TEACHING CURRICULUM – the student’s tool

Why should students examine the curriculum of their degree at the start of their studies?

The teaching curriculum is a tool which students can use to plan the progression of their studies with the help of their teacher tutors.

Students should

The studies consist of the following periods of study: basic studies, professional studies, advanced professional studies, free-choice studies, practical training and thesis. The periods of study consist of modules which include courses. The structure of the degree indicates in which year, during your degree, the courses are scheduled to take place.

KAMK Common part of the curriculum

The common part of the curriculum describes the principles of teaching and students guidance that guide all KAMK courses. At the moment only available in finnish.

» Open common part of the curriculum here

University of Applied Sciences studies and teaching planning is conducted according to the following principles:

The national degree and qualifications framework (NQF)

All qualifications in Finland are located amongst 8 levels of ascending difficulty and demand. University of applied sciences Bachelor degree qualifications are located on level 6 and higher university of applied sciences degree are located on level 7 of this scale. Levels 6 and 7 of this scale and national generic competences indicate the level of competence and ability that students graduating from universities of applied sciences are expected to have.

» Descriptions of the levels can be viewed here

Generic working life skills – competences

The universities of applied sciences of Finland have cooperated with working life representatives to define the skills known as competences that graduates from universities of applied sciences are expected to have adopted.

The competences are extensive blocks of ability describing qualification, potential performance and the ability to cope with the tasks of work in a profession. They are divided into degree-specific competences (professional) and generic competences. The generic competences are areas of competence common to different degrees but whose special focus and significance vary in different professions and tasks of work. The generic competences create the basis for being active in working life, cooperation and the development of expertise.