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The Role and Position of the Universities of Applied

Sciences in the Finnish Higher Education

Dr. Jyrki Laitinen

Oulu University of Applied Sciences School of Engineering

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OUAS School of Engineering

Students 8000 2800

International students 450 150

Adult students 1400

Annual intake 1800 600

Oulu University of Applied Sciences

Annual intake 1800 600

Completed degrees 1200 400

Employment rate 70%

Staff 900 300

Annual turnover 55 Meur 22 Meur

Health and Social Care Renevable Natural Sources

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Oulu University of Applied Sciences, School of Engineering

Bachelor of Engineering (BEng)

- Automation Engineering (Finnish) - Building Services (Finnish)

- Civil Engineering (Finnish)

- Construction Management (Finnish) - Information Technology (Finnish) - Information Technology (English)

Oulu Campus

- Mechanical and Production Engineering (Finnish) - Medical Engineering (Finnish)

Bachelor of Laboratory Sciences (BLabSc)

-Laboratory Sciences (Finnish)

Master of Engineering (MEng)

-Civil Engineering (Finnish)

- Industrial Management (English) - Information Technology (English)

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Content

• Finnish education system

• Facts and figures

• Universities of applied sciences (i.e. polytechnics)

• Trends in higher education in Finland

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Finnish education system

nine-year basic education (comprehensive school), preceded by one year of voluntary pre-primary education

upper secondary education, comprising vocational and general education

upper secondary education, comprising vocational and general education

higher education, provided by universities and polytechnics

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Finnish higher education comprises of a dualistic model:

Universities promoting research and scientific and artistic

learning. They confer Bachelor's, Master's, licentiate and doctoral degrees.

Finnish education system

Universities of applied sciences (known also as polytechnics)

promoting professional or work-related higher education and applied R&D.

The first university was established in Turku in 1640.

The regular operation of universities of applied sciences started in 1996.

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Students 300 000 Beginners/year 58 000 Graduates/year 45 000 Students 400 000 Beginners/year 150 000 Beginners/year 150 000 Leavers/year 100 000 Students 550 000 Beginners/year 57 000 Leavers/year 65 000

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Facts and figures

Universities UASs Number 16 25 Students 169 000 139 000 Annual beginners 20 000 38 000 Graduates 24 000 21 000

Government funding 1750 Meur 870 Meur

42% (367 Meur) directly from the government and 58 % (503 Meur) from local municipalities

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Finnish universities and universities of applied sciences

All universities are state-owned and subordinate to the Ministry of Education. the Ministry of Education.

Four of the UASs are run by local authorities, seven by municipal education consortia and 14 by public companies.

Source:

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The extent of UAS degree studies is generally 210−270 study

points (ECTS), which means 3.5 – 4.5 years of full-time study. This education is arranged as degree programmes. The entry

requirement is a certificate from an upper secondary school or the matriculation certificate, a vocational qualification or corresponding

Studying in the universities of applied sciences

matriculation certificate, a vocational qualification or corresponding foreign studies.

The requirement for Master's studies in polytechnics is a Bachelors' level polytechnic degree and at least three years of work

experience. The polytechnic Master's, which is 60-90 study points and takes 1.5-2 years, is equivalent to a university Master's in the labor market.

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Fields of education in UAS sector and number of

students in each field in 2009

Humanities and Education

1495

1 %

Culture

12015

9 %

Social sciences, business and administration

27427

20 %

Social sciences, business and administration

27427

20 %

Natural sciences

6039

4 %

Technology, communication and transport

40116

30 %

Natural resources and the environment

4367

3 %

Social services, health and sport

34810

26 %

Tourism, catering and domestic services

8684

6 %

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Trends in the higher education in Finland

 The number of unversities and universities of applied sciences will decrease in the near future (unversities from 16 to 14, UASs from 25 to17).

 The number of local officies of the higher educational institutes will decrease from 130 -> 80 (?).

will decrease from 130 -> 80 (?).

 It is proposed that all UASs should be organized as public companies. The main owner would be the Finnish state. This

would solve the confrontation with the steering and funding. Now most of the funding comes from local municipalities but the

steering from the ministry of education.

 The local co-operation of the universities and UASs will increase. This concerns administration, education and RDI (reasearch,

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Trends in the higher education in Finland (cont.)

 The number of degree programmes will decrease. Now, there are approximately 600 degree programmes in the universities and 400 in the UASs.

 The number of students in the science and technology will decrease. There are two reasons for this. First, the interest of decrease. There are two reasons for this. First, the interest of

young people to these fields has decreased. Second, the ministry of education directs the funding more on secondary vocational education.

 The funding of the UASs will change more dependable on the measured quality criteria.

 In UASs the education is directed more on problem and project based learning, which is implemented in close collaboration with

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Example of the curriculum development

Bachelor’s

Bachelor’s thesis 15 ECTS cr

Degree Programme of Information Technology(BEng)

• Two options: wireless devices and software development

Usually in co-operation with companies. Bachelor’s degree 4 years 240 ECTS cr

Practical training 30 ECTS cr.

Free-choice studies 15 ECTS cr Professional studies (compulsory / optional) Basic studies (compulsory / optional) 180 ECTS cr with companies.

Includes basics of project working

30 ECTS cr in projects in close co-operation with companies. Pedagogical objectives carefully defined. Content promotes

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Example of the curriculum development (cont.)

At least three major transitions

 Individual curriculums enable ”just-on-time”-type learning.  Gradual transition of students from studying to working life.

 The role of the teachers changes from a schoolmaster to a coach  The role of the teachers changes from a schoolmaster to a coach

that guides students and creates connections between students and working life. This is obviously the most challenging

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More information

CIMO. Organisation for international mobility and cooperation.

http://www.cimo.fi/frontpage

Study in Finland. http://www.studyinfinland.fi

The Finnish Higher Education Evaluation Council (FINHEEC).

http://www.kka.fi/?l=en&s=1

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References

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