Introduction

It is Optima’s responsibility to make sure that all the involved parties understand On-the-Job

Learning and Skills Demonstration in the same way, and this is also the purpose with this

information package that you are now reading. In other words, this information package is

intended for students, workplace instructors, and teachers.

This package is not only information about On-the-Job Learning and Skills Demonstrations

but, instead, it also constitutes Optima’s steering documents for these two activities. The

information applies to the curriculum-based initial vocational qualifications, i.e. "youth

education".

On-the-Job Learning (OJL) is focused and supervised learning by the student at a workplace.

On-the-job learning is a learning method, not a separate course. It will make the transition

from school to working life easier and, for many students, it provides the gateway to

working life.

Skills demonstration is an ordinary, practical task at work which is marked out and assessed.

According to the new qualification requirements, skills demonstrations shall primarily be

carried out at the student’s OJL-workplace. Skills demonstrations form a considerable part of

assessment and evaluation of the student’s mastery of his/her subject once the new

qualification requirements are in use. They can, however, be supplemented with other types

of assessment.

What Is On-the-Job Learning?

The concept of On-the-Job Learning (OJL) at Optima complies with that defined by the

Finnish National Board of Education. On-the-job learning is a learning method, not a

separate course.

In on-the-job learning, the student is expected to learn some of the professional skills

included in his/her qualification by working in an actual workplace. The student will get a

chance to familiarise with real working life and work at various workplaces. Thanks to on-

the-job learning, the student may also specialise in certain domains within his/her

qualification.

The present on-the-job learning resembles the master craftsman-apprentice system in the

old days. It will make the transition from school to working life easier and, for many

students, it provides the gateway to working life. In short, on-the-job learning:

is focused, supervised, and assessed training carried out in service or production

capacities at the workplace.

means training and learning of new skills in practice – some qualification

requirements are satisfied through on-the-job learning.

covers a minimum of 20 credits or approx. six months all in all, in a vocational

qualification of 120 credits.

is carried out without employment contracts or payments.

requires a written Training Agreement (not Employment Contract) between the

employer and the school.

requires individual study plans for each student, including on-the-job learning.

The similarities and the differences compared with before and after the introduction of

the new qualification requirements are:

Before:

o A minimum of 20 credits.

o Separate assessment of on-the-job learning period, using an assessment form,

but if the OJL-period includes a skills demonstration the student will not get

two grades, i.e. there will be no separate assessment of on-the-job period.

o The Qualification Certificate will have an OJL-appendix which specifies the

grades s/he got in his/her on-the-job learning periods.

NB. Since the introduction of the Skills Demonstration Certificate in the spring

2009, the OJL-appendix is no longer obligatory at Optima. The appendix will go

out completely when the new qualification requirements are introduced.

After:

o A minimum of 20 credits but the qualification requirements encourage the

students to do more.

o The main principle is that on-the-job learning periods and their relevant

vocational study modules are to be assessed by means of a skills

demonstration. The old OJL-assessment system will go out, but the

Qualification Certificate will include a short description of the extent and

content of the student's on-the-job learning periods.

• The only exception is a short OJL-period soon after the beginning of

the student’s first school year – since it is perhaps not the suitable

time yet for a skills demonstration. The old OJL-assessment system will

be used in such cases. But since there will no longer be a separate OJL-

appendix attached to the Qualification Certificate, the grade will be

incorporated as part of the assessment of its relevant vocational study

module.

The on-the-job learning system provides the students with a chance to experience various

working life situations in different settings and workplaces and to cooperate with

experienced supervisors who are willing to share their experience with the students. This

results in an introduction to real working life at an early age, which would be difficult to

accomplish without the on-the-job learning system.

__________________________

If the student gets paid for the job, the employer should sign an employment contract with

him/her. It means that the employer assumes all responsibility, especially with respect to

insurance policies, of the student. In addition, engaging in a paid position may include so

monotonous work duties for the student that s/he will perhaps not be granted all the credits

that are meant to be achieved during the OJL-period.

A summer job may, to some extent, be recognised as OJL or elective studies, especially in

the case of those students who combine vocational studies and upper secondary school

studies. But note that this recognition cannot be granted afterwards. Instead, the

recognition of a summer job as OJL must be based on a plan which has been drawn up

together with the relevant teacher. The work carried out by the student in his/her summer

job must be supervised and assessed, preferably by means of a skills demonstration. The

student must keep an OJL-diary also in this care. The teacher decides on the extent of the

recognition.

Only in exceptional cases and when there are especially compelling reasons, the student’s

on-the-job learning can be carried out at Optima or in some other corresponding manner.

What Is Skills Demonstration?

Skills demonstration is a working life situation which the school, the working life

representative, and the student together plan, implement, and assess. In on-the-job

learning, the student trains core skills and tasks at work, and then gives proof of his/her

mastery of them in a skills demonstration. In other words, the student works as usual with

his/her tasks during his/her on-the-job learning period, and when the period is drawing

towards its close, one such task or work stage is marked out and the student’s performance

in it assessed and evaluated.

The underlying idea of skills demonstrations is to provide the students with the chance to

show what they have learnt through training – “practice makes perfect”.

Optima introduced skills demonstrations as a compulsory element in vocational studies in

the autumn 2006.

In short, skills demonstrations:

provide, according to the new qualification requirements, the main means for

assessing and evaluating the student’s performance during his/her OJL-period as well

as his/her professional skill on the whole, but it can also be supplemented with other

types of evaluation.

are arranged during the entire course of the student’s vocational education and

training in all of his/her vocational study modules.

are primarily arranged at workplaces in conjunction with OJL-periods but they can

also be carried out at school or in some other place determined by the school.

contribute to making the OJL-periods more focused on the objectives.

are not carried out before the student has acquired the skills and knowledge

required.

consist of the same tasks and duties that the student has been practising during

his/her OJL-period.

provide the student with immediate feedback on his/her professional skills.

may range from a couple of hours to several days, depending on the field, study

module, and task.

involve support and guidance before, during, and after the skills demonstration.

are approved by the Professional Team and comply with the provisions of the

curriculum.

The similarities and the differences compared with before and after the introduction of

the new qualification requirements are:

Before:

o Skills demonstrations in every study module.

o Skills demonstrations are carried out at school and outside the school setting.

o The Professional Team approves the plans for skills demonstrations for each

school year before they can be carried out.

o In practice, about half of the skills demonstrations have been carried out at the

OJL workplaces, and the rest at school.

After:

o Each study module shall include at least one skills demonstration but there may

also be several of them. Especially in the case where the study module covers

several school years, several skills demonstrations are advised.

o The main principle is always to arrange the skills demonstration during the OJL-

period. The skills demonstration may be carried out at school only as an

exception.

o The skills demonstration is assessed and evaluated, and its grade is

incorporated in the overall assessment of the relevant study module. The

skills demonstration grades are specified in a separate certificate which was

introduced at Optima in the spring 2009.

o A skills demonstration may also cover several study modules. This means that

one and the same skills demonstration may merit several grades, equalling

the number of the study modules.

According to the new qualification requirements, skills demonstrations play a considerable

role in the assessment of a student’s professional skill, but they are not the only means of

assessment. They can be supplemented with other methods of assessment. Skills

demonstrations may sometimes be quite limited as to their coverage of professional skills

and, in such cases, supplementary methods of assessment are needed.

According to the new qualification requirements, assessment must focus on the student’s

professional know-how and expertise, i.e. his/her work performance and process, not on

the person him/herself or his/her route to expertise. For this reason, the skills

demonstrations are important.

Vocational Education and Training

The Finnish vocational education and training (VET) system covers initial vocational

qualifications, further vocational qualifications, and specialist vocational qualifications.

Vocational education and training is geared both towards young people on their way to

working life and towards adults who already are working. Adults can study toward the same

initial vocational qualifications as the young. The three-year initial vocational qualifications

provide comprehensive skills for general tasks within the field in question as well as skills in a

special sub-domain within the field plus general eligibility for further studies at polytechnics

or universities.

Vocational education and training towards initial vocational qualifications is provided in

nearly every field of study. In Finland, approx. 45% of the age group start studying towards

initial vocational qualifications either after having completed their compulsory basic

education (9 yrs) or upper secondary education (12 yrs).

Initial vocational qualifications:

are designed to respond to labour market needs.

take three years of full-time study (120 credits).

include 90 credits of vocational study modules, whereof a minimum of 20 credits of

on-the-job learning at workplaces.

include 20 credits of study modules which supplement the student’s professional

know-how and expertise.

include 10 credits of elective studies.

are based on the basic education syllabus.

count prior training and work experience towards the qualification; professional

competence is recognised.

can be combined with general upper secondary studies, the so-called combined

vocational-general studies:

o supplementary studies at an upper secondary school

o vocational studies at a vocational school

o a total of 120 credits required

o (for a prior upper secondary school examination, A-levels, the student will be

credited with 40 credits)

The general purpose of vocational education and training is to improve the population’s

professional competence, meet the competence needs of working life, promote

employment, and encourage lifelong learning. Those with an initial vocational qualification

possess general professional skills within their field of study as well as the professional

competence required in working life.

Further and specialist vocational qualifications are forms of vocational further training. They

can be completed as competence-based qualifications, for which preparatory training is

arranged.

Obligations and Responsibilities of the Parties

It is the responsibility of the VET provider, i.e. Optima, to implement on-the-job learning and

skills demonstrations. The VET provider shall train and inform the Professional Team,

workplace instructors, and teachers with respect to the planning, implementation, and

assessment of on-the-job learning and skills demonstrations. In order to have everything

running smoothly, it is important that all the parties know the rules and regulations – their

obligations and responsibilities.

Optima shall:

prepare and sign written Training Agreements for each OJL-student with their

respective workplaces.

find and arrange the OJL-workplaces together with the students.

train and provide information for the teachers and workplace instructors.

before signing the Training Agreement, make sure that on-the-job learning and skills

demonstrations can be arranged in a safe and secure manner at the workplace.

arrange for sending a notification to the Occupational Safety District if a student who

is under 18 years old, will carry out so-called particularly harmful or dangerous tasks

at the OJL-workplace.

inform the employer about occupational safety obligations, as prescribed in Act on

Vocational Education and Training, Sect. 19.

The Employer shall:

sign a written Training Agreement with Optima concerning each individual OJL-

student.

appoint a workplace instructor who will assume the responsibility for the student and

assess his/her skills demonstration (should be one and the same person).

make sure that the workplace is safe.

provide Optima with information about working conditions, tools, and instruments.

The teacher shall:

inform the students about on-the-job learning and skills demonstrations.

find and arrange OJL-workplaces together with the students, tell the students about

Optima's workplace register in Primus.

make sure, in advance, that the workplace is suitable for on-the-job learning and/or

skills demonstration.

make sure that there are written Training Agreements with the workplaces for each

OJL-student.

inform "Studietorget” if a student who is under 18 years old, will carry out so-called

particularly harmful or dangerous tasks at the OJL-workplace, so that notification can

be sent to the Occupational Safety District.

draw up, together with each student, his/her individual study plan which has to cover

also his/her on-the-job learning periods and skills demonstrations.

guide and provide information for the workplace instructors, help them understand

the students’ level of know-how and skills, in order to distribute the tasks at work

appropriately.

follow up and supervise on-the-job learning, e.g. by visiting the workplaces or using

the eTaitava mobile phone tool.

make sure, together with the workplace instructor, that the student has acquired the

required skills before the skills demonstration.

assess, together with the workplace instructor, the student’s OJL-period by means of

a skills demonstration; the assessment meeting shall take place within a week after

the actual skills demonstration.is responsible for correct evaluation and grading of

the student’s performance.

keep safe the motivations for the grade given for the skills demonstration.

make sure that the grade, the skills demonstration venue, and the description of the

skills demonstration are entered in Primus so that they can be used in the Skills

Demonstration Certificate.

inspect the students’ OJL-diaries.

collect the students’ OJL-reports and provide the class with an opportunity to talk

about their OJL-experiences.

The workplace instructor shall:

familiarise with the objectives, obligations, and assessment of on-the-job learning

and skills demonstrations.

tell the student about the workplace routines.

take the student’s level of know-how and skills into account; in other words,

distribute the tasks at work appropriately.

guide the student and give him/her constructive feedback.

keep in touch with the teacher.

keep tabs with and approve the student’s OJL-diary and, in the end, write a brief

summary of the student’s OJL-period in the diary.

plan the skills demonstration together with the student and the teacher.

make sure, together with the teacher, that the student has acquired the required

skills before the skills demonstration.

assess, together with the teacher, the student’s OJL-period by means of a skills

demonstration; the assessment meeting shall take place within a week after the

actual skills demonstration.

or assess the entire period using the OJL-assessment form if the skills demonstration

does not take place at the OJL-workplace.

keep safe the motivations for the grade given for the skills demonstration.

The student shall:

draw up an individual study plan, covering his/her OJL-periods and skills

demonstrations, together with his/her teacher.

carry out the tasks agreed with the teacher and the workplace instructor and comply

with the requirements in the Training Agreement.

write his/her OJL-diary every day.

respond to the questions sent by the teacher via eTaitava mobile phone tool, using

either his/her mobile phone or computer.

carry out the skills demonstration at the OJL-place, assess his/her own performance,

and participate in the assessment meeting after the demonstration.

comply with the requirements of confidentiality at the workplace, i.e. professional

discretion.

write the OJL-report and present some parts of it to the other students.

The Professional Team shall:

approve the plans for the implementation and assessment of skills demonstrations.

supervise the implementation of skills demonstrations.

appoint the ones who shall assess and evaluate the skills demonstrations.

deal with the students’ demands for rectification of evaluation.

The workplace instructor must, together with the teacher, take great care in distributing

the easy and difficult tasks in accordance with the requirements set in the curriculum and

also based on the amount of courses and studies that the student has completed. The

purpose of this is to afford the student the greatest possible gain of the OJL-periods.

Training Agreement, Not Employment Contract

A Training Agreement has to be signed by Optima and the workplace for the arrangement of

on-the-job learning periods and skills demonstrations. This Agreement shall be signed

individually for each student. Remember that it is not an employment contract. The

Agreement is also sometimes called the OJL-agreement.

The workplace has to meet certain criteria before it can be approved as an OJL-place. It must

have sufficient service and production operation and the required tools, instruments, and

machinery as well as skilled staff who have sufficient training and work experience so that

they can be trained as workplace instructors in charge of the students. Naturally, the

workplace has to be able to offer the students the kind of tasks which meet the objectives of

the OJL-period and the relevant study module.

The Training Agreement includes:

The contact information of the parties.

A brief description of the parties’ obligations and responsibilities.

The relevant period of time.

The student’s goals and tasks at work.

Guidance.

Assessment, i.e. skills demonstration (or the ”old” OJL-assessment).

The working hours at the workplace or simply the average amount of hours in a

week.

o The main rule is that the student’s working hours in his/her OJL-period must

not exceed the hours decreed in Act on Working Hours and its provisions on

young employees. Any exception to this rule must be motivated on

pedagogical grounds. In other respects, the student complies with the

ordinary working hours at the workplace.

o On the other hand, the student’s working hours must not be under the

ordinary hours of full-time work because it would involve problems for the

student to achieve the required credits for his/her OJL-period.

o All in all: The student shall have the same working hours as the regular

employees at the workplace – the same amount of hours in a week and at the

same times but, however, a minimum of 35 hrs in a week, on an average,

because if they are less, the student will not obtain the required credits for

his/her OJL-period. Generally, the student’s average working hours will be

37.15 hrs/week or 38 hrs/week.

Lunch-breaks and other breaks. Meal arrangements.

o If possible, the workplace shall provide the student with lunch but if it is not

possible, the student will have his/her lunch in one of Optima’s schools or

arrange his/her lunch on his/her own and apply for meal compensation from

Optima afterwards. The meal arrangements are decided on the basis of the

following factors:

How long is the lunch-break? At what time? The lunch-breaks follow

the praxis at the workplace, usually 30 minutes.

The distance from the workplace to Optima combined with the time

and duration of the lunch-break are decisive in determining if it is

realistic to assume that the student will have enough time to get to

one of Optima’s school for his/her lunch.

Personal protective gear, e.g. protective clothing, helmet, hearing protectors, goggles

and face shield, and respirator.

The student’s individual study plan (drawn up together with the teacher) may be attached to

the Agreement. The plan specifies the objectives and core content of the student’s

education and training.

Read more about when and how the Training Agreement shall be filled out, in the

Instructions for Teachers, Workplace Instructors, or Students.

Instructions for Workplace Instructors

SOME GENERAL ADVICE for on-the-job learning periods:

Remember that the purpose of on-the-job learning is to allow the student to grow as

a professional worker.

You must be an example to the student.The student shall be a member of the work

community, the team.Work on your contact with the student.

It is important to familiarise the student with the workplace and its routines.

Pay attention to what the student is meant to learn in his/her OJL-period.

Always contact the teacher when you seem it necessary.

The student shall not be paid for his/her OJL-period – instead, make you workplace

attractive for him/her in other ways, e.g. by giving him/her interesting tasks and

providing him/her with good guidance and counselling.

It is also good to remember that the workplace instructor is not the same as the site/office

manager but, instead, the appointed and trained workplace instructor is there for the

student and s/he knows the instructor, i.e. you, by your name.

Students have described the workplace instructors and good guidance as follows:

”A good instructor asks what I have done earlier in my career” (Finds out what the

student is already familiar with)

”It is important that the instructor gives me advice but, nevertheless, makes me also

think on my own” (Helps translate theory into practice)

”The instructor is supportive and does not stress out about small fry" (Supports and

provides feedback)

”A good instructor does not snap and s/he tries to understand my opinions and ideas.

If I suggest an improvement, the instructor does not at once dismiss it but, instead,

reflects if some part of my suggestion actually makes sense” (Listens and gives

him/her time)

”A good instructor gives the student some responsibility and trusts him/her but also

demands him/her to take initiative and carry out the work duties conscientiously”

(Gives responsibility)

”The instructor explains and shows why a job has to be done in a certain way" (Gives

reasons)

The purpose of on-the-job learning is:

During the first school year, the student shall get to know his/her branch and get an

overall view of its tasks and duties. S/he has to be able to identify with his/her

professional role. On the basis of his/her experiences, the student shall choose

his/her study programme if required.

During the second year, the student shall be offered the chance to practise routine

tasks. S/he develops and works on his/her professional skills, and the OJL-period can

pave his/her way to a summer job. The student shall be able to cope independently

with the basic tasks and duties in his/her branch.

During the third year, the student may be offered the chance to specialise and s/he

can also be offered permanent employment. S/he shall manage the tasks and duties

in production independently.

A. PLANNING AND START

The purpose is for the students to find and arrange their own OJL-places – therefore,

it will probably be a student who first contacts your workplace before an OJL-period.

S/he will call or visit your workplace in person. The next step is to have the OJL-place

approved by the teacher.

The teacher in charge will contact you two weeks before the OJL-period or earlier, to

discuss the arrangements.

The student will bring you the Training Agreement and the Checklist for Introduction

to Workplace when s/he visits you before his/her OJL-period. The Agreement must

be signed and returned to the teacher no later than a week before the OJL-period. It

is advisable to sign it immediately and send it back with the student.

During the first OJL-week, go through the checklist with the student. One of the

workplace instructor’s main tasks is to give the student a clear picture on how the

working life functions. Things that may be crystal clear for an experienced employee,

can be absolutely new for a student. As a workplace instructor, you shall:

o inform the student about the rules and regulations at the workplace,

o familiarise him/her with occupational safety requirements – show him/her the

grips, movements, and working positions.

o show him/her the company premises; bathrooms, dressing rooms, canteens,

etc.

o introduce him/her to the manager, supervisor, and workmates.

o inform him/her about the working hours, lunch-breaks and other breaks (the

student will observe the same routines for evening and weekend work as the

employees).

o show him/her the machinery and instruct him/her how to use them.

o explain the student his/her tasks and duties at work.

o establish a good work climate for the OJL-period and help decrease the

student’s feelings of insecurity at work.

Give the student accurate and sufficient information! It is advisable to discuss at

the workplace in advance what you want to inform the student about and what

you expect of him/her.

B. GUIDANCE AND SUPPORT

Take into account the following features which may characterise students for whom

the branch is new:

uncertainty, fear of blundering.

shortcomings in the jargon of the branch.

difficulties in understanding the connection between cause and effect.

unfamiliarity with the use of tools/machines/equipment.

limited understanding of the quality requirements in the branch.

shortcomings in the work ethics.

Make demands on the student. The student shall comply with the same rules on the

workplace as the employees. The student shall:

be punctual, observe the same working hours as the employees – the same

amount of working hours in a week and at the same times as the employees.

The student shall, however, work a minimum of 35 hours a week on an

average, in order to get the credits that s/he is meant to have in his/her OJL-

period.

inform you if s/he is ill and cannot come to work.

complete the tasks that s/he has been assigned.

contribute to good companionship and work climate.

maintain order and tidiness.

Give the student responsibility, praise, and constructive criticism.

remember the student’s level – how much s/he knows about the branch. Set

the bar accordingly and give the student ”instructive” tasks which will

motivate and stimulate him/her to learn more.

give clear and precise instructions, follow up with the student’s work process

and praise him/her rather than expose him/her to negative criticism.

Explain what the task consists of.

Tell him/her how it is carried out and why.

Explain the work process.

give the student a chance to present his/her own thoughts and ideas towards

development.

Check that the student comes to work and stays there, make a note of his/her

presence/absence in his/her OJL-diary.

The school holidays shall be taken into account in the student’s OJL-period so

that his/her number of working days shall be the same as it would have been

at school. Arrange with the teacher which day/s the student may take off.

The student will have to compensate all his/her hours of unfounded absence

through extra work after the OJL-period.

If the student’s permitted absence, e.g. due to illness, exceeds 30% of his/her

working hours in the OJL-period, s/he will have to compensate these hours

through extra work.

Accept help from the teacher who is there for your support. The teacher’s role is to:

inform about the level and goals of the OJL-period in question.

assume the main responsibility for on-the-job learning.

give advice on how to tell about the work in question to the student from a

pedagogical point of view.

inform about the student’s special needs, if any.

Plan the skills demonstration early on together with the student and the teacher.

The skills demonstration is an ordinary, practical task at work which is marked

out and evaluated. Cf. C here below.

The purpose is not to have the student see and experience as much as possible of the

workplace functions or of a job during his/her OJL-period. It is better to limit his/her work

tasks so that s/he will regularly carry out the tasks that can be linked with the OJL-objectives,

rather than just scratch upon and try everything that s/he sees. It should be quite clear, in

advance, which tasks the student will carry out and with whom during his/her OJL-period. It

should also be clear what the student should strive to learn during his/her time at your

workplace.

C. ASSESSMENT AND EVALUATION

Assessment

You will assess the student’s OJL-period and his/her performance with the help of an

assessment form, OJL-diary, part 3. You will comment briefly on the following: what was

good, what was not good, and how the student can develop his/her competence. Naturally,

you will give regular verbal feedback to the student.

Evaluation and Grading

The role of the workplace instructor, i.e. you, in implementing a skills demonstration is to:

Plan

o Familiarise yourself with the objective of the skills demonstration.

o Help the student by identifying a suitable task and time. The student must

always know in advance when s/he will have his/her skills demonstration.

o The problem with some OJL-places is that the tasks and duties at work vary so

much from day to day that it is difficult to find a task which the student has

really been able to train and practice sufficiently and which is also suited as a

skills demonstration. The teacher will, however, help you identify a suitable

task which can be used in a skills demonstration.

o Remember that a skills demonstration must not differ from the student’s

ordinary tasks at work – instead, it should be an ordinary, practical task

which is marked out and evaluated.

Supervise and guide

o Keep an eye on the student during his/her skills demonstration, make notes on

his/her performance.

o The student is allowed to ask for advice or, if needed, for help if a dangerous

situation or a mistake occurs in the course of his/her skills demonstration or if

the student does not know what to do and his/her work is not progressing.

You must, however, make him/her understand that your help will influence

his/her grade.

Give the grade

o Participate in the assessment/evaluation meeting together with the student

and the teacher.

o Give the student’s performance a grade according to the evaluation criteria.

o Remember that you are not supposed to give a grade for the events during the

OJL-period but, instead, only for the performance and skills that the student

gave proof of in his/her skills demonstration.

Demonstration = Evaluation of OJL and Professional Competence

What?

Skills demonstration is a working life situation which the school, the working life

representative, and the student together plan, implement, and assess. It shall not differ from

the student's ordinary tasks at work as to its content, and the student is entitled to know the

skills demonstration date in advance.

In other words, the student will work as usual with his/her tasks during his/her on-

the-job learning, and when the period is drawing towards its close, one such task or

work stage will be marked out and the student’s performance in it assessed and

graded.

The Finnish term ammattiosaamisen näyttö is perhaps better than the Swedish yrkesprov in

describing the nature of skills demonstration - it has more the character of a demonstration

than that of a test. You will find more information in the general chapter about skills

demonstrations.

”Skills demonstrations at OJL-places are unfair”

The students may carry out skills demonstrations which are related to the same study

module but differ to some extent because they are carried out at different workplaces, but it

does not mean that the system is unfair. Motivations:

1. The teacher has an overview of all the skills demonstrations and supervises their

grading. The grading is always based on the same evaluation criteria.

In a difficult and comprehensive skills demonstration task, the student can get

a good grade even when his/her performance is not perfect whereas in an

easy skills demonstration task the student will have to perform to perfection

in order to get the highest grade.

2. Furthermore, the Skills Demonstration Certificate specifies the nature of the skills

demonstrations as well as their venues. Therefore, the grade is not simply a figure

but more like a context. Each and everyone can read in the certificate for what the

student got his/her grade.

THE ABCD OF SKILLS DEMONSTRATIONS

A. The overall planning of the skills demonstrations is the responsibility of the teachers,

the working life representative, and the students in the Professional Team. But an

individual skills demonstration is planned by the teacher, the workplace instructor,

and the student in question.

B. Keep the student’s tasks in his/her OJL-period as the starting-point – they should

coincide with the goals for learning in the OJL. These goals may cover one or several

study modules.

o Mark out clearly a suitable task, set the date, and define what type of know-

how the skills demonstration covers in the relevant study module/s.

The skills demonstration may range from a couple of hours to several

days, depending on the field and tasks.

It often happens that a skills demonstration does not fully cover all

the goals and evaluation criteria of a study module, but this is not an

obstacle – one gives the grade for what can be evaluated and leaves

the rest without notice. The skills demonstration can be

supplemented with other methods of evaluation after the OJL-period.

o All the parties shall read the assessment form early on.

o The skills demonstration shall be as genuine a work situation as possible.

The student shall have the chance, in advance, to familiarise with the

tools and equipment required and to practise their use, in other

words, work with the tasks that were agreed on in advance, during

his/her OJL-period and carry out his/her skills demonstration which

includes some or all of these tasks.

The skills demonstration environment must not include any hazards

to the student’s health or safety.

C. During the course of the student’s skills demonstration, the workplace instructor

observes his/her performance, keeping its evaluation in mind. S/he writes down

his/her observations. The teacher may be present, but it is not mandatory, during the

skills demonstration at the OJL-place, but if the skills demonstration is carried out at

the school, it is the teacher who supervises it. If the skills demonstration involves

customer service, the customer may also give his/her feedback.

o According to the new qualification requirements, evaluation shall focus on:

mastery of the work process.

mastery of the work methods, equipment, and materials.

mastery of the knowledge and know-how underlying the work.

mastery of the key competence for lifelong learning (basic competence).

• problem solving skills; cooperation ability; professional ethics and

health, safety, and functional capacity; sustainable development;

communication and media skills; mathematics and natural

sciences; technology and information technology; active

citizenship.

o In the ”old” core curriculum, the evaluation shall take into account also

mastery of occupational safety

general focus-areas

They have been embedded in the other evaluation criteria in

the new core curriculum.

o Guidance is allowed during a skills demonstration. The student must, however,

realise that guidance during a skills demonstration will influence its grade.

D. The skills demonstration ends with an assessment meeting, also called the evaluation

meeting.

o The student, the workplace instructor, and the teacher attend this meeting.

The main responsibility falls on the teacher. (If the skills demonstration takes

place at school, only the teacher and the student will attend the assessment

meeting.)

o The assessment form shall be used.

o The meeting is a guarantee for the student’s fair evaluation and grade which

truly correspond to his/her performance.

o The parties shall reserve sufficient time for the meeting, at least 30 minutes but

preferably one hour. The meeting should take place within a week after the

skills demonstration. It can be a bit difficult to find a time that suits everyone,

but make an effort.

o The course of the meeting is as follows:

The student is first in turn to assess his/her performance in the skills

demonstration, s/he shall compare his/her performance with the

objectives and the evaluation criteria. In this way, the instructor and

the teacher’s opinions do not influence those of the student.

Next comes the workplace instructor’s assessment of the student’s

performance, and the teacher comes last with his/her opinion and

presents a summary of the evaluation. The final grade is set through

discussions at this meeting.

• only the performance during the skills demonstration shall be

evaluated, not the rest of the student’s OJL-period.

• the evaluation and grade shall be documented on the

assessment form, including also the motivations for the grade.

Documentation may also include material which was produced

during the skills demonstration. If the student fails in his/her

skills demonstration, the reasons and grounds shall be clearly

presented and documented.

• According to the new qualification requirements, each study

module shall be evaluated as fair F1, good G2, or excellent E3.

Retaking or Improving One’s Grade. The student shall be allowed to try to improve his/her

grade or retake his/her performance. Retaking is applied to the situation where the student

did not achieve a passing grade in his/her skills demonstration. In the case of improving the

grade, the student did get a passing grade but wants to improve it.

Demand for Rectification

1. If a student is not happy with his/her grade, s/he must first discuss it with his/her

teacher.

2. If the student and the teacher do not agree, the matter is referred to the department

head and/or principal.

3. If these parties do not agree, the student is entitled to submit a written demand for

rectification to the Professional Team. This demand shall be submitted within 14 days

from the date when the student had the chance to learn about his/her grade in the

skills demonstration. The Professional Team decides whether or not new evaluation

and grading should be carried out.

Skills Demonstration Certificate. The student will get two certificates upon completing

his/her course of study: the Qualification Certificate and the Skills Demonstration Certificate.

It will be easier for future employers to draw the conclusions on the student's practical skills

and know-how when presented with the Skills Demonstration Certificate. It shall be signed

by the Chairman of the Professional Team and include:

The name of the programme of study.

The qualification it gives.

The completed skills tests, by study modules.

o name and extent of study module

o short description of the student’s skills demonstration

o name of the skills demonstration venue

o grade for the skills demonstration

Date and signature.

The student’s skills demonstration grades are all specified in the Skills Demonstration

Certificate but, at the same time, they are also incorporated in the grades for the study

modules in question in his/her Qualification Certificate.

The parties have also access to national skills demonstration material, the purpose of which

is to support their implementation and evaluation. Skills demonstration material in Swedish

is available at www.syi.fi/yrkesprovpasvenska/index.asp?site=yrkesprovmaterial. Optima

plans to compile also its own skills demonstration database.

Employer Is Responsible for Occupational Safety

In accordance with Act 630/1998 on Vocational Education and Training, Sect. 19, the

employer is responsible for the student’s occupational safety in training which is carried

out at a workplace in the context of practical work tasks. According to Decree 811/1998 on

Vocational Education and Training, Sect. 5, the vocational education and training provider,

i.e. Optima, shall inform the employer about this responsibility.

The student has the right to physically and mentally safe environment during the course of

his/her studies. Before signing the written Training Agreement, Optima shall make sure that:

on-the-job learning and skills demonstration can be arranged in a safe manner at the

workplace.

the student is able enough to work and study in a safe manner at the workplace, and

inform the workplace about the student's ability in this respect.

the student will get the required information in order to familiarise with his/her work

as well as with the valid laws and regulations concerning occupational safety, and can

observe the occupational safety regulations.

The employer is responsible for the occupational safety, working conditions,

workplace machinery and equipment as well as for providing the student with

introduction, guidance, and supervision. Special attention shall be paid to guidance

and supervision at the workplace. The workplace instructor shall go through the

points in the Checklist for Introduction to the Workplace with the student during

his/her first OJL-week.

During the student’s OJL-period and skills demonstration, the same occupational safety

requirements apply to him/her as to the paid employees. Occupational safety will become a

natural part of the student’s professional competence when s/he observes the safe working

methods that s/he learns from his/her instructor and other workmates. An experienced

colleague’s way of working sets the example for how the occupational safety regulations are

observed at the workplace.

A young employee may carry out (particularly) harmful or dangerous jobs, as defined by

legislation, if this work takes place in vocational education and training. The Training

Agreement between the employer and the school must specify how the supervision and

necessary introduction to these jobs shall be carried out, and the local Occupational Safety

District shall be sent a notification thereof.

For the OJL-periods, a student who is not yet 18 years old may be granted an exemption to

carry out work that is forbidden for those under 18 years of age. These jobs are thought

detrimental for the employee’s mental or physical health or demand more strength or

responsibility that can reasonably be demanded of a person who is under 18 years old, e.g.

dealing with explosives, diving, slaughtering, and work with mental health patients.

The employer and the school shall together examine whether or not personal protective

gear is necessary in the OJL-period, agree on its procurement, and write it down in the

Agreement. Personal protective gear includes e.g. protective clothing, helmet, hearing

protectors, goggles and face shield, and respirator.

In short: With respect to occupational safety, it is the employer’s obligation and

responsibility to:

keep tabs on the safety of the working conditions and work methods and the

situation of the work community.

together with occupational health staff, assess the health hazards that may occur.

draw up occupational safety instructions in order to promote good working

conditions as to their safety and health aspects.

In case of accident/injury…

Optima has taken accident and liability insurance policies for all its students, via

Pohjola Insurance Company.

o The accident insurance covers accidents at work during the OJL period.

o The liability insurance covers damages caused by the student to the employer’s

property during the OJL period.

The insurance policies are valid within EU member states, Norway, Iceland, and

Switzerland.

In case of accident/injury/damage, the workplace instructor and/or the student shall

immediately contact the teacher-in-charge and tell him/her what has happened.

The teacher will contact the relevant parties at Optima, and an occupational safety

inspection will be carried out.

o The notification of accident is carried out via Studietorget.

o The headmaster shall be informed of the accident/injury/damage.

o Contact Ms Ulla-Stina Löw, who is in charge of insurance matters at Optima, to

find out the details.

Optima’s insurance will compensate for:

injury, when the injured person is other than the employer who signed the OJL

contract, for the part which the employer’s own liability insurance does not cover.

damage caused to the property at the workplace where OJL takes place, if the said

property is not compensated for via material damage insurance concerning the

property.

in the case of material damage, only immediate and direct expenses shall be

compensated for.

Optima’s insurance will not compensate for:

injury/damage caused by the student’s inadequate knowledge about or insufficient

instruction in his/her tasks at work, irrespective if it takes place through the neglect

of Optima or the employer who signed the OJL contract.

injury/damage caused by insufficient supervision or guidance from the employer’s

side.

indirect damages or expenses, e.g. loss of income, interruption in business, damages

caused by someone else than the one who was the victim of the direct

injury/damage.

repeated injuries/damages.

BUT if the student is paid a salary during his/her OJL period, which is not advisable, the

employer shall sign an employment contract with the student and, thereby, it will be the

employer's sole responsibility to take care of the liability insurance.