part of theVocational Qualification in Information and Communications Technology basedon the certificate.3. Modules from specialist vocational qualificationsModules from specialist vocational qualifications can be included in the VocationalQualification in Information and Communications Technology, in accordance withthe student’s or candidate’s individual study plan.The education provider must have a valid contract for arranging competencebased qualification in question or the education provider can buy the competencetests from an education provider with a contract.In vocational upper secondary education, a certificate of a completed specialistvocational qualification module is always awarded by the Qualification Committeeof the specialist vocational qualification concerned and education provider acceptsthe module into student’s qualification certificate.In the competence-based qualification system, a certificate of the completedmodule of specialist vocational qualification is always awarded by the committeein charge of the specialist vocational qualification concerned and the QualificationCommittee of Data Processing accepts the module of specialist vocational qualificationin question as part of the Vocational Qualification in Information and CommunicationsTechnology based on the certificate.110

4.6.3 Locally offered modules providing in-depth vocational competence incurriculum-based vocational education and trainingThe education provider can provide in its approved curriculum the student witha chance to take individually vocational in-depth modules that correspond withlocal or regional working life skills requirements together with the student’s needfor deeper vocational skills. The modules must be named and their skills requirements,assessment criteria and ways of demonstrating vocational skills must be determined.4.7 Final Project in curriculum-based vocationaleducation and trainingThe 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.111

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTSIN VOCATIONAL CURRICULUM-BASED EDUCATION ANDTRAINING, 20 CREDITS5.1 Compulsory modules5.1.1 Mother tongue, 4 credits5.1.1.1 Mother tongue, FinnishObjectivesStudent• communicates and acts in interactive situations so that he/she can practice theprofession, contribute to working life, be an active citizen and pursue furtherstudies• possesses the text skills needed in working life• knows how to act in a multicultural and lingual environment• understands the key concepts, relevant contents as well as the meaning of documentsrelated to information and communications technology, such as userinstructions and project documents• 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 the mother tongue and develops them continuously• knows how to act in different interactive situations, such as customer service situationswhere service support is provided and teamwork situations of projects• masters different oral communication situations related to information andcommunications technology, such as guidance related to the deployment ofnew software or hardware or the presentation of outcomes at different stagesof a project• knows how to draw up the most common written work required by his/herprofession and community• knows how to behave in a job hunting situation and how to draw up job applicationdocuments112

•••makes use of trade journals concerning information and communicationstechnology as well as other mediais critical in his/her use of media and knows the principles of the use of sourcesdevelops his/her communication and interaction skills and contributes to thedevelopment of communication at work.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 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 texts113

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSInteraction 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.114

5.1.1.2 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 verbal and written experiences in Saami• understands his/her lingual roots and the development of his/her own lingualidentity• recognizes the meaning of language and culture to the work community• familiarizes him/herself with the Saami story telling tradition and its meaningto the Saami language and culture• acquires information from different Saami language sources and also passes iton both in speech and in writing• expands his/her experiential and work environment to include other Saamilanguage professionals in the same vocational field who live in the Nordiccountries and in Russia• understands the meaning of multiculturalism and multilingualism and alsodevelops his/her linguistic and cultural tolerance• draws up the most common vocational written work in Saami• writes a report and job application documents in Saami• knows how to act when applying for a job and in other oral communicationsituations in the ICT industry• knows how to act in Saami in diverse interactive situations, such as customerservice situations where service support is provided and teamwork situationsduring a project• 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 his/her own mother tongue skills.115

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 ofassessmentKnowledge of languageand cultureAcquiring informationand media competenceUnderstanding textsAssessment 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 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 andknowledgeacquires 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 written116

Written communicationInteraction and actingin working life languagesituationsknows the basics of Saamilanguage spellingwrites in full sentences anduses information technologyacts correctly in interactivesituationsparticipates in conversationmaking statementsgives a short presentation.uses 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 situationacts 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.plans 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 thecommunityacts 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.117

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.1.1.4 Mother tongue, sign languageObjectivesStudent• knows how to practice the skills related to the ICT industry using sign language• appreciates sign language skills as a part of his/her identity• works in interactive situations that use sign language as well as situations wherespoken and written language are used• knows how to communicate and interact in sign language in working life, asan active citizen and a further education student• knows how to communicate in a way that makes social interaction, learningand working life success possible.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 cultureAssessment 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 languagemakes use of the characteristicsof signed and spokenlanguagesstrengthens and developshis/her own lingual identityand the vocational fieldsigns118

Knowledge of signlanguage linguisticsInteraction and actingin working life languagesituationsUse of learning skillsand means of helpknows the core structure ofthe sign languageuses sign language dictionariesunder instructionrecognizes the differentforms of sign language(general and spoken languagesituations)uses vocation related signsunder instructionacts correctly in interactivesituationslists 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 textsknows 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.searches for diverse informationin sign languagedictionaries and textbooksknows the linguistic characteristicsof sign languageknows 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.119

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, 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.5.1.1.5 Mother tongue, one’s own mother tongue for foreign language usersObjectivesStudent• reads, writes and expresses him/herself in his/her mother tongue• understands his/her linguistic roots and the development of his/her own linguisticidentity• uses his/her own language and the Finnish language in different contexts• acquires information in various ways from different sources and also passes iton orally and in writing• knows how to communicate and interact through language so that he/she canparticipate in working life, be an active citizen and pursue further studies• knows how to act in a multicultural society and in professional contexts inthe ICT industry while appreciating his/her own language and Finnish traditions.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.120

Targets ofassessmentKnowledge of languageand cultureAcquiring informationand media skillsInteraction and actingin working life languagesituationsAssessment 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 languageknows 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.reads 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/herregionacquires 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.reads 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 skillsacquires 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.121

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSKey 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.5.1.1.6 Mother tongue, Finnish as a second languageObjectivesStudent• possesses such communication and interaction skills that he/she has adequateresources for working life, active citizenship and further studies• understands the key contents of oral communication in Finnish, easily followsthe topic that is being studied and is able to participate in the work• understands the key contents of written study material and is able to use it toprogress in his/her studies• receives inspiration and experiences when studying literature and different texttypes in Finnish and, if possible, in his/her mother tongue• produces documents related to the ICT industry, such as project plans anduser instructions• masters the key structures of the Finnish language as well as the technical terminologyof the ICT industry and the commonly used abbreviations• knows how to act in his/her profession while observing the main practices ofFinnish working life and society• searches for information from different sources, uses dictionaries and makesnotes independently in addition to using material from literary and informationnetwork sources in order to develop his/her language skills and furtherhis/her studies.Assessment122The 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 communicationInteraction and actingin working life languagesituationsAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentacquires information essentialto his/her vocationalfield from clear texts underinstructionunderstands 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 situationsacquires information relatedto his/her vocationalfield from different sourcesand uses reliable textsunderstands 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 sentencesacquires information fromdifferent sources, even difficulttexts, and assesses theirreliabilityalso 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 extensivevocabulary123

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSKnowledge of languageand cultureLanguage studiesknows about Finnish societyand culture and understandsthe importance ofcross-cultural communicationknows different ways ofstudying languages and theprinciples of using dictionariesand other informationsources.understands the norms ofFinnish society and theprocedures of working lifeand also takes into accountthe cross-cultural communicationin his/her interactionapplies different ways ofstudying languages and usesdictionaries and other informationsources to facilitateunderstanding.applies the information onFinnish social norms andworking life procedures andalso applies cross-culturalcommunication and his/herown cultural skillsapplies 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.124

5.1.1.8 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 required in tasks in the ICT industry• uses professional Finnish appropriate for the ICT industry as well as his/herother linguistic capabilities when working in cooperation with people who canhear• compares the forms of expression and grammar of sign language and spokenor written language• knows how to work actively in ICT tasks in communities where Finnish/Swedishand/or sign language 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 texts125

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSWritten 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.126

5.1.1.9 Mother tongue, RomanyObjectivesStudent• uses the Romany language and cultural heritage as a tool for interaction andthinking in the Romany community and in professional contexts• acquires information from different Romany language sources• masters such communication and interaction skills that he/she can participatein working life, be an active citizen and pursue further studies• acts in different interactive situations in the ICT industry in Romany• masters spoken communication situations in the ICT industry• masters the key structures of the Romany language as well as the technicalterminology and abbreviations of the ICT industry.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 expression127

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSInteraction 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 ICT industry and everyday situa-•tions in the second national languageunderstands the significance of the both national languages and cultures in a•multicultural Finland.128

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 writtencommunicationInteraction and actingin working life languagesituationsSignificance of languageand 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.)129

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSIn 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 Finnish130

Interaction and actingin working life languagesituationsSignificance of languageand 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.131

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.1.3 Foreign language5.1.3.1 Foreign language, A language, 2 creditsObjectivesStudent• communicates and acts in interactive situations so that he/she can practicehis/her profession, contribute to working life, be an active citizen and pursuefurther studies• possesses the language skills required for tasks in the ICT industry• knows how to act in a multicultural and multilingual environment in tasks inthe ICT industry.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 relateddocuments132

Interaction 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.133

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.1.3.2 Foreign language, B language, 2 creditsObjectivesStudent• copes with ordinary everyday service situations• knows how to act in foreseeable and recurring communication situations inthe ICT industry in a foreign language.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 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 situations134

Knowledge 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 creditsObjectivesStudentmasters basic calculations, percentage calculations and unit conversions and•uses them in calculations related to the ICT industrycalculates areas and volumes as well as applies geometry to the extent required•by the professional fielduses the appropriate mathematical methods to solve problems related to the•ICT industryexpresses dependencies of variables with mathematical expressions•creates and forms equations, expressions, charts and drawings related to tasks•in the ICT industry and solves mathematical problems required at work usingequations, deduction and graphs and assesses the validity of the resultsuses a calculator, computer and, if necessary, other mathematical tools to help•solve mathematical problems.135

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 ofassessmentBasic mathematicalcalculations, percentagecalculations andunit variations as wellas mathematical keyconcepts and ways ofexpressionMathematicalprocedures, problemsolving and resultassessmentUsing a calculatorand computerProcessing, analyzingand producing numericdataAssessment 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.136

5.1.5 Physics and chemistry, 2 creditsObjectivesStudent• applies physical and chemical phenomena, concepts and laws that are relevantto his/her professional assignments• knows how to take the laws of nature into account in his/her work and otheractivities and act accordingly to preserve the environment and energy• addresses basic environmental problems from a scientific point of view• applies laws and concepts of physics that are relevant to his/her profession• knows basic concepts and phenomena of mechanics, thermal physics and electricitythat are relevant to his/her profession so that he/she can handle theequipment and systems needed in the profession safely and economically andwork ergonomically• considers environmentally and professionally relevant chemical phenomenaat work, which requires him/her to know the chemical properties of the mostcommon elements as well as organic and inorganic compounds• stores, uses correctly and disposes appropriately of the substances needed inthe industry as well as calculates mass and concentrations• is able to interpret factors affecting health and safety from product markings aswell as to consider the special properties of substances at work so that he/shedoes not endanger his/her own safety or that of others and the environment• observes and measures physical and chemical phenomena that are relevant tohis/her profession• collects, processes and analyses the observations and measurements made byhim/her.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.137

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSTargets ofassessmentKnowing the lawsof thermal physics,mechanics andelectricity and takingthem into considerationat 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.138

Key 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-thejobtraining 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 to manage his/her own finances• assesses the significance of entrepreneurship to the Finnish national economy• searches for information on job in his/her vocational field as well as informationon 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.Targets ofassessmentParticipation at schooland in the on-the-jobtraining organizationAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentparticipates in the managementof common affairsunder guidanceparticipates in the managementof common affairs asagreed and knows the socialdecision making processparticipates in the managementof common affairsindependently and knowsthe social decision makingprocess139

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSAssessing the opportunitiesto actUsing the services ofsocietyTaking care of one’sown financesAssessing the keyfactors affectingnational economySearching for informationvacancies inthe vocational fieldand the EuropeanUnionassesses 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.assesses 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.assesses 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.140

5.1.7 Physical education, 1 creditObjectivesStudent• promotes a healthy and active lifestyle through physical education while understandingthe benefits of physical education on one’s ability to function andwork• becomes familiar with diverse forms of physical exercise that promote health,mental vitality and endurance• maintains his/her ability to function through exercise• exercises and behaves responsibly both independently and in a team• facilitates the work and safety of a team through 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 and strengtheningphysicalability 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.141

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSKey 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 will and the ability to maintain and promote health with his/her•actions and knowledgeunderstands the factors in his/her own lifestyle and operating environment•that impact physical, mental and social ability to functionknows the meaning of mental health, sexual health and human relations to•one’s wellbeingknows the harmful effects of smoking and intoxicants and knows how to pre-•vent health damaging factorsknows about lifestyles and habits that benefit health•understands the links between exercise, nutrition, rest, sleep, recreation, hu-•man relations and health and takes them into account at workrecognizes the key factors that burden health and working capacity in the ICT•industry and knows how to develop his/her working methods and the safetyand healthiness of his/her working environment in cooperation with othersknows how to prevent injuries, copes with the most common first aid situa-•tions and knows how to get help and work ergonomicallyknows about the health differences of the population and the risk factors and•prevention of the most common national diseasesidentifies factors that influence his/her endurance and knows how to work to•promote itknows how to use student and other health care services when necessary and•utilise health-enhancing physical activity, understanding their significance tomaintaining his/her ability to function.142

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 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-/herself143

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSPossessing 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 creditObjectivesStuden• understands the meaning of arts and culture in his/her own life and uses theirvarious forms in a multicultural community• participates in artistic and cultural events, develops culture in the school communityand maintains its aesthetic appearance• expresses ideas, experiences and feelings through, for example, music, dance,theatre, literature or visual arts and appreciates the ways of expression and visionsof others.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.144

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.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.145

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.2.2 Environmental studies, 4 creditsObjectivesStudent• observes working methods and practices that comply with the principles ofsustainable development so that they help him/her to achieve and complementhis/her vocational skills• works in a way that saves energy• prevents the formation of waste and sorts waste appropriately and also knowsthe lifecycle of products that are relevant to his/her professional skills• works in a way that minimises 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.Targets 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 ofwasteAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentknows the basic principlesof sustainable developmentin his/her workknows how to preventwaste and how to sort wasteunder guidance in ordinarydutiesknows the challenges ofsustainable developmentand how he/she can try toobserve the principles ofsustainable development atworkknows how to preventwaste and sorts waste accordingto instructionsknows 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 wasteindependently146

Preservation of culturalheritage in a waythat complementsvocational skillsChoosing 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 vocationalskillsrecognizes 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 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.is 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.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.147

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.2.3 Information and communications technology, 4 creditsObjectivesStudent• uses IT tools and systems required in tasks in the ICT industry to collect, process,edit, save and present data• adopts and applies new IT peripherals, functions and programmes (using helpdesksupport, if needed)• works using efficient methods and practices, such as touch typing and differentmouse techniques• uses operating systems software and makes use of software tools, such as wordprocessing, spread sheets, e-mail, presentation graphics and calendar softwareto produce, edit and present information needed in the professional assignments• processes the files produced by applications software used for work assignmentsin the ICT industry and searches for information needed in the assignmentsusing different online search engines and applications• uses the network communications methods and applications required in tasksin the ICT industry to send and share data• observes copyright, data security and privacy instructions and regulations• uses 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.148

Targets 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.149

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.2.4 Ethics, 4 creditsObjectivesStudent• ponders the meaning of values, norms and views in his/her life, human relationsand at work• justifies his/her choices and is able to assess their impact in terms of humandignity, justice and sustainable development• shows honesty and responsibility in his/her actions, respects other people andbehaves according to good manners in his/her work and relationships• ponders ethical questions and problems that relate to his/her own life, relationships,society, the environment and working life• knows how to resolve work-related value and norm conflicts both independentlyand together with others in his/her own vocational field in an ethicallyacceptable way• behaves ethically in different conflict and crisis situations• has the readiness to participate in the development of the value base and ethicalprinciples of the ICT industry• acquires information on the knowledge base of professional ethics in his/hervocational field and other vocational fields, understanding and using it as aprofessional resource at work• observes and recognizes ethical problems in the ICT industry, processes themand 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.150

Targets 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.151

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.2.5 Cultural knowledge, 4 creditsObjectivesStudent• works 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 dress code and code of conduct as well as theunwritten rules and procedures• recognizes cultural differences in workplace behaviour, hierarchy and workrelatedpublic relations and behaves appropriately in ordinary work situations,especially customer service• describes the common cultural features of his/her country to representativesof other cultures, such as general history, sights, arts, sports achievements andentertainment as well as skills, working methods and innovations in the ICTindustry• ponders the interpretations of historical events in different countries and relatesthe meaningful events and eras of his/her native region and home countryto the history of the neighbouring countries and the world• compares the key cultural trends and icons in his/her country and Europe• recognizes the special features of his/her vocational field in other countries.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.152

Targets ofassessmentTaking into accountthe most commoncultural featuresBehaviour and dresscode in different situationsand meetingdifferent peopleTaking into accountthe special features inone’s vocational fieldBehaving accordingto organisationenvironment anddutiesTaking essentialcultural history andpresent situation ofthe immigrants andother minority culturesinto accountMaking use of languageskills and culturalknowledgeAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentrecognises general featuresof other culturesrecognises cultural differencesin people’s day-to-dayactivities in Finland andelsewhererecognizes 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.recognizes cultural differencesin other people’sactivitiesworks together with otherpeople despite cultural differencescompares 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 thecultural background of thepeople he/she meetsmeets foreign co-workers,clients and visitors withoutcultural conflictstakes 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.153

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS5.2.6 Psychology, 4 creditsObjectivesStudent• observes and understands humans and the factors affecting human behaviourin diverse ways• recognizes, acknowledges and processes mental phenomena with the help ofpsychological knowledge and concepts• applies psychological knowledge to work in the ICT industry• 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 interactive and groupsituations• explains his/her behaviour and that of others using psychological and sociopsychologicalknowledge• knows how to act in a way that promotes his/her mental wellbeing and copingwith assignments in his/her vocational field• copes with customer service and teamwork situations related to his/her work.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 humanbehaviourAssessment criteriaSatisfactory 1 Good 2 Excellent 3Studentknows the common conceptsof psychology and understandstheir connectionto human behaviouruses psychological informationto explain humanbehaviour in commoneveryday and working lifesituationsis able to apply his/herknowledge of cognitivepsychology and personalitypsychology to commonworking life situationsand is able to explain his/her behaviour and the behaviourof others throughthem154

Knowledge of thedevelopment ofhuman psycheLearning and selfawarenessUnderstanding theeffect of motivation,feelings and commitmenton his/herwork performanceand that of othersMaintaining psychologicalcapability towork and functioningActing in humanrelationship andinteractive situationsin the workplaceKnowledge of thesocial aspect ofsocio- psychologicalinformationknows 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 performancepromotes his/her psychologicalcapability to workand function under instructionapplies the most essentialpsychological knowledgewhen acting in commonworkplace customer serviceand interactive situationsknows the key concepts ofsocial psychology.understands 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 workknows 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.understands 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 accordinglyacknowledges 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.155

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, 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.5.2.7 Entrepreneurship, 4 creditsObjectivesStudent• develops a business idea or productises his/her own know-how into entrepreneurship• assesses the development needs based on changes in the operating environment,customer needs, competition, work environment and his/her own expertise• follows the principles of profitable business operations in his/her entrepreneurshipand also takes into account the cost structure of operations and the impacthis/her own work input 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.156

Targets ofassessmentDeveloping a businessidea or productisingone’s own skillsPlanning businessactivitiesAssessment 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 expertisesurveys 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 agreedondevelops 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 groupsurveys 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 feedbackreceiveddevelops 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 expertisesurveys 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 feedbackreceived157

5THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITSExecuting developmentprojects orbusiness activitiesAssessment of theexecution of one’sown activities,projects or businessoperationsPresenting of a developmentproject orbusiness operationsSuccess and overallprofitability ofactivitiesexecutes the operation plandrawn up under instructionexecutes the operation plandrawn upexecutes independently theoperation plan drawn upadopts usual working methods,tools and materialsrequired for the operationadopts usual workingmethods, tools and materialsrequired for the operationuses work methods, toolsand materials required forthe operation plan in inter-plan under instruction usingplan using information action with his/her workinginformation technology technologycommunity using informationtechnologyworks with experts underinstruction in differentstages of the activitiesworks with experts in differentstages of the activitiesuses expert networks 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 agreedonpresents the executionphase and its results underinstructionworks under instruction inhis/her work or businessactivities observing profitabilitycalculates the share of thecost accumulated by his/herown work input.works in the corporationobserving safety instructionsand agreed principlesof sustainable developmentassesses the progress of his/her own activities and businessoperationsagrees on possible changespresents the executionphase and its resultsworks or runs his/her businessoperations observingprofitabilitycalculates the costs of theactivities and the share accumulatedby his/her ownwork input.works 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 executionpresents his/her wholedevelopment project orbusiness operations and itsresults in a way that fits thenature of the projectworks, acts in a workingcommunity or runs his/herbusiness operations observingprofitabilityworks 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.158

6FREE CHOICE MODULES IN CURRICULUM-BASEDVOCATIONAL EDUCATION AND TRAINING, 10 CREDITSA student is to include 10 credits of free choice modules into his/her studies, theobjectives and assessment of which are to be included in the student’s personal studyplan.Free choice modules can be vocational studies in one’s own or other vocationalfields, or core subjects, general upper secondary studies or studies preparing for thematriculation examination or further studies, working experience or guided hobbies,which support the general and vocational training objectives and the growthof the student’s personality.159

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 produce information on students’ competence forthe student him-/herself, the teacher and employer as well as for possible applyingfor further studies.7.2 Informing about assessmentThe implementation of student assessment forms an entity, in which the educationprovider must include in its curriculum a plan on how to assess the various qualificationmodules. It includes a plan on the implementation and assessment of skillsdemonstrations approved by the local board for vocational skills demonstrations(Act 601/2005, section 25 a).Before the studies begin, the students and all those taking part in the assessmentprocess must be informed of the assessment principles and how they are tobe applied (Decree 603/2005, section 3). The matters to be informed are at leastthe tasks and objectives of assessment, recognition and validation of prior learning,assessment of learning and competence including on-the-job learning and skillsdemonstrations, targets and criteria of assessment, deciding on the grade, reassessmentprocess and improving the grades, rectification of assessment and receiving aqualification certificate.160

7.3 Recognition and validation of a student’s prior learningThe education provider is to inform the student of what kind of material and documentsmust be presented for the recognition of prior learning and when the studentmust apply for recognition of prior learning (Decree 603/2005, section 3).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 be assessed as early as at the beginning of the studies. The student’scompetence and its level must be investigated for the identification of his/herstrengths and for the recognition of prior learning. Recognition of prior learningforms the basis when setting his/her personal objectives, but also to be able to determinethe amount of guidance and support needed.Recognition of prior learning calls for an assessment discussion in which thestudent and teacher or teachers participate. 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), recognitionon prior learning is to prevent overlapping studies and shorten the studytime.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.Validation of prior learning is part of student assessment and it is subject tothe same statutes as other forms of assessment (Act 601/2005, sections 25, 25a and25c). Studies in the qualification to be completed can be substituted or accreditedby validation of prior learning. The modules substituted by the validation of priorlearning are marked in the qualification certificate (Chapter 7.9). The teacher orteachers in charge of the studies in question decide on the validation of prior learning.No general time limit can be set before which the acquired competence couldnot be validated, but the validity of the competence can be checked. If necessary the161

7Student Assessment in curriculum-based vocational upper secondary education and trainingstudent must demonstrate the correspondence of his/her competence with the skillsrequirements and objectives of the qualification concerned.The studies assessed in another qualification certificate or general upper secondaryschool certificate compensate for corresponding core subjects as well as freechoice modules and the optional modules included in vocational modules, a totalof 40 credits at most. Recognition of individual general upper secondary schoolcourses into core subjects is regulated in Chapter 5.If there is no grade for the competence that covers a complete module and hasbeen achieved through earlier studies or in another way, such competence must bedemonstrated to receive a grade for the qualification certificate. Skills demonstrationsare used to show evidence of competence in vocational qualification modules.In further and specialist vocational qualifications the grade “approved” awarded bythe qualification committee is marked in the qualification certificate for the recognisedmodule.The grades of qualification modules which are substituted through recognitionand validation can be raised during training. After the training is completed suchimprovement of grades is done as a private student.Conversion of gradesThe grade scale is valid in a way that is stipulated in the Decree on Amendingthe Decree on Vocational Education and Training (Decree 488/2008, section 10).A student is assessed based on the assessment practices prevailing in the institute,where he/she currently pursues his/her studies. If the grade scales differ from one instituteto another, the institute performing the recognition must convert the gradesand determine their correspondence in the student’s favour. The grades are to beconverted 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 5162

7.4 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 skills requirements of vocational qualificationmodules or the objectives of core subjects as well as the assessment criteriabased on them.A student has the right to learn before the competence described in the skillsrequirements and the learning objectives are assessed to obtain a grade in the qualificationcertificate.Assessment of learningThe objective of assessment of learning is that the student knows what he/she knowsand what there is still to learn. When performing assessment of learning, the teacherand workplace instructor must use methods that motivate and activate the student.They are used to support and motivate the student to reach the skills requirementsor objectives as well as to develop his/her self-assessment skills. The student assesseshis/her learning based on the skills requirements, objectives and assessment criteriaof 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 thestudent’s strengths. Assessment of learning is used as a basis to make the necessarychanges in the student’s tuition 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 assessmentof competence using the assessment scale prescribed in the valid Decree onVocational Education and Training.When competence is being assessed, the assessment methods are chosen sothat they measure reaching the skills requirements and objectives set, suit the studymethods used and support the student’s learning process. The students must havean opportunity to show his/her competence in various ways and also assess his/hercompetence him-/herself.163

7Student Assessment in curriculum-based vocational upper secondary education and trainingSkills in vocational modules are assessed using a skills demonstration and otherways of assessing competence. A skills demonstration is used to assess the competencedetermined in vocational skills requirements as widely as possible but at leastwhat the qualification requirements state. If necessary, other forms of competenceassessment supplements the competence necessitated by skills requirements. Theeducation provider decides on the other methods to assess competence in its assessmentimplementation plan.Skills demonstrationsIn addition to what the Act on Amending the Act on Vocational Education andTraining and Decree on Amending the Decree on Vocational Education and Training(Act 601/2005, sections 25, 25a and 25b, Decree 603/2005, section 5) stipulateon skills demonstrations, local board for vocational skills demonstrations, assessmentand assessors, quality of skills demonstration venues and occupational safety,the skills demonstrations are planned, implemented and assessed in cooperationbetween the institute and the workplace based on the qualification requirements.In a skills demonstration the skills requirements of vocational qualificationmodules are demonstrated as stated in Chapter 4. A skills demonstration is givenin all the vocational qualification modules, optional modules included, if they arevocational modules. In core subjects and free choice modules skills demonstrationsare not arranged. However, the education provider can decide that a skills demonstrationis arranged in free choice modules if they are vocational modules.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 in one and the same skills demonstration, aseparate grade must be given for each module as per target of assessment set. If askills demonstration for a qualification module is given in more than one parts, agrade is given for each part as per target of assessment, but an overall grade is notformed until all the parts have been completed.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.164

A student is also allowed to give skills demonstrations abroad, which must beagreed on in advance.The education provider ensures that the student receives sufficient supportand guidance to give a skills demonstration. Support and guidance are given beforeskills demonstrations, during them as well as in the form of constructive feedbackafter them.Targets and criteria of assessmentThe 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• mastering the key competences for lifelong learning.Key competences for lifelong learning are learning and problem solving, interactionand cooperation, vocational ethics, health, safety 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 targets of assessment Key competences for lifelong learning, the followingfour key competences are assessed: learning and problem solving, interactionand cooperation, vocational ethics together with health, safety and ability to function.Other key competences are assessed in connection with the work process, workmethods, 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 Amending the Act on Vocational Education andTraining and Decree on Amending 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 must be given on all the modules165

7Student Assessment in curriculum-based vocational upper secondary education and trainingin compliance with the qualification requirements, including the other optionalmodules and vocational competence enhancing modules included in the vocationalstudies (90 credits).The grade to be awarded for a module is decided based on assessment of competence.If there have been several teachers assessing the competence, a decisionis taken during an assessment discussion. A skills demonstration grade is mainlydecided by teachers and working life representatives together according to the decisiontaken by the local board for vocational skills demonstrations. The grounds forassessment must always be recorded.7.6 Storing assessment materialIn addition to what the Decree on Amending 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, thematerial on which the assessment of each part is based, must be stored so that it ispossible to decide on a skills demonstration grade for the whole module.7.7 Reassessment and improving the gradeThe Decree on Amending the Decree on Vocational Education and Training (Decree603/2005, section 12) stipulates on reassessment and improving of grades.7.8 Rectification of assessmentThe Act on Amending the Act on Vocational Education and Training (Decree601/2005, section 25c) stipulates on rectification of assessment.7.9 CertificatesQualification certificatesA qualification certificate is an official document, whose contents are to follow thequalification requirements. The Decree on Amending the Decree on Vocational166

Education and Training stipulates on awarding a qualification certificate (Decree488/2008, section 13). A qualification certificate must be awarded in 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 Competence(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 module skills requirements.The Final Project is assessed in connection with the modules it is included in.Its scope and name are marked in the vocational upper secondary certificate, noseparate grade is given. As to on-the-job learning the vocational upper secondarycertificate gives its extent but no separate grade is given, because the competenceacquired during on-the-job learning is assessed with skills demonstrations.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 conversion 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 given previously are markedwith their grades and short descriptions in the skills demonstration certificate. Thecertificate is also to provide the name of the institute that performed the assessment.If recognition of prior learning is done for studies in a qualification that hasnot included 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 recognised from a qualification that has not included skills demonstrations.When prior learning is recognised from further or specialist vocational qualifications,the skills demonstration certificate is to bear the name and scope of thequalification together with a footnote to state that prior learning has been recogn-167

7Student Assessment in curriculum-based vocational upper secondary education and trainingised from further or specialist vocational qualification X, for which the qualificationcommittee in question has awarded a certificate.When vocational modules (90 credits) include core subjects or general uppersecondary studies in compliance with Government resolution (216/2001), the skillsdemonstration certificate is to bear the footnote: ”Student has included x credits ofcore subjects, which are not assessed with skills demonstrations”.The qualification certificate must show that it consists of the vocational uppersecondary certificate and skills demonstration certificate. The qualification certificatemust also bear the name of the education provider or the institute awarding thecertificate or both. A vocational upper secondary certificate is signed by the educationprovider and a skills demonstration certificate by the chairman of the localboard 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• 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• scope of on-the-job learning• date and signatures• stamp of education provider or 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.168

Qualification 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.169

7Student Assessment in curriculum-based vocational upper secondary education and trainingCertificate 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.The Driver Certificate of Professional Competence (Driver CPC) certifying the initial qualification intransport sectorThe instructions given in Ministry of Education letter (12.6.2007 No. 146/530/2007)are in force concerning Driver CPC certifying the initial qualification in transportsector.7.10 Assessment in special educationThe same principles are to be applied in assessing special needs students as to otherstudents. If a student does not reach in a module the Satisfactory 1 level objectivesset in the qualification requirements, the training can be adjusted. When the skillsrequirements or objectives of a qualification have been adjusted based on the Act onVocational Education and Training 630/1998, sections 20 and 21 (2 and 3), an entrymust be made in the certificate. A student must receive a qualification certificateeven if qualification objectives have been adjusted.A footnote must be made in the vocational upper secondary certificate as wellas the skills demonstration certificate of adjusted skills requirements or objectives.Assessment must be implemented in proportion to the adjusted skills requirementsor objectives, which means assessment criteria must be drawn up for them. The educationprovider draws up adjusted skills requirements or objectives for the modulebased on the Government Decree on Vocational Education and Training 811/1998,section 8. The grade scale must be the same as the one in general use. According toSection 10 of Government Decree on Amending the Decree on Vocational Educa-170

tion and Training 603/2005, when training is arranged as special education, skillsdemonstrations can also be assessed verbally. A student must know that trainingcompleted in accordance to adjusted skills requirements or objectives may affectapplication for further studies and success in them.If a student’s competence level falls considerably short of the skills requirementsand objectives set, a certificate of studies completed must be awarded insteadof a qualification certificate. An appendix must be issued stating what the studentknows best.7.11 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 by using methods which allow assessing competence despite possiblelacking language skills.A student, whose mother tongue is other than the teaching language of the institute,must have, before taking a skills demonstration, such language skills that he/she understands the instructions and orders related to the work to be completed asthe skills demonstration. The need for support must be identified and support activitiesbased on the need must be planned in cooperation with the training institute,representatives of working life and the student. If necessary persons arranging andassessing a skills demonstration must receive instruction on how cultural factors affectcommunication between individuals. Persons arranging and assessing the skillsdemonstration must also be instructed to speak clearly when giving instructions.Assessing mother tongueIf Finnish or Swedish is not the student’s mother tongue, his/her Finnish or Swedishskills must be assessed according to the objectives of Finnish or Swedish as secondlanguage, also in the case that he/she has not received separate Finnish or Swedish assecond language tuition. If both the teacher and the student consider the student’sFinnish or Swedish skills to be of the Finnish or Swedish, mother tongue level,competence must be assessed against Finnish or Swedish, mother tongue objectives.Vocational upper secondary certificate must state which objectives the assessment ofcompetence is based on, however, on the scale 1–3. Student’s individual study plan,171

7Student Assessment in curriculum-based vocational upper secondary education and trainingincluding assessment, can include both mother tongue studies above (see Chapter8.4).The Finnish or Swedish skills of student who use sign language are assessedbased on the objectives set in Finnish or Swedish for sign language users.Assessing second national languageIf the student has not studied Swedish or Finnish as a second national language, thevocational upper secondary certificate must state what he/she has studied instead.Teaching arrangements that affect assessment are determined in Chapter 8.4.172

8OTHER REGULATIONS IN CURRICULUM-BASEDVOCATIONAL EDUCATION AND TRAINING8.1 Guidance and counselling and personal study planObjectives for guidance and counsellingThe objective of guidance and counselling 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 educationalinstitute community, knows how to develop his/her learning and interaction skillsand self-knowledge as well as to assess his/her own activities and productions. He/She is able to plan his/her studies, draw up a personal study plan together with theteacher and assume responsibility for the studies. He/She knows how to follow theaccumulation of 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 problems related to his/her studies and life situationand know where to find support in them. He/She knows how to use the studentsocial services society offers as well as other counselling, advice and information services.Reaching the objectives is supported by the education provider’s obligation toinform the guardians of a minor student on vocational education and the progressof the student’s studies.Student’s right to student counsellingThe qualification comprises a minimum of 1.5 credits of student counselling (Governmentresolution 213/1999). Counselling activities are to support the studentcomprehensively in the different phases of the studies. Every student has the right toreceive personal and other student counselling. The student has the right to receivethe support services he/she may need in studies or life situation changes.173

8OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAININGArranging student counsellingThe objective of student counselling is to promote educational, ethnic and genderequality. Objectives also include increasing students’ well-being, preventing dropouts,promoting employment and supporting application for further studies. Educationprovider must pay special attention the counselling of those students whohave studying or learning difficulties (e.g. dyslexia), frequent absenteeism or lifemanagement difficulties.As part of its curriculum the education provider is to draw up a student counsellingplan, which determines the tasks and division of work for those involved inthe counselling process. The plan serves as a development tool for the whole institute.It states how and what kind of support a student receives by those involved incounselling. The plan presents how cooperation with different education providershas been arranged in order that the student can choose modules and studies fromdifferent study programmes and qualifications as well as plan completing more thanone qualification. It also determines other cooperation outside specialists and guardians.Student welfare 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 student counselling as well as for planning and implementing thecounselling 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 the studentfind his/her strengths and develop his/her learning skills.Student counselling is arranged as studies related, personal, group counsellingand other guidance. Student receives counselling to support his/her studies andto make choices so that he/she is able to plan the contents and structure of his/her studies in accordance with his/her resources. Student counselling promotes students’community spirit throughout the training. The students’ studies and wellbeingare monitored and supported in cooperation with the guardians.The education provider is to inform the pupils of comprehensive school, theirguardians, student counsellors and teachers of vocational education and trainingand how to apply. The education provider is to direct informing and counsellingespecially to those young people who have not managed to secure a training placeafter completed basic education and to their guardians.The education provider is to develop its career and recruitment services incooperation with business life and employment services as well as to promote andsupport students finding employment and getting acces to further studies.174

Individual study planAn individual study plan supports a student’s career planning and develops his/her skills in self-assessment. It is based on the student planning his/her own studies,individual choices, progressing in studies and assessing learning. A student isinstructed in drawing up an individual study plan and monitoring its implementation.It is a plan the student is committed and motivated to implement throughoutthe training.An individual study plan is drawn up through negotiation by the student,teacher or teachers and student counsellor when needed. The plan determines thelearning objectives, completing the studies, methods used and timing together withassessment of the studies. When drawing up the plan the different learning styles areconsidered. Possible factors that prevent learning are recognized and the student’sself-direction and vocational growth are supported.The implementation of individual study plan and the progress of studies aremonitored and if necessary the student is given remedial teaching. The student andteachers assess the possible barriers to implementing the individual study plan. Thestudent is guided to make decisions concerning his/her learning as well as redefineand change the plan as studies advance if necessary.An individual study plan comprises the student’s individual choices, advancingin studies, assessment of learning, recognition and validation of prior learning, onthe-joblearning 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 in a practice enterprise or with similar arrangements.Cooperation between workplaces and the education provider ensures that onthe-joblearning and other training corresponds with the working life, is of qualityand up-to-date. The education provider’s responsibility is to take care that all the175

8OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAININGpartners in the area have the same view on arranging on-the-job learning. The educationprovider must see that the student receives sufficient counselling and trainingduring on-the-job learning and that the teacher and other staff members have theresources to cooperate with working life. The education provider and teachers musttogether with working and business life ensure the quality of on-the-job learning sothat the student achieves the skills requirements given in the qualification requirements.The education provider is responsible for the implementation of on-the-joblearning. Implementation includes planning, student counselling and assessment.The education provider must also see to the teachers’ working life competence andtraining as well as training workplace instructors. At the workplace special attentionis paid to guiding 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 wages or a salary. During anon-the-job learning period a student is entitled to receiving student financial aid andstudent social benefits in accordance with separate instructions. When on-the-joblearning is 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 opportunities topursue vocational studies and find employment after training and assume the role ofan independent citizen in society disregarding their different learning capabilities.176

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 socialservices 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. If necessary other supportservices and rehabilitation in cooperation with rehabilitation service suppliersare added to special education.The education provider determines the principles of special education: objectives,implementation, teaching methods, support and special services, expertservices, social partners and responsibilities. The institution must reserve sufficientresources for special education. Promoting special needs students’ learning is everyone’stask in 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 social services the student receives• other personal services and support activities as well as• criteria for special education177

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 service specialists.If vocational skills requirements have been adjusted, the personal study plan isto include a personal curriculum, which determines the student’s learning objectives.They are based on the requirements of the qualification the student aim for. Vocationalspecial 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 must focuson supporting the student’s strengths so that he/she is ensured good opportunities tofind employment. Special attention must be paid to achieving working confidenceduring on-the-job learning periods. The student must be explained how he/she canget 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 7.10.8.4 Teaching immigrants and representatives of different languageand cultural groupsGeneralThe skills requirements for immigrant students and students belonging to other languageand culture groups, such as Saami, Romany and sign language students, arein the main the same as for other students. The requirements for vocational uppersecondary 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. If necessary the students’ background, like mother tongue,culture and the language skills developing during the training, must be observed.Teaching arrangements are made to support students’ own lingual identity alongside with the majority language and culture. The education provider’s curriculum isto comprise the implementation immigrants’ and other language and culture groupstudents’ teaching arrangements.178

ImmigrantsIn this connection immigrants are taken to mean students who have moved to Finlandor were born in Finland but have an immigrant background. If necessary thereason for immigration, time spent in the country and developing Finnish skills aretaken into consideration in teaching. The studies support the student’s growth intoan active and balanced member of both his/her own language and cultural communityand Finnish society.Saami speakersSaami language teaching started in basic education is continued when possible in vocationaleducation and training. Saami language training can be provided in NorthernSami, Inari Sami and Skolt Sami. Saami can be studied as mother tongue althougheducation 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 alongside 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.179

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 (4 + 1= 5 credits) can be combined and divided flexibly in possible student’s own mothertongue studies, Finnish or Swedish as second language studies and second nationallanguage studies. Finnish or Swedish as second language means a language that hasbeen learnt after the mother tongue in a Finnish language environment. A separateFinnish or Swedish for sign language user module (Chapter 5) has been drawn upfor sign language students.Students can study Finnish or Swedish either1) in accordance with Finnish or Swedish as second language objectives (Chapter5) or2) in accordance with Mother tongue, Finnish or Swedish objectives (Chapter 5),if the student’s Finnish or Swedish skills are assessed to be of mother tonguelevel.A student, whose Finnish or Swedish skills are not of mother tongue level on allthe area of language skills, studies according to Finnish or Swedish as second languageobjectives and contents. His/Her Finnish or Swedish language competenceis assessed according to these objectives whether or not the education provider hasoffered Finnish or Swedish as second language teaching. Education provider canoffer and student’s study plan may include both of the above mentioned studies. Astudent can change in the middle of his/her Finnish or Swedish as second languagestudies over to studying Finnish or Swedish according to Mother tongue, Finnishor Swedish objectives.180

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 mothertongue 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 Ownmother tongue for foreign students, his/her studies are to include Finnish or Swedishlanguage studies.Second national languageThe students’ second national language (Swedish or Finnish) teaching is arrangedin accordance with the objectives of second national language taking into considerationthe level of the students’ language skills.Foreign students can also replace second national language studies with theirown mother tongue or Finnish or Swedish language studies (5 credits), Chapter 5.If necessary the teaching can be arranged as basics in second national language dependingon the needs of the student and the vocational field.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.181

8OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAININGThe 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 7.9.8.6 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 and theeducational institution must take the initiative and maintain cooperation with a student’sparents or guardians. Cooperation between home and institution is arrangedso that it enhances student’s independence and responsibility, advances studies andoffers support in matters related to student’s health, security and wellbeing. Theindividual needs of special needs students and students with different language andcultural backgrounds are to be taken into consideration in the cooperation.The education provider and the guardians must cooperate in student counsellingboth during and at the end of studies. Counselling must support the students’transition to 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 drawn up 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.182

The 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 recognitionof different problems. Education provider is to issue instructions on attending tosuch activities of the educational institution as student’s participation in training,monitoring the progress of studies and staying at the school dormitory. Preventiveinstructions are to be issued on smoking, use of substances, school bullying anddisturbing. The education provider must have a crisis plan and instructions in caseof disturbing behaviour, violence, injuries, accidents and deaths.The education provider must monitor the outcome of the student welfare servicesand take necessary action. Students are to be encouraged to take part in andcontribute to promoting wellbeing in their own school community. All those workingwith the students in the school community are responsible for student welfareservices. The duties of multi-professional student welfare staff include coordinatingand developing student welfare services.The part in the curriculum dealing with student welfare services is to be drawnup in 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 time arrangements must be made to ensure social inclusion and expertservices in student welfare and psycho-social support. Student feedback is to be usedin developing the 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 occupational safety and labour protection duringon-the-job learning.The education provider must see that the students know the school rules thatare in force in the institution. The student’s own responsibility must be emphasizedin the observance of the school rules and other instructions.183

9APPENDIX9.1 Description and basic values of the information andcommunications technology sectorDescription of the fieldInformation and communications technology (ICT) is a permanent part of themodern information society and plays an increasingly vital role in the operations oforganisations and the everyday life of people.ICT is used in organisations to provide various services. Information is collected,stored, edited, presented, communicated and analysed. The operations ofcompanies and organisations are facilitated and guided with software, which requiresIT skills. There are also companies whose entire business is based on ICT,such as application rental and server capacity hosting as well as various virtual servicesand communities, in addition to the industry providing experiences via digitalmedia. ICT enables faster and more efficient communication for the authoritiesand provides improved services for citizens in the form of e-services. E-business is agrowing field that is expanding into new industries and product groups. ICT is usedfor enhancing the productivity of work and operations, improving competitivenessand promoting sustainable development, and is also expected to bring added valueand new innovations in these areas.Tasks in the ICT sector vary. Those working in the field can perform e.g. specification,planning, implementation, testing and maintaining tasks of informationsystems and software. Deployment of information system services and the relatedtraining and guidance are typical service support tasks. Employers in this industryalso include companies that focus on hardware and software consultation as well asdatabase and information network services. In addition, the sector provides possibilitiesto engage in many types of B2B sales operations and specialty retail. Professionalsin the field also provide ICT services and helpdesk support for domestic households.Data security and data privacy skills play a key role in jobs in this field.Jobs in the ICT sector are provided by e.g. ICT service companies, consultationcompanies, data security companies, network operators and wholesale and184

etail vendors. Jobs can also be found with companies that specialise in hardwareinstallation, maintaining and repair. Almost all organisations need experts in thisfield to manage their information systems, provide service support and engage ininformation service and administrative tasks.The employment prospects of the industry are good because increasing globalisationand networking along with the development of ICT constantly createnew job opportunities in the field. Labour needs are influenced by e.g. the marketsituation and economic fluctuations in the short term. In the long run, influentialfactors include technological development, new innovations, changes in customerneeds and the emergence of new markets, which in turn enable the establishment ofnew companies and entrepreneurship. The significance of ICT skills will continueto grow throughout society and in all lines of business.An expert working in the rapidly developing and diverse ICT sector mustdemonstrate a will to constantly develop his/her professional skills. In addition totechnical know-how and problem-solving skills, tasks in this field require the abilityto work on a project and in a team, internal entrepreneurship, communication andinteraction skills, economic thinking and an understanding of business models, aswell as the ability to work in cooperation with customers. The international natureof operations and virtual networking set certain requirements for language skills,knowledge of different cultures, interaction skills and electronic communication.Basic values of the fieldA person working in the ICT sector values the professional skills in the field. He/She is ready to constantly develop himself/herself and his/her work. He/She is ableto use his/her own initiative as well as act responsibly, reliably, cooperatively andflexibly. He/She adopts a tolerant and equal approach towards the diverse attitudesof colleagues and customers while working in a calm and friendly manner in interactivesituations.He/She complies with the right ethical principles while working responsiblyand fairly in his/her work community. He/She follows given agreements and observesprofessional confidentiality and discretion. He/She is familiar with the legislationpertaining to data security and privacy and works accordingly. He/She is awareof copyrights and respects them at work.He/She is familiar with the principles of sustainable development and worksaccordingly. He/She possesses the will to understand and respect different culturesand strives to promote intercultural cooperation.185

9 Appendix9.2 Qualification specific health requirements invocational upper-secondary education and trainingGuidelines for the admission of students into training leading to a vocational uppersecondary qualification are set in Section 27 of the Act on Vocational Education andTraining. A person, whose illness or injury is likely to prevent him/her participatingin training, cannot be admitted as a student. Student admission into vocationaleducation can only be limited when the illness, objectively assessed, prevents studiesor would endanger the safety of the student or others. The practical problems anillness or injury causes to studies must primarily be solved using teaching arrangementsand student welfare services.An applicant is to provide education provider such information on his/herhealth condition as the admission process requires. Education provider must alsomake sure that the health condition of the person admitted is such that he/she canalso cope with on-the-job learning in a way that working in the tasks in the field andachieving the qualification skills requirements presuppose.From the point of view of a student’s legal protection it is justified that he/sheis not admitted to a study programme the future working tasks of which his/herhealth would not allow. When deciding who is admitted the various tasks related tothe professions and work must be taken into consideration. It is possible that thereare modules in a qualification that presuppose different health requirements andthus allow a student to make individual decisions on how to complete the training.For student admission to have the best possible result from the student’s pointof view, education provider must inform applicants of the requirements of the vocationalupper secondary qualification or vocational field as well as of possible healthrisks in the Guide for Applicants and during student admission process. Applicant’sown description of his/her health condition or treatment of illness is most oftenenough in the admission situation.If the legislation on or special features of the training sector or qualification inquestion require a person admitted into the institution to present a doctor’s certificateon his/her health, it is enough that the certificate states the student is suitablefor the vocational field. Student admission is conditional until such a doctor’s certificatehas been presented.Student’s illness or injury must not stop his/her studies or lead to a rash decisionto change of profession or training sector. The practical problems an illness orinjury causes in training must primarily be solved using individual teaching arrangementsand personalisation that meet the student’s needs. Student counselling, studentsupport, instructing on the use of ergonomic work methods and aids facilitate186

completing the training. When a student falls ill or is injured cooperation betweenstudent welfare services and occupational health care at workplaces is absolutelynecessary.In all situations where personal data specified as sensitive in the Personal DataAct, such as information on the student’s state of health, the education and trainingprovider must observe care and good information processing practice required inthe provisions.Due to the diversity of the ICT sector, even major limitations do not necessarilypose an obstacle for working in the field. The mental and physical needs andcharacteristics of the student can be taken into consideration when planning his/her future career.9.3 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.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 performanceassesses the success of his/her performance whileworking and copes withnew and changing situationswithout helpplans independently workassignments and tasks he/she is responsible forassesses the success of his/her performance, justifiesthe assessment and assessesand develops his/her workmethods and environment187

9 AppendixPerformance,independence andresponsibility of workpackage.performs in familiar workassignmentswork so that the outcomecan be accepted as fulfillingthe work plan and qualityobjectivesneed occasional guidance toadvance in work phasesfollows working instructions,working hours, agreementsand negotiates ondiscrepanciesconsiders 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 anothercompletes given assignmentsindependently andtakes care of his/her assignmentsfrom start to finishand assumes responsibilityfor his/her own part of theworkconsiders 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 environmentspontaneously completesduties other than thoseassigned in his/her area ofresponsibilityTARGETS OFASSESSMENT2. Mastering thework method,equipment andmaterialChoice and useof work method,equipment andmaterials that suitthe assignment andwork environment.ASSESSMENT 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)uses work methods, equipmentand materials relatedto his/her work independentlyin work situationschooses the most suitablework methods, equipmentand materials and usesthem skilfully in variouswork situations188

TARGETS OFASSESSMENT3. UnderpinningknowledgePossession andapplication of theknowledge neededat workASSESSMENT CRITERIA ON A GENERAL LEVELSatisfactory 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 itTARGETS 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.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 situationssearches for informationaccording to instructionsplans his/her work andassesses its success whileworkingaccepts feedback and actsaccording to itcopes with change andoption situations spontaneouslysearches 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 actions189

9 AppendixInteraction andcooperationActions in interactivesituationsand cooperativeabilities.Vocational ethicsActivities basedon vocationalethics, professionalvalue basisand the agreementsmade.Health, safety andability to functionActions thatmaintain healthand safe operationsand maintainthe ability tofunction.abides given instructions on considers the situation ininteractive situations in his/ his/her learning and workingcommunity in differenther own learning and workingenvironment interactive situationscompletes 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 givenabides the given safetyinstructions and does notendanger him- /herself orothersensures safety in accordancewith instructionsuses safely protective equipment,tools and workmethods as instructedworks ergonomically inmost situationscompletes the work assignmentshe/she is responsiblefor spontaneouslyworks with different peoplein a work community andgroupabides the given ethical instructions,agreements anddecrees as well as timetablesabides the work community’sinstructions and takesinto account the safety ofthe members of the workcommunity and workingenvironmentensures safetyuses protective equipment,tools and work methodssafelyworks ergonomicallyexpresses 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 timetablesabides 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.190

TARGETS OFASSESSMENT4. b) Rest of thekey competencesfor lifelong learningInitiative andentrepreneurshiptarget-oriented, economicand productiveoperations and selfmanagement.Sustainable developmentObservingtechnological,economic, socialand culturalprinciples.AestheticsTaking aestheticsinto accountwhile workingCommunication andmedia skillsObjective recognition,observationand interpretationof themedia productsand use of mediaand informationtechnologyMathematics andnatural sciencesNumeracy requiredat workand knowledge ofthe laws of physicsneededASSESSMENT 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 endresultAre 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.191

9 AppendixTechnology 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.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.192

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