Vocational Qualification in Vechicle Technology

Requirements for Vocational Qualifications
Vocational Qualification in
Vehicle technology
2009
Study Programme/Specialisation in Vehicle Technology,
Vehicle Mechanic
Study Programme/Specialisation in Vehicle Body Repairs,
Vehicle Body Repairer
Study Programme/Specialisation in Vehicle Painting,
Vehicle Painter
Study Programme/Specialisation in Car Sales,
Car Salesperson
Study Programme/Specialisation in Parts Sales,
Parts Salesperson
Study Programme/Specialisation in Engine-run
Small Machinery Repairs, Small Machinery Mechanic
Regulation 30/011/2009 Publications 2011:10

© Finnish National Board of Education
Publications 2011:10
ISBN 978-952-13-4861-7 (pdf )
Translation (Chapters 1.1, 1.2, 4, 9): Lingoneer Oy

Layout: Layout Studio Oy/Marke Eteläaho
www.oph.fi/english
REGULATION
17 June 2009 30/011/2009

Period of validity:
effective 1 Aug 2009 until further notice
Vocational upper secondary education and training providers
Qualification committees in the field
Acts on which the issuing of the Regulation
is based:
Act 630/1998, Section 13 (2)
Decree 811/1998, Section 10 (12)
Act 631/1998 13, Section (2)
Repeals National Board of Education Regulations

17.2.2000 no. 11/011/2000
and for this qualification the following Regulations
1.8.2001 no. 42/011/2001
19.6.2002 no. 34/011/2002
27.8.2004 no. 28/011/2004
30.9.2005 no. 32/011/2005
13.2.2007 no. 5/011/2007
REQUIREMENTS FOR VOCATIONAL
QUALIFICATIONS Amends National Board of Education Regulation
Vocational Qualification in Vehicle Technology –
The Finnish National Board of Education has rendered its decision regarding
the qualification requirements (national core curriculum and competence-based
qualification principles) of the Vocational Qualification in Vehicle 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 qualifications
started after 1 August 2009. All education and training and competence-based
qualifications that have started prior to the entry of this Regulation into force may
be completed in accordance with Regulation 17.2.2000 no. 11/011/2000 by 31 July
2019, unless otherwise stipulated in other statutes and Regulations.
In curriculum-based education and training, the education provider must draw

up and approve a curriculum in compliance with the terms stipulated in these
qualification requirements.
In providing education and training leading to a competence-based qualification, the

education provider determines the educational content and provision in accordance
with the qualification requirements. An opportunity to complete a competence-
based qualification must be provided to all candidates.
The education provider, qualification provider and qualification committee shall

comply with the terms stipulated in this Regulation and shall not deviate in any way
from it.
Director General Timo Lankinen
Chief Technologist Timo Repo

ANNEXE Vocational Qualification in Vehicle Technology
CONTENTS
INTRODUCTION 8
1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN VEHICLE TECHNOLOGY 9

1.1 Objectives of the Vocational Qualification in Vehicle Technology 9
1.2 The structure of the vocational qualification in vehicle technology 12
1.3 Key competences for lifelong learning 18
1.4 Eligibility for further studies 21
2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL

EDUCATION AND TRAINING 22
2.1 Design and contents of the curriculum 22
2.1.1 Common part of the curriculum 23
2.1.2 Qualification specific part of the curriculum 23
2.1.3 Individual study plan 24
3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION 25

3.1 General on competence-based qualification system 25
3.2 Arranging competence-based qualifications 25
3.3 Completing a competence-based qualification 26
3.4 Requirements of competence-based qualifications 26
3.5 Individualisation in competence-based qualifications 27
3.6 Assessment of vocational skills in a competence-based qualification 27
3.7 Certificates 28
3.8 Preparatory training for competence-based qualifications 29
4 VOCATIONAL MODULES, VOCATIONAL SKILL REQUIREMENTS AND ASSESSMENT OF

THE VOCATIONAL QUALIFICATION IN VEHICLE TECHNOLOGY 30
4.1 Compulsory modules in study programme or specialisation in Vehicle Technology 30
4.1.1 Car or motorbike service 30
4.1.2 Car repairs 35
4.2 Compulsory modules in study programme or specialisation in Vehicle Body Repairs 41
4.2.1 Service and repair works 41
4.2.2 Surface damage works 47
4.2.3 Testing and bodywork damage works 53
4.3 Compulsory modules in study programme or specialisation in Vehicle Painting 59
4.3.1 Priming works 59
4.3.2 Spray painting works 64
4.4 Compulsory modules in study programme or specialisation in Car Sales 69
4.4.1 Sales and product knowledge 69
4.4.2 Marketing and customer service 73
4.4.3 Purchase and acquisition operations 77
4
4.5 Compulsory modules in study programme or specialisation in Parts Sales 81
4.5.1 Spare parts sales work and customer service 81
4.5.2 Stock management 84
4.6 Compulsory modules in study programme in Engine-run Small Machinery Repairs 87
4.6.1 Small machinery repairs 87
4.7 Optional modules for all 91
4.7.1 Testing and repairs of electrical equipment 91
4.7.2 Tyre works 94
4.7.3 Repairs to lorry chassis and steering systems 98
4.7.4 Service and repair of engine and power transmission 101
4.7.5 Repairs of hydraulic and pneumatic systems 105
4.7.6 Testing and repairs of pneumatic brakes 108
4.7.7 Priming of painting works 111
4.7.8 Car safety equipment works 115
4.7.9 Electrical equipment works for car bodywork 119
4.7.10 Car accessory works 123
4.7.11 Repair and painting works of different materials 127
4.7.12 Car bodywork works 130
4.7.13 Text and design painting works 134
4.7.14 Vehicle sales work 137
4.7.15 Sales work of new cars 141
4.7.16 Sales work of used cars 145
4.7.17 Sales work of commercial and special vehicles 149
4.7.18 Sales work of leisure time vehicles and their spare parts 153
4.7.19 Sales work of accessories and supplies 157
4.7.20 Tyre and rim sales 160
4.7.21 Service and repairs of all-terrain vehicles, mopeds and micro cars 163
4.7.22 Service and repairs of motorbikes 167
4.7.23 Installation, service and repairs of boat engines and supplies 170
4.7.24 Supplies and assembly of new products 174
4.7.25 Management of spare part stocks 178
4.7.26 Spare part work and stock management 181
4.7.27 Locally offered modules 184
4.7.28 Modules from vocational upper secondary qualifications 184
4.7.29 Module from further vocational qualifications 185
4.8 Other optional modules in vocational upper secondary education and training 185
4.8.1 Workplace Instructor Training 186
4.8.2 Entrepreneurship 189
4.8.3 In-depth and enhancing vocational modules 194
4.8.4 Core subjects 194
4.8.5 General upper secondary studies 194
4.9 Modules providing advanced individual vocational competence
(modules that expand the scope of a vocational upper secondary qualification) 195
4.9.1 Business Operations 195
4.9.2 Modules from vocational upper secondary qualifications (vocational upper secondary,
further vocational and specialist vocational qualifications) 199
4.9.3 Locally offered modules providing in-depth vocational competence in
curriculum-based vocational education and training 201
4.8 Final Project in curriculum-based vocational education and training 201
5
5 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL
5.1 Compulsory modules 202
5.1.1 Mother tongue 202
5.1.1.1 Mother tongue, Finnish 202
5.1.1.2 Mother tongue, Swedish 205
5.1.1.3 Mother tongue, Saami 205
5.1.1.4 Mother tongue, sign language 207
5.1.1.5 Mother tongue, one’s own mother tongue for foreign language users 210
5.1.1.6 Mother tongue, Finnish as a second language 212
5.1.1.7 Mother tongue, Swedish as a second language 214
5.1.1.8 Mother tongue, Finnish or Swedish for sign language users 215
5.1.1.9 Mother tongue, Romany 217
5.1.2 Second national language 218
5.1.2.1 Second national language, Swedish 218
5.1.2.2 Second national language, Finnish 220
5.1.3 Foreign language 222
5.1.3.1 Foreign language, A language 222
5.1.3.2 Foreign language, B language 224
5.1.4 Mathematics 225
5.1.5 Physics and chemistry 227
5.1.6 Social, business and labour-market subjects 229
5.1.7 Physical education 231
5.1.8 Health education 232
5.1.9 Arts and culture 234
5.2 Optional modules 236
5.2.1 Optional additional modules to compulsory core subjects 236
5.2.2 Environmental studies 236
5.2.3 Information and communications technology 238
5.2.4 Ethics 240
5.2.5 Cultural knowledge 242
5.2.6 Psychology 244
5.2.7 Entrepreneurship 246
6 FREE CHOICE MODULES IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 249
7 STUDENT ASSESSMENT IN CURRICULUM-BASED VOCATIONAL UPPER SECONDARY

7.1 Tasks and objectives of assessment 250
7.2 Informing about assessment 250
7.3 Recognition and validation of a student’s prior learning 251
7.4 Assessment of learning and competence 253
7.5 Deciding on the grade 255
7.6 Storing assessment material 256
7.7 Reassessment and improving the grade 256
7.8 Rectification of assessment 256
7.9 Certificates 256
7.10 Assessment in special education 260
7.11 Assessing immigrant students and those representing different languages and cultures 261
6
8 OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 263
8.1 Guidance and counselling and personal study plan 263
8.2 On-the-job learning and working safety 265
8.3 Vocational special education 266
8.4 Teaching immigrants and representatives of different language and cultural groups 268
8.5 Apprenticeship training 271
8.6 Cooperation between home and educational institution 272
8.7 Student welfare services 272
9 APPENDIX 274
9.1 Description of the vocational field in Vehicle Technology and background of values 274
9.2 Qualification-specific health requirements in vocational upper secondary education and training 276
9.3 Vocational skills requirements, targets of assessment and general assessment criteria 277
7
INTRODUCTION
A vocational qualification can be completed both as a curriculum or competence-
based qualification. The requirements of a vocational qualification include both the
requirements of the upper secondary vocational qualification and the requirements
of a competence-based qualification and therefore their terminology has been made
more uniform. The requirements of a vocational qualification is a regulation and
it guides the providers of both curriculum-based training as well as competence-
based qualifications, and the electronic version of the qualification requirements
document allows one to distinguish, when necessary, the sections that relate to vo-
cational upper secondary education and training (curriculum-based training) and
competence-based training. Chapters 1 and 4 together with the parts describing the
vocational field and the value basis in Chapter 9 are common. Chapters 2, 5, 6, 7
and 8 only concern vocational qualifications completed in vocational upper second-
ary education and training and Chapter 3 those completed as competence-based
qualifications.
The term module of a qualification compares with the term of study entity
used earlier in curriculum-based training. A qualification consists of vocational
study modules and in vocational upper secondary education and training also of
core subjects and free choice modules. Additional modules can be included in a
qualification when that is necessary in view of working life sector specific or local
vocational requirements or the need for in-depth professional skills of the would-be
qualification holder.
The requirements of a vocational qualification state the objectives set for the
qualification and study programme or specialisation, structure of qualification,
module specific skills requirements or objectives, targets of assessment and assess-
ment criteria for core subjects as well as the ways of demonstrating vocational skills
in the case of vocational study modules. These requirements also include other pro-
visions concerning vocational upper secondary education and training as well as
competence-based qualifications.
The requirements of vocational qualification modules and the objectives of
core subjects have been defined as learning outcomes (knowledge, skills, compe-
tence). This forms the basis for describing the targets of assessment through master-
ing the work process, work method, equipment and material as well as underpin-
ning knowledge and the key competences for lifelong learning.
An education provider approves a curriculum for upper secondary vocational
education and training based on the qualification requirements. When arranging
preparatory training for competence-based qualifications, the provider decides its
contents and how to arrange it in compliance with the qualification requirements.
8
1 OBJECTIVES AND STRUCTURE OF
THE VOCATIONAL QUALIFICATION IN
VEHICLE TECHNOLOGY
1.1 Objectives of the Vocational Qualification in Vehicle Technology
Those who have completed the Vocational Qualification in Vehicle Technology have
the competence to act on his or her own initiative, accurately, reliably and flexibly,
observing traffic safety. He or she is able to learn new skills. It is essential to have a
customer-oriented, safe and environmental approach to the way of working in du-
ties in this sector.
Those who have completed the qualification can rely on their extensive com-
petence in vehicle technology to operate in varied environments and changing situ-
ations. He or she can adopt and develop ways of working in accordance with the
corporate quality and environmental systems. He or she is able to demonstrate a
respectful attitude towards the interest groups of a company. On the basis of the se-
lected study programme and other optional studies, those with a Vocational Quali-
fication in Vehicle Technology will have the working competence to be employed in
positions in accordance with the study programme.
Those with a Vocational Qualification in Vehicle Technology can serve cus-
tomers in different situations and according to their needs and expectations, observ-
ing good manners. He or she can look after the customers’ and his or her own safety.
He or she can make creative and bold decisions as an employee or self-employed
professional.
Those with a Vocational Qualification in Vehicle Technology are able to ad-
here to work safety regulations and can observe in his or her actions the integral
legislation governing employment as well the relevant parts in the collective labour
agreements of his or her sector. He or she can look after his or her own health and
the ability to act and work. Those with a Vocational Qualification in Vehicle Tech-
nology can encounter and serve customers from different cultural backgrounds. He
or she can work in duties of his or her choice in international environments. He or
she will have the skills to acquire the required information and interact using the
latest information and communications technology. He or she is able to work in
cooperation in a mono- and multicultural working environment.
9
1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION in Vehicle Technology
Those with a Vocational Qualification in Vehicle Technology will assess his

or her own competence. He or she is able to assess and analyse information. He or
she can act flexibly and creatively in new and different situations and solve problem
situations in his or her work. Those with a Vocational Qualification in Vehicle Tech-
nology can work responsibly and justly in accordance with the principles of work
ethics of the sector and follow, among others, agreements and confidentiality, data
protection and consumer legislation relating to customers and the employer.
He or she is able to deal with ethical issues and solve them in a mutually ac-
ceptable way. He or she treats others in a tolerant and equal manner. He or she is
able to consider others by behaving in the appropriate way in the workplace and
takes care of the comfort and general cleanliness of the workplace. He or she is able
to keep his or her own feelings under control in different service and other interac-
tion situations at work. He or she can cherish Finnish cultural heritage and appreci-
ate his or her own work and develop further personally and professionally.
Those who have completed the Study Programme in Vehicle Technology are qualified to work
as Vehicle Mechanics. He or she can service and repair the customer’s vehicle and
serve the customer. He or she knows the legislative requirements of the sector and
can check the roadworthiness and functionality of a vehicle. He or she can manage
the most common servicing and repair work methods and select the correct agents
and materials. He or she is familiar with work responsibilities and obligations as
well as work safety regulations relating to safe ways of working. He or she can use
the information acquisition and communication equipment commonly used in the
sector.
Those who have completed the Study Programme in Vehicle Body Repairs have the knowledge
of car body structure and materials and can perform different heat treatments. He or
she must manage other vehicle technology, such as mechanical parts and electronics,
when dismantling a car for repairs and reassembling it after repairs. To manage these
work phases, he or she will have skills in installation technology. He or she is able
to employ different body repair methods and know matters relating to car surface
treatment.
A Vehicle Body Repairer has a knowledge of the most common vehicle chas-
sis, engine and electrical equipment structures. He or she can manage weldings,
joinings, thin sheet works and metal adhesions required in the profession. He or
she recognises body structure materials and can perform required repairs. He or she
can perform straightening works to surface components, bodywork straightenings,
exchanges and fittings as well as screen replacements and knows the basics of body-
work electronics.
Those who have completed the Study Programme in Vehicle Painting know the surface treat-
ment of different materials, primings and car body repair painting. A Vehicle Painter
10
needs skills related to body repairs in his or her work. He or she knows the most
common chassis, engine and electrical equipment structures and can perform sim-
ple repairs to them. He or she can detach, mark and attach body parts and perform
pre-treatment works, car protection, priming works and corrosion protection. He or
she knows the honing machinery, techniques and materials, priming works, chassis
and corrosion protection paints as well as insulation, honing and filling paints used
in car painting workshops. He or she knows the work phases of surface painting,
can mix and tone colours and perform patching and fading painting. He knows the
bodywork plastic materials and the suitable pre-treatment, cleaning, priming and
surface painting materials and methods. He or she observes in his or her work work
safety, economic efficiency, consumer protection legislation, conditions for repair
and customer service.
Those who have completed the Study Programme in Car Sales can perform sales, market-
ing and customer service duties. He or she has a knowledge of the technology of
the vehicles represented by the vehicle retailer to the extent that customer service
and sales work are performed swiftly. He or she can reliably evaluate the condition
of a purchase vehicle. He or she can use computer-based programmes and indexes
of different car makes and independent car retailers. He or she has a knowledge of
the duties in the spare parts and warehouse sector, particularly in terms of accessory
sales. He or she can compile car sales documents and sell finance and insurance
services. He or she can calculate warehouse costs and knows factors influencing the
management of vehicle warehousing. He or she can make suggestions relating to
business operations based on key figures and knows the economical factors influenc-
ing car retail.
Those who have completed the Study Programme in Parts Sales can perform sales, market-
ing and customer service duties. He or she has a knowledge of vehicle technology to
the extent that customer service and sales work are performed swiftly. He or she can
use computer-based programmes and indexes of different car makes and independ-
ent spare parts retailers and can perform duties in the spare parts and warehouse
sector both manually and mechanically, e.g. by using automatic equipment. He or
she can complete warehouse documentation and stock accounts manually or using
information technology. A Parts Salesperson has a basic competence in logistics,
such as goods warehousing, housekeeping, recycling and the use of information
networks. He or she knows warehouse operations and their influence in business
operations as well as the basics of international material supply flows. Those who
have completed the Study Programme in Parts Sales work in retail, industry, trans-
port and public sector services.
Those who have completed the Study Programme in Engine-run Small Machinery Repairs know
the service and repairs of the most common engine-run small machinery and work
11
equipment. He or she can work in customer service and repair shop duties. He or
she can service and repair the customer’s products economically and safely and serve
the customer. He or she knows the roadworthiness requirements of small machinery
and can check the technical and safety-related functionality of small machinery and
its accessories. He or she has the skills to perform inspections and the most common
services related to small machinery maintenance. He or she can choose materials
and supplies for service and repairs. He or she is familiar with the regulations and
agreements in repair workshop operations as well as related work safety regulations.
He or she can communicate with customers and colleagues. He or she can use com-
puter-based programmes and indexes of different importers and independent spare
parts retailers and knows the basics of spare parts and warehouse operations.
In addition vocational upper secondary education and training is to support
students’ development into good and balanced persons and members of society as
well as to provide the students with the knowledge and skills needed in view of ver-
satile development of further studies, hobbies and his/her personality as well as to
support lifelong learning (Act 630/98, section 5).
1.2 THE Structure of the vocational qualification in

vehicle technology
VOCATIONAL QUALIFICATION IN VEHICLE TECHNOLOGY, 120 credits

In vocational upper secondary education and training In a competence-based qualification
4. Vocational modules, 90 credits 4. Vocational modules
The qualification comprises a minimum of 20
credits of on-the-job learning, a minimum of 5
credits of entrepreneurship and a minimum of 2
credits of final project.
4.1 Study Programme in Vehicle Technology, Vehicle Mechanic 4.1 Specialisation in Vehicle Technology, Vehicle Mechanic
4.1.1 Car or motorbike service, 30 cr 4.1.1 Car or motorbike service
4.1.2 Car repairs, 30 cr 4.1.2 Car repairs
In addition, optional modules under 4.7.1–4.7.10 In addition, three modules under 4.7.1–4.7.10 or
or 4.7.26–4.7.29 totalling at least 30 credits; 4.7.26 or 4.7.28–4.7.29 must be chosen
of which a total of 10 cr may be from modules
under 4.8.1–4.8.5
12
4.2 Study Programme in Vehicle Body Repairs, 4.2 Specialisation in Vehicle Body Repairs,
Vehicle Body Repairer Vehicle Body Repairer
4.2.1 Service and repair works, 20 cr 4.2.1 Service and repair works
4.2.2 Surface damage works, 20 cr 4.2.2 Surface damage works
4.2.3 Testing and bodywork damage works, 20 cr 4.2.3 Testing and bodywork damage works
Additionally, at least 30 credits must be In addition, three modules under 4.7.7–4.7.10 or
chosen from qualification modules 4.7.7–4.7.10 or 4.7.26 or 4.7.28–4.7.29 must be chosen
4.7.26–4.7.29; 10 credits of these may be chosen
from qualification modules 4.8.1–4.8.5
4.3 Study Programme in Vehicle Painting, Vehicle Painter 4.3 Specialisation in Vehicle Painting, Vehicle Painter
4.3.1 Priming works, 20 cr 4.3.1 Priming works
4.3.2 Spray painting works, 20 credits 4.3.2 Spray painting works
Additionally, at least 30 credits must be In addition, three modules under 4.7.8–4.7.13 or
chosen from qualification modules 4.7.8–4.7.13 or 4.7.26 or 4.7.28–4.7.29 must be chosen
4.4 Study Programme in Car Sales, Car Salesperson 4.4 Specialisation in Car Sales, Car Salesperson
4.4.1 Sales and product knowledge, 30 cr 4.4.1 Sales and product knowledge
4.4.2 Marketing and customer service, 20 cr 4.4.2 Marketing and customer service
4.4.3 Purchase and acquisition operations, 10 cr 4.4.3 Purchase and acquisition operations
Additionally, at least 30 credits must be chosen In addition, three modules under 4.7.14–4.7.20 or
from qualification modules 4.7.14–4.7.20 or 4.7.26 or 4.7.28–4.7.29 must be chosen
4.5 Study Programme in Parts Sales, Parts Salesperson 4.5 Specialisation in Parts Sales, Parts Salesperson
4.5.1 Spare parts sales work and customer service, 4.5.1 Spare parts sales work and customer service
20 cr
4.5.2 Stock management, 20 cr 4.5.2 Stock management
Additionally, at least 30 credits must be chosen In addition, three modules under 4.7.1, 4.7.2,
from qualification modules 4.7.1, 4.7.2, 4.7.5, 4.7.5, 4.7.8–4.7.10 or 4.7.18–4.7.20 or 4.7.28–
4.7.8–4.7.10 or 4.7.18–4.7.20 or 4.7.27–4.7.29; 4.7.29 must be chosen
10 credits of these may be chosen from qualifica-
tion modules 4.8.1–4.8.5
4.6 Study Programme in Engine-run Small Machinery Repairs, 4.6 Specialisation in Engine-run Small Machinery Repairs,
Small Machinery Mechanic Small Machinery Mechanic
4.1.1 Car or motorbike service, 30 cr 4.1.1 Car or motorbike service
4.6.1 Small machinery repairs, 30 cr 4.6.1 Small machinery repairs
Additionally, at least 30 credits must be chosen In addition, three modules under 4.7.18, 4.7.24–
from qualification modules 4.7.18, 4.7.21–4.7.25 4.7.25 or 4.7.28–4.7.29 or one module under
or 4.7.27–4.7.29; 10 credits of these may be cho- 4.7.21–4.7.23 and one module under 4.7.18,
sen from qualification modules 4.8.1–4.8.5 4.7.24–4.7.25 or 4.7.28–4.7.29 must be chosen
13
4.7 Optional modules for all 4.7 Optional modules for all
4.7.1 Testing and repairs of electrical equipment, 4.7.1 Testing and repairs of electrical equipment
10 cr 4.7.2 Tyre works
4.7.2 Tyre works, 10 cr 4.7.3 Repairs to lorry chassis and steering systems
4.7.3 Repairs to lorry chassis and steering sys- 4.7.4 Service and repair of engine and power
tems, 10 cr transmission
4.7.4 Service and repair of engine and power 4.7.5 Repairs of hydraulic and pneumatic systems
transmission, 10 cr 4.7.6 Testing and repairs of pneumatic brakes
4.7.5 Repairs of hydraulic and pneumatic sys- 4.7.7 Priming of painting works
tems, 10 cr 4.7.8 Car safety equipment works
4.7.6 Testing and repairs of pneumatic brakes, 4.7.9 Electrical equipment works for car body-
10 cr work
4.7.7 Priming of painting works, 10 cr 4.7.10 Car accessory works
4.7.8 Car safety equipment works, 10 cr 4.7.11 Repair and painting works of different ma-
4.7.9 Electrical equipment works for car terials
bodywork, 10 cr 4.7.12 Car bodywork works
4.7.10 Car accessory works, 10 cr 4.7.13 Text and design painting works
4.7.11 Repair and painting works of different 4.7.14 Vehicle sales work
materials, 10 cr 4.7.15 Sales work of new cars
4.7.12 Car bodywork works, 10 cr 4.7.16 Sales work of used cars
4.7.13 Text and design painting works, 10 cr 4.7.17 Sales work of commercial and special ve-
4.7.14 Vehicle sales work, 10 cr hicles
4.7.15 Sales work of new cars, 10 cr 4.7.18 Sales work of leisure time vehicles and their
4.7.16 Sales work of used cars, 10 cr spare parts
4.7.17 Sales work of commercial and special 4.7.19 Sales work of accessories and supplies
vehicles, 10 cr 4.7.20 Tyre and rim sales
4.7.18 Sales work of leisure time vehicles and 4.7.21 Service and repairs of all-terrain vehicles,
their spare parts, 10 cr mopeds and micro cars
4.7.19 Sales work of accessories and supplies, 10 cr 4.7.22 Service and repairs of motorbikes
4.7.20 Tyre and rim sales, 10 cr 4.7.23 Installation, service and repairs of boat en-
4.7.21 Service and repairs of all-terrain vehicles, gines and supplies
mopeds and micro cars, 20 cr 4.7.24 Supplies and assembly of new products
4.7.22 Service and repairs of motorbikes, 20 cr 4.7.25 Management of spare part stocks
4.7.23 Installation, service and repairs of boat 4.7.26 Spare part work and stock management
engines and supplies, 20 cr 4.7.28 Modules from vocational upper secondary
4.7.24 Supplies and assembly of new products, qualifications
10 cr 4.7.29 Module from further vocational qualifica-
4.7.25 Management of spare part stocks, 10 cr tions
4.7.26 Spare part work and stock management,
10 cr
4.7.27 Locally offered modules, 0–10 cr
4.7.28 Modules from vocational upper secondary
qualifications, 0–10 cr
4.7.29 Module from further vocational qualifica-
tions, 0–10 cr
14
4.8 Other optional modules in vocational upper secondary
education and training, 0–10 cr
4.8.1 Workplace Instructor Training, 2 cr
4.8.2 Entrepreneurship, 10 cr
4.8.3 In-depth and enhancing vocational
modules, 0–10 cr
4.8.4 Core subjects, 0–10 cr
4.8.5 General upper secondary studies
4.9 Modules providing advanced individual vocational 4.9 Modules providing advanced individual vocational
competence (modules that expand the scope of competence (modules that expand the scope of
a vocational upper secondary qualification) a vocational upper secondary qualification)
4.9.1 Business Operations, 10 cr 4.9.1 Business Operations
4.9.2 Modules from vocational upper secondary 4.9.2 Modules from vocational upper secondary
qualifications (vocational upper secondary, qualifications (vocational upper secondary,
further vocational and specialist vocational further vocational and specialist vocational
qualifications) qualifications)
4.9.3 Locally offered modules providing in-depth
vocational competence in
curriculum-based vocational education and
training
In vocational upper secondary education

5. Core subjects in curriculum-based vocational education and training, 20 credits
5.1 Compulsory modules for all Compulsory Optional
5.1.1 Mother tongue 4 credits 0–4 credits
5.1.2 Second national language 1 credit 0–4 credits
5.1.2.1 Second national language, Swedish 1 credit
5.1.2.2 Second national language, Finnish 2 credits
5.1.3 Foreign language 2 credits 0–4 credits
5.1.4 Mathematics 3 credits 0–4 credits
5.1.5 Physics and chemistry 2 credits 0–4 credits
5.1.6 Social, business and labour-market subjects 1 credit 0–4 credits
5.1.7 Physical education 1 credit 0–4 credits
5.1.8 Health education 1 credit 0–4 credits
5.1.9 Arts and culture 1 credit 0–4 credits
5.2 Optional modules
5.2.1 Optional additional modules to compulsory core subjects,
see Chapters 5.1.1–5.1.9 above
5.2.2 Environmental studies 0-4 credits
5.2.3 Information and communications technology 0-4 credits
5.2.4 Ethics 0-4 credits
5.2.5 Cultural knowledge 0-4 credits
5.2.6 Psychology 0-4 credits
5.2.7 Entrepreneurship 0-4 credits
16 credits 4 credits
15
In 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 of
optional modules is 3 credits.
The scope of compulsory studies in both physical education and health education is 1 credit. Education
provider can divide the compulsory studies in physical education and health education differently, but
yet in such a way that their overall scope totals two credits.
6. Free-choice modules in vocational upper secondary education, 10 credits
The qualification modules comprise a minimum of 1.5 credits of student counselling
Table 1 Qualification modules in vocational upper secondary education and training
4.1 Study Programme in Vehicle 4.2 Study Programme in Vehicle Body 4.3 Study Programme in Vehicle
Technology, Vehicle Mechanic Repairs, Vehicle Body Repairer Painting, Vehicle Painter
4.1.1 Car or motorbike service, 30 cr 4.2.1 Service and repair works, 20 cr 4.2.1 Service and repair works, 20 cr
Compulsory 60 cr
4.1.2 Car repairs, 30 cr 4.2.2 Surface damage works, 20 cr 4.3.1 Priming works, 20 cr
4.2.3 Testing and bodywork damage 4.3.2 Spray painting works, 20 cr
works, 20 cr
4.7.1 Testing and repairs of electrical 4.7.7 Priming of painting works, 10 cr 4.7.8 Car safety equipment works, 10 cr
equipment, 10 cr
4.7.2 Tyre works, 10 cr 4.7.8 Car safety equipment works, 10 cr 4.7.9 Electrical equipment works for car
bodywork, 10 cr
4.7.3 Repairs to lorry chassis and steering 4.7.9 Electrical equipment works for car 4.7.10 Car accessory works, 10 cr
systems, 10 cr bodywork, 10 cr
4.7.4 Service and repair of engine and 4.7.10 Car accessory works, 10 cr 4.7.11 Repair and painting works of
power transmission, 10 cr different materials, 10 cr
4.7.5 Repairs of hydraulic and pneumatic 4.7.26 Spare part work and stock 4.7.12 Car bodywork works, 10 cr
systems, 10 cr management, 10 cr
4.7.6 Testing and repair of pneumatic 4.7.27 Locally offered modules, 4.7.13 Text and design painting works,
Optional, must choose 30 cr
brakes, 10 cr 0–10 cr 10 cr
4.7.7 Priming of painting works, 10 cr 4.7.28 Modules from vocational upper 4.7.20 Tyre and rim sales, 10 cr
secondary qualifications, 0–10 cr
4.7.8 Car safety equipment works, 10 cr 4.7.29 Module from further vocational 4.7.26 Spare part work and stock
qualifications, 0–10 cr management, 10 cr
4.7.10 Car accessory works, 10 cr 4.7.27 Locally offered modules, 0–10 cr
4.7.26 Spare part work and stock 4.7.28 Modules from vocational upper
management, 10 cr secondary qualifications, 0–10 cr
4.7.27 Locally offered modules, 0–10 cr 4.7.29 Module from further vocational
4.7.28 Modules from vocational upper
4.7.29 Module from further vocational
4.8 Other optional modules in vocational 4.8 Other optional modules in vocational 4.8 Other optional modules in vocational
upper secondary education and training, upper secondary education and training, upper secondary education and training,
0–10 cr 0–10 cr 0–10 cr
16
4.4 Study Programme in Car Sales, 4.5 Study Programme in Parts Sales, 4.6 Study Programme in Engine-run
Car Salesperson Parts Salesperson Small Machinery Repairs, Small
Machinery Mechanic
4.4.1 Sales and product knowledge, 30 cr 4.2.1 Service and repair works, 20 cr 4.1.1 Car or motorbike service, 30 cr
Compulsory 60 cr
4.4.2 Marketing and customer service, 4.5.1 Spare parts sales work and customer 4.6.1 Small machinery repairs, 30 cr
20 cr service, 20 cr
4.4.3 Purchase and acquisition operations, 4.5.2 Stock management, 20 cr
10 cr
4.7.14 Vehicle sales work, 10 cr 4.7.18 Sales work of leisure time vehicles 4.7.18 Sales work of leisure time vehicles
and their spare parts, 10 cr and their spare parts, 10 cr
4.7.15 Sales work of new cars, 10 cr 4.7.19 Sales work of accessories and 4.7.21 Service and repairs of all-terrain
supplies, 10 cr vehicles, mopeds and micro cars, 20 cr
4.7.16 Sales work of used cars, 10 cr 4.7.20 Tyre and rim sales, 10 cr 4.7.22 Service and repairs of motorbikes,
20 cr
4.7.17 Sales work of commercial and 4.7.27 Locally offered modules, 0–10 cr 4.7.23 Installation, service and repairs of
special vehicles, 10 cr boat engines and supplies, 20 cr
4.7.18 Sales work of leisure time vehicles 4.7.28 Modules from vocational upper 4.7.24 Supplies and assembly of new
Optional, must choose 30 cr
and their spare parts, 10 cr secondary qualifications, 0–10 cr products, 10 cr

4.7.19 Sales work of accessories and 4.7.29 Module from further vocational 4.7.25 Management of spare part stocks,
supplies, 10 cr qualifications, 0–10 cr 10 cr
4.7.20 Tyre and rim sales, 10 cr 4.7.27 Locally offered modules, 0–10 cr
4.7.26 Spare part work and stock mana- 4.7.28 Modules from vocational upper
gement, 10 cr secondary qualifications, 0–10 cr
4.7.27 Locally offered modules, 0–10 cr 4.7.29 Module from further vocational
4.7.28 Modules from vocational upper
4.7.29 Module from further vocational
4.8 Other optional modules in vocational 4.8 Other optional modules in vocational 4.8 Other optional modules in vocational
upper secondary education and training, upper secondary education and training, upper secondary education and training,
0–10 cr 0–10 cr 0–10 cr
Principles of a vocational upper secondary qualification
Vocational upper secondary qualifications are made up of vocational modules, which

are either compulsory or optional. Curriculum-based qualifications also include
compulsory and optional core studies as well as free choice modules. It must also be
possible to include more qualification modules, which expand the scope of a qualifi-
cation, when necessary in order to meet sector specific working life requirements or
local vocational needs and to enrich the candidate’s vocational skills. Qualification
specific rules on optional modules are presented above in the table introducing the
structure of the Vocational Qualification in Vehicle Technology.
17
The student or candidate can also include modules from other vocational
qualifications into his/her vocational upper secondary qualification.
The student can choose general upper secondary school studies to improve his/
her eligibility to pursue further studies or even take the matriculation examination.
These studies can compensate for core subjects, other optional modules and free-
choice modules.
In order to facilitate choices and recognition and validation of skills, the com-
pensation principles for studies completed or to be completed in a general upper
secondary school have been described in Chapter 5 Core subjects in vocational cur-
riculum-bases education and training. Defining the principles of compensation also
promotes cooperation between education providers and the use of common training
provision.
Completing the whole qualification is the primary goal in education and train-
ing leading to a qualification provided in accordance with the Act on Vocational
Education and Training. A student can also take a vocational upper secondary quali-
fication one or more modules at a time to give a more profession specific result
when it is appropriate considering the individual’s learning abilities, life situation or
employability. The student must have flexible opportunities to complete the quali-
fication at a later date. In these kinds of situations the education provider draws up
a plan, preferably in cooperation with the employer, for completing the qualifica-
tion.
1.3 Key competences for lifelong learning
These key competences for lifelong learning are taken to mean such competence as
is needed in continuous learning, in seizing future and new situations as well as in
coping with the changing working life environment. They are an important part of
vocational skills and reflect an individual’s intellectual flexibility and ability to man-
age different situations. They increase the vocational civilisation and civic readiness
needed in all fields and help the students or candidates to keep up with the changes
in society and working life as well as to act under changing conditions. They also
play a major part in one’s quality of life and development of personality.
In addition to common emphases of the previous core curriculum of voca-
tional upper secondary education, the Requirements of competence-based qualifica-
tions and key competences common to all vocational fields, the key competences for
lifelong learning are considered to include cross-curricular themes from basic and
general upper secondary education together with the recommendations for the key
18
competences for lifelong learning 2005/0221 (COD) made by the European Union
Parliament and the Commission.
The key competences for lifelong learning are included in the objectives of the
requirements of vocational qualification modules and their assessment criteria. The
key competences for lifelong learning to be assessed separately consist of the follow-
ing: learning and problem solving, interaction and cooperation, vocational ethics
and health, safety and ability to function.
Key competences for lifelong learning are

1. Learning and problem solving
2. Interaction and cooperation
3. Vocational ethics
4. Health, safety and ability to function
5. Initiative and entrepreneurship
6. Sustainable development
7. Aesthetics
8. Communication and media skills
9. Mathematics and natural sciences
10. Technology and information technology
11. Active citizenship and different cultures
Description of the key competences for lifelong learning
Learning and problem solving

The student or candidate plans his/her activities and develops himself/herself and
the work. He/she assesses his/her own competence, solves problems and makes de-
cisions and choices in his/her work. Student/candidate is adaptive, innovative and
creative in his/her line of work, acquires information and analyses, assesses and ap-
plies it.
Interaction and cooperation

The student or candidate acts appropriately in different interactive situations and
also expresses different views clearly, constructively and in a way that creates confi-
dence. He/she works cooperatively with different people and as a member of a team
and also treats all people equally. He/she observes common rules of behaviour and
regulations. He/she makes use of the feedback given.
19
Vocational ethics
The student or candidate observes the value basis of the profession. He/she is com-
mitted to his/her work and acts responsibly following the contracts made and work
ethics.
Health, safety and ability to function

The student or candidate acts safely and responsibly at work and leisure as well as
in traffic and also leads a healthy life and maintains his/her ability to function and
work. He/she works ergonomically and takes physical exercise needed in the profes-
sion and also acts in a manner that prevents the dangers and health hazards in the
working environment.
Initiative and entrepreneurship

The student or candidate works towards completing the objectives set. He/she takes
initiative 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 economi-
cally and is result-orientated. He/she sets personal goals in line with the overall
objectives.
Sustainable development
The student or candidate acts according to the ecological, economical, social and
cultural principles sustainable development in the profession. He/She observes the
rules, regulations and contracts of sustainable development prevailing in the sector.
Aesthetics
The student or candidate takes into consideration the aesthetic factors in his/her
line of work. He/she contributes to and maintains the niceness and aesthetics of the
working environment.
Communications and media skills

The student or candidate uses his/her language skills in a way that is appropriate,
varied and interactive considering the situation. Student/candidate observes, inter-
prets and assesses different media products critically. He/she uses the media and
information technology as well as produces media material.
Mathematics and natural sciences
20
The student or candidate uses basic mathematics to solve mathematic equations at
work and in everyday life. He/she uses for example formulas, graphs, patterns and
statistics to help solve work related assignments and problems. Student/candidate
applies methods and practices that are based on the laws of physics and chemistry
at work.
Technology and information technology

The student or candidate makes versatile use of technologies used in his/her pro-
fession. He/she considers the technological benefits, limitations and risks. He/she
makes versatile use of computer technology as a professional and a citizen.
Active citizenship and different cultures

The student or candidate participates constructively in the activities and decision
making of the community. He/she acts according to his/her rights and responsibili-
ties both at work and in everyday life. He observes the acts on equality. He/she acts
appropriately and considering the requirements of working life with people from
different cultural backgrounds both at home and in international operations.
1.4 Eligibility for further studies
According to Paragraph 4 of the Vocational Education and Training Act, vocational

upper secondary studies grant the student eligibility to further his/her studies in
universities or universities of applied sciences.
21
2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN
CURRICULUM-BASED VOCATIONAL EDUCATION AND
TRAINING
2.1 Design and contents of the curriculum
According to the Vocational Education and Training Act (630/1998, section 14)
the education provider must endorse for its training a curriculum that is based on
the qualification requirements mentioned in this document. It must contain the
procedures that ensure that the education reaches the tasks and objectives (Act
630/1998, section 5). A curriculum must be approved separately for education pro-
vided in Finnish, Swedish and Saami and also for education in any other language
when necessary. The curriculum of an education provider is a public document.
The curriculum regulates and directs the education offered by the provider and all
other activities closely related to it. To give the student protection under the law,
the curriculum must provide adequate information about the modules and studies
included in the qualification, assessment and arrangements concerning completion
of the studies. The curriculum must be compiled so that it enables the students to
individually select vocational studies as well as to complete general upper secondary
studies and the matriculation examination. The curriculum also acts as a basis for
internal and external evaluation and also allows evaluating the effectiveness of the
education offered by the education provider.
The education provider reserves the recourses needed for the education. The
education provider also sees that the curriculum allows the student to achieve the
objectives set for the qualification, to receive enough teaching and counselling he/
she needs regardless of the way the education is organized on each workday, also
during on-the-job learning and skills demonstrations.
The curriculum consists of the common part for all the fields of vocational
education and training and qualification specific part of the curriculum.
22
2.1.1 Common part of the curriculum
The common principles and procedures for all the upper secondary qualifications
and core values of the education provider are defined in the common part of the
curriculum.
The common part of the curriculum consists of at least

providing education and training as curriculum-based vocational education
and training, as training arranged at a workplace in connection with practical
work 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 work-
ing life (Act 630/1998, sections 14 and 10)
teaching related measures promoting community spirit, which provides an op-
portunity for reflecting values and getting to know our cultural heritage (De-
cree 811/1998, sections 9)
common practices on performing student assessment (Act 601/2005, section
25a) 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-dis-
crimination and sustainable development in the curriculum. When organising the
education the education provider must also take into account the obligations in
other statutes concerning education and training.
2.1.2 Qualification specific part of the curriculum
The qualification specific part of the curriculum determines the organisation of the
vocational qualification modules and the core subjects, in cooperation with other
education providers and working life. It also determines the timing of the education,
learning environments and teaching methods, with the help of which the student
can achieve the vocational skills requirements and objectives of the qualification.
23
2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
The qualification specific part also lists the studies the training provider offers
from other qualifications as well as the student’s opportunities to complete more
than one qualification. It includes the decision on the assessment plan for the voca-
tional modules and core subjects, which is to include skills demonstrations and other
assessment of competence.
Qualification specific part of the curriculum is to cover at least

structure of the qualification of compulsory and optional vocational modules
and core subjects
progression, timing and sequence of studies
provision of free choice modules
a plan on the provision of individual in-depth vocational modules (modules
enhancing a vocational upper secondary qualification)
a plan on assessment of the modules and methods used for assessment of com-
petence
a plan on assessing vocational modules in a way that it includes a plan on
implementation and assessment of skills demonstrations approved by the local
board for vocational skills demonstrations
locally offered modules, their skills requirements, targets of assessment and
criteria as well as the objectives, targets of assessment and assessment criteria
for the additional optional modules of compulsory core subjects.
2.1.3 Individual study plan
Vocational Education and Training Act (Act 630/1998, section 14) contains the
provision of a student’s right to make individual choices in his/her studies. Voca-
tional Education and Training Decree (Decree 811/1998, sections 3, 4 and 12a)
contains the provision of how to inform students of the training offered, of student
counselling and recognition and validation of prior skills. In order that a student’s
right to make individual choices is possible, the education provider must prepare
the student an individual study plan based on his/her individual starting point and
update it throughout the training offered.
24
3 COMPLETING A VOCATIONAL QUALIFICATION AS
A COMPETENCE-BASED QUALIFICATION
3.1 General on competence-based qualification system
The competence-based qualification system offers adults a flexible way of demon-

strating, renewing and maintaining their vocational competence, or when duties
change, qualifying for a new profession. In a competence-based qualification a per-
son’s vocational competence can be nationally and quality-wise acknowledged de-
spite whether the skills have been acquired through working experience, studies or
other activities. In the competence-based qualification system the employer side,
employee side and the training sector work in close cooperation when developing
the qualification structure, drawing up qualification requirements, planning and ar-
ranging competence tests as well as when assessing test performances.
Vocational qualifications, further and specialist vocational qualifications can be
completed as competence-based qualifications. The Requirements of competence-
based qualifications describe vocational skills as working life competence require-
ments. The qualifications are made up of modules, which are independent work
entities.
3.2 Arranging competence-based qualifications
The qualification committees appointed by the National Board of Education and

comprising the representatives of employers, employees, teachers and when nec-
essary self-employed persons, are responsible for arranging and controlling com-
petence-based qualifications and they award qualification certificates. The quali-
fication committees sign contracts on arranging competence-based qualifications
with education providers and when necessary other communities and foundations.
Competence-based qualifications must not be arranged without a valid contract
with the qualification committee concerned.
25
3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION
3.3 Completing a competence-based qualification
A competence-based qualification is completed by successfully demonstrating the

skills required in practical work assignments and activities in a competence test.
Each module must be assessed separately. Assessment is jointly carried out by rep-
resentatives of employers, employees and the training sector. In vocational fields
where self-employment is typical, this party is also to be considered when appoint-
ing assessors. The qualification committee passes the final decision on assessment. A
qualification certificate can be awarded when all the modules required to make up
the qualification have been completed successfully.
3.4 Requirements of competence-based qualifications
The Requirements of competence-based qualifications define the modules to be in-

cluded in the qualification and possibly the structure of specialisation, qualification
contents, vocational skills required in each module, bases of assessment (targets and
criteria of assessment) as well as ways of demonstrating vocational competence.
A module is a vocational sub-entity, which can be discerned as a separately as-
sessed entity in a natural work process. The vocational skills requirements defined
in modules focus on profession specific key activities, control of processes and vo-
cational practices relevant in the field concerned. They include the skills commonly
required in working life, social skills for example.
Targets of assessment and criteria are derived from the vocational skills require-
ments. Targets of assessment define the sectors of competence that special attention
will be paid to. Defining the targets of assessment also make it easier to assess vo-
cational competence in the work activity concerned. Assessment must cover all the
targets listed in the Requirements of competence-based qualifications. Assessment
criteria determine the quality and quantity levels for a successful performance.
The ways of demonstrating vocational skills include further instructions on
how to complete a qualification. The vocational skills are, in the main, demon-
strated in actual work assignments or tasks. The ways of demonstrating vocational
skills may also include, for example, instructions on how a test performance can be
supplemented, if necessary, in order for all the skills requirements to have been suc-
cessfully met.
26
3.5 Individualisation in competence-based qualifications
Education provider is responsible for individualising the enrolment for a compe-

tence-based qualification and for preparatory training, completing the qualification
as well as the acquisition of the vocational skills required. The National Board of
Education has issued a separate regulation on individualisation.
3.6 Assessment of vocational skills in a competence-based

qualification
The assessment of vocational skills must profoundly and carefully look into how the
qualification candidate has shown that he/she masters what the skills requirements
of the module concerned prescribe. The assessment criteria defined in the require-
ments for the competence-based qualification are to be used. In assessment, a variety
of different and primarily qualitative assessment methods should be used. Using one
method only does not necessarily yield a reliable result. Vocational field and qualifi-
cation specific special features are taken into consideration in the assessment process
in accordance with the qualification requirements.
If a person completing a qualification has reliable evidence of competence
demonstrated earlier, the assessors assess its correspondence with the skills require-
ments described in the requirements for the competence-based qualification. The
assessors suggest the document to the qualification committee for recognition as
part of a competence-based qualification. If the candidate has earlier demonstrated
his/her skills in one of the modules of this qualification either in curriculum-based
education or in a competence-based qualification, the earlier completed qualifica-
tion or its module must be presented for recognition as part of the competence-
based qualification to be completed. There is no general time limit to be set for
the skills acquired and demonstrated earlier but the validity of such skills can be
verified. The qualification committee makes the final decision on the recognition
of earlier demonstrated and reliably documented skills. If necessary, the candidate
must demonstrate the correspondence of his/her skills with the skills requirements
of the qualification in question.
Assessing vocational skills is a process where collecting assessment material and
documenting the assessment process are of key importance. The representatives of
working life and teachers carry out a careful and comprehensive tri-partite assess-
ment. Every person completing a qualification must learn the assessment criteria.
The candidate must be given an opportunity to self-assess his/her performance. The
provider of a competence-based qualification must draw up minutes of the assess-
27
3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION
ment of the module, which must be signed by the assessors. The candidate is given
feedback as part of a good assessment process. The qualification committee makes
the final decision on assessment.
Assessors
The persons assessing the qualification candidate’s vocational skills are to have good
vocational skills themselves in the area of the competence-based qualification in
question. The qualification committee and the provider of the competence-based
qualification agree on the assessors in the contract for arranging competence-based
qualifications.
Rectification of assessment
A person completing a qualification can, within the time limit specified by law, re-
quest rectification of assessment from the qualification committee whose sector the
qualification in question falls in. A written request of rectification is addressed to
the qualification committee. Having heard the assessors, the committee can oblige
them to carry out a reassessment. A qualification committee decision on a claim for
rectification of assessment cannot be appealed.
3.7 Certificates
Qualification committee awards a qualification certificate or a certificate on comple-

tion of a module or modules. A representative of the education provider issues a
certificate on completed preparatory training respectively. ¨The National Board of
Education has issued a regulation on the information to be included in the certifi-
cates.
A certificate on the completion of a qualification module or modules is award-
ed at the request of a person completing a competence-based qualification. The
representatives of the qualification committee and the education provider sign the
qualification certificate or a certificate given after the completion of a module or
modules.
An entry in the Certificate of Vocational Skills approved by the National
Board of Education in proof of completion of a competence-based qualification
is comparable to a qualification certificate. The provider of the competence-based
qualification acquires and signs the Certificate of Vocational Skills. A Certificate of
Vocational Skills is subject to a fee.
28
3.8 Preparatory training for competence-based qualifications
In the case of a competence-based qualification no preconditions to attend prepara-

tory training can be set. However, these qualifications are primarily taken in con-
nection with such preparatory training. The education provider decides on the con-
tents and arrangement of preparatory training for competence-based qualifications
in compliance with the qualification requirements. The training and tests must be
structured according to the qualification modules to be completed. A person attend-
ing such preparatory training must be provided an opportunity to participate in
competence tests and complete the qualification as part of the training.
29
4 VOCATIONAL MODULES, VOCATIONAL SKILL REQUIREMENTS
AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN
VEHICLE TECHNOLOGY
4.1 Compulsory modules in study programme or specialisation in

Vehicle Technology
4.1.1 Car or motorbike service
Vocational skills requirements
The student or candidate is able to

wash and wax a car or motorbike and check for possible damage to the body-
work
identify failings in corrosion prevention detected during service and advise the
customer of further actions
perform a maintenance service to a car or motorbike
perform a regular service to a car or motorbike in accordance with the manu-
facturer’s service programme
change the service parts of a camshaft drive
change the service parts of brakes
inspect wheels, being familiar with tyre regulations, and perform wheel work
use the appropriate tools and equipment for car or motorbike service and store
and maintain them properly
manage a customer service situation
use service supplies and knows waste sorting and recycling
take care of the environment, work safety and cleanliness of the work post
take into account repair terms and conditions and the basic legislation of ve-
hicle technology in his or her own work
use IT and communications equipment and the related software
use the vocabulary specific to the field
recognise work-related safety risks and know how to avoid and handle risks,
know how to give basic first aid
enhance business productivity with his or her own actions in work and work
environment
maintain his or her ability to work.
30
The student or candidate knows
the principles of entrepreneurship in service work.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the assessment targets. In vocational upper secondary education and training,
the assessment targets also constitute the core contents of the module.
Target of Assessment criteria

assessment
1. Mastering the Satisfactory 1 Good 2 Excellent 3
work process The student or candidate
Mastery of the work plans and executes the work designs the work process designs and implements the
as a whole phases of the work process according to given instruc- work process independently
under supervision tions and implements it
almost independently
adheres to work times and adheres to work times and adheres to work times and
acts according to instruc- given instructions plans and discusses possible
tions under supervision deviations
Economical and high- under instruction, works works in accordance with works in accordance with
quality performance in accordance with the set the set quality and financial the set quality and financial
quality and financial objec- objectives objectives, developing his/
tives her own actions to meet the
quality objectives

assessment
work method, The student or candidate
equipment and
material
Bodywork service washes and waxes car or washes and waxes car or services car or motorbike
motorbike bodywork motorbike bodywork and bodywork in accordance
records possible damage to with the manufacturer’s
the bodywork instructions and discusses
possible repair needs
Maintenance service performs under supervision performs according to in- performs a maintenance
(without a maintenance service to a structions a maintenance service to a car or motor-
manufacturer’s car or motorbike in consid- service to a car or motorbike in consideration with
service programme) eration with service needs bike in consideration with service needs
service needs
31
4 VOCATIONAL MODULES, VOCATIONAL SKILL REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN VEHICLE TECHNOLOGY
Regular service performs under supervision performs a regular service performs a regular service
a regular service to a car or to a car or motorbike in in accordance with the
motorbike in accordance accordance with the manu- manufacturer’s instructions
with the manufacturer’s in- facturer’s instructions and and the diligence required
structions and the diligence the diligence required by by consumer protection
required by consumer pro- consumer protection and suggests additional
tection work discovered during the
service
Camshaft drive performs a change of ser- performs a change of ser- performs a change of ser-
service vice parts of a camshaft vice parts of a camshaft vice parts of a camshaft
drive under supervision drive in accordance with drive in accordance with
and in accordance with the the manufacturer’s instruc- the manufacturer’s instruc-
manufacturer’s instructions tions tions and observes appear-
ing related works
Brake service performs a change of ser- performs a change of assesses the need for servic-
vice parts of brakes under service parts of brakes in ing brakes and performs a
supervision and in accor- accordance with the manu- change of service parts of
dance with the manufac- facturer’s instructions brakes in accordance with
turer’s instructions the manufacturer’s instruc-
tions
Tyre work following safety instruc- following safety instruc- following safety instruc-
tions, performs a tyre tions, performs a tyre tions, performs a tyre
removal and refitting onto removal and refitting onto removal and refitting onto
the rim and balances the the rim and balances the the rim, balances the wheel
wheel under supervision wheel and assesses service needs
for chassis based on tyre
condition
Work tools, machine- uses the most essential uses the most essential chooses the tools and ma-
ry, materials and use work tools, machinery and work tools, machinery and chinery suitable for the
of service equipment materials in familiar work materials in familiar work work and uses them and
situations and recognises situations according to materials in different work
risks, but needs occasional given instructions situations in a safe and
guidance economical manner
Customer service acts in simple customer acts in everyday customer manages a job-related cus-
service situations and service situations according tomer service situation and
knows how to listen to the to given instructions and is able to advise the cus-
customer knows how to ask questions tomer in technical matters
relating to vehicle repairs in different situations, tak-
ing into account different
kinds of customers
Sustainable develop- sorts waste according to keeps the working environ- keeps the work post tidy
ment instructions. ment tidy and organised, and organised throughout
observing the importance the work phase, observing
of recycling and sorting. the importance of recycling
and sorting.
32
assessment
3. Underpinning Satisfactory 1 Good 2 Excellent 3
knowledge The student or candidate
Customer service, knows the principle of cus- knows the principle of cus- knows the principles of
repair regulations and tomer service tomer service and can ask customer service, can look
legislation questions for additional information
relating to the technology
of the vehicle where re-
quired and is familiar with
corporate service values
knows the most important knows the essential ser- knows the essential service
service conditions for mo- vice conditions for motor conditions for motor ve-
tor vehicles and their parts vehicles and their parts hicles and their parts and
(AUNE) (AUNE) checks critical points where
required (AUNE)
follows in his or her own seeks information on the ensures the implementation
work the legislation per- implementation of legisla- of legislation at workplace
taining to technical require- tion at workplace and is able to advise the
ments of vehicles and the customer on tyre regula-
most important regulations tions
of the tyre sector
Entrepreneurship assesses under supervisionassesses the importance of assesses the importance of
the importance of own own work in relation to the own work in relation to
work in relation to corpo-entire vehicle company the entire vehicle company
rate profitability and the and develops own work
significance of mistakes in methods accordingly, being
work to traffic safety. aware of costs to business
and customer satisfaction
relating to rectifying mis-
takes
Knowledge of overall has a general knowledge of has an overall knowledge of has an overall knowledge of
car structure and a car or motorbike struc- many common car or mo- the most commonly used
systems ture, system operations and torbike structures, system car or motorbike structures,
part names operations and part names system operations and part
names
Application of service uses service instructions uses service instructions uses service instructions
instructions and and common work-related and work-related technical and utilises work-related
technology technical and IT-systems in and IT-systems in recurring technical and IT-systems
recurring work situations, work situations diversely in work situations
but needs occasional guid-
ance
Liquids and lubricants knows the classification under supervision, chooses chooses and uses liquids
of liquids and oils and the and uses liquids and oils and oils according to the
significance of oil amounts according to the manufac- manufacturer’s instructions
and uses designated liquids turer’s instructions
and oils
33

assessment
4. Key competences Satisfactory 1 Good 2 Excellent 3
for lifelong learning The student or candidate
Learning and problem is able to acquire informa- is able to acquire informa- is able to acquire informa-
solving tion under supervision tion according to instruction on his/her own initia-
tions tive
copes with familiar situa- copes with changing acts in different situations
tions but needs instructions situations and situations of in a way that suits the situ-
and support in changing choice independently ations and finds alternative
situations and situations of ways to proceed
choice
assesses his/her work under accepts feedback and acts develops his/her actions on
supervision. according to it the basis of feedback
Interaction and is able to work with differ- works with different people supports and helps others;
co-operation ent people in the workplace in the workplace and group takes into account the other
and group, asking for help people in the workplace in
from others if necessary his/her work
Vocational ethics follows the ethical instruc- follows the ethical instruc- acts in different situations
tions, agreements and tions, agreements and of the workplace accord-
decrees given, as well as decrees given; works in ing to its values, ethical
timetables accordance with corporate instructions, agreements
values and regulations; adheres to
timetables
Health, safety and has a positive attitude tois responsible for the safety will develop his/her work
ability to function wards safety; avoids risks of his/her work to make it safer on his/her
in work; has a basic knowl- own initiative
edge of giving first aid
follows the instructions follows the instructions of notices and recognises the
given on work safety; does the workplace; takes into dangers related to his/her
not cause danger account other people in the work and reports them
workplace in his/her work
uses protective equipment, ensures the safety of tools is able to assess the suitabil-
tools and working methods and materials; removes ity of protection, tools and
safely as instructed faulty tools and takes them working methods to the
for repair work concerned
uses ergonomical working observes health and safety observes health and safety
positions considerations in plan- considerations in plan-
ning his/her own work; ning his/her own work;
maintains the safety and maintains the safety and
ergonomy of the work envi- ergonomy of the work
ronment environment; applies what
he/she has learned even in
surprising situations
Safety equipment knows work safety and environmental factors and the use of pyrotechnic equipment
and air-conditioning relating to vehicle safety equipment and air-conditioning
34
Ways of demonstrating vocational skills
The student or candidate demonstrates his or her vocational skills by performing a

service of a car or motorbike in a garage or motorbike workshop or another location
as closely equivalent as possible. Work is performed to such an extent that vocational
skills may be deemed to meet the vocational skills requirements.
At minimum, a vocational skills demonstration is to evaluate

mastering the work processes as a whole
within the scope of mastering the work methods, equipment and materials a
regular service that includes the change of service parts of an engine camshaft
drive and replacement of brake service parts or other work of similar standard
management of fundamental working knowledge to the extent that is exhib-
ited in demonstrating vocational skills but, at minimum, the use of service
instructions and customer service
within the scope of key skills, work safety and health awareness, consideration
of the ability to act and interaction and co-operation.
If the vocational skills required in the module cannot be demonstrated in a vocational

skills demonstration in full, this is to be supplemented by other types of assessment
of competence such as interviews, assignments and other reliable methods.
4.1.2 Car repairs

identify and repair faults in brakes
identify and repair faults relating to wheel support
test and adjust wheel angles
repair a basic, single-disc clutch
change the birfield joint of a drive shaft
perform a car check for periodic inspection
check the condition of a start motor and charge generator and change them
diagnose head gasket damage
perform a blowby test to a basic engine
perform an emission test to a petrol and diesel car
repair headlights
35
use equipment and devices intended for car repairs and store and maintain
them
manage a customer service situation and give advice to the customer
take into account consumer protection law and the basic legislation of vehicle
technology in his or her own work
identify the overall structure and systems operations of a car and the use of the
related physical and chemical phenomena
take into account the safety equipment of a car when doing repair work
recognise the work safety and environmental factors related to air-condition-
ing equipment
use the data system of the workshop.

the principle of the engine steering system and electrical circuit diagrams
the use of pyrotechnic equipment related to the vehicle repair sector
environmental and work safety requirements regarding air-conditioning equip-
ment
the principle of entrepreneurship in service work.
Assessment

assessment
quality objectives
36
assessment
equipment and
material
Brakes repairs brakes according repairs brakes according to repairs and checks brakes
to given instructions and manufacturer’s instructions independently according to
checks post-repair working and checks working condi- manufacturer’s instructions
condition under supervi- tion and advises the customer of
sion potential additional work as
required
Wheel support performs wheel support performs wheel support performs wheel support
repairs according to given repairs according to manu- repairs independently ac-
instructions facturer’s instructions and cording to manufacturer’s
performs a wheel angle instructions and performs
check and adjustment un- a wheel angle check and
der supervision adjustment
Power transmission repairs a clutch under su- repairs a clutch according repairs a clutch according
pervision to given instructions to manufacturer’s instruc-
tions and advises the
customer of potential addi-
tional work as required
checks the mechanical con- changes a shaft according to changes a shaft according to
dition of a driveshaft under manufacturer’s instructions manufacturer’s instructions
supervision under supervision
Regular check for performs a car check for performs a car check and performs a car check and
periodic inspection periodic inspection under measures emissions for measures emissions for
supervision periodic inspection periodic inspection and
composes a repair plan
Start motor and checks the condition of a checks the condition of a checks and repairs a start or
generator start motor or generator start motor or generator charge circuit
and changes it and circuit according to
manufacturer’s instructions
and distinguishes between a
circuit and equipment fault
Engine checks the mechanical checks the mechanical performs an engine blowby
condition of an engine and condition of an engine and test and a pressure test on
performs a pressure test on performs a pressure test on the cooling system and
the cooling system under the cooling system composes a repair plan
supervision based on observations
Repairs to headlights can change a headlight bulb can change a headlight can change a headlight
and align them bulb and align them and bulb and align them and
perform circuit checks and perform circuit checks and
repairs under supervision repairs
37
Use of work tools, uses the most essential uses the most essential chooses the tools, machin-
machinery and work tools, machinery and work tools, machinery and ery and testing equipment
service equipment testing equipment and testing equipment and suitable for the work and
materials in familiar work materials in familiar work uses them and materials in
situations and recognises situations according to different work situations
risks, but needs occasional given instructions in a safe and economical
guidance manner
Use of spares and uses given spares and sup- uses given spares and sup- selects and uses spares and
supplies plies under supervision plies supplies
Aesthetics works under supervision works in accordance with works to promote factors
in accordance with factors factors affecting comfort in affecting comfort in work-
affecting comfort in work- workplace. place.
place.

assessment
Customer service acknowledges customers knows the principles of cus- knows the principles of cus-
and listens to them regard- tomer service and asks the tomer service and is able to
ing repair work customer for more detailed give advice to the customer
information
Use of repair instruc- uses given repair instruc- uses given repair instruc- chooses and uses repair
tions tions under supervision tions instructions
and oils
Basics of electric recognises the most com- can interpret a circuit dia- can use circuit diagrams to
technology mon symbols in electrical gram and recognises vehicle identify and repair faults
vehicle engineering equipment in diagrams
knows the basic laws of can use a multimeter and, employs the basic laws of
electrical vehicle engineer- under supervision, can electrical vehicle engineer-
ing and can use a multim- employ the basic laws of ing in fault identification
eter under supervision electrical vehicle engineer- and repairs and can com-
ing in fault identification pose a repair plan based on
and repairs test results
Wheels and wheel is aware of the importance knows wheel angles and can compose a repair plan
angles of tyre pressure, direction their significance to drive- based on angle test results
of rotation and groove ability as well as tyre mark- and knows tyre regulations
depth on tread to safe ings and regulations relat- to be able to find the re-
driving as well as of wheel ing to tyre use quired information
angles
Power transmission knows the basic structure can determine the service- knows the factors maintain-
of the power transmission ability of a clutch ing the serviceability of a
system and the operation of clutch
the clutch
38
Engine knows the operation of a knows the principles for knows the factors maintain-
four-stroke engine defining the mechanical ing the serviceability of an
serviceability of an engine engine
Data systems uses the data system of the uses the data system of the uses the data system of the
workshop under supervi- workshop according to workshop
sion instructions
Entrepreneurship assesses under supervision assesses the importance of is familiar with the impor-
the importance of own work and entrepreneurship tance of work and entrepre-
work in relation to corpo- in vehicle technology as neurship in vehicle technol-
rate profitability and the well as the significance of ogy and is aware of costs
significance of mistakes in mistakes in work to traffic to business and customer
work to traffic safety. safety.. satisfaction relating to recti-
fying mistakes

assessment
tions tive
choice
timetables
39
The student or candidate demonstrates his or her vocational skills by doing repair
works in a garage or another similar location as closely equivalent to a garage as pos-
sible. Work is performed to such an extent that vocational skills may be deemed to
meet the vocational skills requirements.

within the scope of managing working methods, equipment and materials,
brake repairs, checks for periodic inspection, defining the mechanical condi-
tion and repair needs of an engine as well as electronic fault identification
within the scope of fundamental working knowledge, the use of repair instruc-
tions and customer service at minimum
within the scope of key skills for lifelong learning, awareness of health, safety
and the ability to act as well as interaction and co-operation.
If the vocational skills required in the module cannot be shown in a skills demon-
stration in full, it is to be completed with such other assessment of competence as
interviews, assignments and other reliable methods.
40
Vehicle Body Repairs
4.2.1 Service and repair works

manage a customer service situation, observing the repair regulations of motor
vehicles and the influence of the essential legislation in vehicle technology in
his or her work
give technical advice to the customer
identify the overall structure of a car and its systems
retrieve and follow manufacturer’s repair instructions
use the appropriate tools and equipment for car service and repair and store
and maintain them properly
service the bodywork of a car
identify failings in corrosion prevention detected during bodywork service and
advise the customer of further actions
perform a wheel check on a car
perform a mechanical check to a car for a periodic inspection
repair simple faults discovered during check and service work
implement the fundamental principles of electrics applicable to car sector, so
that he or she can perform voltage tests
interpret simple circuit diagrams for a car
use IT and communications equipment and the related software
protect a vehicle for the duration of service and repair works
act in accordance with the safety regulations for pyrotechnic works
manage work safety and environmental protection at workplace
manage pyrotechnic equipment related to the vehicle repair sector
use raw materials economically and sort waste, knowing the principles of re-
use
maintain his or her ability to work
recognise the principles of entrepreneurship in service and repair works.
41
Assessment
TARGET OF Assessment criteria

ASSESSMENT
1. Mastery of the Satisfactory 1 Good 2 Excellent 3
work processes The student or candidate
Economical and high- acts in accordance with set acts in accordance with acts in accordance with set
quality performance quality and financial targets set quality and financial quality and financial targets
under supervision. targets. and improves own per-
formance to reach quality
targets.

ASSESSMENT
equipment and
material
Customer service works in simple customer works in customer service
works in the most common
service duties situations according to
customer service situations
given plans and advises the
according to given instruc-
tions and advises the cus-
customer in different situ-
tomer in familiar situations
ations, taking into account
different customers
works under supervision in works according to given works in accordance with
accordance with the repair instructions and in accor- the repair regulations for
regulations for motor ve- dance with the repair regu- motor vehicles and reviews
hicles lations for motor vehicles critical areas where required
works under supervision works according to given works in accordance with
in accordance with the instructions and in accor- the legislation for car tech-
essential legislation for car dance with the legislation nology
technology for car technology
42
Car service services car bodywork ac- services car bodywork ac- services car bodywork and
cording to given instruc- cording to given instruc- informs the customer about
tions tions and informs the possible defects and neces-
customer about possible sary further actions
failings in corrosion pre-
vention
performs a car check, in- performs a car check, in- performs a car check, in-
cluding emission tests, for cluding emission tests, for a cluding emission tests, for
a periodic inspection under periodic inspection a periodic inspection and
supervision suggests repairs
knows the significance of under supervision, chooses chooses and uses liquids
correct liquids and oils and and uses liquids and oils and oils according to the
oil amounts and uses desig- according to the manufac- manufacturer’s instructions
nated liquids and oils turer’s instructions
Inspection, fault searches and identifies
searches and identifies sim- searches and identifies un-
detection and repairs ple defects in a car under der guidance defects in adefects in a car according
guidance and repairs them car affecting traffic safetyto instructions and repairs
under guidance and repairs them according
them according to instruc-
to instructions tions
safely performs a voltage safely performs voltage loss
safely performs voltage loss
test to an electrical device tests to an electrical device
tests to an electrical device
in a car in a car in a car and analyses his or
her findings
performs a car tyre check performs a car wheel check performs a car wheel check
under supervision and, under supervision, and draws the necessary
draws the necessary conclu- conclusions
sions
protects the vehicle with protects the vehicle with protects the vehicle with
appropriate protective ma- appropriate protective ma- appropriate protective ma-
terials terials and takes care of the terials and takes care of the
orderliness and tidiness of orderliness and tidiness of
his/her working environ- his/her working environ-
ment ment during the entire
work process
performs car tyre works and performs car tyre works performs car tyre works and
balancing following safety and balancing according to balancing following safety
instructions but requires given instructions following instructions and advises the
occasional guidance safety instructions customer on tyre and rim
choices where required
searches under supervision searches for information searches for information
for information using data using data and information diversely, using data and in-
and information technol- technology as required for formation technology and
ogy as required for his or his or her work other materials as required
her work for his or her work
43
uses the most essential work uses work equipment and selects the appropriate tools
equipment and materials in materials in familiar work and uses tools and materials
familiar work situations but situations according to in different work situations
requires guidance given instructions
stores tools and recognisesstores and maintains tools
materials under supervisionand recognises materials ac-
cording to instructions
Tools and materials sorts waste according to keeps the working environ- keeps the working environ-
instructions. ment tidy and organised, ment tidy and organised
observing recycling and throughout the work phase,
sorting. observing recycling and
sorting.

ASSESSMENT
Customer service and knows the most common knows the principles of knows the principles of
entrepreneurship principles of customer customer service customer service and can
service obtain more information
where required
knows the most common knows the most common knows the repair regula-
repair regulations for motor repair regulations for mo- tions for motor vehicles,
vehicles and their parts tor vehicles and can obtain obtains more information
more information where where required and knows
required how to apply it
knows the most common knows the most common knows the guarantee condi-
guarantee conditions of guarantee conditions of tions of car manufacturers
car manufacturers and can car manufacturers and can and can apply them in
obtain more information obtain more information customer service situations
with guidance according to given instruc- when required
tions
knows the basic legislation seeks information on the ensures the implementation
of car industry implementation of legisla- of legislation in his or her
tion at workplace work
assesses under supervision assesses the importance of is familiar with the impor-
the importance of own work and entrepreneurship tance of work and entrepre-
work in relation to corpo- in vehicle technology as neurship in vehicle technol-
rate profitability and the well as the significance of ogy and is aware of costs
significance of mistakes in mistakes in work to traffic to business and customer
work to traffic safety. safety. satisfaction relating to recti-
fying mistakes
44
The overall structure has a general knowledge of is familiar with many op- knows the most commonly
of a car and the a car structure, system operations and part names of used overall car structures,
operation of its erations and part names car structures and systems system operations and part
systems affecting traffic safety names
knows the importance of understands the importance understands the importance
car service of basic car service of basic car service and its
significance to the opera-
tional reliability of a car
Tyres and rims knows the importance of knows tyre markings and knows tyre regulations well
tyre pressure, direction of the regulations related to enough to find the neces-
rotation and groove depth tyre use sary information
to safe driving
has an overall knowledge of is familiar with car wheel is familiar with car wheel
car wheel angles angles and their overall angles and the impact of
impact on tyre wear and faulty angles on tyre wear
driveability and driveability
Electrical engineering knows the principles of knows many of the basic knows the basic laws of
electrical safety in vehicle laws of electrical engineer- electrical engineering ap-
technology ing applicable to car indus- plicable to car industry and
try and the basics of electri- the basics of electrical safety
cal safety
is familiar with the purpose is familiar with the most knows the interpretation of
of circuit diagrams of cars common symbols of circuit simple car circuit diagrams
diagrams
Knowledge of infor- is familiar with the most uses software according uses software independently
mation and communi- common types of software to instructions and can and can obtain data from
cations technology and can obtain data from obtain data from data net- data networks and can save
data networks and can save works and can save data data and retrieve it
data and retrieve it, but and retrieve it according to
needs occasional guidance instructions

assessment
4. Key competences Satisfactory 1 Good 2 Satisfactory 1
tions tive
choice
45
Vocational ethics follows the ethical instruc- follows the ethical instruc-
acts in different situations
timetables
The student or candidate demonstrates his or her vocational skills by doing service
and repair works in a garage or another similar location as closely equivalent to a
garage as possible. Work is performed to such an extent that vocational skills may be
deemed to meet the vocational skills requirements.

within the scope of mastering the work methods, equipment and materials, a
mechanical check of a car for a periodic inspection
within the scope of the fundamental working knowledge, customer service and
the overall structure of a car
46
4.2.2 Surface damage works

use different methods to determine the extent of car bodywork damage and
compose a work plan based on this
protect areas prone to damage from further damage
recognise the most common materials used in car surface parts and repair
them, taking into account the make- and model-specific repair instructions
and work methods
prime a paint object following a good repair custom
realign a surface damage using the appropriate tools and see to preserving the
corrosion protection of the object
define the required spare parts and materials
perform changes, bondings and fittings to bodywork surface parts
recognise the effects of bodywork structures and used materials to different
bonding methods
identify the required bonding methods and their principles (Mag/Mig weld-
ing, Mig-bow soldering, resistor welding, stapling/glueing and glueing)
identify and repair plastic parts
change glue and rubber seal windows
know how to disengage, dismantle, assemble and fasten equipment, parts and
units relating to surface damage works so that the vehicle will be roadworthy
after reassembly
inspect and finalise a car for delivery
choose the appropriate tools and equipment correctly and use and maintain
them
use personal protective equipment, take into account work safety aspects and
maintain the ability to work
assess own work and the quality of own work
sort the generated waste
recognise the principles of entrepreneurship in surface damage work.
47
Assessment

ASSESSMENT
Planning own work plans and performs a work designs the work process designs and implements the
and working accor- process under guidance according to given instruc- work process independently
ding to plan tions and implements it
Mastery of the work adheres to work times and adheres to work times and adheres to work times and
as a whole acts according to instruc- given instructions plans and discusses possible
targets.

ASSESSMENT
equipment and
material
Work plan defines under supervision defines according to given defines the extent of dam-
the extent of damage and instructions the extent of age and designs a work plan
designs a work plan based damage and designs a work based on this
on this plan based on this
Protection protects the object under takes protective measures
takes the required protec-
supervision to prevent fur- to prevent further damage
tive measures to prevent
ther damage according to given instruc-
further damage and also
tions protects the surrounding
areas in the work environ-
ment
Supplies performs under guidance performs according to performs independently the
the disengaging, disman- given instructions the disengaging, dismantling,
tling, assembling and fas- disengaging, dismantling, assembling and fastening
tening of required parts and assembling and fastening of required parts and sup-
supplies so that the vehicle of required parts and supplies so that the vehicle will
will be roadworthy after plies so that the vehicle will be roadworthy after reas-
reassembly be roadworthy after reassembly.
sembly.
48
Special instructions performs work under guid- performs work according to performs work indepen-
specific to car make ance so that the special given instructions so that dently observing the special
instructions and regulations the special instructions and instructions and regulations
specific to the car make are regulations specific to the specific to the car make
observed car make are implemented
Detergents and performs bodywork-related performs bodywork-related performs bodywork-related
cleaning methods cleaning tasks under guid- cleaning tasks according to cleaning tasks using the
ance given instructions appropriate detergents and
methods
Priming chooses under guidance chooses under supervision chooses a suitable priming
priming work methods ac- priming work methods ac- work method according to
cording to work object cording to work object work object
performs minor puttying performs puttying and performs puttying and
and honing works on sur- honing works on surface honing works on surface
face damages to metalwork damages to metalwork ac- damages to metalwork
Metalworks on a car performs under guidance performs under little guid- performs work, welding
work, welding and join- ance work, welding and and joining to car metal
ing to car metal parts and joining to car metal parts parts and related tests pro-
performs related tests under and performs related tests gressing systematically and
supervision according to given instruc- smoothly so that the end
tions result meets the objectives
Joinings produces under guidance a produces according to produces a joining ac-
correct joining to the most instructions a correct join- cording to instructions in
common materials ing to the most common different situations and
materials takes into account the car
manufacturer’s special in-
structions
Repairs to different performs repair works to performs repair works to performs repair works to
materials different materials under different materials accord- different materials accord-
guidance ing to given instructions ing to instructions
Realignment works to performs realigning works performs common realign- performs common realign-
surface parts of minor surface damages ing works of surface dam- ing works of surface dam-
and maintains the corro- ages according to given ages and maintains the
sion protection of the ob- instructions and maintains corrosion protection of the
ject under guidance the corrosion protection object
of the object according to
given instructions
Requirement of spare determines under guidance determines the required determines the requirement
parts the requirement of spare spare parts according to of spare parts indepen-
parts given instructions dently
Change and fitting of changes under guidance performs changes and fit- performs changes and fit-
bodywork parts bodywork parts using com- tings of bodywork parts tings of bodywork parts
mon equipment in a car according to given instruc- independently and using
bodywork workshop tions and using common common equipment and
equipment and tools in a tools in a car bodywork
car bodywork workshop workshop
49
Glass change performs glass changes and performs glass changes ac- performs glass changes ac-
has a general knowledge of cording to instructions but cording to instructions and
the stages of seal and glue needs occasional guidance almost independently
frame changes but needs
guidance
Corrosion prevention performs under guidance performs according to performs according to
treatment a correct corrosion preven- given instructions a correct instructions a correct corro-
tion in connection with corrosion prevention in sion prevention in connec-
bodywork repairs connection with bodywork tion with bodywork repairs
repairs and takes into account the
car manufacturer’s special
instructions
Car delivery finalises a car for delivery finalises a car for delivery finalises a car for delivery
under guidance according to given instruc- according to instructions
tions
Tools and materials uses the most essential uses the most essential selects the appropriate tools
work equipment and mate- work equipment and mate- and maintains them and
rials in familiar work situa- rials in familiar work situ- uses tools and materials in
tions but requires frequent ations according to given different work situations
guidance instructions
stores tools and recognises recognises and chooses
materials according to in- materials according to in-
structions structions and uses them
properly
stores and maintains tools
and recognises materials
properly with little guid-
ance
Sustainable develop- sorts waste under guidance. sorts waste according to keeps the working environ-
ment instructions. ment tidy and organised
throughout the work phase,
observing the significance
of recycling and sorting.

ASSESSMENT
Realignment of knows the realigning knows the most common has a diverse knowledge of
surface parts techniques of the most materials of surface parts the realigning techniques
important surface parts and their realigning tech- of surface parts and the
and, under guidance, the niques as well as the guide- quality requirements for a
quality requirements for a line quality requirements realigned surface
realigned surface for a realigned surface
50
Priming knows the safety markings knows the most commonly knows according to instruc-
of products used in priming used priming products and tions the priming products
their uses and their uses
can under guidance choose can according to given in- can choose the right hon-
the right honing products structions choose the right ing products and abrasion
and abrasion grades for the honing products and abra- grades for the priming
priming work sion grades for the priming work
work
Disengagement and knows the most important knows the most common knows the fitting tech-
fitting techniques of fitting techniques of sup- fitting techniques of sup- niques of supplies and can
supplies plies plies obtain further information
where required
Material properties knows the most common has a knowledge of the knows the physical and
materials and their uses in physical properties of the technical properties of ma-
car technology most common materials in terials to the extent that he
car technology or she understands the sig-
nificance of accurate work
and recognises the critical
parts in work
Requirement of spare has sufficient knowledge has sufficient knowledge independently determines
parts of available spare parts to of available spare parts to the need for spare parts
be able to determine their be able to determine their
need under guidance need according to instruc-
tions
Special instructions knows under guidance how searches for special instruc- can independently search
specific to car make to search for special instructions specific to car make for special instructions
and model tions specific to car make and model according to specific to car make and
and model given instructions model
Joining techniques knows the joining tech- knows the correct joining knows the correct joining
niques of the most com- technique according to technique in almost all
mon materials instructions situations and can take into
account the car manufac-
turer’s special instructions
Corrosion prevention is aware of the importance knows the main phases of can follow the car manufac-
of corrosion prevention corrosion prevention treat- turer’s instructions in corro-
treatment and, generally, ment in different objects sion prevention treatment
the importance of main- and, under guidance, the
taining corrosion preven- importance of maintaining
tion of the object corrosion prevention of the
object
Car delivery prepares under guidance a performs final adjustments performs tasks for delivery
car for delivery after repairs, and the required equip- after repairs and can com-
observing traffic safety ment tests before delivery pare the quality of work-
manship to the customer’s
requirements
Entrepreneurship assesses under guidance the assesses the significance of understands the signifi-
significance of work and work and entrepreneurship cance of work and entrepre-
entrepreneurship in car in car industry. neurship in car industry.
industry.
51

assessment
tions tive
choice
timetables
52
bodywork workshop as possible. Work is performed to such an extent that voca-
tional skills may be deemed to meet the vocational skills requirements.

within the scope of mastering the work methods, equipment and materials,
repairing surface damages to a car bodywork and managing equipment and
materials of the relevant repair work
within the scope of the fundamental working knowledge, knowledge of a work
plan for repairing surface damages to a car bodywork

4.2.3 Testing and bodywork damage works

measure a car bodywork with the required measuring equipment, car measure-
ments, electrical and mechanical measuring devices and the measuring equip-
ment or jig benches used in car benches
prepare a written repair cost estimate
determine the appropriate work methods and spare parts based on a repair cost
estimate
perform a damage analysis in accordance with the law on car tax and use the
required equipment and software
use the most common realigning equipment and related methods
anchor a car to a bodywork alignment bench
consider the behavioural properties of materials in pulling and realignment
situations
53
perform a bodywork and chassis realignment with realigning equipment in

minor damages
perform disengaging, dismantling, assembling and fastening of relevant parts
and units in connection with bodywork works
ensure that a car is roadworthy
take into account equipment containing pyrotechnics
assess the quality of own work and keep the workplace tidy and organised
choose safe work methods and equipment and maintain his or her ability to
work
take other employees into consideration in his or her work
use personal protective equipment, take into account work safety aspects
assess the quality of own work
sort the generated waste
recognise the principles of entrepreneurship in testing and bodywork repair
works.
Assessment

ASSESSMENT
targets.
54
ASSESSMENT
equipment and
material
Measuring works uses the most central uses the most central selects the right method of
measuring equipment and measuring equipment and measurement and measur-
methods in familiar tasks methods in accordance ing equipment, and uses
with instructions provided them independently and
correctly in work on minor
damages, and knows how
to compile a field log in-
dicating, for example, the
measurement results before
pulling work, and knows
how to use a measuring
device to check, after pull-
ing work, that the body test
points are correct
Repair cost estimate prepares a spoken approxi- prepares a detailed (work prepares an itemised writ-
mate repair cost estimate and spare part cost) repair ten cost estimate including
cost estimate that assists the cost of work, painting,
the customer in a repair spare parts and bulk sup-
decision plies
Damage analysis drafts under guidance a drafts under supervision a drafts a repair plan accord-
preliminary repair plan preliminary repair plan ing to given instructions
Spare parts determines under guidance determines the required determines the requirement
the requirement of spare spare parts according to of spare parts indepen-
parts given instructions dently
Bodywork alignment anchors a car into a body- anchors a car into a body- anchors a car into a body-
and alignment equip- work alignment bench and, work alignment bench and, work alignment bench and
ment under guidance, aligns in according to given instruc- aligns in the bench minor
the bench minor bodywork tions, aligns in the bench bodywork and chassis dam-
damages minor bodywork and chas- ages to the correct measure-
sis damages to the correct ments
measurements
Dismantling and dismantles and reassembles dismantles and reassembles dismantles and reassembles
reassembly under guidance required according to given instruc- required parts and units in
parts and units in connections required parts and connection with repairs so
tion with repairs so that the units in connection with that the car is roadworthy
car is roadworthy repairs so that the car is and stores parts carefully
roadworthy
Wheel alignment aligns under guidance car aligns almost independently aligns according to instruc-
wheels to correct values car wheels to correct values tions car wheels to correct
values
55
Corrosion prevention performs under guidance performs according toperforms according to

treatment a correct corrosion preven- given instructions a correct
instructions a correct corro-
tion in connection with corrosion prevention in
sion prevention in connec-
bodywork repairs connection with bodywork
tion with bodywork repairs
repairs and takes into account the
car manufacturer’s special
instructions
Tools and materials uses the most essential uses the most essential selects the appropriate tools
work equipment and mate- work equipment and mate- and uses tools and materials
rials in familiar work situa- rials in familiar work situ- in different work situations
tions but requires frequent ations according to given
guidance instructions
stores tools and recognises stores and maintains tools
materials according to in- and recognises materials
structions properly with little guid-
ance
Sustainable develop- sorts waste under guidance. sorts waste according to keeps the working environ-
ment instructions. ment tidy and organised

ASSESSMENT
Pyrotechnic devicesacts under guidance ac- acts according to given acts according to instruc-
cording to instructions for instruction when handling tions for devices containing
devices containing pyro- devices containing pyro- pyrotechnics
technics technics
Measuring bodywork knows the most essential knows the use of the most
knows the use of measuring
measuring methods for car common measuring equip-
equipment for car body-
bodywork and the use of ment for car bodywork and
work and can apply mea-
the most common measur- understands the importance
surement results to repair
ing equipment of measuring for repairs
work
Determining the knows the basics for deter- has an overall knowledge
knows the use of an elec-
extent of damage mining repair price of the use of an electronic
tronic programme for
programme for repair cost
repair cost calculations and
calculations can perform a total cost
calculation
Knowledge of the use can choose under guidance can choose under guidance can choose the equipment
of bodywork align- the equipment applicable the equipment applicable applicable for damage
ment equipment for damage repairs and, for damage repairs and, repairs and can use them
under guidance, knows with some guidance, knows according to instructions
their use their use
56
Properties of body- knows the most common has a knowledge of the knows the physical and
work materials materials and their uses in physical properties of the technical properties of ma-
car technology most common materials in terials to the extent that he
car technology or she understands the sig-
nificance of accurate work
and recognises the critical
parts in work
Behavioural proper- has a general knowledge of has a knowledge of the be- knows the behavioural
ties of materials the behavioural properties havioural properties of the properties of bodywork
of the most common body- most common bodywork parts in alignment and
work parts in alignment parts in alignment and pulling work situations and
and pulling work situations pulling work situations can subsequently choose
the pulling direction and
the supports where required
Disengagement and knows the most common knows the most common knows the techniques
fitting techniques of techniques for disengaging techniques for disengag- for disengaging and fit-
parts and part units and fitting bodywork and ing and fitting bodywork ting bodywork and chas-
chassis structures and chassis structures and sis structures and their
observes in the dismantling markings and knows their
stage the markings facilitat- proper storage
ing reassembly
Traffic safety knows the most important knows the most important knows his or her responsi-
parts of a car in terms of parts of a car in terms of bilities and considers check-
traffic safety before its de- traffic safety before its de- ing the roadworthiness of
livery livery and knows the im- car as necessary before its
portance of a test drive delivery
Special instructions knows the existence of spe- recognises the need to find can under guidance look
specific to car make cial vehicle-specific instruc- special instructions specific for special instructions
tions to a car make specific to a car make
Regulations on car has an overall knowledge has an overall knowledge can independently look for
repair and assembly about the regulations on of the regulations on car information on the regu-
car repair and assembly but repair and assembly lations on car repair and
needs guidance assembly
Corrosion prevention knows the importance of knows the main phases of can follow the car manufac-
corrosion prevention treat- corrosion prevention treat- turer’s instructions in corro-
ment ment for different objects sion prevention treatment
Economical and high- has an overall knowledge knows the positive effects knows the positive effects
quality performance of the importance of order of order and cleanliness in of order and cleanliness in
and cleanliness workplace on the quality workplace on the quality of
of work work and corporate image
can under guidance consid- can consider a possibility is aware of the speediness
er a possibility of repairing of repairing parts or using required at work and can
parts or using dismantled dismantled parts without consider a possibility of
parts ignoring the quality of the repairing parts or using
end result dismantled parts without
ignoring the quality of the
end result
57
industry.

assessment
tions tive
choice
timetables
58
The student or candidate demonstrates his or her vocational skills by doing mea-
suring and bodywork repair works in a garage or another similar location as closely
equivalent to a bodywork workshop as possible. Work is performed to such an extent
that vocational skills may be deemed to meet the vocational skills requirements.

repairs of a minor bodywork damage
within the scope of the fundamental working knowledge, management of car
traffic safety
within the scope of key skills for lifelong learning, problem solving, interaction
and co-operation.


Vehicle Painting
4.3.1 Priming works

interpret and use cost estimates in work
protect a car before priming work
search and follow the car and paint manufacturers’ repair instructions
use the required materials and tools in pre-treatment and priming work
realign a surface damage using the appropriate tools and see to preserving the
corrosion protection of the object
know the most commonly used honing techniques and materials
prime a paint object following a good repair custom
spray priming and honing paints and choose the correct paintsprayer for the
material
59
take care of the cleanliness and serviceability of tools

use sealants and choose the correct material for the object
know the markings of the materials used in car paintshops
maintain work safety
assess the quality of his or her work.
Assessment

assessment
targets.

ASSESSMENT
equipment and
material
Tools and materials uses the most essential uses the most essential chooses the appropriate
work equipment and ma- work equipment and ma- tools for the work and
terials in familiar work terials in familiar work uses work equipment and
situations according to the situations according to the materials in different work
manufacturer’s instructions manufacturer’s instructions situations according to the
but requires occasional manufacturer’s instructions
guidance and washes and maintains
equipment independently
60
Protection protects under guidance theprotects according to in- protects the surroundings
surroundings of the object structions the surroundings of the object or another
or another vehicle which of the object or another vehicle which are not to
are not to be painted, to vehicle which are not to be painted, to avoid extra
avoid extra work. be painted, to avoid extra work.
work.
Alignment and aligns a minor surface aligns a minor surface dam- aligns a minor surface
corrosion prevention damage and takes care of age and takes care of corro- damage using the correct
of bodywork surface corrosion prevention under sion prevention according method and takes care of
parts guidance to instructions corrosion prevention
Pre-treatment performs under guidance performs according to in- performs the cleaning and
cleaning and pre-treatment structions cleaning and pre- pre-treatment works of
works to object to be treatment works to object object to be painted
painted to be painted
Priming chooses under guidance chooses under supervision chooses a suitable priming
priming work methods ac- priming work methods ac- work method according to
cording to work object cording to work object work object
performs minor puttying performs puttying works to performs puttying works to
works to metal surface metal surface damages ac- metal surface damages
damages cording to instructions
performs honing works to performs honing works to performs honing works so
facilitate spray puttying facilitate work with prim- that the work progresses
work ing paint for honing following the wet-on-wet
principle
sprays priming, insulation sprays priming, insulation sprays priming, insulation
and filling paints under and filling paints according and filling paints
guidance to instructions
Sealing and chip performs under supervision performs under guidance performs spraying works
repair fillers spraying works with sealing spraying works with sealing with sealing and repair
and repair fillers and repair fillers fillers
performs under guidance performs corrosion preven- performs corrosion preven-
a correct corrosion prevention according to given tion according to instruc-
tion in connection with instructions in connection tions in connection with
priming works of loose with priming works of priming works of loose
parts loose parts parts
Cost estimates can calculate a cost estimate can calculate a cost estimate can interpret cost estimates
with a computer pro- with a computer pro- and follow them in own
gramme under supervision gramme work
Sustainable develop- sorts waste according to keeps the working environ- keeps the work post tidy
ment instructions. ment tidy and organised, and organised throughout
observing the importance the work phase, observing
of recycling and sorting. the importance of recycling
and sorting.
61

ASSESSMENT
Priming materials knows the safety markings knows the most common knows the technical physi-
of products used in car priming products and their cal principles of priming
painting workshops uses used in car painting materials and uses literature
workshops or information technology
to, e.g., choosing conven-
tionally used products and
understands the cost pro-
portions of priming materi-
als in material costs
knows the commonly used knows the most common knows the most common
priming and honing paints pictograms and can choose pictograms and uses them
and their uses the correct materials for in work and can choose the
respective work under su- correct materials for respec-
pervision tive work
Pre-treatment is familiar with the most knows the most common understands the work
common principles and principles and work meth- methods of pre-treatment
work methods of pre-treat- ods of pre-treatment works works and the importance
ment works of choices regarding the
end result and durability
Priming works is familiar with the struc- knows the structures and understands the difference
tures and uses of the most most common uses of between different priming
common priming methods priming methods methods with regard to end
result
can under guidance choose can choose the right hon- can choose the right hon-
the right honing products ing products and abrasion ing products and abrasion
and abrasion grades for grades for the chosen prim- grades for the chosen prim-
the chosen priming work ing work method according ing work method
method to instructions
Spraying of base knows the spraying tech- knows the spraying tech- knows the spraying tech-
products nique of the most common nique of the most common nique of the most common
base products base products and can base products and can
under guidance choose the choose the correct sprayer
correct sprayer for the base for the base product
product
Sealing and chip knows the importance of knows the work phases of knows the work phases of
repair fillers corrosion prevention treat- the most common corro- corrosion prevention treat-
ment and insulation sion prevention treatment ment and bodywork insula-
and bodywork insulation tion for different objects
for different objects and the materials used
Cost estimates knows the principles for has an overall knowledge understands the cost con-
determining repair price. of the use of an electronic stituents of priming works
programme for repair cost and can calculate a cost
calculations. estimate for work based
on surface areas when re-
quired.
62
assessment
tions tive
choice
timetables
63
The student or candidate demonstrates his or her vocational skills by doing priming
works in a car painting workshop or another similar location as closely equivalent
to a car painting workshop as possible. Work is performed to such an extent that
vocational skills may be deemed to meet the vocational skills requirements.

performing priming
within the scope of the fundamental working knowledge, management of ma-
terials used for priming
and the ability to act.
interviews, assignments and other reliable tasks.
4.3.2 Spray painting works

handle, clean and store tools and materials used in accordance with work safety
regulations and maintain them
visually find the right colour tone from a colour chart for the paint object
tone colours with a machine mixing system
spray-paint parts and units
perform fade painting with different painting materials
repair possible paint mistakes
finalise a car before delivery to customer
recognise principles of entrepreneurship in spray paint works
maintain work safety
dispose of paint waste and protect the environment.
64
Assessment

ASSESSMENT
targets.

assessment
equipment and
material
Tools and materials uses the most essential uses the most essential chooses the appropriate
work tools and materials work tools and materials tools for the work and
in familiar work situations, in familiar work situations uses work equipment and
but needs occasional guid- and washes and maintains materials in different work
ance; washes and maintains equipment according to situations and washes and
equipment under supervi- instructions maintains equipment inde-
sion pendently
Spray technique performs under guidance performs under supervi- performs part and unit
a surface painting task of sion part and unit painting painting tasks with direct
a single part with a direct tasks with direct gloss and gloss and 2-layer coating
gloss paint 2-layer coating paints paints
Fade painting prepares spot and fade prepares spot and fade performs fade painting
painting work and per- painting work and per- tasks with direct gloss and
forms them under guidance forms them under supervi- 2-layer coating paints
with a direct gloss paint sion with a 2-layer coating
paint
Painting mistakes repairs the most common repairs the most common discovers and repairs the
painting mistakes under painting mistakes according most common painting
guidance to instructions mistakes
65
Finishing a paint polishes a paint surface un-

polishes a paint surface polishes a paint surface
surface der guidance both manual- according to given instruc- both manually and with a
ly and with a machine and tions both manually and machine
waxes the paint surface with a machine
Finishing cleans an interior and exte-
cleans an interior and ex- cleans an interior and exte-
rior of a car under guidance
terior of a car according to rior of a car before delivery
before delivery to customergiven instructions before to customer
delivery to customer
Hazardous waste sorts waste under guidance sorts waste according to keeps the working environ-
instructions ment tidy and organised
of recycling and sorting
Colour toning tones colours with a com- tones colours with a com- tones colours with a com-
puter-based mixing system puter-based mixing system puter-based mixing system
and estimates the required and estimates the required
amount of material accord- amount of material accord-
ing to object ing to object and visually
finds the right colour tone
from a colour chart
tones a colour under guid- visually tones a colour un- visually tones a colour to-
ance towards the correct der supervision towards the wards the correct tone so
tone so that painting can be correct tone so that paint- that painting can be per-
performed by fading. ing can be performed by formed by fading.
fading.

assessment
Materials knows the most important knows the most common knows the pictograms and
pictograms and uses them pictograms and uses them uses them in work, e.g.
in work, e.g. mixing pro- in work, e.g. mixing pro- mixing proportions and
portions and intermediate portions and intermediate intermediate flash-off times
flash-off times flash-off times and, where required, looks
for additional information
on paint materials in in-
struction folders
has an overall knowledge knows the correct storage knows the importance of
about the correct storage and preservation of paint the correct storage and
and preservation of paint materials and their regula- preservation of paint mate-
materials and their regulations rials and their regulations
tions
Spray technique knows the work stages of knows the spraying tech- knows the layer structures
surface painting and the ba- niques of different materi- of different paint tech-
sic vocabulary of the sector als and can choose a sprayer niques and can choose the
according to the spraying appropriate structure for
material the work
66
Fade painting knows the work and prepa- knows the work and prepa- understands the impor-
ration stages of fade paint- ration stages of fade paint- tance of preparations in
ing with direct gloss paint ing with 2-layer paint fade painting with regard to
the end result
Paint mistakes knows the work stages of knows the repair methods knows the reasons for the
and finishing paint repairs of the most com- of the most common mis- most common painting
surfaces mon paint mistakes and takes and the uses of easels mistakes and understands
the work stages of polishing in polishing machines and the importance of differ-
paint surfaces understands their effect on ent coarsenesses of honing
the quality of paint surfaces pastes in polishing paint
surfaces
Toning knows how to find a tone knows the work stages in understands the basics of
in a vehicle and create it toning and the reasons for chromatics and knows the
with a mixer parallel tones importance of lighting in
toning work
industry.

assessment
tions tive
choice
timetables
67
The student or candidate demonstrates his or her vocational skills by doing spray
paint works in a car painting workshop or another similar location as closely equiva-
lent to a car painting workshop as possible. Work is performed to such an extent

performing surface painting work
within the scope of the fundamental working knowledge, management of ma-
terials used for surface painting
and the ability to act
68
Car Sales
4.4.1 Sales and product knowledge

prepare for service situations
sell products represented by the company offering different financing options
take a sale event to its conclusion, observing the legislation and industry agree-
ments in car and spare parts sales
manage the stages of personal sales work and a sale event
complete a purchase and order agreement, observing the liabilities of the obli-
gation to inform and errors
act observing the requirements of a lasting customer relationship
offer customer-oriented solutions
calculate margins using operational key indicators relating to the car business
advise the customer in questions relating to vehicle technology
sell accessories and bodywork supplies
assess the repair needs of a used car.
Assessment
with the assessment targets. In vocational upper secondary education and training

assessment
69
quality objectives

assessment
2. Mastery of Satisfactory 1 Good 2 Excellent 3
working methods, The student or candidate
equipment and
material
Preparation identifies under supervision identifies the general busi- identifies the general busi-
the most typical partners ness structure of his or her ness structure of his or her
own vocational sector and own vocational sector and
the most typical partners trends and the most typical
partners
seeks information under seeks and makes use of makes use of and con-
supervision on products, information on products, stantly updates his or her
services, competition, cam- services, competition, cam- knowledge about products,
paigns and customer groups paigns and customer groups services, competition, cam-
relating to his or her area of relating to his or her area of paigns and customer groups
responsibility responsibility
Stages of a sale gives a general presentation acts and converses in a manages successfully
event of the product and offers customer-oriented manner, personal sales work and
under guidance a solution looking for and offering finance options
to customer’s problem or workable solutions to the
guides them forward customer, including finance
options under supervision
concludes a sale under su- asks the customer questions promotes the sale and leads
pervision promoting the sale and uses the sale situation to a con-
them in the sale process clusion
and proposes a transaction
completes under super- completes a sale and order calculates the key figures
vision a sale and order agreement, observing the for a single transaction
agreement, observing the liability of the obligation to
liability of the obligation to inform and errors
inform and errors
70
Vehicle technology prepares a preliminary con- prepares a preliminary con- can buy and sell products
dition estimate of a vehicle dition estimate of a vehicle represented by the com-
according to instructions pany in ordinary products
assesses under supervision assesses the service needs assesses the service needs
the service needs of a used of a used vehicle based on of a used vehicle based on
vehicle based on physical physical perceptions and, physical perceptions and
perceptions where required, forwards uses expert advice
the vehicle to experts
discusses technical issues discusses technical issues explains technical terms of
with customer under super- with customer the vehicle to the customer
vision
sells normal car accessories sells normal car accessories. sells car accessories and
under supervision. bodywork supplies.

assessment
Legislative and knows where to find docu- knows where to find docu- knows the legislation gov-
industrial agreements ments and knows the in- ments and can find infor- erning car sales to the re-
structions and regulations mation in them in problem quired occupational extent
relating to concluding a situations
sale, such as registration
and sale documents and
the applicable information
systems, e.g. to prepare a
sale agreement
finds under supervision the knows the definitions of knows the definitions of
definitions of vehicle regu- vehicle regulations concern- vehicle regulations concern-
lations concerning suitable ing suitable tyre models in ing suitable tyre models in
tyre models in relation to relation to the company’s relation to different cars
the company’s car models car models
Stock cycling uses under supervision the uses the information about develops matters relating
information about the im- the importance of stock to stock cycling, observing
portance of stock cycling cycling to profitability in profitability
to profitability in his or her his or her work
work
Customer service identifies a customer and identifies a customer and looks after customer rela-
works under supervision in works in the different phas- tions in accordance with a
the different phases of cus- es of customer service lasting customer relation-
tomer service ship
Key figures of a car can discuss margin calcula- can discuss margin calcula- can perform margin calcu-
business tions under supervision. tions based on key figures. lations and sale decisions
based on key figures if
required.
71

assessment
tions tive
choice
timetables
72
The student or candidate demonstrates his or her vocational skills by car sale works
in car sales or a similar location as closely equivalent as possible. Work is performed
to such an extent that vocational skills may be deemed to meet the vocational skills
requirements.

personal sales work and the stages of a sale event
within the scope of the fundamental working knowledge, customer service
within the scope of key skills for lifelong learning, interaction and co-operation
as well as mathematics and natural sciences.
4.4.2 Marketing and customer service

participate in corporate marketing
observe corporate targets in a personal marketing plan
act in accordance with the targets of a sales campaign
exploit the marketing channels of different media
observe market development and total corporate marketing
maintain the corporate image by his or her behaviour and appearance
act in accordance with the corporate quality and environmental systems
maintain the shop environment as aesthetically pleasing to the customers
make use of the aesthetic principles affecting comfort of the shop environ-
ment.
73
Assessment

assessment
targets.

assessment
2 Management of Satisfactory 1 Good 2 Excellent 3
working procedures, The student or candidate
tools and materials
Marketing plan follows under guidance the follows the corporate mar- participates in the design
corporate marketing plan keting plan and implementation of a
marketing plan
creates a personal market- creates a personal market- observes corporate targets
ing plan under supervision ing plan in a personal marketing
plan
Marketing arranges under supervision arranges sales products in acts in accordance with the
sales products in accor- accordance with the com- targets of a sales campaign
dance with the company’s pany’s style
style
Media knowledge identifies the media suitable exploits different media in exploits different media in
for his or her own activities. his or her own activities his or her own activities.
under supervision.
74
assessment
Marketing understands the importance knows the importance of knows developments in
of campaigning to sales and marketing to the company’s marketing and total corpo-
the importance of main- total economics rate marketing
taining a lasting customer
relationship
Behaviour and appe- understands the position understands under supervi- maintains the company im-
arance and image of the business sion the position and image age by his or her behaviour
and expresses it under su- of the business and express- and other actions
pervision in his or her be- es it in his or her behaviour
haviour and other actions and other actions

assessment
tions tive
choice
timetables
75
Student or candidate demonstrates his/her vocational skills by participating in cor-

porate marketing and creating a personal marketing plan that takes into account
corporate targets.

corporate marketing
within the scope of the fundamental working knowledge, appearance and be-
haviour
within the scope of key skills for lifelong learning, aesthetics and media knowl-
edge.

76
4.4.3 Purchase and acquisition operations

manage basic vehicle technology and technical vocabulary and abbreviations
assess car repair costs
understand legislation and agreements in vehicle industry regarding car speci-
fications
perform service works in accordance with the car user manual
sell accessories and supplies related to car sales
perform routine orders
determine the date for ordering cars and accessories as well as the amount in
consideration with stock management
undertake stocktaking and reporting
assess operative profitability based on stock key figures.
Assessment

assessment
quality objectives
77

assessment
tools and materials
Use of tools uses the most essential uses the most essential selects the correct method
work equipment and work equipment and de- and equipment and uses
devices in familiar work vices carefully according to them independently and
situations but requires oc- instructions correctly to reach the objec-
casional guidance tive
knows the technical fea- manages the basic technical prepares and implements
tures of products on sale tasks of the sector in accor- a working plan indepen-
under guidance dance with given instruc- dently
tions
Basic vehicle engin- performs under supervision performs a vehicle condi- performs independently a
eering the mechanical part of a tion inspection based on a vehicle condition inspec-
periodic inspection, i.e. ve- checklist and a preliminary tion and prepares a cost
hicle condition inspection cost estimate estimate and uses it to sell
service and repair works to
the customer
under supervision, discusses discusses with the customer talks with the customer
with the customer technical technical issues related to explaining technical terms
issues related to the car the car and abbreviations
advises under supervision advises the customer on knows the legislation and
the customer on specifica- specifications in the car agreements in car industry
tions in the car industry, industry, observing the well enough to advise the
observing the legislation legislation customer on issues regard-
ing car specifications
performs the most common performs the most com- performs minor vehicle
maintenance tasks under mon maintenance tasks to service tasks to the extent
supervision to the extent the extent that has been that has been defined in the
that has been defined in the defined in the user manual user manual
user manual
Purchase activities knows factors affecting knows factors affecting knows factors affecting
stock management well stock management well stock management well
enough to discuss under enough to discuss ordering enough to decide ordering
supervision ordering time- timelines and numbers for timelines and numbers for
lines and numbers for cars cars and supplies cars and supplies
and supplies
Cost-efficiency masters mathematical skills masters mathematical skills masters mathematical skills
well enough to be able to well enough to be able to well enough to be able to
discuss stock key figures discuss stock key figures. deduct from stock key fig-
under guidance. ures whether operations are
financially viable.
78
assessment
can seek information under can independently seek can independently apply
guidance from different information from different familiar methods to differ-
sources indexes ent vehicle types
knows stocktaking proce- knows stocktaking pro- knows stocktaking proce-
dures and reporting under cedures and reporting in dures and reporting.
guidance. general.

assessment
4. Key competen- Satisfactory 1 Good 2 Excellent 3
ces for lifelong The student or candidate
learning
Learning and prob- is able to acquire informa- is able to acquire informa- is able to acquire informa-
lem solving tion under supervision tion according to instruction on his/her own initia-
tions tive
copes with familiar situ- copes with changing situ- acts in different situations
ations but needs instruc- ations and situations of in a way that suits the situ-
tions and support in choice independently ations and finds alternative
changing situations and ways to proceed
situations of choice
Interaction and is able to work with dif- works with different supports and helps oth-
co-operation ferent people in the work- people in the workplace ers; takes into account the
place and group, asking and group other people in the work-
for help from others if place in his/her work
necessary
timetables
79
not cause danger account other people in work and reports them
the workplace in his/her
work
uses protective equipment, ensures the safety of tools is able to assess the suit-
tools and working meth- and materials; removes ability of protection, tools
ods safely as instructed faulty tools and takes them and working methods to
for repair the work concerned
ergonomy of the work ergonomy of the work
environment environment; applies what
Student or candidate demonstrates his/her vocational skills by participating in cor-

porate marketing and creating a personal marketing plan that takes into account
corporate targets.

preparing a vehicle cost estimate and stock management
within the scope of the fundamental working knowledge, stocktaking meth-
ods
within the scope of key skills to lifelong learning, problem solving.
80
Parts Sales
4.5.1 Spare parts sales work and customer service

acknowledge and greet customers
assess needs based on customer’s description
manage the technology of represented vehicles and products
manage spare parts programmes and indexes (EPC) of the represented busi-
ness
know the legislation and agreements in car industry well enough to be able to
advise the customer on issues regarding car specifications
present accessories, supplies and services as required by the customer
complete a sales process in a way that satisfies the customer
act in accordance with the targets of a sales campaign
maintain the shop environment as aesthetically pleasing to the customers.
Assessment

assessment
81
quality objectives

assessment
equipment and
material
Customer service acknowledges and greets manages work-related cus- can act in a service-oriented
customers tomer service manner during different
work stages
can act proactively and
politely in different interac-
tion and service situations
Sales work arranges sales products in actively participates in cor- acts in accordance with the
accordance with the com- porate marketing targets of a sales campaign
pany’s style
finds and presents the can find and present the finds and presents to the
product requested by the product requested by the customer the required ser-
customer customer and offer addi- vice package
tional sales
Media knowledge can look for product infor- knows the uses of different exploits different media in
mation in different media media his or her own activities
under supervision
Behaviour and appe- under supervision, express- expresses the corporate im- maintains the corporate im-
arance es the corporate image in age in his or her behaviour. age by his or her behaviour
his or her appearance. and appearance.
Comfort of shop works under supervision in works in accordance with develops things enhancing
environment accordance with factors af- factors affecting comfort in the comfort of the shop
fecting comfort in the shop the shop environment. environment following
environment. aesthetic principles.
Sustainable develop- under supervision, follows knows the importance of can recommend the cus-
ment the working methods and the corporate quality and tomer products causing less
procedures of sustainable environmental system and environmental pollution
development as required in gives advice to the custom-
car industry er in waste management.
82
assessment
acquires information under searches and uses informa- justifies work-related deci-
instructions tion needed at work inde- sions on the basis of ac-
pendently quired information
is aware of the existence of has enough knowledge knows the legislation and
legislation and agreements about the legislation and agreements in car industry
in car industry agreements in car industry well enough to be able to
to discuss them with the advise the customer on
customer. issues regarding car specifi-
cations.

assessment
Sustainable develop- under supervision, follows knows the importance of can recommend the cus-
ment the working methods and the corporate quality and tomer products causing less
procedures of sustainable environmental system and environmental pollution
development as required in gives advice to the custom-
car industry er in waste management.
Aesthetics works, under instructions, works in accordance with develops the aesthetic prin-
in accordance with factors factors affecting comfort in ciples affecting comfort in
affecting comfort in the the shop environment. the shop environment.
shop environment.
The student or candidate demonstrates his or her vocational skills by participating

in stock planning in a spare parts sales shop or another similar location as closely
equivalent to spare parts sales as possible. Work is performed to such an extent that

within the scope of management of working methods, tools and materials,
customer service, identifying customer needs and finding a solution to pro-
duce a sale
the possession of underpinning knowledge as a whole
within the scope of key skills for lifelong learning, knowledge of aesthetics.
83
4.5.2 Stock management

master the principles of stock work and know the most common stock sys-
tems
master the principles of stock auditing
master factors affecting stock management so that he or she can determine the
ordering date and number of products
explain when a product must be withdrawn from sale and the stock system
master mathematical skills well enough to be able to deduct from stock key
figures whether operations are financially viable
process a daily order with regular suppliers
master the procedures for guarantee handling and return products
master the procedures for storing combustible and dangerous goods
sort waste according to the principles of recycling and sustainable develop-
ment
manage work safety issues related to stock work and maintain his or her ability
to work.
Assessment
84
assessment
targets.

assessment
working procedures, The student or candidate
tools and materials
Stock work can make an order accord- can amend an order pro- can anticipate orders based
ing to given instructions posal according to current on seasonal fluctuations
stock
performs under guidance performs independently the can recommend products
the receipt, receipt control receipt and receipt control for ordering, stocking and
and calculation of product of products, adds products deletion
totals as well as shelving to the stock balance and
makes the necessary cor-
rections
can store combustible, can store combustible, can store combustible,
dangerous and pyrotechnic dangerous and pyrotechnic dangerous and pyrotechnic
goods under supervision. goods according to instruc- goods.
tions.

assessment
Stock systems can act in accordance with can act in accordance with suggests improvements
the company’s stock system the most common stock based on common stock
systems systems
can deduct the need for can deduct the profitability can justify when a product
stocking a product under of stocking a product should be removed from
guidance the stock system
85
Stocktaking knows the procedures and knows the procedures knows the procedures and
reporting of annual stock- and reporting of annual reporting of annual stock-
taking under guidance stocktaking, but needs oc- taking
casional guidance
Customer service knows the actions for guar- knows the actions for guar- can inform his or her supe-
antee and return products antee and return products. riors about guarantee and
under guidance. return products.

assessment
Sustainable develop- maintains the working maintains the working maintains the working
ment place tidy and sorts waste place tidy and organised place tidy and in working
under guidance and sorts waste order and sorts waste
recognises the environmen-
tal effects of different clean-
ers, lubricants and fuels
Assessment performs assessment works performs basic assessment performs assessment works
under guidance works with instructions independently
Interaction and co- talks with customers and knows the principles of manages query techniques
operation skills partners in person and over needs assessment and com- and needs assessments
the telephone municates and co-operates and can work with differ-
with different people ent people and personnel
groups among suppliers
and in the workplace
Health, safety and has a positive attitude to is independently respon- develops own actions to
ability to function safe working and avoids sible for the safety of his/ improve safety
risks at work her work
can pressurise a tyre safely
can pressurise a tyre safely, can pressurise a tyre safely
also observing the environ- and maintains equipment
ment independently
given on work safety with- the workplace; takes into dangers related to his/her
out endangering him-/ account other people in the work and reports them
herself workplace in his/her work
Self-assessment of assesses his or her work assesses own work accord- assesses the quality of own
vocational skills under supervision ing to given instructions work
Initiative and entrep- can compare actual work- can assess the corporate can make the work profit-
reneurship ing time with guidelines. profitability of own work. able.
86


within the scope of managing work process, planning own work and working
according to plan
stock work
within the scope of key skills for lifelong learning, sustainable development.

4.6 Compulsory modules in study programme in

Engine-run Small Machinery Repairs
4.6.1 Small machinery repairs

receive work and serve the customer
define service or repair needs for small machinery
calculate a cost estimate and determine the required repair action
estimate the need for replaceable parts and mechanisation works for service-
able parts
analyse the operation of small machinery and its system application using sen-
sory perception and the required basic electronic and mechanical test equip-
ment
select safe working methods and equipment for the work
perform repair works according to manufacturer’s instructions
87
identify the principles of immobilisers of different machine types and inspect

the immobiliser of the relevant machine, as well as identify other possible work
risk factors during testing that may cause accidents at work
employ computer software to assist in repair analysis
use personal protective equipment and possesses basic first aid skills
take other employees into consideration in his or her work and maintain his
or her ability to work
use spare parts and different service equipment
handle hazardous waste
manage the work progress appropriately and check the final work
deliver the work and advise the customer what repairs have been made
perform normal repair work systematically and methodically on the engines,
power transmission, steering, chassis and electrical equipment of small ma-
chinery and follow repair instructions
Assessment

assessment
under supervision. targets. and improves own perfor-
mance to reach qualitative
targets.
88
assessment
equipment and
material
Customer service greets and listens to the can talk with the customer can act politely and effi-
customer and ask questions on the ciently in different interac-
repair needs tion and service situations
Performing diagnostic performs under supervi- performs simple repair performs simple repair
and repair works sion repair works and parts tasks, related measure- tasks, related measure-
exchanges, using essential ments, adjustments and ments, fault analyses,
tools and equipment part exchanges indepen- adjustments and part ex-
dently according to instruc- changes systematically
tions
on request, supplies the supplies the required mate- works independently and
required materials rials independently reliably, maintaining work
progress and supplying the
required materials
is able to do the mechanical is able to do a condition is able to do a condition
portion of a condition in- inspection independently inspection and calculate
spection under guidance to small machinery, based components of a cost esti-
on a checklist, and calculate mate independently and, if
an initial cost estimate. required, offer or sell ser-
vices of his or her company
to the customer

assessment
Technology and infor- can seek information under
can independently seek can apply familiar methods
mation technology guidance from different information from different to different vehicle types
sources indexes
can ask for help in problem
knows where to find infor- can acquire service and re-
situations mation and can look for it pair instructions and other
under guidance relevant data independently
uses literature and informa- from documents and com-
tion technology, e.g., to puters
find information
Technical knowledge knows the regulatory provi- knows the basic engine understands the importance
sions for small machinery structures and their opera- of basic service.
repairs. tion.
89

assessment
operation skills partners in person and over needs assessment and can and needs assessments
the telephone communicate and co-oper- and can work with differ-
ate with different people ent people and personnel
In vocational skills demonstrations and competence-based qualifications, the can-

didate will demonstrate his or her skills by repairing, for example, a simple piece
of small machinery. As far as possible, the repairs must include customer service,
inspections and repairs. Work reception and delivery to customer as well as possible
time sheet and cost estimate calculations may be part of a vocational skills demon-
stration.
The repair work must be performed to such extent that vocational skills can be
deemed to correspond with vocational skills requirements.
90
Work will be performed in a small machinery workshop or another location as
closely equivalent to a small machinery workshop as possible. There shall be work-
shop literature or some other source of information sufficiently available.
The skills demonstration of this module is to comprise, according to the assessment

criteria, at least
mastery of the work process
managing working methods, equipment and materials the possession of un-
derpinning knowledge
within the scope of key skills, work safety and health awareness.
The assessment of fundamental working knowledge will evaluate the candidate’s

ability to use instruction manuals, car data and other similar documents in problem
solving.
Work safety always constitutes a part of module assessment. Key skills for life-
long learning and interaction and co-operation skills will be assessed in connection
with the module, if they can be assessed in the competence-based module.
Demonstration may be complemented with other assessments.
4.7 Optional modules for all
4.7.1 Testing and repairs of electrical equipment

read repair instructions and circuit diagrams
use measuring and testing equipment
test and repair electrical supplies.
Assessment
91

assessment
targets.

assessment
equipment and
material
Information acqui- finds under guidance make- uses circuit diagrams and uses circuit diagrams and
sition specific repair instructions, manufacturer’s repair in- manufacturer’s repair in-
reads circuit diagrams with structions in work with structions in work
assistance assistance
Measuring and uses a multimeter and uses the diagnostics equip- uses the diagnostics equip-
testing equipment emission analyser according ment required in service ment required in service
to given instructions and repair work under su- and repair work
pervision
Testing and repairs of tests electrical supplies of a tests electrical supplies and tests electrical supplies and
electrical supplies car according to manufac- under supervision repairs repairs them according to
turer’s instructions under them according to manu- manufacturer’s instructions.
supervision. facturer’s instructions.

assessment
Symbols knows the most common can interpret system dia- locates components using
symbols in electrical engi- grams diagrams
neering
Electrical engineering knows the basic laws of knows the influence of the knows how to utilise the
electrical car engineering laws of electrical engineer- knowledge of electrotech-
and performs simple elec- ing in his or her work nology of vehicles in the
trical calculations maintenance and repair
work on electrical equip-
ment
92
Measuring and knows the effects of the understands the effects of knows how to utilise the
testing equipment differences between various defective couplings on the features of a range of mea-
electrotechnical magnitudes measuring devices and the suring and testing devices
on the use of the multim- object measured in his/her work
eter

assessment
Health, safety and has a positive attitude tois independently respon- develops own actions to
ment independently
93
works in a car bodywork workshop or another similar location as closely equivalent
to a garage as possible. Work is performed to such an extent that vocational skills
may be deemed to meet the vocational skills requirements.

the mastery of the work process
within the scope of mastering the work methods, equipment and materials, for
example, fault identification in a charging or start-up system using at least a
multimeter as well as repairs of a possible fault
within the scope of the fundamental working knowledge, measuring and test-
ing equipment, the basic laws and symbols in electrical engineering
of the ability to act and interaction and co-operation

4.7.2 Tyre works

undertake tyre works on cars, vans and motorbikes safely and in consideration
of factors affecting traffic safety
manage the principles of tyre fault identification and determine whether a tyre
is repairable and what the repair needs of a vehicle are
use vehicle lifting equipment and tools to disengage and fit a vehicle wheel
use a wheel balancer
fit a wheel
serve a customer and give advice on choosing tyres
offer tyre-related products and services
perform tyre works observing the consumer protection law
act in accordance with environmental requirements
manage processes in tyre surfacing
94
manage safety issues relating to heavy machinery wheels
use literary and other sources in tyre sector
understand the basics of the common legislative provisions in the tyre sector
and the effect of laws, regulations and agreements on his or her work.
Assessment
Target of
Assessment criteria
assessment
1. Mastery of the Satisfactory 1 Good 2 Excellent H3
Mastery of the work performs tyre works accord- acquires the products ac- develops working methods
as a whole ing to instructions. cording to a work order in his or her work accord-
and performs works inde- ing to the situation and
pendently. assesses their usefulness.

assessment
2. Mastering the Satisfactory 1 Good 2 Excellent H3
equipment and
material
Tyre works performs tyre works, related performs tyre works, related performs tyre works, related
measurings, adjustments measurings, adjustments measurings, fault analyses,
and repairs as well as part and repairs as well as part adjustments and repairs as
exchanges under supervi- exchanges according to well as part exchanges
sion instructions
lifts a vehicle safely using all lifts a vehicle safely using all uses the correct lifting
types of lifting equipment types of lifting equipment method considering the
under supervision independently special features of a vehicle
performs a visual check on performs a fault analysis suggests repairs based on
the roadworthiness of tyres on wheel supports observ- fault analysis
ing factors affecting traffic
safety
performs a tubeless tyre determines whether a tyre determines whether a lorry
repair under supervision is repairable and performs a tyre is repairable and per-
tubeless tyre repair forms a tubeless tyre repair
95
fits a wheel according to fits a wheel observing the fits a wheel observing the
instructions and observing torque and using the neces- torque and using the neces-
the torque sary information sources sary information sources
and working methods and advises the customer
on the fitting
Customer service observes customer’s wishes works in a customer-orient- guides the customer in a
in work. ed manner and relates his service situation (tyre and
or her observations to the rim options, services).
customer.

assessment
3. Underpinning Satisfactory 1 Good 2 Excellent H3
Tyre works and knows the tyre structure knows the factors affecting is able to observe changes
choices and markings and looks for tyre and rim choice to tyre sizes in his or her
information under guid- work
ance using the STRO-norm
uses vehicle-specific docu- knows the most common uses the STRO-norms and
ments and manuals to find tyre and rim types and their information technology in
information and knows the markings information search
essential tyre guidelines and
regulations
Surfacing knows the principles and is aware of the financial and knows the different work
the most common methods environmental impact of phases of the surfacing
of surfacing surfacing process
Legislation and knows the basics of the leg- utilises information. guides the customer.
regulations islation in tyre sector and
possesses the knowledge
and skills required by tyre
safety card education

assessment
under guidance and rec- and sorts waste order and sorts waste
ognises the environmental
effects of different cleaners,
lubricants and fuels
96
Health, safety and has a positive attitude to
is independently respon- develops own actions to
ment independently
garage as possible. Work is performed to such an extent that vocational skills may be
deemed to meet the vocational skills requirements.

mastering the work methods, equipment and materials to such extent that
vocational skills can be deemed to correspond with vocational skills require-
ments
within the scope of key skills, work safety and tyre pressurisation.
97
4.7.3 Repairs to lorry chassis and steering systems

manage repairs to the pneumatic systems
manage the change of a leaf spring
manage repairs to axle supports
measure and adjust wheel angles
repair wheel hubs and change bearings.

the structure of pneumatic brake and spring systems.
Assessment

assessment
targets.
98
assessment
equipment and
material
Repairs of pneumatic performs repairs to the performs repairs to the performs repairs and testing
systems pneumatic system under pneumatic system and tests to the pneumatic system
supervision its operation according to
given instructions
Inspections of leaf inspects wheel support and inspects the condition of changes a spring pack ac-
spring structure leaf spring under guidance a spring pack and fittings cording to given instruc-
to the axle and informs tions, adhering to work
the customer about repair safety instructions
needs
Axle support and performs wheel support performs wheel support performs wheel support
adjustment of wheel repairs according to manu- repairs according to manu- repairs and performs wheel
angles facturer’s instructions facturer’s instructions and angle checks and adjust-
performs a wheel angle ment
check and adjustment un-
der supervision
Wheel hub repairs inspects the bearing clear- inspects the bearing clear- inspects the condition of
ance in a wheel hub. ance in a wheel hub and wheel hub bearings and
adjusts it in accordance performs bearings change
with manufacturer’s in- and clearance adjustment
structions where required. according to manufacturer’s
instructions.
Customer service listens to the customer asks questions relating to gives advice to the cus-
specifying repairs from the tomer regarding his or her
customer vehicle

assessment
Customer service knows the most important knows the principles of knows the principles of
principles of customer customer service and can customer service and can
service ask questions obtain more information
where required
Repair regulations knows the most important knows the most essential knows the essential repair
and legislation repair regulations for motor repair regulations for motor regulations for motor ve-
vehicles and their parts vehicles and their parts hicles and their parts and
checks critical points where
required
knows the basic legislation seeks information under ensures the implementation
of car industry guidance where required of legislation in his or her
about the implementation work
of legislation in his or her
work
99
entrepreneurship in car in car industry neurship in car industry
industry
Wheel angles knows wheel angles knows wheel angles and can compose a repair plan
their significance in terms based on test results
of driveability
Structure of pneuma- knows the most essential interprets make-specific uses make-specific system
tic brake and spring symbols of the system system diagrams and locates diagrams to locate fault
systems the most essential system
components
Wheel hub structure knows the most common knows the basic principles knows the effect of a cor-
wheel bearing principles of bearing installation rect bearing clearance on
the life of bearings

assessment
ment independently
100
The student or candidate demonstrates his or her vocational skills by servicing a

vehicle in a car bodywork workshop or another similar location as closely equivalent

disengaging and fitting a wheel hub as well as adjusting bearing clearance and
changing air spring bellows or condition inspection of axle supports
the possession of underpinning knowledge
4.7.4 Service and repair of engine and power transmission

repair engine or power transmission oil leaks
search and repair a fault in engine and power transmission system
search and repair a fuel system fault
exchange or repair engine accessory units
repair a clutch
repair and align a drive shaft unit.
101
Assessment

assessment
targets.

assessment
equipment and
material
Oil leaks in engine differentiates between differentiates between differentiates between
and power trans- engine and power transmis- engine and power transmis- engine and power transmis-
mission sion oil leaks and performssion oil leaks and performs sion oil leaks and performs
repairs under guidance repairs according to given repairs
instructions
Fault identification inspects and repairs engine inspects and repairs engine inspects and repairs engine
and repairs of engine and power transmission and power transmission and power transmission
and power transmissi- systems under guidance systems according to given systems
on systems instructions
Fault identification identifies and repairs faults identifies and repairs faults identifies and repairs faults
and repairs of fuel in fuel systems under guid- in fuel systems according to in fuel systems
systems ance given instructions
Engine accessories exchanges or repairs engine exchanges or repairs engine exchanges or repairs engine
accessories under guidance accessories according to accessories
given instructions
Clutch repairs a clutch under su- repairs a clutch according repairs a clutch
pervision to given instructions
102
Drive shaft unit repairs and installs a drive repairs and installs a drive repairs and installs a drive
shaft unit under guidance shaft unit according to shaft unit
given instructions
Use of tools uses given special tools uses test equipment under uses the required tools and
under supervision supervision test equipment
Use of spares and uses given spares and sup- uses given spares and sup- selects and uses spares and
supplies plies under supervision. plies. supplies.

assessment
Use of service and uses make-specific service uses make-specific service applies and uses general
repair manuals and repair instructions and repair instructions instructions provided for
under guidance maintenance and repair and
acquires updated informa-
tion
and oils
Regulatory provisions is aware of regulatory provi- knows the effect of regula- can work according to
sions governing work tory provisions on repair instructions of regulatory
works provisions

assessment
103
ment independently

the management of service and repair work methods and the management of
garage tools and materials
within the scope of the fundamental working knowledge, knowledge of cus-
tomer service and the overall structure of a car

104
4.7.5 Repairs of hydraulic and pneumatic systems

choose the correct oil types
repair hydraulic and pneumatic systems
measure pressure and flow values
service the system
recognise the most common symbols in hydraulics and pneumatics
read system diagrams
manage the basic principles of fault identification
manage the basic principles of pilot control
observe the special characteristics of work safety
receive work and serve the customer.

the operational principles of the most common actuators.
Assessment

assessment
quality objectives
105

assessment
equipment and
material
Oils knows the importance under supervision, chooses chooses and uses oils ac-
of correct oil types and and uses oils according to cording to the manufac-
amounts and uses given oils the manufacturer’s instruc- turer’s instructions
tions
System repairs performs system repairs performs system repairs performs system repairs
under guidance, observing according to given instruc- independently and accord-
work safety tions, observing work safety ing to given instructions,
observing work safety
System measure- chooses the meter and chooses the meter and takes system measurements
ments measures system pressure measures system flow under observing work safety
observing work safety guidance, observing work
safety
Service performs under guidance performs a system service performs independently a
a system service according according to manufacturer’s system service adhering to
to manufacturer’s instruc- instructions and adhering the diligence requirements
tions and adhering to the to the diligence require- of consumer protection.
diligence requirements of ments of consumer protec-
consumer protection. tion.

assessment
Symbols knows the most common can interpret system dia-locates components using
symbols grams diagrams
Pipework knows the basic principles knows the principles of knows the effects of com-
of pipework structure pipework repairs ponent behaviour to pipe-
work repairs
System operation knows the operating prin- knows the use and operat- knows the operational
ciple of the system ing principle of a single dependency of different
actuator devices on each other
Fault identification knows the importance of know the basic principles of can utilise the principles of
fault identification to his or fault identification fault identification in work
her work
Pilot control detects the presence of pilot knows the effects of pilot knows the electrical, hy-
control when commencing control on work draulic and pneumatic pilot
work control principles
106
assessment
ment independently
107

within the scope of mastering the work methods, equipment and materi-
als, measuring pressure of flow, system fault identification and component
change
within the scope of the fundamental working knowledge, system operation,
symbols and fault identification
4.7.6 Testing and repairs of pneumatic brakes

repair a brake
test drive
master regulatory provisions.

the operations of pneumatic brake and spring systems.
Assessment
108
assessment
Economical and high- under instruction, works works in accordance with acts in accordance with set
quality performance in accordance with the set set quality and financial quality and financial targets
quality and financial objec- targets. and improves own per-
tives formance to reach quality
targets.

assessment
equipment and
material
Brake repairs can change the service parts can change the service parts can change the service parts
of disc brakes and inspect of a disc and drum brake of a disc and drum brake
the movement of a brake according to manufacturer’s according to manufacturer’s
calliper under supervision instructions and check the instructions and check the
serviceability of operating serviceability of operating
devices devices and informs the
customer about the need of
possible additional works
Test drive can connect under supervi- can connect according to can connect according to
sion the measuring and instructions the measur- instructions the measur-
testing equipment required ing and testing equipment ing and testing equipment
for test drive. required for test drive and required for test drive and
perform a test drive under perform a test drive.
supervision.

assessment
Structure of pneuma- knows the most essential interprets make-specific uses make-specific system
tic brake and spring symbols of the system system diagrams and locates diagrams in fault identifica-
systems the most essential system tion and locates compo-
components nents using diagrams
109
Test drive understands the purpose can under supervision pre- performs a computer-based
and importance of adjust- pare a vehicle for a comput- test drive and interprets
ments er-based test drive achieved measuring results
according to regulatory
instructions
Regulatory provisions is aware of the regulatory knows how the regulatory know the difference be-
provisions that guide the provisions affect repair tween A and B permits and
work and of A and B per- work knows how to work in ac-
mits cordance with them

assessment
ment independently
110
The student or candidate demonstrates his or her vocational skills by servicing a

vehicle in a car bodywork workshop or another similar location as closely equivalent

brake repairs, the work comprises changing service parts of drum or disc brakes
as well as disengaging and fitting a wheel hub
the possession of underpinning knowledge

4.7.7 Priming of painting works

manage the basic technique in car painting and the related materials, premises,
equipment, tools and working methods
use the required tools and equipment and service and maintain them cor-
rectly
perform simple priming works to perform painting work
perform bodywork tinnings and seam sealings
perform minor chassis and honing paint works
protect the work object and the surrounding area from additional damages
during work
consider the requirements of chassis and bodywork to car painting
use raw materials economically and sort waste, knowing the principles of re-use
111
Assessment

ASSESSMENT
targets.

ASSESSMENT
equipment and
material
Managing priming performs priming and seal- performs priming and performs priming and seal-
technique ing work under supervision sealing work according to ing work
instructions
performs bodywork tinning performs bodywork tinning performs bodywork tinning
work under supervision on work according to instruc- work on a small area
a small area tions on a small area
performs a small priming performs a small priming performs a small priming
or surface painting work or surface painting work or surface painting work
under supervision according to instructions
organises the work object organises the work object organises the work object
under supervision before according to given instruc- before and after work and
and after work and per- tions before and after work performs the necessary
forms the necessary clean- and performs the necessary cleaning work
ing work under supervision cleaning work
112
Protection protects the vehicle with protects the vehicle with protects the vehicle with
tidiness of his/her working tidiness of his/her working
environment environment during the
work process
Observing the observes the painting re- observes the painting re- observes the painting re-
requirements of car quirements in his or her quirements according to quirements
painting work in general instructions
Tools and materials uses the most essential work uses work equipment and selects the appropriate tools
Sustainable develop- sorts waste according to keeps the working environ- keeps the working environ-
ment instructions. ment tidy and organised, ment tidy and organised
observing the importance throughout the work phase,
of recycling and sorting. observing the significance

ASSESSMENT
Priming and sealing selects the correct priming selects the correct priming selects the correct priming
needs and the basic and sealing method under and sealing method accord- and sealing method and
knowledge of car guidance ing to instructions considers possible manufac-
painting turer’s special instructions
understands the effect of understands the relevance knows priming and sealing
priming and sealing in cor- of priming and sealing to techniques well enough to
rosion prevention surface painting perform the most common
priming works indepen-
dently
knows the general prin- knows the principles of the knows how to perform the
ciples of car painting relevant car painting under painting of the relevant
guidance work
Materials recognises the most com- considers in his or her work can utilise in his or her
monly used materials and the properties of different work product options with
products as well as their materials under guidance different properties and
principal uses observes the different re-
quirements of objects
calculates material demands observes material demands performs work according
under guidance. in his or her work and cal- to estimated material de-
culates them, but the end mands.
result still has deviations.
113

assessment
ment independently
The student or candidate demonstrates his or her vocational skills by doing pre-
treatment works for car painting in a car bodywork workshop or another similar
location as closely equivalent to a car bodywork workshop as possible. Work is per-
formed to such an extent that vocational skills may be deemed to meet the voca-
tional skills requirements.
114
sealing a bodywork part
within the scope of the fundamental working knowledge, the sealing need and
choice of materials according to the instructions of the work in question

4.7.8 Car safety equipment works

act according to instructions for devices containing pyrotechnics
reinstate a car safety device in accordance with the manufacturer’s instruc-
tions
differentiate between objects of active and passive safety in cars
recognise the inspection methods and procedures of safety systems
change the components of a safety system
consider the safety regulations and factors required in repair works
correctly store the safety systems of a car to be dismantled
during work
use
115
Assessment

ASSESSMENT
targets.

ASSESSMENT
equipment and
material
Change and safety of acts under guidance ac- acts according to given acts according to instruc-
safety equipment cording to instructions for instructions when handling tions for devices containing
devices containing pyro- devices containing pyro- pyrotechnics
technics technics
changes or reinstates a safe- changes and reinstates a reinstates a car safety device
ty device under guidance so safety device according to almost independently in
that the safety level of the given instructions so that accordance with the manu-
car is maintained after the the safety level of the car is facturer’s instructions
repair maintained after the repair
116
work process
Tools, spare parts and uses the most essential uses work equipment, selects the appropriate tools
materials work equipment, spare materials and spare parts and uses tools, materials
parts and materials in fa- in familiar work situations and spare parts in different
miliar work situations but according to given instruc- work situations
requires guidance tions
retains safety equipment retains safety equipment recognises and retains safety
under guidance according to instructions equipment according to
instructions

ASSESSMENT
Safety equipment knows the most common has an overall knowledge knows the overall op-
car safety equipment and, of the components and erations of car bodywork
under guidance, recognises parts of safety equipment safety systems according
a faulty part or component and, according to given to given instructions and
and its repair or exchange instructions, recognises a can generally locate a fault,
options as well as, under faulty part or component constantly observing safety
guidance, the safety regula- and its repair or exchange regulations, and ensure
tions of the repair work options as well as, accord- the serviceability of the
ing to given instructions, repaired car
the safety regulations of the
repair work
knows the difference be- can explain the significance can critically discuss active
tween active and passive of active and passive safety and passive safety with the
safety customer
Materials and spare recognises under guidance considers the properties can utilise different op-
parts the most common materi- and uses of different mate- tions in his or her work and
als and spare parts and their rials and spare parts under observes the car manufac-
uses guidance in his or her work turer’s requirements
calculates material and observes material demands the work is carried out
spare part demands under and spare parts correctly according to estimated
guidance. in his or her work and cal- material and spare part
culates them, but the end demands.
result still has deviations.
117

assessment
ment independently
The student or candidate demonstrates his or her vocational skills by performing a

car safety equipment work in a car bodywork workshop or another similar location
as closely equivalent to a car bodywork workshop as possible. Work is performed
requirements.
118
changing a part of the safety system
within the scope of the fundamental working knowledge, the safety regula-
tions for handling car safety equipment

4.7.9 Electrical equipment works for car bodywork

identify faults in and perform changes and repairs to the most common elec-
trical equipment in car bodyworks according to manufacturer’s instructions
use
Assessment
119

ASSESSMENT
targets.

ASSESSMENT
equipment and
material
Bodywork electrical performs voltage loss tests determines the condition takes measurements with
equipment with a multimeter and as- of the most common elec- a multimeter and can
sesses the condition of the trical equipment with, for progress in his or her work
faulty system based on this example, voltage, flow and systematically according to
resistance tests and based the regulations of electrical
on sensory perceptions engineering
performs repairs to simple performs simple repairs to performs a change of elec-
electrical equipment in the most common electrical trical harness and compo-
bodywork under guidance equipment nents according to given
instructions
ensures under guidance ensures according to given ensures according to make-
that no faulty connections instructions that no faulty specific instructions that
are made and that elec- connections are made and no faulty connections are
tronic equipment are not that electronic equipment made and that electronic
broken are not broken equipment are not broken
work process
120
Tools and materials uses the most essential work uses work equipment and selects the appropriate tools

ASSESSMENT
Electrical bodywork can use a multimeter under knows according to given knows what faults can be
equipment and fault guidance and perform volt- instructions what faults can located with a multimeter
identification age loss tests with it be located with a multi- and how to perform a fault
meter and the meaning of diagnosis
fault diagnosis
recognises problem areas knows the structure and has formed an overall idea
in electrical safety, such as operating principle of some of the electrical equipment
start equipment and bat- electrical equipment of car of bodywork and their rela-
tery, and knows the most bodywork and can interpret tion to each other and to
common electrical equip- simple circuit diagrams other functions of a car and
ment of car bodywork uses simple circuit diagrams
and knows their operating in his or her work
principles
has a general idea of the knows the impact of faulty can avoid faulty connec-
impact of faulty connec- connections to the operations
tions to the operation of tion of electronic equip-
electronic equipment ment
has a general knowledge of knows the basics of electri- knows the basics of electri-
the basics of electrical engi- cal engineering and elec- cal engineering and elec-
neering and electronics tronics tronics and can apply his or
her knowledge to electrical
equipment in bodywork
Materials recognises the most com- considers in his or her work can utilise in his or her
monly used materials and the properties of different work product options with
products as well as their materials and products different properties and
principal uses under guidance observes the different re-
quirements of objects
calculates spare part costs observes spare part de- performs work according
under guidance. mands in his or her work to estimated spare part
and calculates them, but demands.
the end result still has de-
viations.
121

assessment
ment independently
The student or candidate demonstrates his or her vocational skills by performing

works to electrical equipment in car bodywork in a car bodywork workshop or an-
other similar location as closely equivalent to a car bodywork workshop as possible.
Work is performed to such an extent that vocational skills may be deemed to meet
the vocational skills requirements.
122
change of or repairs to electrical harness or electrical components
within the scope of the fundamental working knowledge, the uses of a multi-
meter in fault identification and avoiding additional damage

4.7.10 Car accessory works

install an accessory to a car
use the required tools and equipment and store and maintain them correctly
during work
use
know how to give basic first aid.
Assessment
123

ASSESSMENT
targets.

ASSESSMENT
equipment and
material
Installation methods installs an accessory under installs an accessory accord-
installs an accessory accord-
guidance, observing legisla- ing to given instructions,
ing to given instructions,
tion and manufacturer’s observing legislation and
observing legislation and
instructions manufacturer’s instructions
manufacturer’s instructions
and assesses own work per-
formance
Operational inspec- inspects the operation of inspects the operation of inspects the operation of
tion installed accessories under installed accessories accord- installed accessories accord-
guidance ing to given instructions ing to given instructions
and independently rectifies
observed deficiencies
work process
124
Tools, spare parts and uses the most essential uses work equipment, selects the appropriate tools
materials work equipment, spare materials and spare parts and uses tools, materials
parts and materials in fa- in familiar work situations and spare parts in different
miliar work situations but according to given instruc- work situations
requires guidance tions

ASSESSMENT
Installation instruc- can interpret installation can interpret installation can interpret installation
tions instructions correctly in his instructions correctly in his instructions correctly in his
or her work under guidance or her work according to or her work
given instructions
knows the impact of faulty observes instructions spe- observes instructions spe-
connections to the opera- cific to the car make under cific to the car make
tion of electronic equip- guidance
ment
recognises under guidance recognises the most com- recognises areas that are
areas that are problematic mon areas that are prob- problematic in relation to
in relation to safety lematic in relation to safety safety
Legislation knows the legislatory regu- knows the legislatory regu- finds out the legislatory
lations in his or her work lations in his or her work regulations related to his or
under guidance. according to given instruc- her work.
tions.

assessment
125
ment independently
The student or candidate demonstrates his or her vocational skills by installing a car
accessory in a car bodywork workshop or another similar location as closely equiva-
lent to a car bodywork workshop as possible. Work is performed to such an extent

within the scope of management of working methods, equipment, spare parts
and materials, installation of an accessory
within the scope of the fundamental working knowledge, use of installation
instructions and legislatory regulations relating to the work
126
4.7.11 Repair and painting works of different materials

tell the basic principles of thermosetting and thermoplastic polymers and their
effect on repairs and painting
pre-treat plastic parts
repair damaged vehicle parts made of different materials
prime and paint plastic parts using different methods
work with additives required in painting and repairing plastics safely, economi-
cally and in an environmentally friendly manner.
Assessment

assessment
targets.
127

assessment
equipment and
material
Management of pre-treats plastic parts un- pre-treats plastic parts ac- pre-treats plastic parts ac-
pre-treatment der guidance cording to given instruc- cording to manufacturer’s
tions instructions
Management of selects and uses additives selects and uses additives selects and uses additives
materials required in plastic repairs required in plastic repairs required in plastic repairs
and painting under guid- and painting according to and painting safely in terms
ance given instructions of industrial safety, accord-
ing to the manufacturer’s
instructions
Management of repairs different materialsrepairs different materials repairs different materials
repairs under guidance according to given instruc- according to instructions
tions
Managing priming performs priming work for performs priming work for performs priming work for
plastic parts under guid- plastic parts according to plastic parts using differ-
ance given instructions ent methods in accordance
with paint manufacturer’s
instructions
Paintwork manage- paints plastic parts under paints plastic parts accord- paints plastic parts using
ment guidance. ing to given instructions. different painting methods
in accordance with paint
manufacturer’s instructions.

assessment
Types of plastics knows the basic character- knows the basic character- knows the basic character-
istics of the most common istics of the most common istics of plastics and can
plastics plastics and can use his or use his or her knowledge
her knowledge in repairing in repairing and painting
and painting plastics plastics
Additives knows the most commonly knows what different repair knows and can choose the
used plastic repair materials materials and tools can be correct repair materials and
and tools used in repairing plastic tools for repairing plastic
parts parts
knows the most common knows the additives used in knows the importance of
additives used in plastic plastic repairs and painting. additives for the end result
repairs and painting. and can choose suitable
products for the object.
128
assessment
ment independently
and paint works to plastic parts in a car painting workshop or another similar loca-
tion as closely equivalent to a car painting workshop as possible. Work is performed
requirements.
129

repairing a non-metallic part
within the scope of the fundamental working knowledge, recognising plastics
4.7.12 Car bodywork works

retrieve and follow car manufacturer’s repair instructions
disengage and fit car bodywork parts needed in connection with paint work
change a damaged bodywork part using joining techniques for different ma-
terials
realign a minor damage to surface metal
disengage and fit glasses in connection with paint work
adjust doors and hatches to fit
treat exchanged or repaired bodywork parts with a corrosion prevention
agent.
Assessment
130
assessment
targets.

ASSESSMENT
equipment and
material
Management of tools uses the most essential uses the most essential selects the appropriate tools
and materials work equipment and ma- work equipment and ma- and uses tools and materials
terials in familiar work terials in familiar work in different work situations
situations but requires oc- situations and services the
casional guidance equipment
Management of performs under guidance performs a corrosion pre- performs according to
corrosion prevention a correct corrosion preven- vention according to given instructions a corrosion
tion in connection with instructions prevention in connection
bodywork repairs with bodywork repairs and
takes into account the car
manufacturer’s special in-
structions
Management of realigns a minor surface realigns a minor surface realigns a minor surface
realigning bodywork damage under guidance damage according to given damage using a suitable
surface parts instructions method
changes bodywork parts changes bodywork parts performs changes and fit-
under guidance and using under guidance and using tings of bodywork parts
normal equipment in a car normal equipment in a car using common equipment,
bodywork workshop and bodywork workshop and tools and materials in a car
understands the importance can fit the changed parts bodywork workshop
of fitting adjustments
Sustainable develop- sorts waste under guidance sorts waste according to keeps the working environ-
ment and maintains the work instructions and maintains ment tidy and organised
environment tidy the work environment tidy throughout the work phase,
of recycling and sorting
131
Management of glass can perform door glass can perform door glass can perform door glass
changes disengagement and fitting disengagement and fitting disengagement and fitting
works under guidance. works according to instruc- works.
tions.

ASSESSMENT
Bodywork structures has a knowledge of the knows the most common knows the safety structures
and materials most important bodywork bodywork structures, ma- of bodywork and their sig-
structures, materials, body- terials, tools and repair nificance and requirements
work tools and methods methods in repair work
Knowledge of knows the importance of knows the main phases of can follow the car manufac-
corrosion prevention corrosion prevention treat- corrosion prevention treat- turer’s instructions in corro-
treatment ment ment for different objects sion prevention treatment
as well as the materials
Knowledge of fitting knows the fitting tech- knows the fitting tech- knows and manages the fit-
techniques for body- niques of the most impor- niques of the most com- ting techniques of supplies
work parts tant supplies mon supplies
knows the most common knows the fitting tech- knows the fitting tech-
fitting techniques for ve- niques for vehicle glasses. niques for vehicle glasses.
hicle glasses.

assessment
132
ment independently
The student or candidate demonstrates his or her vocational skills by doing body-
work repair works in a car painting workshop or another similar location as closely
equivalent to a car painting workshop as possible. Work is performed to such an
extent that vocational skills may be deemed to meet the vocational skills require-
ments.

performing aligning work of a minor surface damage
within the scope of the fundamental working knowledge, knowledge of corro-
sion prevention treatment
133
4.7.13 Text and design painting works

tape and paint stripes
create simple images with a template
position and fix adhesive texts
prime a paint object for special painting
perform special effect and multilayer paint work.
Assessment

assessment
targets.
134
assessment
equipment and
material
Management of tools uses the most essential uses the most essential selects the appropriate tools
and materials work equipment and ma- work equipment and ma- and uses tools and materials
terials in familiar work terials in familiar work in different work situations
situations but requires oc- situations and services the
casional guidance equipment
Managing priming primes an object for strip- primes an object for strip- primes an object for strip-
ing or template painting ing or template painting ing or template painting
under guidance according to instructions and chooses a suitable
priming technique to
achieve the best surface
adhesion
Management of performs simple striping performs simple striping performs simple striping
striping work with striping tape and work with striping tape works with striping tapes
painting under guidance and painting according to and multi-colour striping
instructions works with painting
Management of creates under guidance creates according to in- creates simple multi-colour
template painting simple template paintings structions simple template images with a template
with a template paintings with a template
Management of performs under guidance performs according to performs effect and mul-
design painting effect and multilayer paint- instructions effect and tilayer painting works to
ing works and primes the multilayer painting works integral units and primes
object for painting and primes the object for the object for painting
painting
Management of text positions and fixes adhesive positions and fixes texts and positions and fixes adhesive
positioning and fixing texts under guidance. adhesive images according texts and images and cre-
to instructions. ates them with a sticker
cutting machine.

assessment
Priming knows the most common knows the most common chooses the right working
pre-treatment and priming pre-treatment and priming technique and materials to
techniques to achieve the techniques to achieve the achieve the best surface ad-
best surface adhesion in fix- best surface adhesion in fix- hesion according to object
ing stickers and painting ing stickers and painting
Striping knows the basic techniques knows the techniques and chooses the right technique
and materials for taping materials for taping and and materials according to
and painting stripings painting stripings object
can design simple stripings
135
Template painting knows the basic techniques knows the techniques and can design simple painting
and materials in template materials in template paint- patterns to be painted with
painting ing a template
Design painting knows different design and knows the requirement of understands the differ-
effect painting uses and the base structures for different ences relating to spraying
work stages. painting materials and can different paint types and
design simple design paint- understands the layer struc-
ings. tures of different painting
techniques.

assessment
ment independently
136
The student or candidate demonstrates his or her vocational skills by doing tem-
plate painting works in a car painting workshop or another similar location as close-
ly equivalent to a car painting workshop as possible. Work is performed to such an
extent that vocational skills may be deemed to meet the vocational skills require-
ments.

performing stripe painting
within the scope of the fundamental working knowledge, managing stripe
painting
4.7.14 Vehicle sales work

know the products he or she represents and maintain his or her product knowl-
edge by getting to know the products and by acquiring information from dif-
ferent sources
perform the different stages and duties of a car sale
manage the use of IT, completing paperwork, car ordering systems, used car
pricing and other operations related to vehicle sales
manage the complete sale of a car retailer
offer the right car with the necessary accessories and also present spare part
and supply sales, garage and other services of the company and offer them to
the customer
also act as the buyer of a used vehicle, define a purchase price and perform a
complete purchase
137
know the ancillary services in car retail, such as registration, insurance, finance
and car delivery and manage them in a customer-oriented manner
know the different finance options and make use of them
know the different insurance options and offer and compile a suitable insur-
ance option to the customer depending on the sale object and type.
Assessment

assessment
targets.
138
assessment
equipment and
material
Car sales offers a suitable finance and offers a suitable finance and makes use of different fi-
insurance option under insurance option nancing options
guidance
completes paperwork re- manages the use of IT in offers and tailors a suitable
lated to sales terms of functions relat- insurance option for the
ing to car sales (paperwork customer in accordance
completion, car ordering with the sale object and
systems and used car pric- type
ing).
searches and offers products can act as a buyer of a used can perform the different
related to the car technol- car and define a purchase stages and duties of a car
ogy and accessories. price sale
presents the spare parts and
supply sales, garage and
other services of the com-
pany and offers them to the
customer.
makes an offer of a used car offers a suitable car for the performs a complete sale.
under guidance, based on customer with the neces-
test drive results. sary accessories

assessment
Legislation and knows the legislation gov- knows the products he or maintains his or her prod-
product knowledge erning car retail and knows she represents, knows the uct knowledge by acquiring
the points a test drive of a different finance and insur- product information from
used car investigates, knows ance options as well as car different sources.
the products he or she rep- registration obligations.
resents, knows the differ-
ent finance and insurance
options under guidance as
well as car registration ob-
ligations.
139

assessment
ment independently
The student or candidate demonstrates his or her vocational skills by doing car sales
works in a car retail shop or another similar location as closely equivalent to car re-
tail conditions as possible. Work is performed to such an extent that vocational skills
140
the different stages of car sales
within the scope of the fundamental working knowledge, product knowledge
within the scope of key skills to lifelong learning, learning and problem solv-
ing.

4.7.15 Sales work of new cars

manage the properties and technology of new cars
demonstrate an ability to seek customers
present the entire collection of the car retailer for sale for the customer’s
needs
master all services of the car retailer and offer them to the customer
order a car according to the customer’s wishes and calculate its price to the car
retailer and customer
manage post-sale communications with the customer
manage the basics of car stock management
manage margin calculations in vehicle trade
co-operate as a group member of the work community
work in a multicultural work environment and develop his or her skills as a
team member.
Assessment
141

assessment
targets.

assessment
equipment and
material
Customer service acknowledges the customer serves the customer seeks new customer oppor-
tunities and customers by,
among other things, using
the customer data of the car
retailer
Stages of car sale works in new car sales works in new car sales and works in new car sales, ob-
observes the customers’ serves the customers’ needs
needs and guides them to make
right decisions
calculates a car price and orders a car according to works in the sales of the
sale margin by using a the customer’s wishes and entire collection and all
pricelist calculates its price to the services of the car retailer,
car retailer and customer observing the customer’s
needs
maintains post-sale com- maintains post-sale com- manages post-sale com-
munications with the cus- munications with the cus- munications with the cus-
tomer under guidance. tomer according to instruc- tomer.
tions.
142
assessment
Vehicle technology knows the pricelist and knows the details relating can compare car properties
emissions as well as the use to the daily use of the col- and technology
of steering equipment of lection of the represented
the collection of the repre- car make
sented car make
Stages of sale can name the different knows the sale stages and can offer all services of the
stages of a sale and the special characteristics of car retailer to the customer
special characteristics of new car sales
new car sales
Stock management knows the basics of car can assess sale functionality can add storage costs to a
and margin calcu- stock management and and profitability based on vehicle price and suggest
lations margin calculations key figures improvements based on key
figures
Information search can search for comparison can search for comparison can retrieve a car sale his-
prices in car sale data pro- prices in car sale data pro- tory in car sale data pro-
grammes under guidance. grammes. grammes and use it.

assessment
143
ment independently
The student or candidate demonstrates his or her vocational skills by doing new car
sales works in a car retail shop or another similar location as closely equivalent to car
retail conditions as possible. Work is performed to such an extent that vocational
skills may be deemed to meet the vocational skills requirements.

car sales work
within the scope of the fundamental working knowledge, car properties and
technology
within the scope of key skills for lifelong learning, the ability to work with
people.

144
4.7.16 Sales work of used cars

master the special characteristics of used car sales
sell a car suitable for the customer’s needs and present it as an individual item
follow car market prices and used car stocks and maintain his or her own mar-
ket knowledge
follow the information sources available to the customer and use them in sales
work
calculate stock rotation speed and stock value and knows their effects on the
profitability of the car retailer
maintain an extensive model and product knowledge and complement his or
her knowledge, e.g., in terms of different technical car solutions
make use of the car retailer’s customer database to find new customers
calculate the impact of car repair, maintenance and service costs on sale profits
and also estimate the costs of an exchange unit
follow the price development of different car makes and models or find the
correct price from different information sources
calculate prices and estimate sales of even other vehicles received as exchange
units.
Assessment
145

assessment
works in used car sales and is able to do saleswork in can choose from a selection
can complete a vehicle sale the car retailer’s entire used a car that suits the cus-
under guidance car range, observing customer’s needs and present it
tomer’s needs and require- as an individual unit
ments
Economical and high- works under guidance works according to set acts according to set quality
quality performance according to set quality quality targets. targets and develops own
targets. actions to reach them.
knows the most common knows the vehicle pricing manages vehicle pricing
vehicle pricing factors and factors and can indepen- and can act in accordance
can price a vehicle under dently price a vehicle in with corporate pricing
guidance or ask for a col- simple situations and can procedures and actively
league’s or supervisor’s as- ask for assistance in more maintain his or her price
sistance demanding pricing situa- knowledge
tions

assessment
equipment and
material
Pricing and repair can calculate a car price and can calculate the effect of manages pricing within the
costs sales margin under guid- repair and service costs on framework of his or her
ance using pricelists and the result of a used car sale position and observes the
information sources and and price a vehicle and, effect of service and repair
knows the effect of repair where required, ask for a costs on pricing and used
and service costs on the colleague’s or supervisor’s car assessment
sales result assistance
Technology and knows basic vehicle tech- can advise the customer manages vehicle technology
consultation nology and can advise the in the use of car control and technical consultation
customer in normal vehicle and other equipment and to the extent required in his
use and test drive situations can get help from other or her occupation and con-
information sources where stantly maintains his or her
needed know-how
146
Target of
Assessment criteria
assessment
Used car saleswork can name the different knows the special character- manages used car sales to
stages of sale and the re- istics of used car sales and the extent required in his
lated sales characteristics of
understands the importance or her position and under-
used cars of car repair and service stands the effect of stock
costs to customer satisfac- rotation speed on the prof-
tion and profitability itability of the car retailer
Information acqui- knows information acquisi- knows the most common manages the use of in-
sition tion methods in car retail information acquisition formation acquisition
and can acquire informa- methods in car retail and channels in his or her or-
tion on vehicle features, can independently acquire ganisation and constantly
market prices and model information on vehicle maintains his or her know-
changes under guidance features, market prices and how and can complement
model changes his or her knowledge of, for
example, the different tech-
nical solutions of cars.
Calculations can perform basic math- knows the calculations manages stock and margin
ematical calculations related to trading calculations to the extent
required in his or her work.

assessment
147
ment independently
The student or candidate demonstrates his or her vocational skills by doing used car
sales works in a car retail shop or another similar location as closely equivalent to
its conditions as possible. Work is performed to such an extent that vocational skills

the management of working methods, equipment and material as a whole
within the scope of the fundamental working knowledge, used car sales work
within the scope of key skills for lifelong learning, Vocational ethics and math-
ematics and natural sciences.

148
4.7.17 Sales work of commercial and special vehicles

manage the special characteristics of goods vehicles trading and can work ac-
cordingly in his or her work
manage the most important regulatory provisions in commercial and special
vehicle retail and find related additional information where required
offer an integrated solution to the customer’s transport and vehicle require-
ments
advise and guide the customer to use the car and the services of the car re-
tailer
use the retailer’s and commonly available customer data registers to find new
customers
offer and sell an integrated service package of the car retailer to the customer
maintain long-term communications with the customer and build founda-
tions for subsequent company vehicle sales with the retailer
identify what creating a long-term customer relationship requires
use his or her teamworking skills in creating customer relations
manage the special characteristics of goods vehicles trading and can work ac-
cordingly
manage the regulatory provisions governing goods transport vehicles
offer integrated solutions to the customer’s transport requirements
maintain a long-term contact with his or her customers
manage the most common load area solutions and their related supplies as well
as available accessories and equipment
manage the features of his or her own products and can use these to offer a
suitable solution to the customer’s needs
identify the ways to find new customers and use these to his or her advan-
tage.
Assessment
149

assessment
targets.

assessment
equipment and
material
Sales work of com- can assist a car salespersoncan act in accordance with can act in accordance with
mercial and special by doing sale-related back- the special characteristics the special characteristics of
vehicles ground research of special and goods ve- special and goods vehicle
hicle trade and refers the trade and can maintain a
customer to a more experi- long-term contact with the
enced trader where required customer
Interaction and talks with customers and knows the principles of manages query techniques
co-operation partners in person and over needs assessment and can and needs assessments
Vehicle technology knows vehicle technology knows commercial and knows vehicle technology
well enough to be able to special vehicle technology well enough to be able to
discuss it under guidance well enough to be able to explain to the customer the
with the customer discuss it with the customer technical terms of vehicles
and can advise the driver and can advise the cus-
how to use the steering and tomer on the use of vehicles
other equipment and equipment.
knows the most common knows the most common
load area solutions. load area solutions and
their related supplies as well
as available accessories and
equipment
150
assessment
Special characteristics can name the different knows the special charac- knows the special charac-
of commercial and stages of a sale event and teristics of commercial and teristics of commercial and
special vehicle trade recognises the special char- special vehicle trade and special vehicle trade and
acteristics related to goods generally acts in accordance can utilise them in his or
and/or special vehicle trade. with them. her actions
Legislation can under guidance search knows the most important knows the regulations and
for more information on regulations and regulatory regulatory provisions in
regulations and regulatory provisions in commercial commercial and special
provisions in commercial and special vehicle trade vehicle trade and actively
and special vehicle trade maintains his or her own
know-how
Co-operation with knows the most important can independently search knows the sale partners of
suppliers partners and can under for more information commercial and special
guidance search for more on accessories, accessory vehicle trade in his or her
information on accessories, equipment and load area organisation and keeps in
accessory equipment and suppliers. regular contact with them.
load area suppliers.
Calculations can perform basic math- manages the most impor- manages pricing and stock
ematical calculations and tant calculations in com- and margin calculations to
can under guidance price mercial and special vehicle the extent required in his or
accessories and accessory trade and can acquire help her work.
equipment. or additional information
where required.

assessment
151
ment independently
The student or candidate demonstrates his or her vocational skills by doing com-
mercial or special vehicle sales works in a car retail shop or another similar location
as closely equivalent to car retail conditions as possible. Work is performed to such
an extent that vocational skills may be deemed to meet the vocational skills require-
ments.

within the scope of the fundamental working knowledge, co-operation with
suppliers and legislation
within the scope of key skills for lifelong learning, interaction and co-operation
as well as mathematics and natural sciences.

152
4.7.18 Sales work of leisure time vehicles and their spare parts
Leisure time vehicles refer to motorbikes, snowmobiles, boats, all-terrain vehicles

and mopeds.

manage the technology of the represented products to be able to present the
entire collection of the retailer for sale, observing the customer’s needs
order a vehicle according to the customer’s wishes and calculate its price to the
car retailer and customer
master all services of the car retailer and offer them to the customer
manage post-sale communications with the customer
acquire new customers by, among other things, using the car vehicle retailer’s
customer data
co-operate as a group member in the work community
work in a multicultural work environment
develop his or her vocational skills as a team member
perform, where required, a preliminary assessment of the condition of a new
used vehicle and also an indicative purchase price
manage the technology of the represented vehicles and machinery well enough
to find quickly the part numbers and supplies in the correct index required for
service and repairs
advise the customer, observing the sale of accessories and required tools.
Assessment
153

assessment
targets.

assessment
equipment and
material
Services of the car offers the services of the offers the services of the car manages all the services of
retailer car retailer to the customer retailer to the customer the car retailer and offers
under guidance them to the customer
Stages of sale sells products represented manages the technology of manages the technology of
by the company under the products represented by the represented products to
guidance the company to be able to be able to present the entire
sell its collections collection of the retailer
for sale, observing the cus-
tomer’s needs
can under guidance de- can determine the price can order a vehicle accord-
termine the price of the of the vehicle of the cus- ing to the customer’s wishes
vehicle of the customer’s tomer’s choice both to the and calculate its price to the
choice both to the retailer retailer and the customer car retailer and customer
and the customer
can under guidance deter- can, where required, deter- can perform, where re-
mine an indicative purchase mine an indicative purchase quired, a preliminary as-
price of a new used vehicle price of a new used vehicle sessment of the condition
of a new used vehicle and
also an indicative purchase
price
Accessory sales can under guidance advise can advise the customer, can advise the customer,
the customer, observing the observing the sale of acces- observing the sale of acces-
sale of accessories. sories. sories and required tools.
154
assessment
Use of customer data can under guidance use the can make use of the car can acquire new customers
car retailer’s customer data retailer’s customer data by, among other things, us-
ing the car vehicle retailer’s
customer data
knows the technology of knows the technology of knows the technology of
the vehicles and machinery the vehicles and machinery the vehicles and machinery
represented by the retailer represented by the retailer represented by the retailer
and as required in sales to and as required in sales and as required in sales
be able to find, under guid- to be able to find the part to be able to find quickly
ance, the part numbers and numbers and supplies the part numbers and sup-
supplies required for service required for service and plies in the correct index
and repairs. repairs. required for service and
repairs.

assessment
under guidance and rec- and sorts waste order and sorts waste
ognises the environmental
effects of different cleaners,
lubricants and fuels
Interaction and co- interacts with colleagues in maintains customer contact co-operates constructively
operation skills the work community as a with different people and
team member independently finds a solu-
tion in possible problem
situations
can pressurise a tyre safely can pressurise a tyre safely, can pressurise a tyre safely
ment independently
155
The student or candidate demonstrates his or her vocational skills by doing leisure
time vehicle or spare parts sales works in a car or spare parts retail shop or another
similar location as closely equivalent to its conditions as possible. Work is performed
requirements.

knowledge of the technology of the products represented by the company
within the scope of the fundamental working knowledge, use of customer
data
within the scope of key skills for lifelong learning, interaction with the cus-
tomer.

156
4.7.19 Sales work of accessories and supplies

manage the technology of the represented vehicles to enable the sale of the
related and accessory products
know electric and fuel-operated heaters, air-conditioning equipment and cold
start boosters
know furnishing and upholstery supplies and the different options
know lights, light protectors and batteries
know trailers and their pulling supplies
know tyres, rims and their service supplies
know the most common vehicle fuels and lubricants
know conditioning and cleaning agents of vehicle paint coat and structures
know chassis protection agents
know suspension parts and lowering and other tuning supplies
know bodywork supplies, paints, lacquers, wipers and load transport acces-
sories.
Assessment

assessment
targets.
157

assessment
equipment and
material
Accessory sales sells under guidance prod- sells products belonging to offers different options to
ucts belonging to vehicles vehicles represented by the the customer and indepen-
represented by the retailer retailer and those sold as dently sells the products
and those sold as accesso- accessories to them. belonging to vehicles rep-
ries to them. resented by the retailer and
those sold as accessories to
them.

assessment
Technology of has a knowledge of the has a knowledge of the knows the technology of
vehicles technology of the vehicles technology of the vehicles the vehicles represented by
represented by the retailer represented by the retailer. the retailer.
under guidance.

assessment
158
ment independently

in accessory sales in a spare parts sales shop or another similar location as closely
equivalent to accessory sales as possible. Work is performed to such an extent that

within the scope of key skills to lifelong learning, information acquisition.

159
4.7.20 Tyre and rim sales

define the roadworthiness of tyres and rims
determine the vehicle-specific suitability of tyres and rims, making use of fit-
ting guidelines
use the STRO-norms
offer the customer applicable tyre and rim products within the customer’s
price range
safely install a tyre onto a rim and change car wheels
advise the customer on tyre wear and issues relating to their road behaviour
manage the regulations concerning tyre placement, studding and groove
depths
manage the sales of tyre and rim ancillaries
also understand the principles of tyre sales for lorries, buses, earthmoving,
farming and industrial machinery.
Assessment

assessment
targets.
160
assessment
equipment and
material
Tyre sales can offer a suitable tyre can offer a suitable tyre can offer alternative tyre
package to the customer package to the customer packages to the customer
under guidance within the customer’s price
range
manages under guidance knows the sales of tyre and is able to sell independently
the sales of tyre and rim rim ancillaries, but needs tyre and rim ancillaries
ancillaries occasional guidance
Tyre roadworthiness can define the roadworthi- can define the roadworthi- can define the roadworthi-
ness of tyres and rims under ness of tyres and rims, but ness of tyres and rims.
guidance. needs occasional guidance.

assessment
Legislation makes use of fitting guide- makes use of fitting guide- makes use of fitting guide-
lines for tyres and rims and lines for tyres and rims lines for tyres and rims and
the STRO-norms under and the STRO-norms, but the STRO-norms
guidance needs occasional guidance
can under guidance find knows the most common knows the most common
out the regulations con- regulations concerning tyre regulations concerning
cerning tyre placement, placement, studding and tyre placement, studding
studding and groove depths groove depths and groove depths and can
independently acquire in-
formation
Tyre damages recognises abnormal tyre advises the customer on advises the customer
wear. tyre wear and issues relating on tyre wear and is-
to their road behaviour, but sues relating to their
needs occasional guidance. road behaviour.

assessment
161
ment independently

in tyre sales in a spare parts sales shop or another similar location as closely equiva-
lent to the conditions of tyre sales as possible. Work is performed to such an extent

within the scope of the fundamental working knowledge, vehicle regulations
for tyres and rims

162
4.7.21 Service and repairs of all-terrain vehicles, mopeds and micro cars

define service or repair needs for small machinery and a cost estimate
perform a test use safely
advise the customer on the economical viability of repairs
service an all-terrain vehicle, snowmobile, moped or micro car according to
manufacturer’s instructions and observing precautions, protection and work
safety
use spare parts and different service equipment
manage the work progress appropriately and checking the final work
handle hazardous waste
deliver the work.
Assessment

assessment
Customer service manages work-related cus- can act in a service-oriented can act politely in differ-
tomer service manner during different ent interaction and service
work stages situations
shows with his or her ac- shows with his or her ac- can work in consideration
tions that he or she under- tions that he or she consid- with the customer’s expec-
stands service work ers small machinery work tations on work quality
as service work
Ability to plan work performs under guidance performs independently performs systematically ser-
processes service and repair works service and repair works vice and repair works to all-
and part changes according to all-terrain vehicles and terrain vehicles and mopeds
to service instructions to mopeds and micro cars, and micro cars, as well as
all-terrain vehicles, mopeds as well as the necessary the necessary related tests,
and micro cars related tests, adjustments fault analyses, adjustments,
and simple repairs and part repairs and part changes
changes
163
Abilities to plan and plans his/her work under plans his/her work accord- designs a workable working
assess own work supervision ing to given instructions plan independently
assesses his or her work assesses his/her work assesses the quality of own
under supervision work
acts according to instruc- given instructions. instructions and discusses
tions under supervision. possible deviations.

assessment
equipment and
material
Performing service performs under guidance performs service and repair
performs service and repair
and repair works service and repair works works and part changes to
works and part changes to
and part changes to all-ter- all-terrain vehicles, mopeds
all-terrain vehicles, mopeds
rain vehicles, mopeds and and micro cars in accor-
and micro cars as well as
micro cars in accordance dance with the diligence
basic and periodic service
with the diligence required required by consumer pro-
works of electrical and fuel
by consumer protection tection equipment in accordance
with the diligence required
by consumer protection
Use of testing and uses under supervision a correctly determines engine selects the correct method
work equipment multimeter, crankcase and condition with measuring and equipment and uses
membrane carburettor leak it externally and renders them independently and
detector and a compression it serviceable again after correctly to reach the objec-
pressure meter testing tive
uses the most essential selects the correct method develops his or her working
work equipment and de- and equipment and uses methods in different situ-
vices carefully according to them correctly to reach the ations
instructions objective

assessment
Technical knowledge has a general knowledge of knows the basic brake knows the brake structures
the basic brake structures of structures of all-terrain of all-terrain vehicles as well
all-terrain vehicles as well as vehicles as well as mopeds as mopeds and micro cars
mopeds and micro cars and micro cars
has a general knowledge of knows the operating prin- knows the operation of the
the operating principles of ciples of power transmis- power transmission struc-
power transmission struc- sion structures of all-terrain tures of all-terrain vehicles
tures of all-terrain vehicles vehicles as well as mopeds as well as mopeds and mi-
as well as mopeds and mi- and micro cars cro cars
cro cars
164
has a general knowledge of knows the basic structures knows the basic structures
the basic structures of main of main components of of hydraulic and pneumatic
components of hydraulic hydraulic and pneumatic systems in all-terrain vehi-
and pneumatic systems in systems in all-terrain vehicles as well as mopeds and
all-terrain vehicles as well as cles as well as mopeds and micro cars
mopeds and micro cars micro cars
has a general knowledge of knows the structures and knows the structures and
the structures and opera- operation of the most com- operation of the engines of
tion of the most common mon engines of all-terrain all-terrain vehicles as well as
engines of all-terrain vehi- vehicles as well as mopeds mopeds and micro cars
cles as well as mopeds and and micro cars
micro cars
Legislation knows the regulatory provi- utilises literature and IT in, utilises technology and IT
sions restricting the repairs for example, searching for in, for example, searching
to the chassis and steering information on technical for information on techni-
equipment of all-terrain car data and adjustment cal vehicle data and adjust-
vehicles as well as mopeds values for service works. ment values for service
and micro cars and uses works.
manuals to find informa-
tion.

assessment
Sustainable develop- maintains the working maintains the working independently maintains
ment place tidy and sorts waste place tidy and organised the working place tidy and
under guidance and sorts waste in working order and sorts
waste
recognises the environmen- disposes of hazardous and independently manages
tal effects of different clean- other waste in the appropri- hazardous and other waste
ers, lubricants and fuels ate manner (such as used oils and liq-
disposes of hazardous and uids and exchanged parts
other waste according to and their packaging) in an
given instructions appropriate manner
Interaction and co- is able to work with differ- works with different people supports and helps others;
operation skills ent people in the workplace in the workplace and group takes into account the other
Learning and problem can seek information under can independently seek can apply familiar methods
solving guidance from different information from different to different types of small
sources indexes machinery
can ask for help in problem can acquire service and re-
situations pair instructions and other
relevant data independently
from documents and com-
puters
165
Safety at work and selects safe working meth- independently uses equip-
uses equipment-specific
health knowledge ods ment-specific and personal
and personal protective
protective equipment equipment and maintains
them and also considers the
safety of those working in
the proximity
follows the safety instruc- follows the instructions of develops a safe and com-
tions and provisions given, the workplace; takes into fortable working environ-
safely uses protectors, tools account other people in the ment, identifies and rec-
and working methods in workplace in his/her work ognises work-related risks
line with instructions, and ensures the safety of tools and reports them and is
takes care of tools and the and materials; removes able to assess the suitability
cleanliness of the place of faulty tools and takes them of protective equipment,
work for repair tools and working methods
in terms of the respective
work
Self-assessment of assesses his/her work under assesses his/her work. assesses his/her work ac-
vocational skills supervision. cording to quality require-
ments.
In vocational skills demonstrations and competence-based qualifications, the candi-

date will demonstrate his or her skills by servicing and repairing all-terrain vehicles
as well as mopeds and micro cars. Work will be performed in a small machinery
workshop or another location as closely equivalent to a small machinery workshop
as possible. Service and repairs must include aspects of customer service, inspections
and service works.
The vocational skills demonstration of this module is to comprise, according to the

assessment criteria, at least
performing service and repair work
within the scope of the fundamental working knowledge, knowledge of brakes
and engine structures
within the scope of key skills, sustainable development as well as safety at work
and health knowledge.

166
4.7.22 Service and repairs of motorbikes

accept work or forward a motorbike to further inspection
serve a customer and agree a work schedule with the customer
define service or repair needs for a motorbike and a cost estimate
perform service and repair work
advise the customer on service or repair costs to enable the customer to decide
whether the repairs are worthwhile
interpret legislation, for example the law on vehicle accessories, and agree-
ments as well as the repair regulations of motor vehicles and their parts so
that he or she can advise the customer on issues relating to service, repairs and
roadworthiness
gather the correct tools and supplies for repair or servicing work upon com-
mencement of work.
Assessment

assessment
targets.
167

assessment
equipment and
material
Performing service performs service and repair performs service and repair performs systematically and
and repair works works and parts changes works, related measurings, independently service and
with diligence adjustments and simple repair works and related
repairs and parts changes measurings, fault analyses,
adjustments, repairs and
parts changes
Use of testing and uses basic tools and, under uses the most essential selects the correct method
work equipment guidance, measuring equip- work equipment and de- and equipment and uses
ment vices carefully according to them correctly to reach the
instructions objective

assessment
Motorbike technology has a general knowledge of knows the basic structures manages the structures of
the basic structures of mo- of motorbikes motorbikes and related
torbikes legislation
uses manuals to find infor- uses literature and informa- utilises technology and IT
mation under guidance. tion technology, for exam- in searching for informa-
ple to find information. tion on technical data and
adjustment values for ser-
vice works.

assessment
ment place tidy and sorts waste place tidy and organised place tidy and organised
under guidance and sorts waste and sorts waste
Self-assessment of performs assessment works performs basic assessment performs assessment works
vocational skills under guidance works with instructions independently
168
Health, safety and selects safe working meth- uses independently uses machine-specific and
ability to function ods under guidance and machine-specific and per- personal protective equip-
uses safely protective equip- sonal protective equipment, ment and maintains them,
ment, tools and working ensures the safety of tools takes into account other
methods as instructed and materials and removes people in the workplace
faulty tools and takes them and develops a safe and
to be serviced comfortable working envi-
ronment
Sustainable develop- recognises the environmen- disposes of hazardous and independently manages
ment tal effects of different clean- other waste in the appropri- hazardous and other waste
ers, lubricants and fuels and ate manner (such as used oils and liq-
disposes of hazardous and uids and exchanged parts
other waste according to and their packaging) in an
given instructions appropriate manner
Self-assessment assesses his/her work under assesses his/her work. assesses his/her work ac-
supervision. cording to quality require-
ments.
The student or candidate demonstrates his or her vocational skills by servicing and
repairing a motorbike, moped and micro car. Work will be performed in a motor-
bike or small machinery workshop or another location as closely equivalent to a
workshop representative of the vocational skill as possible. Service and repairs must
include aspects of customer service, inspections and service works.

performing service and repair work
within the scope of the fundamental working knowledge, knowledge of brakes
and engine structures

169
4.7.23 Installation, service and repairs of boat engines and supplies
Within the small machinery sector, boat equipment includes, among others, out-
board motors, waterjets, sterndrives, mid-mounted engines, GPS-equipment, boat
instrument panels, bilge pumps, lights, wipers, boat steering and power transmis-
sion equipment.

define equipment service or repair needs, cost estimate and the possibility of
installing accessories
perform an installation of an engine, steering and ancillary equipment to a
boat and perform a test drive on them, observing work safety as well as issues
relating to the boat structure and safety
advise the customer on service or repair costs in relation to a new or a used
engine, to enable the customer to decide whether the repairs are worthwhile
perform engine service and installation work according to manufacturer’s in-
structions, observing boat structure and water safety precautions, protection
and work safety issues
use the correct and applicable service and spare parts with the boat and boat
engine and perform equipment installations according to manufacturer’s or
importer’s instructions
oversee the inspection of completed work
dispose of hazardous waste according to instructions
deliver the work and advise the customer on equipment use and what repair or
service works have been carried out.
Assessment
170
assessment
Ability to plan work performs under guidance performs service works, performs service works,
processes service works and parts related measurings, adjust- related measurings, fault
changes according to ser- ments and repairs as well analyses, adjustments and
vice instructions as part exchanges indepen- repairs as well as part ex-
dently changes systematically
Abilities to plan and plans his/her work under plans his/her work accord- designs a workable working
assess own work supervision ing to given instructions plan independently
assesses his or her work assesses his/her work assesses his/her work ac-
under supervision cording to quality require-
ments
acts according to instruc- given instructions. instructions and discusses
tions under supervision. possible deviations.

assessment
equipment and
material
Performing service performs under guidance performs service work, performs independently
and repair works service work and parts repairs and parts changes service work and parts
changes to boats, boat to boats, boat engine sail- changes to boats, boat
engine saildrives and re- drives and remote control engine saildrives and re-
mote control equipment equipment adhering to the mote control equipment,
adhering to the diligence diligence requirements of basic and regular service
requirements of consumer consumer protection works to electrical and
protection fuel-run equipment as well
as delivery service works,
adhering to the diligence
requirements of consumer
protection
Use of testing and uses under supervision a correctly determines engine can independently de-
work equipment multimeter, leak detectors condition with measuring termine repair needs for
and compression pressure it externally and renders equipment
meters it serviceable again after
testing
171

assessment
has a general knowledge of knows the basic structures knows the structures and
the basic structures and op- and operating principles of operating principles of
erating principles of boats boats and boat engines different types of boats and
and boat engines boat engines
has a general knowledge of knows the operating princi- knows the operation of
the operating principles of ples of power transmission power transmission systems
power transmission systems systems of boats and boat of boats and boat engines
of boats and boat engines engines well enough to be able to
perform service works inde-
pendently
knows the basic structures
of the main components of
hydraulic systems to per-
form regular service
Technology and infor- uses manuals to find infor- utilises literature and IT in, utilises technology and IT
mation technology mation under guidance for example, searching for in, for example, searching
information on technical for information on techni-
can under guidance search data and adjustment values cal data and adjustment
for information in elec- for service works values for service works
tronic systems
Entrepreneurship can receive a customer and knows the basic service and can independently calculate
knowledge, economi- guide him or her to the can under guidance calcu- the viability of work and
cal and high-quality right service. late the viability of work. serve the customer and
performance advise him or her on the
right actions.

assessment
Interaction and co- assists a more experiencedacts as a colleague to a more co-operates constructively
operation skills worker without causing experienced worker without with different people and
disturbances causing disturbances independently finds a solu-
tion in possible problem
situations
Learning and problem can seek information under can independently seek can apply familiar proce-
solving guidance from different information from different dures to different types
sources and can ask for help indexes of machinery and can
in problem situations independently find service
and repair instructions and
other relevant details in
documents and computers
172
Health and safety at selects safe working meth- independently uses equip- uses equipment-specific
work and ability to ods for the work and fol- ment-specific and personal and personal protective
take action lows given safety instruc- protective equipment equipment and maintains
tions and regulations them
uses protective equipment, follows the instructions of considers also the safety of
tools and working methods the workplace; takes into those working in the prox-
safely as instructed account other people in the imity
maintains tools and order ensures the safety of tools develops a comfortable and
and tidiness at workplace and materials; removes safe work environment
faulty tools and takes them notices and recognises the
for repair dangers related to his/her
work and reports them
is able to assess the suitabil-
ity of protection, tools and
working methods to the
work concerned
Sustainable recognises the environmen- disposes of hazardous and independently disposes of
development tal effects of different clean- other waste in the appropri- hazardous and other waste
ers, lubricants and fuels and ate manner. in the appropriate manner.
disposes of hazardous and
other waste according to
given instructions.
The student or candidate demonstrates his or her vocational skills by doing some of
the following works of the equivalent skill level:
installation of an outboard motor and its ancillaries on a boat and performing
delivery service
choosing and installing the correct boat motor or propeller, observing boat
structure and safety
repairs to a boat motor cooling or start-up system
service or repairs to a boat motor camshaft drive or, for example, from ancillar-
ies or other sailing equipment, service to a boat trimming or tilt equipment, or
service and repairs to boat or boat motor corrosion protection
fault identification: fault diagnosis in a boat motor or steering equipment and
deployment using a tester, or determining boat motor condition with, e.g., test
use, compression pressure or leak detection test or an electronic tester
power transmission work, service of a propeller axis, determining the condi-
tion of stern saildrive equipment or service and repairs of fuel equipment
173
electrical work: repairs of a boat motor charging and start-up system, annual
service of a boat motor or winter service and winter docking of a boat and boat
motor
general repairs, minor damage repairs to boats, e.g. bumps and scratches caused
by contact with jetty or repairs of steering equipment or service and repairs of
a waterjet.

service work
within the scope of the fundamental working knowledge, knowledge of power
transmission systems

4.7.24 Supplies and assembly of new products

receive a shipment and check address details and consignment numbers
perform a reception check and check numbers and amounts in accordance
with a dispatch list on unpacking and perform temporary store-up in an agreed
storage location
unpack a consignment according to instructions and sort packaging materials
for recycling
assemble or install small machinery according to manufacturer’s and safety
instructions
interpret legislation, e.g. provisions and regulations of the law on vehicle acces-
sories, road traffic act and maritime traffic act, so that he or she can assemble
and install equipment according to their regulations
perform delivery service according to manufacturer’s instructions and can ad-
vise the customer on safe use of equipment.
174
Assessment

assessment
targets.

assessment
2. Mastering the Satisfactory 1 Good 2 Excellent K
equipment and
material
Shipment reception can unpack a shipment can receive a shipment and can receive a shipment and
according to given instruc- perform the relevant recep- perform the relevant recep-
tions and perform a tempo- tion check tion check and knows com-
rary store-up plaint procedures where
required
can assemble equipment for can assemble equipment can assemble equipment for
delivery as instructed and for delivery independently, delivery independently, per-
perform delivery service. perform delivery service form delivery service and
and complete required complete required docu-
documentation. mentation and can advise
the customer on equipment
use.
uses the correct tools under uses the correct tools inde- can assemble the equip-
guidance pendently ment according to sup-
plier’s instructions and uses
the correct tools indepen-
dently
175
Preparation for sale can clean equipment for can clean equipment for attaches the intended tap-
sale under guidance sale independently and ings and instructions for
attach the intended tap- the equipment in a stylish
ings and instructions for manner and can arrange
the equipment in a stylish products in the sales room
manner in a way that attracts buyers

assessment
Technical knowledge knows the technology of knows the technology of knows the technology of
the represented products the represented products the represented products
well enough to be able to well enough to be able to well enough to be able to
assemble the equipment assemble the equipment assemble the equipment
under guidance. independently with a fac- independently with a fac-
tory manual. tory manual and can find
additional information
for assembly in different
information sources where
required.
Technology and infor- can use given instructions can find instructions in dif- can communicate be-
mation technology ferent media and indexes tween the customer and
equipment supplier using
electronic means of com-
munication.

assessment
176
ment independently
The student or candidate demonstrates his or her vocational skills by, for example,
assembling a simple piece of small machinery. As far as possible, the work must
include unpacking of a shipment, inspections and assembly work. Work delivery to
customer as well as possible time sheet and cost estimate calculations may be part
of a vocational skills demonstration. The supply work must be performed to such
extent that vocational skills can be deemed to correspond with vocational skills
requirements. Work will be performed in a small machinery workshop or another
location as closely equivalent to a small machinery workshop as possible. There shall
be workshop literature or some other source of information sufficiently available.

within the scope of managing work process, preparing the equipment for de-
livery
use of tools
the assessment of fundamental working knowledge will evaluate the student’s
or candidate’s ability to use instruction manuals, car data and other similar
documents in problem solving
key skills.
177
Work safety always constitutes a part of module assessment. Key skills for lifelong
learning and interaction and co-operation skills will be assessed in connection with
the module, if they can be assessed in the competence-based module.
If the vocational skills required in the module cannot be demonstrated in a
vocational skills demonstration in full, this is to be supplemented by other types of
assessment of competence such as interviews, assignments and other reliable meth-
ods.
4.7.25 Management of spare part stocks

order spare parts and supplies from different suppliers
inspect received deliveries, forward them for work and store them in desig-
nated storage areas
keep the storage area tidy and in order
act in accordance with sustainable development, store and dispose of hazard-
ous waste appropriately
manage spare parts lists and price lists
recognise machine types and serial numbers
manage warranty procedures and returns.
Assessment

assessment
178
targets.

assessment
equipment and
material
Reception and shel- can unpack and shelve de- can, in addition to unpack- can complete a complaint
ving of goods liveries according to given ing and shelving, deliver of a missing or faulty de-
instructions. parts for the required work. livery.
can use a spare part and can use a spare part and can use and maintain a
stock management pro- stock management pro- spare part and stock man-
gramme under guidance. gramme. agement programme and
manage complaint situa-
tions.
knows what accessory tools uses transporting and lift- uses transporting and
he or she may use ing aids according to in- lifting aids according to
structions instructions and can act in
accordance with general
storage safety guidelines

assessment
Information search can under guidance look can use his or her technical can use his or her technical
for a part in the correct knowledge to order inde- knowledge to order inde-
integral whole, based on pendently the additional pendently the additional
technical knowledge. parts and supplies needed parts and supplies needed
for the work. for the work and advise
the customer on acquiring
parts and supplies.
179

assessment
ment independently
The student or candidate demonstrates his or her vocational skills by doing stock
work, storing products and retrieving them. As far as possible, stock work must
include customer service, inspections and shelving, receiving goods and delivering
spare parts to the customer as well as own garage and entering products into an
IT-system and searching in different indexes. The candidate must know the stock
system so that shelving is done correctly and in consideration of work safety aspects.
180
The final project must be performed to such extent that vocational skills can be
deemed to correspond with vocational skills requirements.
Work will be performed in a spare parts warehouse or another location as
closely equivalent to the conditions of a warehouse as possible. There shall be indices
or some other source of information sufficiently available.

stock management
the assessment of fundamental working knowledge will evaluate the candi-
date’s ability to solve problems using the instructions and regulations given for
warehouse work
within the scope of key skills, health, safety and the ability to take action.
Work safety always constitutes a part of module assessment. Key skills for lifelong
learning and interaction and co-operation skills will be assessed in connection with
the module, if they can be assessed in the competence-based module.
If the vocational skills required in the module cannot be demonstrated in a
vocational skills demonstration in full, this is to be supplemented by other types of
assessment of competence such as interviews, assignments and other reliable meth-
ods.
4.7.26 Spare part work and stock management

manage factors affecting stock management so that he or she can determine
the ordering date and number of products
explain when a product must be withdrawn from sale and the stock system
master mathematical skills well enough to be able to deduct from stock key
figures whether operations are financially viable
place an order with regular suppliers
manage procedures for guarantee handling and return products
manage procedures for storing combustible and dangerous goods
181
manage the EPC-programmes and indices of the represented business

present ancillary parts and supplies that the customer will need for work.
Assessment
Target of
Assessment criteria
assessment
Customer service participates in the different manages work-related cus- can act in a service-oriented
stages of stock work under tomer service manner during different
guidance, considering in- work stages
ternal customership can act politely in differ-
ent interaction and service
situations
Ability to plan work performs under guidance performs independently the designs a workable working
processes the receipt, receipt control receipt and receipt control plan independently
and calculation of product of products, adds products
totals to the stock balance and
makes the necessary cor-
rections
can make an order accord- can amend an order pro- can anticipate orders based
ing to given instructions. posal according to current on seasonal fluctuations.
stock.
Target of
Assessment criteria
assessment
equipment and
material
Ordering supplies discusses under guid- can discuss ordering times can decide on ordering
ance ordering times and and amounts times and amounts
amounts
Stocktaking knows the procedures and knows the procedures and knows the procedures and
reporting of stocktaking reporting of stocktaking, reporting of stocktaking
under guidance but needs occasional guid-
ance
Profitability of stock can deduct the profitability can deduct the profitability can justify when a product
programme of stocking products under of having products in stock should be removed from
guidance the stock system
182
Stock key figures assesses under guidance assesses operative profit- can deduct from stock key
operative profitability based ability based on stock key figures whether operations
on stock key figures. figures. are financially viable.
Target of
Assessment criteria
assessment
Information acqui- needs guidance in infor- searches and uses informa- justifies work-related deci-
sition mation acquisition and tion needed at work inde- sions on the basis of ac-
application. pendently. quired information.

assessment
ment independently
183


profitability and key figures

4.7.27 Locally offered modules
In its approved curriculum, the education provider offers modules that include vo-
cational skills requirements based on the needs of local and regional working life.
The module names must reflect the integrated activities in working life. Skills re-
quirements and assessment criteria must be drawn up for them as well as ways to
demonstrate vocational skills in line with Chapter 9.3 in the appendices under “Vo-
cational skills requirements, targets of assessment and general assessment criteria”.
4.7.28 Modules from vocational upper secondary qualifications
One vocational module from the following vocational upper secondary qualifica-
tions can be included in the Vocational Qualification in Vehicle Technology:
Vocational Upper Secondary Qualification in Logistics
Vocational Upper Secondary Qualification in Building Maintenance Technol-
ogy
Vocational Upper Secondary Qualification in Forestry.
184
4.7.29 Module from further vocational qualifications
One vocational module from the following further vocational qualifications can be
included in the Vocational Qualification in Vehicle Technology:
Further Qualification for Vehicle Mechanics
Further Qualification for Heavy Vehicle Mechanics
Further Qualification for Small Machinery Mechanics
The education provider must have a valid contract to provide the further vocational
qualification in question, or the education provider may purchase the competence
tests from an education provider in possession of such a contract.
In vocational upper secondary education and training, a certificate of a com-
pleted further vocational qualification module is always awarded by the qualifica-
tion committee in charge of the further vocational qualification in question, and the
education provider accepts the module to be included in the student’s qualification
certificate.
In the competence-based qualification system, a certificate of a completed fur-
ther vocational qualification module is always awarded by the qualification commit-
tee in charge of the further vocational qualification concerned and the Qualification
Committee for Vehicle Technology accepts the module in question into a student’s
Vocational Qualification in Vehicle Technology on the basis of the certificate.
4.8 Other optional modules in vocational upper secondary

education and training
In its approved curriculum, the education provider offers optional modules, which
can be advanced or enhancing optional modules, core subjects or general upper sec-
ondary studies. Advanced or enhancing vocational modules may include modules
with contents based on needs of local or regional working life, modules from other
vocational qualifications as well as competence acquired at work. The modules must
have 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 to-
gether with working life and other education providers. The student can also choose
these modules from modules offered by other education providers.
The scope of core subjects and general upper secondary studies must not ex-
ceed 10 credits in optional modules.
185
4.8.1 Workplace Instructor Training
Skills requirements
Student is able to
recognise the tasks at the workplace suited to on-the-job learning or skills
demonstrations and finds out about their targets of assessment and assessment
criteria
negotiate on implementation of on-the-job learning and skills demonstrations
in the work community
prepare on-the-job learning and skills demonstration plans in cooperation
with the teacher and workplace instructor
instruct other students on the working tasks, customs and rules at the work-
place or at school
present the training and working opportunities in the field e.g. to students in
an introductory period
have guidance discussions, develop own activities based on feedback and arbi-
trate differences of opinion
work 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 earlier
assess occupational safety risks in his/her work and know how to act and also
instruct others to act in accordance with the occupational safety instructions.
Assessment
The table comprises the targets of assessment and assessment criteria for three levels
of competence together with the targets of assessment. In vocational upper second-
ary education and training, the targets of assessment also constitute the core con-
tents of the module.
186
TARGETS OF Assessment criteria
ASSESSMENT
work process Student
Planning one’s own prepares on-the-job learn- prepares on-the-job learn- prepares on-the-job learn-
work and drawing ing and skills demonstra- ing and skills demonstra- ing and skills demonstra-
up plans tion plans under instruction plans as instructed tion plans independently
tions and proactively
Mastering the work needs instructions at times. completes given tasks inde- proceeds fluently in his/
entity pendently. her work adjusting it to the
activities of the working
environment.

ASSESSMENT
work method, Student
equipment and
material
Guiding a student guides other students under guides other students as instructs other students,
instructions instructed and holds guid- acts flexibly with different
ance discussions people and arbitrates differ-
ences of opinion
Assessing a student accepts and gives feedback accepts and gives feedback holds constructive feedback
on a tasks under instruc- on a task as well as self- discussions and self-assesses
tions as well as, under assesses on-the-job learning on-the-job learning and
instructions, self-assesses and skills demonstrations skills demonstrations based
on-the-job learning and based on targets of assess- on targets of assessment
skills demonstrations based ment and assessment crite- and assessment criteria
on targets of assessment ria agreed beforehand. agreed beforehand.
and assessment criteria
agreed beforehand.

ASSESSMENT
knowledge Student
Knowledge of wor- presents some of the work- presents working and train- presents independently
king life and training ing and training opportuni- ing opportunities in the and variedly working and
opportunities in one’s ties in the field field training opportunities in
own field the field
Knowledge of recognises, under instruc- recognizes, as instructed, recognizes independently
curricula tions, the subject matter to the subject matter to be the subject matter to be
be learnt during on-the-job learnt during on-the-job learnt during on-the-job
learning and the compe- learning and the compe- learning and the compe-
tence to be assessed in skills tence to be assessed in skills tence to be assessed in skills
demonstration. demonstration. demonstration.
187

ASSESSMENT
for lifelong learning Student
Health, safety and assesses occupational safety assesses occupational safety assesses occupational safety
ability to function risks involved and follows risks involved and follows risks involved, follows and
the occupational safety the occupational safety also instructs others to fol-
instructions given. instructions given. low the occupational safety
instructions given.
Student demonstrates his/her vocational skills by preparing an on-the-job learning

or skills demonstration plan. He/She studies the activities, tasks, working culture
and rules of the work community and assesses the occupational safety risks and
ergonomics issues involved from his/her own work point of view. Student examines
the opportunities of arranging his/her on-the-job learning and skills demonstration
assessments at the workplace.
The skills demonstration is mainly given in connection with another skills
demonstration.
A skills demonstration is to comprise at least

mastering the work process
mastering the work methods, equipment and materials: the guidance of the
student, the assessment of learning and competence
underpinning knowledge: the knowledge of the requirements of vocational
qualifications
mastering the key competences for lifelong learning: health, safety and ability
to function.
stration in full, it is completed with such other assessment of competence as inter-
views, assignments and other reliable methods.
188
4.8.2 Entrepreneurship
Skills requirements
As 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 to
set 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 as
part of his/her Business Operations studies (10 credits) aiming at setting up a
business of his/her own.
Assessment
with the targets of assessment. The targets of assessment also constitute the core
contents of the module.
189
Targets of Assessment criteria

assessment
Planning one’s own contributes to planning plans business operations
plans business operations
work business operations and and works spontaneously
innovatively and works
works as a team member and responsibly as a team
spontaneously, responsibly
member and supportively as a team
member
assumes responsibility for assumes joint responsibility assumes responsibility for
his/her work as agreed for the tasks agreed the activities of the whole
team for completing the
tasks agreed under joint
responsibility
Mastering the work proceeds systematically in proceeds systematically and advances systematically and
entity his/her work under instruc- fluently in his/her work fluently in his/her work
tions adjusting it to the activities
of the team
High-quality opera- works in accordance with works in accordance with works in accordance with
tions quality objectives set for the quality objectives set the quality objectives set
his/her work and changes together and assesses his/ together and develops his/
his/her own activities based her own activities in reach- her activities to reach them
on given feedback ing them
works in a service oriented works in a service oriented works in a service oriented
manner. manner and promotes cus- manner and promotes cus-
tomer satisfaction. tomer satisfaction.

ASSESSMENT
equipment and uses the most common uses company tools, such as uses the company tools,
material company tools, such as equipment and machinery, such as equipment and
equipment and machinery, computers and applications machinery, computers and
computers and applications applications independently
observes the principles of observes the principles of observes the principles of
information security. information security. information security.
190
ASSESSMENT
knowledge Student
Assessing producti- makes use of the business makes use of the business makes use of the business
zing and operating opportunities in productiz- opportunities in productiz- opportunities in productiz-
opportunities ing offered by his/or her ing, offered by his/or her ing, offered by his/or her
own field or other fields in own field or other fields in own field or other fields in
cooperation with the team cooperation with the team cooperation with the team
searches information avail- makes use of information
able in different networks available in different net-
works
surveys businesses operat- surveys businesses operat- surveys businesses operat-
ing in the field and finds ing in the field and finds ing in the field and finds
information on acting as an information on acting as an information on acting as an
entrepreneur in the field, entrepreneur in the field, entrepreneur in the field,
working under instructions working in a team working in a team
in a team
follows development in the follows development in the follows development and
field from business point field from business point of outlook in the field from
of view, working under view working in a team business point of view
instructions in a team working in a team
assesses his/her own pos- assesses his/her own pos- assesses independently his/
sibilities as an entrepreneur, sibilities as an entrepreneur her possibilities as an entre-
working under guidance in working in a team preneur and sets personal
a team development objectives
Refining the business finds out about the operat- finds out about and reports finds out about and reports
plan ing opportunities of the on the operating opportu- on the operating opportu-
enterprise to be set up, nities of the enterprise to be nities of the enterprise to be
working under guidance in set up in cooperation with set up in cooperation with
a team the team the team
selects form of enterprise selects form of enterprise selects form of enterprise
and draws up the docu- and draws up the docu- and draws up the docu-
ments needed for setting up ments needed for setting ments needed for setting
a business, working under up a business, working in up a business, working in
instructions in a team a team a team
takes part in acquiring acquires information from
information from key au- key authorities indepen-
thorities dently
Planning business takes part in search for takes part in search for makes use of information
operations and wor- information needed when information needed when needed when planning
king in the company planning operations, e.g. planning operations, e.g. operations on how a prod-
how a product or service is how a product or service is uct or service is produced
produced and sold and how produced and sold and how and sold and how finances
finances are taken care of, finances are taken care of, are taken care of, working
working under instructions working in a team in a team
in a team
191
takes part in search for takes part in search for makes use of information
information needed when information needed when needed when planning
planning company logistics planning company logistics, company logistics, working
working under guidance in working in a team in a team
a team
working in a team, acquires working in a team, acquires working in a team, acquires
information on support information on support information on support
services available when services available when services available when
setting up a business and setting up a business and setting up a business and
running it, e.g. accounting running it, e.g. accounting running it, e.g. accounting
office services office services office services
applies the underpinning applies the underpinning independently applies the
knowledge needed to com- knowledge needed to run underpinning knowledge
plete agreed tasks, working the business needed to run the business
under instructions
finds out under guidance finds out what legislation finds out what legislation
what legislation requires requires bookkeeping requires bookkeeping and
bookkeeping why
keeps the receipts and keeps the receipts and keeps the receipts and
vouchers needed for book- vouchers needed for book- vouchers needed for book-
keeping, working under keeping keeping
instructions. interprets the business’s interprets business’s profit
profit and loss account and and loss account and bal-
balance sheet e.g. with the ance sheet e.g. with the
help of an accounting firm. help of an accounting firm.

ASSESSMENT
for lifelong learning Student
Learning and problem acquires under instructions finds information on key applies key legislation and
solving information on key regula- legislation and other stat- other statutes concerning
tions related to products, utes concerning products, products, services and con-
services and contracts services and contracts tracts
Interaction and participates in preparing makes proposals, choices makes justified proposals,
cooperation choices and decisions in the and decisions in the team choices and decisions in the
team team to develop business
operations
assesses his/her own ac- assesses his/her own activi- assesses his/her own activi-
tivities and progress made ties and progress made ties and progress made in
under guidance his/her work and business
operations
participates in cooperation negotiates on cooperation negotiates on cooperation
negotiations with team with team members and with team members and
members and stakeholders participates in negotiations stakeholders
with stakeholders
192
Vocational ethics observes financial, social observes financial, social observes financial, social
and sustainable develop- and sustainable develop- and sustainable develop-
ment related values in ment related values in busi- ment related values in busi-
business operations under ness operations ness operations
instructions
Health, safety and follows occupational safety follows occupational safety follows occupational safety
ability to function regulations in the field in regulations in the field in regulations in the field in
his/her activities and cus- his/her activities and cus- his/her activities and cus-
tomer service situations tomer service situations tomer service situations
protects him-/herself from protects him-/herself from protects him-/herself from
work and working environ- work and working environ- work and working environ-
ment related dangers under ment related dangers ment related dangers
guidance
ensures his/her own safety ensures his/her own safety ensures his/her own safety
and that of the colleagues and that of the colleagues and that of the colleagues
and customers in familiar and customers in different and customers in different
situations under guidance. situations as instructed. situations
develops the safety of his/
her team and ability to
work by developing own
working practices and en-
vironment instructs others
to act in a healthy and safe
way when working as a
team member.
Student demonstrates his/her vocational skills by working in cooperation with team

members, representatives of partner companies, stakeholders or other parties in
practice 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.
stration in full, it is completed with such other assessment of competence as inter-
views, assignments and other reliable methods.
193
4.8.3 In-depth and enhancing vocational modules
In its approved curriculum, the education provider offers advanced or enhancing

vocational modules the contents of which are based on the needs of local or regional
working life. The module names must reflect the integrated activities in working life
and their skills requirements, objectives and assessment criteria must be drawn up as
well as the ways of demonstrating the skills in line with what is said in Chapter 9.3
in the appendices under “Vocational skills requirements, targets of assessment and
general assessment criteria”. As to offering other optional modules, the education
provider can work together with working life and other education providers.
4.8.4 Core subjects
In its curriculum, the education provider offers core subjects which increase the stu-
dent’s opportunities of choosing core subjects listed in Chapter 5. The modules can
be optional supplements to the compulsory ones (see the qualification requirements
Chapter 5.2.1). The education provider determines the objectives, core contents
and assessment for these modules. The modules may also be optional modules from
core 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 education
providers. The student can also choose these studies from modules offered by other
education providers.
4.8.5 General upper secondary studies
In its curriculum, the education provider offers a student an opportunity to include

in his/her qualification general upper secondary studies arranged by general upper
secondary schools in accordance with the general upper secondary school curricu-
lum and for which the general upper secondary school awards a certificate. The
education provider may also offer them in cooperation with other education provid-
ers. The education provider can also decide that a student can choose general upper
secondary studies (e.g. e-learning) from the spectrum offered by different general
upper secondary education providers.
194
4.9 Modules providing advanced individual vocational competence
(modules that expand the scope of a vocational upper secondary
qualification)
The student or candidate may individually include in his/her vocational upper sec-
ondary qualification more modules, when it is necessary from the point of view of
field-specific or local skills requirements or strengthening the vocational skills of the
candidate. Modules providing advanced individual vocational competence should
be implemented as widely as possible in workplaces with working life.
4.9.1 Business Operations
Skills requirements

assess the possibilities of productization of his/her own competence (product
or 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 out
about 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 ser-
vices
prepare a marketing plan and report on it as well as decide on marketing ac-
tivities
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.
195
Assessment
with the targets of assessment. In vocational upper secondary education and train-
ing, the targets of assessment also constitute the core contents of the module.

ASSESSMENT
Planning one’s own plans business operations plans the operations of plans the operations of his/
work and drawing under guidance his/her enterprise and acts her enterprise innovatively
up plans independently and respon- and acts independently, re-
sibly sponsibly and supportively
Managing the work proceeds systematically in proceeds systematically and proceeds systematically and
entity his/her work under guid- fluently in his/her work fluently in his/her work
ance
acquires a partner company acquires partners and acts acquires partners, makes
under guidance in partner networks use of partner networks to
develop operations
High-quality opera- works in accordance with acts in accordance with acts in accordance with
tions quality objectives set for quality objectives set and quality objectives set and
his/her work and changes assesses own activities in develops own activities to
own activities based on reaching them reach them
given feedback
works in a service oriented works in a service oriented works in a service oriented
manner. manner and promotes cus- manner and promotes cus-
tomer satisfaction. tomer satisfaction.

ASSESSMENT
equipment and
material
Technology and infor- uses customary tools such uses tools such as equip- uses independently tools
mation technology as equipment and machin- ment and machinery, com- such as equipment and
ery, computer and software puter and software needed machinery, computer and
needed when setting up when setting up his/her software needed when set-
his/her business business ting up his/her business
acts in accordance with the acts in accordance with the acts in accordance with the
principles of information principles of information principles of information
security. security. security.
196
ASSESSMENT
Assessment of makes use, under guidance, makes use of the business makes use of the business
productization oppor-of the business opportuni- opportunities in producti- opportunities in producti-
tunities ties in productization zation zation
searches information avail- searches information avail- makes use of information
able in different networks able in different networks available in different net-
under guidance works
identifies companies oper- identifies companies oper- identifies companies oper-
ating in the field and finds ating in the field and finds ating in the field and finds
information on acting as information on acting as an information on acting as an
an entrepreneur in the field entrepreneur in the field entrepreneur in the field
under instructions
Looking into the follows, under instructions, follows development in the follows development and
business environment development in the field field from the point of view outlook in the field from
from the point of view of of starting business opera- the point of view of starting
starting business operations tions business operations
assesses his/her chances assesses his/her chances as assesses independently his/
as an entrepreneur under an entrepreneur her chances as an entre-
guidance preneur and sets personal
development objectives
Choosing business finds out about the busi- finds out about and reports finds out about and reports
idea ness opportunities of the on the business opportuni- on the business opportuni-
enterprise to be established ties of the enterprise to be ties of the enterprise to be
under guidance established established
acquires information from acquires information from acquires information from
key authorities under in- key authorities key authorities indepen-
structions dently
acquires under instructions acquires information need- makes use of information
information needed in ed in planning his/her busi- needed in planning his/
planning business opera- ness operations like how a her business operations like
tions like how a product is product is made or service how a product is made or
made or service provided, provided, sold and how service provided, sold and
sold and how accounting accounting and finances are how accounting and fi-
and finances are taken care taken care of nances are taken care of
of
Drawing up a busi- acquires under instructions acquires information need- makes use of information
ness plan information needed in ed in planning company needed in planning com-
planning company logistics logistics pany logistics
uses under instructions uses information needed in applies information needed
information needed in company risk analysis in company risk analysis
company risk analysis
197
acquires under instructions acquires information on acquires information on

information on support support services available support services available
services available when when setting up a business when setting up a business
setting up a business and and running it, e.g. ac- and running it, e.g. ac-
running it, e.g. accounting counting office services counting office services
office services
acquires under instruc- acquires information on the acquires information on the
tions information on the entrepreneur’s role in book- entrepreneur’s role in book-
entrepreneur’s role in bookkeeping and profit and loss keeping and analysing the
keeping and profit and loss analysis profit and loss account and
analysis balance sheet
acquires under instructions acquires information on applies key legislation and
information on key statutes key legislation and statutes other statutes concerning
related to products, services concerning products, ser- products, services and con-
and contracts vices and contracts tracts
Choosing form of chooses under instructions chooses form of enterprise chooses form of enterprise
enterprise, setting form of enterprise and and draws up the docu- and draws up the docu-
it up and closing it draws up the documents ments needed when setting ments needed when setting
down needed when setting up up and closing down a up and closing down a
and closing down a busi- business. business.
ness.

ASSESSMENT
Learning and problem makes decisions under in- makes choices and deci- makes valid proposals,
solving structions sions choices and decisions to de-
velop company operations
assesses his/her own ac- assesses his/her own activi- assesses his/her own ac-
tivities and progress made ties and progress made tivities independently and
under guidance progress in his/her work
and company operations
Interaction and negotiates under guidance negotiates on cooperation negotiates innovatively on
cooperation on cooperation with stake- with stakeholders cooperation with stake-
holders holders
Vocational ethics observes under instructions observes the financial, observes the financial, so-
the financial, social and social and sustainable de- cial and sustainable devel-
sustainable development velopment values agreed opment values when plan-
values agreed when plan- when planning business ning business operations
ning business operations operations
198
Health, safety and prepares under instructions prepares plans on obser- prepares independently
ability to function plans on observance of vance of occupational safety plans on observance of
occupational safety regula- regulations in his/her busi- occupational safety regula-
tions in his/her business ness tions in his/her business
prepares under instructions prepares plans on how prepares spontaneously
plans on how to protect to protect oneself against plans on how to prepare
oneself against work and dangers related to the work against dangers related to
working environment re- done and the working envi- the work done and the
lated dangers. ronment. working environment.
The student or candidate demonstrates his/her vocational skills by planning the

operations of his/her own enterprise and acting in cooperation with different stake-
holders.
Skills demonstration is to cover completely

mastering the work processes
mastering the work method, equipment and material
key competences for lifelong learning.
4.9.2 Modules from vocational upper secondary qualifications (vocational upper

secondary, further vocational and specialist vocational qualifications)
1. Modules from vocational upper secondary qualifications
Modules from vocational upper secondary qualifications can be included in the

Vocational Qualification in Vehicle Technology, in accordance with the student’s or
candidate’s individual study plan.
In the competence-based qualification system, a certificate of a completed vo-
cational upper secondary module is always awarded by the qualification commit-
tee in charge of the vocational upper secondary qualification concerned and the
Qualification Committee for Vehicle Technology accepts the module in question
into a student’s Vocational Qualification in Vehicle Technology on the basis of the
certificate.
199
2. Modules from further vocational qualifications
Modules from further vocational qualifications can be included in the Vocational

Qualification in Vehicle Technology, in accordance with the student’s or candidate’s
individual study plan.
The education provider must have a valid contract to provide the further voca-
tional qualification in question, or the education provider may purchase the compe-
tence tests from an education provider in possession of such a contract.
pleted further vocational qualification module is always awarded by the qualifica-
tion committee in charge of the further vocational qualification in question, and the
education provider accepts the module to be included in the student’s qualification
certificate.
In the competence-based qualification system, a certificate of a completed fur-
ther vocational qualification module is always awarded by the qualification commit-
tee in charge of the further vocational qualification concerned and the Qualification
Committee for Vehicle Technology accepts the module in question into a student’s
Vocational Qualification in Vehicle Technology on the basis of the certificate.
3. Modules from specialist vocational qualifications
Modules from specialist vocational qualifications can be included in the Vocational

Qualification in Vehicle Technology, in accordance with the student’s or candidate’s
individual study plan.
The education provider must have a valid contract to provide the specialist
vocational qualification in question, or the education provider can purchase the
competence tests from an education provider with such contract.
pleted specialist vocational qualification module is always awarded by the qualifica-
tion committee in charge of the specialist vocational qualification in question, and
the education provider accepts the module to be included in the student’s qualifica-
tion certificate.
In the competence-based qualification system, a certificate of a completed spe-
cialist vocational qualification module is always awarded by the qualification com-
mittee in charge of the qualification concerned and the Qualification Committee
for Vehicle Technology accepts the module in question into a student’s Vocational
Qualification in Vehicle Technology on the basis of the certificate.
200
4.9.3 Locally offered modules providing in-depth vocational competence in
curriculum-based vocational education and training
The education provider can provide in its approved curriculum the student with
a chance to take individually vocational in-depth modules that correspond with
local or regional working life skills requirements together with the student’s need
for deeper vocational skills. The modules must be named and their skills require-
ments, assessment criteria and ways of demonstrating vocational skills must be de-
termined.
4.8 Final Project in curriculum-based vocational education and

training
The student will plan and complete a Final Project that will demonstrate his/her
competence. It can be, for example, a product, demonstration of skill, portfolio or
performance. The student recognises his/her vocational key strengths and develops
his/her creativity, innovativeness and promotes personal professional growth while
completing the Final Project. He/she presents and assesses his/her Final Project as
well as its planning process and realisation. With the Final Project, the student pro-
motes his/her own employment.
The education provider decides how the Final Project is carried out.
201
5 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS
IN CURRICULUM-BASED VOCATIONAL EDUCATION AND
TRAINING, 20 CREDITS
5.1 Compulsory modules
5.1.1 Mother tongue, 4 credits
5.1.1.1 Mother tongue, Finnish
Objectives
Student
communicates and acts in an interactive situation so that he/she can practice
the profession, contribute to working life, be an active citizen and pursue fur-
ther studies
possesses the text skills needed in working life
knows how to act in a multi-cultural and lingual environment
understands the key concepts and contents as well as the meaning of texts
related to the vocational field
acquires information from different sources in different ways and conveys it in
speech and in writing
interprets different text types and fiction
assesses his/her skills in mother tongue and develops them continuously
knows how to act in different interactive situation in the field
masters oral such presentation situations in the sector as e.g. presenting a work
performance or final project
knows how to draw up the most common written documents in the vocation
or working community
knows how to behave in a job hunting situation and how to draw up related
documents
makes use of professional papers and other media in the field
is critical in his/her use of media and knows the principles of the use of sources
develops his/her communication and interaction skills and contributes to the
development of communication at work.
202
Assessment
ing the targets of assessment also constitute the core contents of the module.

assessment Satisfactory 1 Good 2 Excellent 3
Student
Acquiring information acquires information es- acquires information re- acquires information from
sential to his/her vocational lated to his/her vocational different sources and from
field from clear texts under field from different sources even difficult texts and as-
instruction and uses reliable texts sesses their reliability
Comprehension of understands the core understands the meaning understands both the
texts meaning of the text from and main contents of the meaning and message
vocation point of view and text and also knows how to of the text as well as the
knows how to combine its combine and compare its meaning of the details,
information to his/her own details to his/her own expe- draws conclusions and
experiences and knowledge riences and knowledge evaluates the contents and
the way of expression used
in the text
Written communi- writes under instruction writes texts that are vital to writes target oriented and
cations texts that are vital to voca- one’s vocational skills processes his/her texts based
tional skills his/her own evaluation and
feedback
knows the basics of spelling uses fluent phrase and sen- masters the basic norms
tence structure and breaks of language use and also
text into paragraphs improves the wording and
layout of the written text
compiles documents under draws up appropriate docu- draws up appropriate docu-
guidance following a model ments ments and knows how to
use document templates
observes the requirements observes the requirements applies text type require-
of the text type following a of the text and uses his/ ments in his/her own texts
model her knowledge of other text
types
203
5 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Interaction and acting acts appropriately in interacts appropriately and is customer-orientated, flex-
in working life langu- active situations, like when politely in interactive situ- ible and convincing in dif-
age situations applying for a job ations, like when applying ferent interactive situations
for a job
participates in conversation participates in a conversa- participates in the conversa-
making statements tion and takes it forward tion in an active and con-
towards the target structive way and is partly
responsible for the commu-
nication atmosphere
validates his/her own opin- gives a variety of grounds gives a variety of grounds
ions for his/her opinions and for his/her own views and
claims also assesses the points
made
knows how to give a short
creates contact to his/her can maintain interaction
presentation listeners as he/she speaks while speaking, knows how
and knows how to con- to exemplify his/her presen-
struct his/her statement tation and how to construct
in a way that it is easy to its contents logically
follow
Media competence knows the central media in uses key communication makes versatile use of com-
the vocational field tools and assesses media munication tools and as-
texts sesses media texts critically
observes copyrights under sees copyrights as rights knows how to cite the
guidance and obligations and ob- sources used and asks
serves them by citing his/ permission to use them if
her sources necessary
Knowledge of langu- recognizes the meaning takes into account the applies cross-cultural com-
age and culture of his/her own language cross-cultural communica- munications and his/her
and the meaning of cross- tion in his/her own interac- own cultural skills and acts
cultural communication tive situations liberally
uses literature and other knows how to construe lit- knows how to analyze and
art forms to acquire experi- erature and other art forms interpret literature and
ences other art forms
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 7. Aesthetics, 8. Communications and media skills, 10. Technology
and information technology, 11. Active citizenship and different cultures
In validation of prior learning general upper secondary school courses Lan-
guage, texts and interaction (ÄIS1), Structures and meanings of texts (ÄIS2) Means of
influence (ÄIS4) and one of the following Literary texts (ÄIS3), Text, style and context
(ÄIS5), Language, literature and identity (ÄIS6) or Oral communication (ÄIS7) com-
pensate for Mother tongue, Finnish studies in core subjects.
204
5.1.1.2 Mother tongue, Swedish
In education and training provided in Swedish, the objectives and assessment crite-
ria for mother tongue studies are the same as when the studies are in Finnish.
5.1.1.3 Mother tongue, Saami
Objectives
Student
acquires versatile experiences in Saami both oral and literal
understands his/her lingual roots and the development of his/her own lingual
identity
recognizes the meaning of language and culture to the work community
familiarizes him/herself with Saami story telling tradition and its meaning to
the Saami language and culture
acquires information from different Saami language sources and also passes it
on both in speech and in writing
expands experience and work environment to other Saami language profes-
sionals in the same vocational field, who live in Nordic countries and in Russia
understands the meaning of multiculturalism and multilingualism and also
develops lingual and cultural tolerance
draws up the most common vocational written work in Saami
writes a report and job applications in Saami
knows how to act when applying for a job and in other oral communication
situations in the vocational field
knows how to act in Saami in different plastic and interactive situations in the
field
knows how to communicate and interact in Saami so that he/she can partici-
pate in working life, be an active citizen and pursue further studies
evaluates the his/her own mother tongue skills.
Assessment
205

Student
Knowledge of langu- knows the basic features of knows the background of strengthens and develops
age and culture Saami culture national Saami language his/her own lingual identity
and culture formation
uses Saami story telling know Saami culture and uses Saami story telling
tradition under instruction familiarises himself/herself tradition and knows the
with its unique character, history of Saami people
e.g. story telling tradition through it
recognizes the variety and takes into account the recognizes the common
significance of languages meaning of different cul- roots of Saami and Finnish
and cultures tures and languages in com- languages
munication situations in
his/activities
Acquiring information makes use of professional uses the key communica- acquires and analyses
and media compe- papers and other media in tion tools in the field enriching experiences by
tence the field under instruction making use of the various
communications tools
knows the key media used recognizes the different makes versatile use of the
in the vocational field influences of the media and key media contents in the
evaluates them field and interprets them
objectively
Understanding texts understands the core of the understands the meaning understands the meaning
Saami language text and of the text and its core con- of the text as well as the
knows how to combine tent in Saami language and meaning of its message,
its information with his/ knows how to combine and draws conclusions and
her own experiences and compare its details to his/ evaluates the content and
knowledge her own experiences and the way the text is written
knowledge
Written communi- knows the basics of Saami uses fluent phrase and sen- plans his/her writing ac-
cation language spelling tence structure and breaks cording to the objective
the text into paragraphs and also improves his/her
text according based on his/
her own assessment as well
as that of the others
writes in full sentences and compiles a text that is valid compiles a text, that is
uses information technol- in contents and layout and both diverse in contents
ogy matches the title and the and fluent and coherent in
meaning of the text structure
communicates in writing compiles written docu-
according to the situation ments for use in the voca-
tional field as well as the
community
206
Interaction and acting acts correctly in interactive acts correctly and politely acts flexibly and convinc-
in working life langu- situations in interactive situations ingly in interactive situa-
age situations tions
participates in conversa- participates in the conversa- participates in the conversa-
tion making statements tion and directs the it to- tion in an active and con-
wards desired end result structive way
gives a short presentation creates contact with his/her maintains interaction while
listeners when speaking and speaking, knows how to
knows how to construct exemplify his/her presenta-
his/her speech in a way that tion and how to construct
it is easy to follow its contents logically
Key competences for lifelong learning: 2. Interaction and cooperation, 8. Communications

and media skills, 11. Active citizenship and different cultures.
guage, texts and interaction (ÄIS1), Structures and meanings of texts (ÄIS2) Means of
influence (ÄIS4) and one of the following Literary texts (ÄIS3), Text, style and context
(ÄIS5), Language, literature and identity (ÄIS6) or Oral communication (ÄIS7) com-
pensate for Mother tongue, Saami studies in core subjects.
5.1.1.4 Mother tongue, sign language
Objectives
Student
knows how to practise skills in future profession and other related skills in the
field
appreciates the sign language skills as a part of his/her identity
acts in sign language in interactive situations that require both spoken and
written language
knows how to communicate and interact in sign language in working life, as
an active citizen and a further education student
knows how to communicate in a way that makes social interaction, learning
and working life success possible.
207
Assessment

assessment
Satisfactory 1 Good 2 Excellent 3
Student
Knowledge of langu- understands the stature of compares the communica- knows the background of
age and culture sign language community tion used by signed and the sign language com-
in multilingual Finnish spoken language cultures munity and knows how
society to represent the minority
culture in the prevailing
multilingual culture
recognizes the core char- makes use of the character- strengthens and develops
acteristics of signed and istics of signed and spoken his/her own lingual identity
spoken language languages and the vocational field
signs
Knowledge of sign knows the core structure of lists basic features in his/her masters the basic structure
language linguistics the sign language mother tongue and analyses of sign language
his/her own language use in
relation to others
uses sign language diction- uses sign language diction- searches for diverse infor-
aries under instruction aries independently mation in sign language
dictionaries and textbooks
recognizes the different ponders the objective con- knows the linguistic charac-
forms of sign language tents of sign language texts teristics of sign language
(general and spoken lan-
guage situations)
208
Interaction and acting uses vocation related signs knows general set of signs knows vocation related sign
in working life langu- under instruction and vocation related sign set well and the linguistic
age situations set features related to profes-
sional identity
acts correctly in interactive participates in the conversa- uses sign language that is
situations tion and directs the it to- structurally fluent and rich
wards desired end result in expression
reads signed (videoed) texts explains professional things reads texts written in sign
in sign language in presen- language objectively and
tations and in instructions utilises the newly acquired
prepared for others information
produces and understands produces short presenta- maintains interaction while
sign language tions in sign language and speaking and produces pre-
uses sign language in con- sentations in sign language,
versations in which he/she makes use
gives a short presentation in acts in different environ- of the ways of expression
sign language ments with people, who and presentation ways used
use sign language and with in the sign language culture
those who can hear
Use of learning skills knows how to use a sign knows how and when to knows how to use a sign
and means of help language interpreter in one- use an interpreter language interpreter flu-
on-one conversations ently in various situations
uses the professional lit- uses information search interprets the information
erature and work manuals fluently and searches infor- gathered from different
with the help of sign lan- mation independently from points of view and forwards
guage under instruction different sources it using sign language
uses memory techniques uses different learning utilises different learning
in work assignments under strategies in sign language strategies in his/her sign
instruction studies language studies
masters the basics of com- produces simple presenta- uses communication tools
munication technology and tions with communication variedly when producing
information search skills tools presentations in sign lan-
guage
cooperation, 8. Communication and media skills.
guage, texts and interaction (ÄIV1), Structures and meanings of texts (ÄIV2). Texts and
influence (ÄIV4), and one of the following Devices and influence of literature (ÄIV3),
Text, style and context (ÄIV5), Language, literature and identity (ÄIV6) or Advanced
Oral communication (ÄIV7) compensate for Mother tongue, Sign language studies in
core subjects.
209
5.1.1.5 Mother tongue, one’s own mother tongue for foreign language users
Objectives
Student
reads, writes and expresses himself/herself in his/her mother tongue
understands the lingual roots and the development of his/her own identity
uses his/her own mother tongue and Finnish in different connections
acquires information in various ways from different sources and also forwards
it orally and in writing
knows how to communicate and to interact so that he/she can participate in
working life, be an active citizen and pursue further studies
knows how to act in a multicultural society and in professional situations appreci-
ating his/her own language and Finnish traditions.
Assessment

Student
Knowledge of langu- perceives the writing meth- reads and writes short texts reads variable texts in his/
age and culture ods of his/her own language in his/her own language her own language and
writes text for different
purposes
knows how to tell about pursues practical studies knows the structure and
main characteristics of his/ into the literature his/her grammar of his/her own
her language environment own language and cultural mother tongue
and culture circle
can name the cultural roots knows the cultural roots of achieves strong cultural
of his/her language his/her own language and identity and preserves cul-
its family of languages tural bindings in the envi-
ronment he/she has grown
up in
knows the ways of use of is interested in his/her
his/her mother tongue mother tongue and lan-
and its varieties in his/her guage background and is
region motivated to develop his/
her mother tongue skills
210
Acquiring information knows the most important acquires information in his/ acquires information in his/
and media skills communication channels of her own mother tongue her own mother tongue
his/her own language utilising different commu- utilising different com-
nication tools (for example munication tools and
dictionaries, data networks) compares different sources
objectively
Interaction and acting knows how to give a short knows how to commu- compiles different texts
in working life langu- presentation in his/her nicate coherently in his/ observing the communica-
age situations mother tongue her own mother tongue in tion traditions of his/her
professional matters own culture and uses oral
skills actively
knows the forms of oral compares the use of his/her compares the communica-
expressions in his/her own own language and Finnish tion of people who speak
and in Finnish culture the same language and
Finnish speaking people
expresses himself/herself uses the key terms of his/ knows how to act in an
orally in the most common her own vocational field similar profession in his/her
language situations in his/ and participates in con- own culture
her cultural circle versations in his/her own
language region
understands the meaning expands his/her vocational
of bilingualism to his/her vocabulary and develops
own work his/her vocational skills in
his/her own language if
needed
Key competences for lifelong learning: 2. Interaction and cooperation, 8. Communication

and media skills, 10. Technology and information technology, 11. Active citizenship
and different cultures
In validation of prior learning general upper secondary school courses One’s
own mother tongue and its use Language, texts and interaction (ÄIM1) and Culture
in the language area (ÄIM3), Communication and society (ÄIM4), World of informa-
tion (ÄIM6) compensate for Mother tongue, one’s own mother tongue for foreign lan-
guage students studies in core subjects.
211
5.1.1.6 Mother tongue, Finnish as a second language
Objectives
Student
possesses such communication and interactive skills that he/she has adequate
recourses for working life, active citizenship and further studies
understands the key contents of oral communication in Finnish, follows the
topic studied easily and is able to participate in the work
understands the key contents of written study material and is able to use it to
make progress his/her studies
gets inspiration and experiences when studying literature and different text
types in Finnish and if possible in his/her mother tongue
writes texts needed in the vocational field in addition to other texts
masters the key structures of Finnish language as well as professional glossary
and sayings in the field
knows how to act in his/her profession observing the main procedures of Finn-
ish working life and society
searches information from different sources, uses dictionaries and makes notes
independently and also uses material from literal and network sources to de-
velop his/her language skills and further his/her studies.

Assessment

Student
Acquiring information acquires information es- acquires information re- acquires information from
sential to his/her vocational lated to his/her vocational different sources, even diffi-
field from clear texts under field from different sources cult texts, and assesses their
instruction and uses reliable texts reliability
212
Comprehension of understands short practical understands professional also understands texts in-
texts texts, key words and impor- texts on his/her own field dependently on abstract
tant details and also texts, or on general topics and topics that can be related to
whose contents are profes- also texts that need little his/her own field of work
sionally relevant more inference, knows and occupational safety,
how to search and combine quickly perceives the con-
information from several tents and importance of the
different texts a few pages text and applies it to differ-
long ent assignments
Written communi- writes short structured text writes texts on familiar ab- writes fluent and detailed
cation on familiar topics in most stract as well as vocational texts also on abstract top-
common written commu- field related topics, uses ics and work assignments,
nication contexts and also vocabulary and sentence combines or summarises
possesses the vocabulary structures that are needed information from dif-
and structures needed to for variable writing and also ferent sources to his/her
create general and profes- writes understandable and text, commands a vast
sional texts practically flawless language vocabulary and demanding
sentence structures and has
the language skills to write
fluent structured text
Interaction and acting understands a speech on understands conversations understands concrete and
in working life langu- studying or his/her voca- that cover general topics abstract spoken language
age situations tional field and a conversa- and factual matters or are also when it is related to
tion containing general related to his/her vocational his/her vocational field,
vocabulary field and masters the vo- recognises different styles
cabulary of speech and knows how
to summarize key elements
and important details from
what he/she has heard
speaks about familiar things speaks about ordinary con- communicates clearly in
and manages unofficial crete topics and explains situations related to his/her
conversations and also matters related to his/her experience and vocational
communicates in different work and also communi- field as well as in most
vocational situations cates using an vast vocabu- practical and social situa-
lary , variable structures tions and formal conversa-
and complicated sentences tions, uses language struc-
tures and a fairly extensive
vocabulary
Knowledge of langu- knows about Finnish soci- understands the norms of applies the information on
age and culture ety and culture and under- Finnish society and the Finnish social norms and
stands the importance of procedures of working life working life procedures and
cross-cultural communica- and also takes into account also applies cross-cultural
tion the cross-cultural commu- communication and his/her
nication in his/her interac- own cultural skills
tion
213
Language studies knows different ways of applies different ways of applies different language
studying languages and the studying languages and uses studying strategies in his/
principles of using diction- dictionaries and other in- her studies and also uses
aries and other information formation sources to facili- dictionaries and other in-
sources tate understanding formation sources to com-
plete assignments
cooperation, 8. Communications and media skills, 11. Active citizenship and dif-
ferent cultures.
When defining the objectives of Finnish studies, the description scale of the
common European framework of reference for languages: learning, teaching and as-
sessment is 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. (Com-
mon European Framework of Reference for Languages: Learning, Teaching, As-
sessment. Published by arrangement with the Council of Europe 2001. European
framework. Common European Framework of Reference for Languages: Learning,
Teaching, Assessment. Translated info Finnish by Irma Huttunen and Hanna Jaak-
kola 2003.)
In validation of prior learning general upper secondary school courses Master-
ing the basics (S21), Putting language into action (S22), Advanced textual skills (S24)
and Getting to know Finnish culture (S25) compensate for Mother tongue, Finnish as
a second language in core subjects.
5.1.1.7 Mother tongue, Swedish as a second language
In education and training provided in Swedish the objectives and assessment criteria
for Mother tongue, Swedish as a second language are the same as when the studies are
in Finnish for Mother tongue, Finnish as a second language.
214
5.1.1.8 Mother tongue, Finnish or Swedish for sign language users
Objectives
Student
acquires and passes on information according to his/her individual starting
points and communicates in Finnish or Swedish in different situations
is able to consider the connection with working life requirements and the cul-
ture and history of the deaf in the texts used
produces texts needed in the vocational field
uses professional Finnish or Swedish and his/her other language skills when
interacting with those who can hear
compares the forms of expression and grammar between sign language and
spoken or written language
knows how to work actively in communities and vocational situations where
Finnish or Swedish is used.
Assessment

Student
Acquiring information acquires information in uses Finnish or Swedish in acquires information inde-
Finnish or Swedish under information gathering in pendently form written and
guidance his/her professional field digital sources and assesses
them objectively
Comprehension of understands the key con- understands the contents understands without dif-
text tents of a general or profes- and style of a general text ficulty both general and
sional text and compares literary, gen- professionally oriented
eral and colloquial texts written texts
215
Written communi- writes about general topics compiles short written ab- writes fluently understand-
cation and uses understandable stract from a general text able, articulate and precise
language general language and also
masters spelling and punc-
tuation rules
draws up appropriate job draws up appropriate job draws up appropriate job
applications under instruc- applications applications identifying the
tion and following an applicant’s skills
example
writes general language so makes an understandable conveys and explains writ-
he/she copes with familiar input in written communi- ten texts in sign language
communication situations cation comments on texts and
information sources objec-
tively
Interaction and acting reads professional, cultural reacts appropriately to dif- conveys orders and messag-
in working life langu- and private life text ex- ferent messages and asks es and is able to complete
age situations amples for more information when assignments in Finnish or
needed Swedish
acts cooperatively at work works cooperatively as a works in a team and com-
using helpful tools if member of a team and municates professionally
needed knows how to conveys and responsibly with people
messages who can hear as well as the
deaf
Media skills recognizes and observes the observes and assesses ob- uses glossaries and elec-
changing media environ- jectively the contents and tronic databases flexibly to
ment ways of expression used in understand text
the media
Knowing the gram- knows the key differences compares the typical spo- knows the principles and
mar features of sign of sign language and writ- ken language structures to form of spoken Finnish
language and spoken ten language those in sign language or Swedish and compares
language them to the ones in sign
language
cooperation, 8. Communication and media skills.
guage, texts and interaction (V21), Text structures and meanings (V22), Texts and mak-
ing an impact (V24) and one of the following: Means and interpretation of literature
(V23), Text, style and context (V25), Language, literature and identity (V26) or In-
depth course in oral communication compensate for Mother tongue, Finnish for sign
language users studies in core subjects.
216
5.1.1.9 Mother tongue, Romany
Objectives
Student
uses Romany language and cultural heritage as a tool for interaction and think-
ing in Romany community and in professional connections
acquires information from different Romany language sources
masters such communication and interaction skills that he/she can participate
in working life, act as an active citizen and apply for further studies
acts in different interactive situations in the vocational field in Romany
masters the spoken communication situations in the vocational field
masters the key structures of Romany as well as the professional vocabulary
and sayings in the field.
Assessment

Student
Knowledge of langu- knows the key features of knows the background understands for his/her
age and culture Romany culture and analy- and culture of the national own part the meaning of
ses his/her own language Romany language and also lingual identity and acts
use compared to others strengthens and develops according to the Romany
his/her own lingual identity culture
Acquiring information searches for information searches for many kinds masters the sources and
from clear Romany texts of information from clear materials that exist in Ro-
under guidance Romany texts many language and uses
them in his/her writing
Comprehension of understands the essence of understands the main idea understands both the
texts a Romany text and knows of a Romany factual text meaning and message of
how to combine its infor- and writes different kinds the text, draws conclusions
mation with his/her own of texts in Romany and assesses the content
experiences and knowledge and the way of expression
217
Interaction and acting participates understandably communicates in Romany communicates in Romany

in working life langu- in written and oral commu- orally and literally accord- in speech and in writing ac-
age situations nication at work ing to the situation cording to the situation and
develops his/her skills based
on feedback
reacts appropriately to dif- manages him-/herself natu-
ferent messages and asks rally in different situations
for more information when in Romany
needed
Knowledge of Roma- has a sufficient vocabulary is quite confident in his/her uses fluent Romany clause
ny linguistics on familiar things in Ro- use of language forms in and sentence structure.
many. both oral and written com-
munication.
cooperation, 11. Active citizenship and different cultures.
In validation of prior learning general upper secondary school courses Strength-
ening the linguistic foundation (ÄIR1) and Expanding language skills beyond family
and friends (ÄIR2), The Romany language and culture in modern society (ÄIR6) and
one of the following: Oral and written Romany traditions (ÄIR3), History and distri-
bution of the Romany language and culture (ÄIR4), Romany literature and other arts
(ÄIR5) or Romany discourse skills and culture compensate for Mother tongue, Romany
studies in core subjects.
5.1.2 Second national language
5.1.2.1 Second national language, Swedish, 1 credit
Objectives
Student
manages routine work assignments in the field and everyday situations in the second
national language
understands the significance of the both national languages and cultures in a
multi-cultural Finland.
218
Assessment

Student
Acquiring information knows the basic principles uses dictionaries and also uses dictionaries, electronic
of using dictionaries and other, for example electron- and other sources to ac-
other information sources ic information sources quire further information
from simple foreign lan-
guage instructions in his/
her own vocational field
Comprehension of understands the contents writes such short work writes short work related
text and written of short and simple written related texts as work and notes, instructions or order
communication messages related to his/her safety instructions follow- forms
own work and work safety, ing an example
using helpful tools
Interaction and acting tells about himself/herself manages routine day-to-day acts in common communi-
in working life langu- in few words or about conversation situations, if cation situations both face-
age situations familiar things in his/her the other person talks slow- to-face and on the phone
work ly and uses simple, basic and asks for elaboration or
vocabulary clarification if needed
Significance of langu- is aware of the significance understands the meaning of understands the position
age and culture of Swedish language and Swedish language and cul- of Swedish language and
culture ture when meeting people culture in multi-cultural
from the Nordic countries Finland
Language studies recognizes his/her own recognizes the strengths tries new strategies and
learning strategies. and weaknesses of his/her ways of learning.
own learning strategies.
ferent cultures.
Grade Good 2 equals listening and text comprehension language skill level
A1.3–A2.1 and speaking and writing skill level A1.3–A2.1on the description scale
of the common European framework of reference for languages: learning, teach-
ing and assessment (Common European Framework of Reference for Languages:
Learning, Teaching, Assessment. Published by arrangement with the Council of Eu-
rope 2001. European framework. Common European Framework of Reference for
Languages: Learning, Teaching, Assessment. Translated info Finnish by Irma Hut-
tunen and Hanna Jaakkola 2003.)
219
In validation of prior learning general upper secondary school courses Everyday

living in the Nordic countries (RUA1) or School and leisure (RUB1) compensate for
Second national language, Swedish studies in core subjects.
In accreditation of prior learning general upper secondary school courses Ev-
eryday life in the Nordic countries (RUA1) or School and free time (RUB1) compen-
sate for Second national language, Swedish studies in core subjects.
5.1.2.2 Second national language, Finnish, 2 credits
Objectives
The student possesses such communication and interaction skills that he/she can
manage work assignments in their vocational field in Finnish and understands the
significance of Finnish in his/her work and private life.
Assessment

Student
Acquiring information knows the basic principles uses professional dictionar- uses dictionaries, manu-
of using dictionaries and ies and Finnish language als, reference books and
other information sources databases Finnish websites to gather
information
Comprehension of understands the contents understands the contents of reads easily and under-
text and written of simple work or everyday work or everyday life re- stands various professional
communication life related instructions or lated instructions or notices texts and manuals in Finn-
notices in Finnish in Finnish ish and follows profession-
ally relevant events from
Finnish professional publi-
cations and social events in
Finnish media
writes short notices, fills writes notices, letters and fills in forms, writes orders,
in forms and writes short even longer reviews or min- letters and reports and also
reviews in Finnish using utes in Finnish, using tools answers to inquiries in writ-
tools if needed ing in Finnish
220
Interaction and acting understands simple, work understands clear instruc- understands various in-
in working life langu- or everyday life related tions and spoken language structions and profession-
age situations instructions and orders andin normal tempo at work or ally related conversation
is able to acceptably address
on the phone, knows how even when spoken in fast
a customer or co-worker to interact and understand tempo, interacts with Finn-
in Finnish and understand a customer or a co-worker ish speaking customers
questions made to him/her and also follows profes- naturally and understands
sional and social events in their ways and wishes
the media
attends to Finnish speak- attends to Finnish speak- discusses his/her work as-
ing customers satisfactorily, ing customers well, answers signments in Finnish with-
copes with everyday situa- questions and handles work out difficulty, knows how
tions and handles the most assignments on the phone to describe processes and
important work assign- and also participates in details and starts and carries
ments in Finnish routine Finnish language on conversations in Finn-
conversations at work ish using variable speaking
tempo
Significance of langu- understands the signifi- works well in a Finnish plays an active role in the
age and culture cance of mastering Finnish work community and Finnish work community
in everyday interaction as strives to improve his/her and shows interest in the
well as in the Finnish work professional language skills Finnish culture
community
Language studies recognizes his/her own recognizes the strengths tries new strategies and
learning strategy. and weaknesses of his/her ways of learning.
own learning strategy.
ferent cultures.
B1.2 and speaking and writing skill level B1.1 on the description scale of the com-
mon European framework of reference for languages: learning, teaching and as-
sessment (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 Jaak-
kola 2003.)
In validation of prior learning general upper secondary school courses Every-
day life 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 and
literature (FINA6) compensate for Second national language, Finnish studies in core
subjects.
221
5.1.3 Foreign language
5.1.3.1 Foreign language, A language, 2 credits
Objectives
Student
communicates and acts in interactive situations in a way that he/she can work
in his/her profession, contribute to working life, be an active citizen and pur-
sue further studies
possesses the language skills required in the vocational field
knows how to act in a multicultural and multilingual environment.
Assessment

Student
Acquiring information searches for information in searches for professionally searches for professionally
work related materials and relevant information using relevant information in
instructions under instruc- dictionaries and also other, various ways, applies his/
tion and using dictionaries for example electronic in- her knowledge and skills
formation sources and justifies his/her deci-
sions
Comprehension of understands short and understands written in- understands written in-
text and written simple written messages structions that are related structions that are related
communication that are related to his/her to his/her work, products to his/her work, products
vocational field and processes using tools, and processes and the feed-
asks detailed questions and back given
knows how to act according
to the answers given
writes simple and short writes simple and short writes usual personal mes-
work related texts under work related texts following sages and short texts and
instruction an example fills in simple work related
documents
222
Interaction and acting understands short and sim- understands the most understands the main idea
in working life langu- ple oral messages related to common oral instructions of ordinary speech in nor-
age situations his/her vocational field and related to his/her work, mal tempo and acts accord-
knows how to act according products and processes and ingly
to them knows how to act according
to them
tells briefly about himself/ tells about himself/herself tells in familiar situations
herself and about tasks in and his/her duties in a way about his/her workplace
his/her vocational field by that he/she is understood and duties and about re-
answering the questions and participates in the lated norms and customs,
asked in foreseeable and conversation if the partner finds out about the similar
familiar work situations talks slowly and uses simple things in other countries
structures and acquires further in-
structions on the duties if
needed
Knowledge of langu- is aware of the significance understands the signifi- applies his/her knowledge
age and culture of the language studied as cance of the language stud- and skills of the foreign
well as the culture it rep- ied as well as the culture it language and culture
resents represents
Language studies recognizes his/her own assesses the strengths and strengthens his/her learning
learning strategies weaknesses of his/her own by trying new strategies and
learning strategies ways of learning
ferent cultures.
A2.2 and speaking and writing skill level A2.1 on the description scale of the com-
kola 2003.)
In validation of prior learning general upper secondary school A Language
courses Young people and their world and Study and work compensate for Foreign
language, A language studies in core subjects.
223
5.1.3.2 Foreign language, B language, 2 credits
Objectives
Student
copes with everyday situations
knows how to act in foreseeable and recurring working life communication
situations using foreign language.
Assessment
ing the targets of assessment also constitute the core contents of the qualification
module.

Student
Acquiring information knows the principles of uses dictionaries and other uses dictionaries and other
using dictionaries and other information sources, also information sources, also
information sources electronic, to help him/her electronic, to help him/her
to understand produce texts
Understanding texts writes under guidance and writes texts that consist of writes, among other things,
and written commu- using helpful tools simple short and, using helpful texts that consist of short
nication texts, e. g. instructions, tools, simple sayings and and, using helpful tools,
adverts or lists from famil- sentences, such as instruc- simple sayings and sen-
iar topics tions, adverts or lists that tences, such as instructions,
are related to well known adverts or lists that are
topics related to familiar topics in
both private- and in work-
ing life
Interaction and can tell about himself/ asks simple questions and asks simple questions and
functioning in lan- herself and his/her work in answers accordingly when answers them when the dis-
guage situations in few words, e. g. recognizes the discussion is about im- cussion is about immediate,
working life tools, titles and assignments mediate, concrete environ- concrete environment and
ment and himself/herself, himself/herself, when the
when the conversation conversation partner talks
partner talks slowly and clearly and also asks for
clearly clarification – if needed
communicates orally e. g.
when introducing himself/
herself in everyday or work-
ing life familiar situations
224
Knowledge of langu- recognizes and differs new writes new signs and pro- advances the learning of the
age and culture sounds and signs duces new sounds new language by compar-
ing it to other languages
he/she already masters
Language studies recognizes his/her own evaluates the strengths and strengthens his/her learning
study strategies weaknesses of his/her own by trying out new strategies
study strategies and ways of learning
cooperation.
A1.1 and speaking and writing skill level A1.1 on the description scale of the com-
kola 2003.)
In validation of prior learning general upper secondary school B1 courses
Young people and their world and Study, work and society compensate for Foreign
language, B language studies in core subjects.
5.1.4 Mathematics, 3 credits
Objectives
Student
masters basic mathematics, percentage calculations and unit variations and
uses them, among other things, to define material needs and to make raw
material mixtures
counts areas and volumes and also applies geometry to the extent that is need-
ed in the plastic and rubber technology assignments
uses appropriate mathematical solutions to solve problems in the vocational
field
expresses dependencies of variables with mathematical expressions
creates and forms equations, expressions, charts and drawings needed for the
work in the vocational field and solves work-related mathematical assignments
using equations, deduction and graphs and assesses the correctness of his/her
results
uses a calculator, computer and other mathematical tools to help solve prob-
lems when needed.
225
Assessment

Student
Basic mathematical completes routine work- completes profession relat-
applies calculations that
calculations, percen- related calculations and ed calculations proficiently
are needed in his/her pro-
tage calculations and knows mathematical key and uses, to some extent,
fession and assesses the
unit variations as well concepts and ways of ex- mathematical concepts and
accuracy of the results and
as mathematical key pression ways of expression in his/
masters the mathematical
concepts and ways of her presentation concepts and ways of pre-
expression sentation that are needed in
hid/her profession
Mathematical solves basic, work-related solves profession related applies mathematical
procedures, problem mathematical problems, ei- problems using mathemati- procedures in solving and
solving and result ther by deduction, graphic cal procedures and assesses forming profession related
assessment expression or calculating the correctness of the re- problems and assesses the
and also knows how to as- sults reliability and precision of
sess the scale of the results the methods
Using a calculator uses a calculator and com- uses a calculator and com- uses a calculator and com-
and computer puter to help solve work- puter efficiently to help puter innovatively to help
related mathematical basic solve work-related math- solve profession related
assignments ematical problems mathematical problems
Processing, analyzing uses statistics, charts and uses statistics, charts and applies statistics, charts
and producing nume- graphical presentations as graphical presentations to and graphical presentations
ric data information sources solve profession related to solve profession related
problems problems and also presents
the mathematical results as
statistics, charts and graphic
presentations
calculates under instruction calculates essential statisti- calculates or defines statisti-
mathematical averages of cal key figures cal key figures on the mate-
material presented rial given
Key competences for lifelong learning: 1. Learning and problem solving, 9. Mathematics
and natural sciences.
In validation of prior learning general upper secondary school courses Ex-
pressions and equations (MAB1) and Geometry (MAB2) or Functions and equations
(MAA1) compensate for Mathematics studies in core subjects.
226
5.1.5 Physics and chemistry, 2 credits
Objectives
Student
applies the most common physical and chemical phenomena, concepts and
laws relevant in the vocational field
knows how to take into account the laws of nature in his/her work and other
activities and act observing them to save the environment and energy
addresses basic environmental problems from a scientific point of view
applies the basic laws and concepts of physics for the vocational field
masters key basic concepts and phenomena of mechanics, thermology and
electricity of the field so as to be able to operate the devices and systems needed
in his/her work safely and economically, and is able to work in an ergonomic
fashion
considers environmentally and professionally relevant central chemical phe-
nomena, which requires him/her to know the chemical properties of the most
common elements and inorganic and organic compounds
stores, uses correctly and disposes appropriately of the substances needed in
the field as well as calculates contents and concentrations
is able to interpret factors affecting health and safety from product markings as
well as to consider the special properties of substances in a way that does not
endanger his/her own safety or that of the environment
observes and measures professionally relevant physical and chemical phenom-
ena
gathers, processes and analyzes the observations and measurements made
Assessment
227

Student
Knowing the laws knows the laws of physics takes into account the laws knows how to apply the
of thermal physics, well enough to take into of physic in his/her work laws of physics in his/her
mechanics and account the relevant re- assignments work independently
electricity and taking lated phenomena but needs
them into considerati- guidance at times
on at work
Knowing chemical handles, stores and disposes handles, stores and disposes
handles, stores and disposes
substances and correctly of the chemicals correctly of the chemicals
correctly of the chemicals
compounds as well he/she uses at work and he/she uses at work andhe/she uses at work and
as their properties takes into account the takes into account the takes into account the
and taking them into properties and environmen- properties and environ-properties and environmen-
consideration at work tal risks of different sub- tal risks of different sub-
mental risks of different
stances but needs guidance stances in changing work
substances in familiar work
at times situations situations
interprets the most com- interprets the most com-
interprets independently
mon product markings but mon product markings different product markings
needs guidance at times in the field
calculates concentrations calculates concentrations calculates concentrations
and substance quantities and substance quantities as and substance quantities
under guidance as well as well as searches for infor- flexibly in different work
searches for information in mation in material safety situations using the infor-
chemical safety data sheets data sheets mation he/she has obtained
under instruction from different sources
Observation and carries out measurements carries out measurements uses the most suitable
measurement using the most common using the most common measurement methods and
methods and equipment in methods and equipment equipment professionally,
a guided work situation independently and knows takes measurements in an
how to assess the reliability organized and cautious way
of the results and knows how to assess
the precision and reliability
of the observations and
measurements
documents the measure- knows how to analyze the knows how to report and
ments and observations measurements and obser- present results as well as
made according to instruc- vations as well as to draw how to assess the precision
tions and presents them conclusions on the results and reliability of the results
as tables and graphs and and conclusions
calculates results if needed
but needs guidance in cer-
tain areas
Working safely and works according to safety works ergonomically and works ergonomically and
ergonomically instructions but needs observing safety instruc- observing safety instruc-
guidance for ergonomic tions tions and takes into ac-
working count the risk factors in
the working environment
independently
228
Key competences for lifelong learning: 1. Learning and problem solving, 4. Health, safety
and ability to function, 6. Sustainable development 9. Mathematics and natural sci-
ences, 10. Technology and information technology.
In validation of prior learning general upper secondary school courses Physics
as 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 credit
Objectives
Student
contributes to the management of common affairs at school and in the on-the-
job training place
assesses his/her abilities to be an active citizen and consumer
knows how to the use the services society offers
draws up a plan on how to take care of his/her own finances
assesses the significance of entrepreneurship to Finnish national economy
searches for information on workplaces in his/her vocational field as well as
information on the European Union and its citizens.
Assessment
229

Student
Participation at school participates in the manage- participates in the manage-
participates in the manage-
and in the on-the-job ment of common affairs ment of common affairs as
ment of common affairs
training organization under guidance agreed and knows the social
independently and knows
decision making process the social decision making
process
Assessing the oppor- assesses his/her abilities to assesses his/her opportuni- assesses his/her opportuni-
tunities to act act as a citizen and con- ties to function as a citizen ties to function as an active
sumer under guidance and consumer citizen and as a consumer
knows the rights, obliga- knows the rights, privileges, knows the rights, privileges
tions and ways to influence obligations and key ways to , obligations and key demo-
as a student influence as a student and cratic ways to influence as a
citizen student and citizen
searches for information on knows the basic rights and knows the basic rights and
the basic rights and respon- responsibilities of a con- responsibilities of a con-
sibilities of a consumer sumer sumer
Using the services of uses the services a student uses the services society uses the services society
society needs and understands the offers and understands the offers independently and
citizens’ role in financing citizens’ role in financing understands the citizens’
them them role in financing them
Taking care of one’s draws up a plan for his/her draws up a plan for his/her draws up a plan for his/her
own finances expenditure and finances expenditure and finances expenditure and finances
under guidance
searches for information on searches for information on searches for information
financing options and their financing options and their about financing sources and
costs under guidance costs compares their costs
Assessing the key assesses the key impact of assesses the impact of en- assesses the impact of en-
factors affecting entrepreneurship on em- trepreneurship and business trepreneurship and business
national economy ployment operations on employment operations on employment
independently
Searching for searches for information on searches for information on searches for information on
information vacancies in the vocational vacancies in the vocational vacancies in the vocational
vacancies in the field locally field regionally and nation- field regionally, nationally
vocational field ally and in other EU countries
and the Euro- searches for information on searches for information on searches for comparative
pean Union EU citizens under guidance the EU and its citizens information on the EU and
its citizens
Key competences for lifelong learning: 2. Interaction and cooperation, 5. Initiative and
entrepreneurship, 11. Active citizenship and different cultures.
In validation of prior learning general upper secondary school courses Politics
and society (YH1) and Economics (YH2) compensate for Social, business and labour-
market studies in core subjects.
230
5.1.7 Physical education, 1 credit
Objectives
Student
promotes a healthy and active lifestyle through physical education while un-
derstanding the benefits of physical education to one’s ability to function and
work
gets familiar with physical exercise that benefits health, mental vitality and
endurance variedly
keeps up his/her ability to function through exercise
exercises and acts responsibly both alone and in group
promotes the functioning and safety of the group with his/her actions.
Assessment

Student
Supporting and st- uses the basic skills needed uses the basic skills needed uses the basic skills needed
rengthening physical for physical exercise for physical exercise var- for physical exercise and
ability to function iedly sport specific skills variedly
keeps up his/her physical keeps up his/her physical monitors, assesses and
ability to function under ability to function keeps up his/her physical
guidance ability to function
Keeping up and understands the meaning of understands the meaning of understands the meaning of
promoting physical, exercise to physical, psycho- exercise to his/her physical, exercise to physical, psycho-
psychological and logical and social wellbeing psychological and social logical and social wellbeing
social wellbeing with under guidance wellbeing
the help of physical
exercise
Interaction and takes part in physical exer- takes an active part in phys- takes an active part in phys-
cooperation cise following the instruc- ical exercise observing the ical exercise promoting the
tions given and observes principles of fair play principles of fair play
the principles of fair play
Considering health, usually observes safety in acts safely when taking promotes group safety with
safety and ability to sports physical exercise both inde- his/her actions
function pendently and in a group
231
Key competences for lifelong learning: 2. Interaction and cooperation, 4. Health, safety and
ability to function.
In validation of prior learning general upper secondary school courses Skill
and condition (LI1) or Individual and group training (LI2) compensate for Physical
education studies in core subjects.
5.1.8 Health education, 1 credit
Objectives
Student
displays the aspiration and ability to maintain and promote health with his/
her actions and knowledge
understands in his/her own lifestyle and environment the factors that impact
physical, mental and social ability to function
knows the meaning of mental health, sexual health and human relations to
one’s wellbeing
knows the harms of smoking and intoxicants and knows how to prevent health
damaging factors
knows 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 in his/her actions
recognizes the basic factors that burden health and ability to work in the voca-
tional field and knows how to develop his/her working methods, the safety and
healthiness of his/her working environment in cooperation with others
knows how to prevent injuries typical of the vocational field when working,
copes with the most common first aid situations and how to get help as well as
how to act ergonomically
knows about the health differences of the population and the risk factors of the
most common national diseases and how to prevent them
recognizes the factors that influence his/her endurance and knows how to work
to promote it
knows how to use student and other healthcare services, engage in health en-
hancing physical activity and understands their significance to maintaining
his/her ability to function.
232
Assessment

Student
Maintaining and takes into account, under takes into account the most acts in a way that promotes
promoting physical, instruction, the most com- common lifestyles and his/her health, wellbeing
psychological and mon lifestyles and habits habits that benefit health, and endurance, prevents
social health and that benefit health (such as participates in activities factors that are harmful to
wellbeing physical exercise, nutrition, that promote them and his/ health and justifies his/her
rest, sleep, recreation, men- her own endurance actions with research data
tal health, human relations, and experience that link
sexual health) and is willing together lifestyle and health
to promote his/her own
health and endurance
Following the method follows the methods of op- takes into account the fac- considers factors that im-
of operation that eration of the organization tors that burden health and pact health and safety from
promote physical, that promote health and his/her ability to function different points of view and
psychological and security but needs guidance and wants to promote promotes the wellbeing of
social health and in new situations healthiness and safety in the community with his/
safety of the opera- his/her actions and the her own actions
ting environment operating environment
Making use of health plans and engages in health engages in health promot- makes use of the possi-
enhancing physical promoting exercise under ing exercise following a bilities of health enhancing
activity and health guidance and knows how programme made and uses physical activity indepen-
care services to search for help from healthcare services when dently to help keep up
healthcare services when necessary his/her ability to function
necessary and knows how to use the
health care services accord-
ingly
Prevention of injuries, recognizes possible injury prevents injuries with his/ acts carefully and prevents
first aid and ergono- risks, knows how to get and her actions, knows how to injuries, knows how to get
mic activity give first aid in most com- get and give first aid and and give first aid and also
mon situations requiring also follows ergonomic follows ergonomic pro-
first aid and also follows procedures cedures and saving him-/
ergonomic procedures in herself
familiar situations
233
Possessing the knows about the most com- makes use of knowledge utilises information that
knowledge base of mon health hazards (such base that promotes health promotes health and ability
factors promoting as smoking and substance and ability to function in to function in his/her activ-
physical, psycho- abuse) and also about the his/her activities, knows ities variedly and searches
logical and social most common factors that the factors harmful to one’s for information on possible
health and ability to burden health and condi- health as well as health occupational health issues
function and factors tion and about national hazards due to unhealthy independently
preventing national diseases but needs guidance lifestyle and is aware of pos-
diseases and harming to search for information sible occupational health
health as well as the on health promotion issues
adverse effects of the
profession
cooperation, 3. Vocational ethics, 4. Health, safety and ability to function, 6. Sus-
tainable development, 8. Communications and media skills, 10. Technology and
information technology
In validation of prior learning general upper secondary school courses Founda-
tions of health (TE1) compensates for Health education studies in core subjects.
5.1.9 Arts and culture, 1 credit
Objectives
Studen
understands the meaning of arts and culture in his/her own life and uses their
various forms in a multi-cultural community
participates in art and culture events, develops culture in the school commu-
nity and maintains its aesthetic looks
expresses ideas, experiences and feelings e. g. through music, dance, theatre,
literature or visual arts and appreciates the ways of expression and visions of
others
observes the principles of sustainable development in his/her choice of materi-
als and in work.
234
Assessment

Student
Making use of arts participates in art and cul- fosters the culture of the renews the culture of the
and culture ture events school community by school community by de-
maintaining its aesthetic veloping its aesthetic looks
looks
Creating a production plans and creates a prod- plans and creates a prod- plans and creates a product,
uct that displays his/her uct that displays his/her production or performance
thoughts, experiences and thoughts, experiences and that portrays and displays
emotions under guidance, emotions in a way that best his/her thoughts, experi-
in the way that best suits suits him/her ences and emotions in a
him/her way that best suits him/her
takes into account, accord- acts in a way that conserves chooses the materials for
ing to the instructions sav- nature and saves energy his/her work in a way that
ing energy and conserving when using materials and it conserves nature and
nature in use of material working saves energy
and in his/her work
Appreciation of the tells about the cultural gives constructive feedback develops his/her own ex-
expression and views characteristics that he/she on the expression and views pression by appreciating the
of the others has recognized in the ex- of the others views of the others
pressions of the others
Key competences for lifelong learning: 2. Interaction and cooperation, 6. Sustainable devel-
opment, 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 in
core subjects.
235
5.2 Optional modules
5.2.1 Optional additional modules to compulsory core subjects
Core subjects listed in Section 5.1 can be chosen as Optional additional modules
to core subjects. The education provider defines their objectives, basic contents and
assessment.
5.2.2 Environmental studies, 4 credits
Objectives
Student
observes ways of working and acting that comply with the principles of sus-
tainable development in a way they help him/her achieve and complement
vocational skills
works in an energy saving way
prevents waste and sorts waste appropriately and also knows the lifespan of
vocationally relevant products
works in a way that minimizes environmental risks and preserves cultural heri-
tage.
Assessment
236
Student
Knowing the most knows the basic principles knows the challenges of knows the basics of circula-
important global, of sustainable development sustainable development tion of matter and flow of
regional and local en- in his/her work and how he/she can try to energy on the earth
vironmental problems observe the principles of knows challenges of sus-
and their proposed sustainable development at tainable development and
solutions as well as work suggested solutions as well
how to act according as how to act according to
to the principles of the principles of sustain-
sustainable develop- able development in his/
ment and responsible her work
activity
Knowledge of vo- knows how to prevent knows how to prevent knows how to prevent
cationally essential waste and how to sort waste waste and sorts waste ac- waste when designing and
waste management under guidance in ordinary cording to instructions acquiring products and
and prevention of duties packaging and sorts waste
waste independently
Preservation of cultu- recognizes the basics and knows how to preserve is active in the preservation
ral heritage in a way significance of cultural heri- cultural heritage in his/her of the cultural heritage in
that complements tage under instruction profession his immediate environment
vocational skills and promotes it in his/her
profession
Choosing eco-efficient chooses tools and materials chooses tools and methods chooses tools and methods
working methods that promote eco-efficiency that promote eco-efficiency that promote eco-efficiency
and materials as under instruction and also recognizes their
well as recognizing impact on the lifespan
the life span of the
key products from
the point of view of
vocational skills
Observing environ- work under instruction works according to the acts according to the envi-
mental legislation observing the essential en- environmental regulations ronmental regulations and
and acting according vironmental regulations in foresees future changes
to environmental the profession
quality systems work under instruction works according to the en- participates actively in the
observing environmental vironmental quality systems drawing up and/or develop-
quality system in his/her profession ment of the environmental
quality system at the work-
place
Obtaining and using searches under instruction sorts, compares and analy- sorts , compares and analy-
information sources for environmental informa- ses gathered environmental ses gathered environmental
essential from the tion from different sources information and modifies it information, modifies it
point of view of and modifies it to suit voca- to suit vocational needs independently and applies
acquiring vocational tional needs it in his/her work
skills
237
Key competences for lifelong learning: 1. Learning and problem solving, 3. Vocational eth-
ics, 6. Sustainable development, 8. Communications and media skills, 10. Technol-
ogy and information technology
In validation of prior learning general upper secondary school course Envi-
ronmental ecology (B13), compensates for 1 credit of Environmental studies in core
subjects.
5.2.3 Information and communications technology, 4 credits
Objectives
Student
uses IT tools and systems needed in work assignments to gather, process, mod-
ify, save and present data
adopts and applies new IT peripherals, processes and programs (if needed us-
ing helpdesk)
works using efficient methods and procedures, such as touch typing and dif-
ferent mouse techniques
uses operating systems software and makes use of applications software, such as
word processing, spreadsheet, email, presentation graphics and calendar soft-
ware to produce, edit and present information needed in work assignments
manages the files produced by the applications software used in work assign-
ments and searches for information needed at work using different search en-
gines and applications
uses the needed network communications methods and applications to send
and share information in work assignments
observes copyright, information security and confidentiality instructions and
regulations
uses ergonomically correct working postures.
Assessment
238
Student
Acquiring and proces- searches, saves and copies knows how to use profes- takes into account the tech-
sing information files needed for work as- sionally relevant files and nical limitations and possi-
signments and also searches web search engines appro- bilities in file management
for information needed priately and efficiently applies professionally rel-
for work assignments from evant web search engines
online services case-by-case and situation-
by-situation and uses them
actively and also assesses
the reliability and suit-
ability of the information
gathered
Information proces- uses application software in uses application software uses application software
sing and editing his/her work assignments, efficiently to produce and variedly to produce and
such as word processing, edit work related data edit information according
spreadsheet, email, presen- to different working situa-
tation graphics and calen- tions and circumstances
dar software
Sending and sharing uses web communications uses different web com- applies the alternatives of-
of information methods in work assign- munications methods ef- fered web communications
ments ficiently to send and share to the different work re-
work related information lated situations and needs,
as well as takes into account
the responsibility and safety
aspects concerned
Observing copyrights, acts according to copyright, uses ergonomically recom- foresees and considers in-
information security, information and data se- mended ways of working formation and data security
confidentiality and curity and ergonomics in- risks and develops his/her
ergonomics structions and regulations working environment and
methods with information
and data security and ergo-
nomics objectives in mind
cooperation, 8. Communications and media skills, 9. Mathematics and natural sci-
ences, 10. Technology and information technology
The qualification requirements for general upper secondary schools do not
include a course that would compensate for the Information and communications
technology studies in vocational upper secondary education.
239
5.2.4 Ethics, 4 credits
Objectives
Student
ponders the meaning of values, norms and views in his/her life, personal rela-
tionships and in work
justifies his/her choices and is able to assess their impact on human dignity,
justice and sustainable development
shows honesty and responsibility in his/her actions, respects other people and
also shows good manners in his/her work and human relationships
ponders ethical questions and problems that relate to his/her own life, relation-
ships, society, environment and working life
knows how to solve both alone and with other people working life related
value and norm contradictions in his/her own vocational field in an ethically
acceptable way
acts ethically in different contradiction and crisis situations
has the readiness to participate in the development of value basis and ethic
principles in his/her own vocational field
gathers information on the vocation ethic value basis of his/her own and other
vocational fields and understands and uses it as a vocational resource at work
observes and recognizes ethic problems in his/her vocational field, processes
them and presents justified views on them.
Assessment
240
Student
Pondering ethical discusses values related to discusses ethical, world ponders the significance of
questions his/her own life and rela- view questions as well as values, norms and differ-
tionships under instruction questions and values related ent world views in his/her
and talks about ethical and to his/her own life and hu- own life, in relationships
world view questions man relations between other people and
in working life and society
as a whole
Ethical actions observes good manners and acts responsibly and ethi- acts independently, respon-
responsibilities at work and cally at work and in work- sibly and ethically in work
in its problem situations ing life contradiction and and working life contradic-
but need support and in- crisis situations tion and crisis situations
struction in new situations and knows how to justify
his/her actions
Acquiring information searches for information searches for information actively acquires informa-
and using ethic on ethical questions in his/ on vocationally ethical tion on vocationally ethical
knowledge base at her vocational field un- knowledge base of his/her knowledge base of his/her
work der instruction and uses own and other fields and own and other fields and
knowledge base in familiar uses it in his/her own life uses it as a professional
situations and work resource
justifies his/her choices and
wants to participate in the
development of the ethical
principles and value basis
his/her own field
Processing value and knows how to detect ethical recognizes ethical problem recognizes independently
norm contradictions problem situations in his/ situations in his/her profes- the ethical problem situa-
at work her profession and solves sion and searches for solutions in working life and
work related value and tions to these problems to- in his/her own vocational
norm contradictions ethi- gether with others and also field, knows how to solve
cally together with mem- assesses the impact of the them ethically and assess
bers of the community solution from the point-of- their impact on the basis of
view of the key parties human dignity, justice and
sustainable development
Key competences for lifelong learning: 1. Learning and problem solving, 3. Vocational eth-
ics, 6. Sustainable development, 8. Communications and media skills, 10. Technol-
ogy and information technology
In validation of prior learning general upper secondary school courses Intro-
duction into philosophical thinking (FI1) and one of the following entities a) Nature
and significance of religion (UE1), The church, culture and society (UE2) and Human
life 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 Indi-
vidual and community (ET3) compensate for Ethics studies in core subjects.
241
5.2.5 Cultural knowledge, 4 credits
Objectives
Student
gets along with people representing different cultures
knows how to greet and receive visitors and talk to them
is able to observe the limits of appropriateness in his/her activities, the differ-
ent roles of men and women, the instructions on dressing and behaviour as
well as the unwritten rules and procedures
recognizes cultural differences in workplace behaviour, hierarchy and in work
related public relations and behaves accordingly in normal work situations,
especially in customer service
describes his/her country’s common cultural features to representatives of other
cultures: such as essential history, sights, arts, sports achievements and enter-
tainment and also his/her craftsmanship, working methods and innovations
ponders the interpretations of historical events in different countries and scales
the meaningful events and eras of his/her native region and home country
against the history of the neighbouring countries and the world
compares the key cultural flows and icons in his/her country and Europe
recognizes his/her special features in other countries in his/her vocational
field.
Assessment
242
Student
Taking into account recognises general features recognizes cultural dif- takes into account the
the most common of other cultures ferences in other people’s cultural background of the
cultural features activities people he/she meets
Behaviour and dress recognises cultural differ- works together with other meets foreign co-workers,
code in different situ- ences in people’s day-to-day people despite cultural dif- clients and visitors without
ations and meeting activities in Finland and ferences cultural conflicts
different people elsewhere
Taking into account recognizes the features of compares the features of takes into account the fea-
the special features in services and products in his/her culture to those in tures of other cultures in
one’s vocational field his/her field in different other cultures his/her actions
countries
Behaving according recognizes the key factors in tells foreign visitors essen-
develops his/her own or-
to organisation his/her work tial things about Finland
ganisation based on the
environment and and his/her work experiences he/she received
duties from others
Taking essential searches for information on takes others into account takes others into account
cultural history and the backgrounds of immi- while working despite their while planning his/her
present situation of grants and other minority ethnic background, lan- work and working despite
the immigrants and cultures guage, disability or age their ethnic background,
other minority cultu- language, disability or age
res into account
Making use of langu- uses the language skills ac- uses the language skills works in international con-
age skills and cultural quired in familiar situations acquired in international nections using his/her lan-
knowledge interaction situations guage skills
Key competences for lifelong learning: 2. Interaction and cooperation, 8. Communications

and media skills, 11. Active citizenship and different cultures.
include a course that would compensate for the Cultural knowledge studies in voca-
tional upper secondary education.
243
5.2.6 Psychology, 4 credits
Objectives
Student
observes and understands widely man and the factors affecting his activities
recognizes, acknowledges and processes psychic phenomena with the help of
psychological knowledge and concepts
applies psychological knowledge to working in his/her vocational field
applies the psychology of learning to his/her own studies
knows how to observe and think critically
knows how to observe the impact of feelings in different interaction and group
situations
explains his/her behaviour and that of others using psychological and social
psychological knowledge
knows how to act in a way that promotes his/her psychological welbeing and
coping with duties in the vocational field
performs well in work related customer service and group work situations.
Assessment

Student
Knowledge of psycho- knows the common con- uses psychological infor- is able to apply his/her
logical concepts cepts of psychology and un- mation to explain human knowledge of cognitive
and explaining and derstands their connection behaviour in common psychology and personal-
understanding human to human behaviour everyday and working life ity psychology to common
behaviour situations working life situations
and is able to explain his/
her behaviour and the be-
haviour of others through
them
244
Knowledge of the knows the psychological, understands the inter-rela- understands the possible
development of biological and social fac- tions of the factors forming problems of psychological
human psyche tors that form the basis forthe foundations for psy- development and under-
individual psychological chological development in stands the development can
development different phases of life and be influenced
at different ages
Learning and self- knows key factors that af- assesses his/her own learn- understands the learning
awareness fect the learning situation ing, under instruction process through psychologi-
relying on psychological cal knowledge and applies
knowledge it in his/her studies
Understanding the takes the significance of works with different people applies basic psychologi-
effect of motivation,motivation, feelings and in his/her work and study cal knowledge of human
feelings and com- commitment into account community and under- thinking, observation,
mitment on his/her in his/her own performance stands the significance of personality features, feel-
work performance motivation and commit- ings and other mechanisms
and that of others ment on performance regulating behaviour
understands the impacts of uses psychological knowl-
committing to work and edge to improve his/her
indentifying oneself with self-knowledge and self-
the group on work perfor- image
mances and coping at work acknowledges his/her own
feelings and those of oth-
ers and also controls his/
her feelings and attitude in
working life accordingly
Maintaining psycho- promotes his/her psycho- knows how to maintain acknowledges the psycho-
logical capability to logical capability to work psychological well-being logical factors that affect
work and functioning and function under instruc- and contributes to the well- his/her own endurance and
tion being of the workplace stress management and also
knows how to influence
them in a way that pro-
motes his/her endurance
understands the complexity knows how to get help in
of defining mental health his/her own mental health
questions or those of per-
sons in his/her immediate
family
Acting in human applies the most essential knows the significance of works cooperatively in
relationship and psychological knowledge social interaction and cul- different roles and un-
interactive situations when acting in common ture in psychological hu- derstands the meaning of
in the workplace workplace customer service man behaviour and recog- leadership
and interactive situations nizes different methods of
leadership and their influ-
ence on the work culture
Knowledge of the knows the key concepts of understands the effect of understands the behaviour
social aspect of social psychology the roles, norms and group of people from different
socio- psychological dynamics in different social social and cultural back-
information groups grounds through social
psychology
245
cooperation, 3. Health, safety and ability to function.
In validation of prior learning general upper secondary school courses Men-
tal activity, learning and interaction (PS1) compensates for one credit of Psychology
studies in core subjects. If the student has also completed Human psychological de-
velopment (PS2), Motivation, emotions and higher-level cognitive activity (PS4) and
Personality and mental health (PS5), they compensate for Psychology studies in core
subjects.
5.2.7 Entrepreneurship, 4 credits
Objectives
Student
develops business idea or productises his/her own knowhow into entrepre-
neurship
assesses the development needs based on changes in operating environment,
customers needs, competition, working environment and his/her own exper-
tise
follows the principles of profitable business operations in his/her entrepreneur-
ship and also takes into account the cost structure of the operation and the
impact his/her own work input has on profitability.
Assessment
246
Student
Developing a busi- develops a business idea develops a business idea develops a business idea
ness idea or producti- as a member of a group or as a member of a group or independently or produc-
sing one’s own skills productises his/her own productises his/her own tises his/her own expertise
expertise under instruction expertise making use of the expertise
in the working community
defines procedures, central finds out about operational finds out about the op-
services or products related or business ideas related to erational or business ideas
to his/her business opera- his/her business operations of different companies or
tions under instruction and key services and prod- organisations and key ser-
ucts working in a group vices and products related
to business activities
acquires under instruction acquires information on acquires independently
information on product or product or service devel- information on product or
service development needs opment needs based on service development needs
based on e.g. changes in e.g. changes in operating based on e.g. changes in
operating environment, environment, customer operating environment,
customer needs, competi- needs, competition or com- customer needs, competi-
tion or company expertise pany expertise working in tion or company expertise
a group
surveys different alternative surveys different alternative surveys different alternative
solutions under instruction solutions solutions independently
compares different options in his/her work compares in his/her work compares
under instruction options and sets quality and options and sets quality and
cost objectives that take cost objectives that take
sustainable development sustainable development
into account into account
presents the alternatives to presents the alternatives he/
e. g. an expert, the foreman she considers the best e. g.
or clients to an expert, the foreman
or clients and negotiates on
them
Planning business chooses the alternative to chooses the option that is chooses or agrees on the
activities be carried out under in- to be executed cooperative- viable alternative and draws
struction and draws up an ly and derives an operation up an operation plan for it
operation plan for it that plan for it that contains the that contains the key infor-
contains the key informa- basic information about the mation on execution
tion on execution execution
talks about the plan and presents the plan and presents the plan and de-
makes the changes agreed changes it based on feed- velops it based on feedback
on back received received
247
Executing develop- executes the operation plan executes the operation plan executes independently the
ment projects or drawn up under instruction drawn up operation plan drawn up
business activities adopts usual working meth- adopts usual working uses work methods, tools
ods, tools and materials methods, tools and materi- and materials required for
required for the operation als required for the opera- the operation plan in inter-
plan under instruction us- tion plan using information action with his/her working
ing information technology technology community using informa-
tion technology
works with experts under works with experts in dif- uses expert networks in dif-
instruction in different ferent stages of the activities ferent stages of the activities
stages of the activities
works in the enterprise ob- works in the corporation works in the corporation
serving safety instructions observing safety instruc- observing safety instruc-
and agreed principles of tions and agreed principles tions and especially the
sustainable development of sustainable development principles of quality and
sustainable development
Assessment of the assesses the progress of assesses the progress of his/ assesses the progress of his/
execution of one’s his/her own activities and her own activities and busi- her own activities and busi-
own activities, business operations under ness operations ness operations against the
projects or business instruction objectives set
operations makes the changes agreed agrees on possible changes makes justified change or
on improvement suggestions
and agrees on their execu-
tion
Presenting of a de- presents the execution presents the execution presents his/her whole
velopment project or phase and its results under phase and its results development project or
business operations instruction business operations and its
results in a way that fits the
nature of the project
Success and overall works under instruction in works or runs his/her busi- works, acts in a working
profitability of his/her work or business ness operations observing community or runs his/her
activities activities observing profit- profitability business operations observ-
ability ing profitability
calculates the share of the calculates the costs of the works cost-efficiently while
cost accumulated by his/her activities and the share ac- considering time and other
own work input cumulated by his/her own available resources and also
work input calculates the costs of the
operation and the share ac-
cumulated by his/her own
work input
cooperation, 5. Initiative and entrepreneurship, 6. Sustainable development, 10.
Technology and information technology
include a course that would compensate for Entrepreneurship studies in vocational
upper secondary education.
248
6 FREE CHOICE MODULES IN CURRICULUM-BASED
VOCATIONAL EDUCATION AND TRAINING, 10 CREDITS
A student is to include 10 credits of free choice modules into his/her studies, the
objectives and assessment of which are to be included in the student’s personal study
plan.
Free choice modules can be vocational studies in one’s own or other vocational
fields, or core subjects, general upper secondary studies or studies preparing for the
matriculation examination or further studies, working experience or guided hob-
bies, which support the general and vocational training objectives and the growth
of the student’s personality.
249
7 STUDENT ASSESSMENT IN CURRICULUM-BASED
VOCATIONAL UPPER SECONDARY EDUCATION AND
TRAINING
7.1 Tasks and objectives of assessment
In addition to what the Act on Changing the Act on Vocational Education and
Training (Act 601/2005, section 25) stipulates, assessment is used to guide, moti-
vate and encourage a student to reach the objectives and support him/her to develop
a positive self-image and grow as a professional. In addition to guiding and support-
ing, the student assessment is to produce information on students’ competence for
the student him-/herself, the teacher and employer as well as for possible applying
for further studies.
7.2 Informing about assessment
The implementation of student assessment forms an entity, in which the education

provider must include in its curriculum a plan on how to assess the various qualifi-
cation modules. It includes a plan on the implementation and assessment of skills
demonstrations 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 assess-
ment process must be informed of the assessment principles and how they are to
be applied (Decree 603/2005, section 3). The matters to be informed are at least
the tasks and objectives of assessment, recognition and validation of prior learn-
ing, assessment of learning and competence including on-the-job learning and skills
demonstrations, targets and criteria of assessment, deciding on the grade, reassess-
ment process and improving the grades, rectification of assessment and receiving a
qualification certificate.
250
7.3 Recognition and validation of a student’s prior learning
The education provider is to inform the student of what kind of material and docu-
ments must be presented for the recognition of prior learning and when the student
must apply for recognition of prior learning (Decree 603/2005, section 3).
Recognition of prior learning
In addition to what the Government Decree on amending the Decree on Vocational

Education and Training (Decree 603/ 2005, section 10 (1) stipulates, a student’s
competence must be assessed as early as at the beginning of the studies. The stu-
dent’s competence and its level must be investigated for the identification of his/her
strengths and for the recognition of prior learning. Recognition of prior learning
forms the basis when setting his/her personal objectives, but also to be able to deter-
mine the amount of guidance and support needed.
Recognition of prior learning calls for an assessment discussion in which the
student and teacher or teachers participate. To promote recognition of prior learn-
ing different facilitating assessment methods must be developed.
Validation of prior learning
In addition to what the Act on Amending the Act on Vocational Education and
Training and the Decree on Amending the Decree on Vocational Education and
Training stipulate (Act 601/2005, section 30, Decree 603/ 2005, section 12 a), rec-
ognition on prior learning is to prevent overlapping studies and shorten the study
time.
If the recognition process shows that the objectives set for the module in ques-
tion, or part thereof, have been reached, such prior learning is validated. Validation
of prior learning is recorded in the student’s personal study plan. More detailed
information on personal study plan in Chapter 8.1.
Validation of prior learning is part of student assessment and it is subject to
the same statutes as other forms of assessment (Act 601/2005, sections 25, 25a and
25c). Studies in the qualification to be completed can be substituted or accredited
by validation of prior learning. The modules substituted by the validation of prior
learning are marked in the qualification certificate (Chapter 7.9). The teacher or
teachers in charge of the studies in question decide on the validation of prior learn-
ing. No general time limit can be set before which the acquired competence could
not be validated, but the validity of the competence can be checked. If necessary the
251
7 Student Assessment in curriculum-based vocational upper secondary education and training
student must demonstrate the correspondence of his/her competence with the skills
requirements and objectives of the qualification concerned.
The studies assessed in another qualification certificate or general upper sec-
ondary school certificate compensate for corresponding core subjects as well as free
choice modules and the optional modules included in vocational modules, a total
of 40 credits at most. Recognition of individual general upper secondary school
courses into core subjects is regulated in Chapter 5.
If there is no grade for the competence that covers a complete module and has
been achieved through earlier studies or in another way, such competence must be
demonstrated to receive a grade for the qualification certificate. Skills demonstra-
tions are used to show evidence of competence in vocational qualification modules.
In further and specialist vocational qualifications the grade “approved” awarded by
the qualification committee is marked in the qualification certificate for the recog-
nised module.
The grades of qualification modules which are substituted through recognition
and validation can be raised during training. After the training is completed such
improvement of grades is done as a private student.
Corversion of grades
The grade scale is valid in a way that is stipulated in the Decree on Amending
the 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 in-
stitute to another, the institute performing the recognition must convert the grades
and determine their correspondence in the student’s favour. The grades are to be
converted as follows:
GRADE SCALE
1–3 1–5 5–10
excellent 10
excellent 3 excellent 5
excellent 9
good 4 good 8
good 2
good 3 satisfactory 7
satisfactory 2 fair 6
satisfactory 1
satisfactory 1 pass 5
252
7.4 Assessment of learning and competence
Student assessment is criteria based, which is to say that a student’s learning and
competence is always compared to either the skills requirements of vocational quali-
fication modules or the objectives of core subjects as well as the assessment criteria
based on them.
A student has the right to learn before the competence described in the skills
requirements and the learning objectives are assessed to obtain a grade in the quali-
fication certificate.
Assessment of learning
The objective of assessment of learning is that the student knows what he/she knows
and what there is still to learn. When performing assessment of learning, the teacher
and workplace instructor must use methods that motivate and activate the student.
They are used to support and motivate the student to reach the skills requirements
or objectives as well as to develop his/her self-assessment skills. The student assesses
his/her learning based on the skills requirements, objectives and assessment criteria
of the module.
Learning is assessed during the whole training period or duration of studies
by giving the student oral or written feedback on the progress of learning. Numeri-
cal assessment is not needed when assessing learning. Feedback is used to support
and guide the student to achieve the best possible performance by bringing out the
student’s strengths. Assessment of learning is used as a basis to make the necessary
changes in the student’s tuition and learning support. The changes are recorded in
the personal study plan.
Assessment of competence
The student receives the grades shown in the qualification certificate based on as-
sessment of competence using the assessment scale prescribed in the valid Decree on
Vocational Education and Training.
When competence is being assessed, the assessment methods are chosen so
that they measure reaching the skills requirements and objectives set, suit the study
methods used and support the student’s learning process. The students must have
an opportunity to show his/her competence in various ways and also assess his/her
competence him-/herself.
253
Skills in vocational modules are assessed using a skills demonstration and other
ways of assessing competence. A skills demonstration is used to assess the compe-
tence determined in vocational skills requirements as widely as possible but at least
what the qualification requirements state. If necessary, other forms of competence
assessment supplements the competence necessitated by skills requirements. The
education provider decides on the other methods to assess competence in its assess-
ment implementation plan.
Skills demonstrations
Training and Decree on Amending the Decree on Vocational Education and Train-
ing (Act 601/2005, sections 25, 25a and 25b, Decree 603/2005, section 5) stipulate
on skills demonstrations, local board for vocational skills demonstrations, assess-
ment and assessors, quality of skills demonstration venues and occupational safety,
the skills demonstrations are planned, implemented and assessed in cooperation
between the institute and the workplace based on the qualification requirements.
In a skills demonstration the skills requirements of vocational qualification
modules are demonstrated as stated in Chapter 4. A skills demonstration is given
in all the vocational qualification modules, optional modules included, if they are
vocational modules. In core subjects and free choice modules skills demonstrations
are not arranged. However, the education provider can decide that a skills demon-
stration is arranged in free choice modules if they are vocational modules.
A grade for a skills demonstration is given for all the vocational modules. A
skills demonstration can be given in one or more modules at a time. If competence
in more than one module is assessed in one and the same skills demonstration, a
separate grade must be given for each module as per target of assessment set. If a
skills demonstration for a qualification module is given in more than one parts, a
grade is given for each part as per target of assessment, but an overall grade is not
formed until all the parts have been completed.
Skills demonstrations are placed along the duration of the studies. The student
must have an opportunity to acquire the competence to be assessed in the skills
demonstration before the demonstration is arranged and improve his/her perfor-
mance based on the feedback received on the demonstrations. The principles of
coordinating on-the-job learning and skills demonstrations are listed in the skills
demonstration implementation and assessment plan, which the local board for vo-
cational skills demonstrations approves.
254
A student is also allowed to give skills demonstrations abroad, which must be
agreed on in advance.
The education provider ensures that the student receives sufficient support
and guidance to give a skills demonstration. Support and guidance are given before
skills demonstrations, during them as well as in the form of constructive feedback
after them.
Targets and criteria of assessment
The targets of assessment (what is assessed) and assessment criteria (level of com-
petence) 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
mastering the key competences for lifelong learning.
Key competences for lifelong learning are learning and problem solving, interaction
and cooperation, vocational ethics, health, safety and ability to function, initia-
tive and entrepreneurship, sustainable development, aesthetics, communication and
media skills, mathematics and natural sciences, technology and information tech-
nology, active citizenship and different cultures.
In the targets of assessment Key competences for lifelong learning, the follow-
ing four key competences are assessed: learning and problem solving, interaction
and cooperation, vocational ethics together with health, safety and ability to func-
tion. Other key competences are assessed in connection with the work process, work
methods, equipment and material or underpinning knowledge.
Education provider draws up the assessment criteria based on the general as-
sessment criteria given in Chapter 9.3 for the optional modules for which they have
not been prescribed in the qualification requirements.
7.5 Deciding on the grade
Training and Decree on Amending the Decree on Vocational Education and Train-
ing stipulate (Act 601/2005, section 25 b, Decree 603/2005, section 11, Decree
488/2008, sections 10 and 13) stipulate, grades must be given on all the modules
255
in compliance with the qualification requirements, including the other optional

modules and vocational competence enhancing modules included in the vocational
studies (90 credits).
The grade to be awarded for a module is decided based on assessment of com-
petence. If there have been several teachers assessing the competence, a decision
is taken during an assessment discussion. A skills demonstration grade is mainly
decided by teachers and working life representatives together according to the deci-
sion taken by the local board for vocational skills demonstrations. The grounds for
assessment must always be recorded.
7.6 Storing assessment material
In addition to what the Decree on Amending the Decree on Vocational Education

and Training (Decree 603/2005, section 11a) stipulates on storing assessment mate-
rial, the grade given on a skills demonstration is stored as per target of assessment. If
the skills demonstration taken by the student covers only a part of the module, the
material on which the assessment of each part is based, must be stored so that it is
possible to decide on a skills demonstration grade for the whole module.
7.7 Reassessment and improving the grade
The Decree on Amending the Decree on Vocational Education and Training (De-
cree 603/2005, section 12) stipulates on reassessment and improving of grades.
7.8 Rectification of assessment
The Act on Amending the Act on Vocational Education and Training (Decree
601/2005, section 25c) stipulates on rectification of assessment.
7.9 Certificates
Qualification certificates
A qualification certificate is an official document, whose contents are to follow the

qualification requirements. The Decree on Amending the Decree on Vocational
256
Education and Training stipulates on awarding a qualification certificate (Decree
488/2008, section 13). A qualification certificate must be awarded in apprenticeship
training arranged as vocational upper secondary education and training.
A qualification certificate is an entity that comprises a vocational upper sec-
ondary certificate and skills demonstration certificate. A vocational upper secondary
certificate contains grades on all the modules the qualification comprises. In the vo-
cational upper secondary certificate The Driver Certificate of Professional Compe-
tence Driver (CPC) certifying the initial qualification in transport sector is marked
as: See skills demonstration certificate. Only free choice modules can be left without
a grade at student’s option. In the vocational upper secondary certificate the module
grades 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 module
for 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 as
vocational 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, no
separate grade is given. As to on-the-job learning the vocational upper secondary
certificate gives its extent but no separate grade is given, because the competence
acquired during on-the-job learning is assessed with skills demonstrations.
Studies compensating for a module or competence acquired in some other way
are 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 a
module recognised from a further or specialist vocational qualification the grade to
be marked in the certificate is ”approved” and a footnote is used to show that it was
completed as a competence-based qualification, for which the qualification commit-
tee concerned has awarded a certificate.
Skills demonstrations covering a whole module given previously are marked
with their grades and short descriptions in the skills demonstration certificate. The
certificate is also to provide the name of the institute that performed the assess-
ment.
If recognition of prior learning is done for studies in a qualification that has
not included skills demonstrations, the skills demonstration certificate is to bear the
name and scope of the module together with a footnote to state that prior learning
has been recognised from a qualification that has not included skills demonstra-
tions. When prior learning is recognised from further or specialist vocational quali-
fications, the skills demonstration certificate is to bear the name and scope of the
qualification together with a footnote to state that prior learning has been recogn-
257
ised from further or specialist vocational qualification X, for which the qualification
committee in question has awarded a certificate.
When vocational modules (90 credits) include core subjects or general upper
secondary studies in compliance with Government resolution (216/2001), the skills
demonstration certificate is to bear the footnote: ”Student has included x credits of
core subjects, which are not assessed with skills demonstrations”.
The qualification certificate must show that it consists of the vocational upper
secondary certificate and skills demonstration certificate. The qualification certifi-
cate must also bear the name of the education provider or the institute awarding the
certificate or both. A vocational upper secondary certificate is signed by the educa-
tion provider and a skills demonstration certificate by the chairman of the local
board for vocational skills demonstrations (Decree 488/2008).
Vocational upper secondary certificate is to provide the following information:

student’s name and personal identity code
name of qualification and its scope 120 credits /3 years
name of study programme
qualification title according to Ministry of Education Decree
modules completed grouped into vocational modules (90 credits), core sub-
jects (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, short
description of skills demonstration completed, name of skills demonstration
venue, grade on skills demonstration or for special needs students a short
description of student’s vocational competence and skills shown in the skills
demonstration.)
date and signature (chairman of the local board for vocational skills demon-
strations)
stamp of education provider of school.
258
Qualification certificate is also to provide the following information:
contact information of the education provider or institute awarding the cer-
tificate
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 qualification
requirements decided by National Board of Education (date of regulation and
register number)
mention that the qualification is approved by the Ministry of Education (date
and 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 profession
Certificate on completed training
Government Decree on Amending the Decree on Vocational Education and Train-

ing (Decree 488/2008, section 13) stipulates the contents of a certificate on training
completed.
A certificate of completed training, qualification modules or skills demonstrations
In addition to what the Government Decree on Amending the Decree on Voca-

tional Education and Training (Decree 488/2008, section 13) stipulates on award-
ing certificates, a student is awarded a certificate on completed modules and studies,
skills demonstrations and prior learning In addition to the grades achieved the cer-
tificate must also list participation in modules that the student has not been given
a grade yet as well as information of what the student must complete to receive a
qualification certificate.
When a student enters working life after completing a module or modules, the
certificate is to include a supplement describing the vocational competence achieved
by completing the modules in question.
259
Certificate of resignation

ing (Decree 488/2008, section 13) stipulates on the contents of a certificate of res-
ignation.
Qualification certificate or certificate supplement for international use

ing (Decree 488/2008, section 13) stipulates on issuing a qualification certificate or
certificate supplement for international use.
The Driver Certificate of Professional Competence (Driver CPC) certifying the initial qualification in
transport sector
The 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 transport
sector.
7.10 Assessment in special education
The same principles are to be applied in assessing special needs students as to other
students. If a student does not reach in a module the Satisfactory 1 level objectives
set in the qualification requirements, the training can be adjusted. When the skills
requirements or objectives of a qualification have been adjusted based on the Act on
Vocational Education and Training 630/1998, sections 20 and 21 (2 and 3), an en-
try must be made in the certificate. A student must receive a qualification certificate
even if qualification objectives have been adjusted.
A footnote must be made in the vocational upper secondary certificate as well
as the skills demonstration certificate of adjusted skills requirements or objectives.
Assessment must be implemented in proportion to the adjusted skills requirements
or objectives, which means assessment criteria must be drawn up for them. The edu-
cation provider draws up adjusted skills requirements or objectives for the module
based 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 to
Section 10 of Government Decree on Amending the Decree on Vocational Educa-
260
tion and Training 603/2005, when training is arranged as special education, skills
demonstrations can also be assessed verbally. A student must know that training
completed in accordance to adjusted skills requirements or objectives may affect
application for further studies and success in them.
If a student’s competence level falls considerably short of the skills require-
ments and objectives set, a certificate of studies completed must be awarded instead
of a qualification certificate. An appendix must be issued stating what the student
knows best.
7.11 Assessing immigrant students and those representing different

languages and cultures
The competence of immigrant students and those representing different languages

and cultures is to be assessed in the same way as that of other students. Competence
is to be assessed by using methods which allow assessing competence despite pos-
sible lacking language skills.
A student, whose mother tongue is other than the teaching language of the in-
stitute, 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 as
the skills demonstration. The need for support must be identified and support activ-
ities based on the need must be planned in cooperation with the training institute,
representatives of working life and the student. If necessary persons arranging and
assessing a skills demonstration must receive instruction on how cultural factors af-
fect communication between individuals. Persons arranging and assessing the skills
demonstration must also be instructed to speak clearly when giving instructions.
Assessing mother tongue
If Finnish or Swedish is not the student’s mother tongue, his/her Finnish or Swedish
skills must be assessed according to the objectives of Finnish or Swedish as second
language, also in the case that he/she has not received separate Finnish or Swedish as
second language tuition. If both the teacher and the student consider the student’s
Finnish 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 of
competence is based on, however, on the scale 1–3. Student’s individual study plan,
261
including assessment, can include both mother tongue studies above (see Chapter
8.4).
The Finnish or Swedish skills of student who use sign language are assessed
based on the objectives set in Finnish or Swedish for sign language users.
Assessing second national language

If the student has not studied Swedish or Finnish as a second national language, the
vocational upper secondary certificate must state what he/she has studied instead.
Teaching arrangements that affect assessment are determined in Chapter 8.4.
262
8 OTHER REGULATIONS IN CURRICULUM-BASED
VOCATIONAL EDUCATION AND TRAINING
8.1 Guidance and counselling and personal study plan
Objectives for guidance and counselling
The objective of guidance and counselling is that the student receives enough infor-
mation on his/her education and training before it starts and during it. The student
is to know the modules included in the qualification, the studies and the options
available. Another objective is that the student knows how to act in the educational
institute community, knows how to develop his/her learning and interaction skills
and 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 the
teacher and assume responsibility for the studies. He/She knows how to follow the
accumulation of credits and search for help to plan his/her studies.
The student is able to make choices and decisions concerning studies and life
career. He/She recognizes possible problems related to his/her studies and life situa-
tion and know where to find support in them. He/She knows how to use the student
social services society offers as well as other counselling, advice and information ser-
vices. Reaching the objectives is supported by the education provider’s obligation to
inform the guardians of a minor student on vocational education and the progress
of the student’s studies.
Student’s right to student counselling
The qualification comprises a minimum of 1.5 credits of student counselling (Gov-

ernment resolution 213/1999). Counselling activities are to support the student
comprehensively in the different phases of the studies. Every student has the right to
receive personal and other student counselling. The student has the right to receive
the support services he/she may need in studies or life situation changes.
263
8 OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
Arranging student counselling
The objective of student counselling is to promote educational, ethnic and gender

equality. Objectives also include increasing students’ well-being, preventing drop-
outs, promoting employment and supporting application for further studies. Edu-
cation provider must pay special attention the counselling of those students who
have studying or learning difficulties (e.g. dyslexia), frequent absenteeism or life
management difficulties.
As part of its curriculum the education provider is to draw up a student coun-
selling plan, which determines the tasks and division of work for those involved in
the counselling process. The plan serves as a development tool for the whole insti-
tute. It states how and what kind of support a student receives by those involved in
counselling. The plan presents how cooperation with different education providers
has been arranged in order that the student can choose modules and studies from
different study programmes and qualifications as well as plan completing more than
one qualification. It also determines other cooperation outside specialists and guard-
ians. Student welfare plan is part of the counselling plan.
All the teachers of the institute and other persons responsible for counselling
take part in the counselling process. Student counsellor has the main responsibil-
ity for arranging student counselling as well as for planning and implementing the
counselling entity. A teacher’s task is to guide and motivate the student to complete
the qualification and planning the studies. The teacher’s task is also to help the stu-
dent find his/her strengths and develop his/her learning skills.
Student counselling is arranged as studies related, personal, group counselling
and other guidance. Student receives counselling to support his/her studies and
to 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 stu-
dents’ community spirit throughout the training. The students’ studies and wellbe-
ing are monitored and supported in cooperation with the guardians.
The education provider is to inform the pupils of comprehensive school, their
guardians, student counsellors and teachers of vocational education and training
and how to apply. The education provider is to direct informing and counselling
especially to those young people who have not managed to secure a training place
after completed basic education and to their guardians.
The education provider is to develop its career and recruitment services in
cooperation with business life and employment services as well as to promote and
support students finding employment and getting acces to further studies.
264
Individual study plan
An 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 stud-
ies, individual choices, progressing in studies and assessing learning. A student is
instructed in drawing up an individual study plan and monitoring its implementa-
tion. It is a plan the student is committed and motivated to implement throughout
the training.
An individual study plan is drawn up through negotiation by the student,
teacher or teachers and student counsellor when needed. The plan determines the
learning objectives, completing the studies, methods used and timing together with
assessment of the studies. When drawing up the plan the different learning styles are
considered. Possible factors that prevent learning are recognized and the student’s
self-direction and vocational growth are supported.
The implementation of individual study plan and the progress of studies are
monitored and if necessary the student is given remedial teaching. The student and
teachers assess the possible barriers to implementing the individual study plan. The
student is guided to make decisions concerning his/her learning as well as redefine
and change the plan as studies advance if necessary.
An individual study plan comprises the student’s individual choices, advancing
in studies, assessment of learning, recognition and validation of prior learning, on-
the-job learning places and times together with skills demonstrations.
8.2 On-the-job learning and working safety
In addition to what the Decree on Vocational Education and Training (Decree

811/1998, 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 mode
of arranging vocational education and training, in which qualification objectives are
learnt at a workplace. On-the-job learning is objective oriented, guided and assessed
training that takes place in a genuine working environment. On-the-job learning
periods must be sufficiently long and versatile from the point of view of mastering
the profession. Only in exceptional cases a student can complete on-the-job learning
at a training institution in a practice enterprise or with similar arrangements.
Cooperation between workplaces and the education provider ensures that on-
the-job learning and other training corresponds with the working life, is of quality
and up-to-date. The education provider’s responsibility is to take care that all the
265
partners in the area have the same view on arranging on-the-job learning. The edu-
cation provider must see that the student receives sufficient counselling and training
during on-the-job learning and that the teacher and other staff members have the
resources to cooperate with working life. The education provider and teachers must
together with working and business life ensure the quality of on-the-job learning so
that the student achieves the skills requirements given in the qualification require-
ments.
The education provider is responsible for the implementation of on-the-job
learning. Implementation includes planning, student counselling and assessment.
The education provider must also see to the teachers’ working life competence and
training as well as training workplace instructors. At the workplace special attention
is paid to guiding the student and giving feedback.
Usually the student does not sign a contract of employment with the employer
for an on-the-job learning period and he/she is not paid wages or a salary. During an
on-the-job learning period a student is entitled to receiving student financial aid and
student social benefits in accordance with separate instructions. When on-the-job
learning is arranged abroad, local regulations are also taken into consideration.
In addition to what the Act on Vocational Education and Training (Act
630/1998, 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 the
workplace in connection with practical work assignments is to include the respon-
sibilities related to safety, injuries and damages and insurances. Before starting the
work, the employer and education provider ensure together that the student has the
resources to do the work in question safely and without risking his/her health and
by following the instructions given.
The regulations concerning the employer according to the Occupational Safe-
ty and Health Act Section 4 (1) are applied to the education provider when the work
takes place at the institute or otherwise in the way determined by the education
provider.
Student assessment during on-the-job learning period is described in Chapter
7.
8.3 Vocational special education
For equality in education to come true each student must have equal opportunities to
pursue vocational studies and find employment after training and assume the role of
an independent citizen in society disregarding their different learning capabilities.
266
The vocational education and training of a special needs student must be ar-
ranged in view of the equality principle primarily in ordinary vocational institutes
in the same study groups with other students. Education and training can also be
provided partly or completely in special groups. Vocational special education insti-
tutions primarily provide training for severely handicapped as well as preparatory
and rehabilitative training and counselling. They are also to offer expert help to
other training institutions. Vocational special education can also be provided as ap-
prenticeship training.
Students who are in need of special teaching arrangements or student social
services due to disability, illness, delayed development, emotional disorder or some
other reason must receive special education. It ensures learning that is based on in-
dividual resources, self development and growth as a person. If necessary other sup-
port services and rehabilitation in cooperation with rehabilitation service suppliers
are added to special education.
The education provider determines the principles of special education: ob-
jectives, implementation, teaching methods, support and special services, expert
services, social partners and responsibilities. The institution must reserve sufficient
resources for special education. Promoting special needs students’ learning is every-
one’s task in the institution.
Need for special education must be determined based on the Act on Voca-
tional Education and Training Section 20 and qualification requirements for each
student individually. Reaching the objectives must be supported with the help of an
individually 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 student
in 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 education
267
An IEP is to be drawn up together with the student, when necessary his/her guard-
ian, representatives of previous school as well as teachers and student service special-
ists.
If vocational skills requirements have been adjusted, the personal study plan is
to include a personal curriculum, which determines the student’s learning objectives.
They are based on the requirements of the qualification the student aim for. Voca-
tional special education must be planned so that the student reaches as extensively
as possible the same competence as in other vocational education. The objectives
can be adjusted according to the student’s resources either so that all the learning
objectives are adjusted or only those of one or more modules. Teaching must focus
on supporting the student’s strengths so that he/she is ensured good opportunities to
find employment. Special attention must be paid to achieving working confidence
during on-the-job learning periods. The student must be explained how he/she can
get the special services required after the training has been completed.
Student’s progress must be monitored during training and the personal ob-
jectives and support activities changed as needed. Regulations on assessing special
needs students are to be found in Chapter 7.10.
8.4 Teaching immigrants and representatives of different language

and cultural groups
General
The skills requirements for immigrant students and students belonging to other lan-
guage and culture groups, such as Saami, Romany and sign language students, are
in the main the same as for other students. The requirements for vocational upper
secondary qualification are applied to teaching.
Students, whose mother tongue is other than the language of teaching at the
institution, must receive support particularly in language studies and through special
teaching 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 along
side with the majority language and culture. The education provider’s curriculum is
to comprise the implementation immigrants’ and other language and culture group
students’ teaching arrangements.
268
Immigrants
In this connection immigrants are taken to mean students who have moved to Fin-
land or were born in Finland but have an immigrant background. If necessary the
reason for immigration, time spent in the country and developing Finnish skills are
taken into consideration in teaching. The studies support the student’s growth into
an active and balanced member of both his/her own language and cultural commu-
nity and Finnish society.
Saami speakers
Saami language teaching started in basic education is continued when possible in vo-
cational education and training. Saami language training can be provided in Northern
Sami, Inari Sami and Skolt Sami. Saami can be studied as mother tongue although
education would not otherwise be provided in Saami.
Romanies
Teaching Romanies is done taking in to consideration the position of Finnish Ro-

manies as an ethnic and cultural minority. Romany culture is considered in teaching
arrangements. Romany language training is arranged as possible in cooperation with
other education providers.
Sign language users
The requirements for vocational upper secondary qualification are applied to sign
language culture and communication in sign language students’ teaching and learn-
ing. Finnish or Swedish are used as reading and writing language alongside with
sign language. Sign language teaching is planned so that it is possible for the student
to act with an interpreter. Sign language users and hearing-impaired students’ op-
portunities to communicate naturally are to be taken into consideration in learning
environments.
269
Language teaching arrangements
The following teaching arrangements, which are in compliance with Government res-
olution (VnP 213/1999), can be applied to immigrants’, Saami and Romany speakers’
and sign language users’ language studies (mother tongue, second national language,
foreign language), if their mother tongue is other than Finnish or Swedish.
Mother tongue
If the student’s mother tongue is other than Finnish or Swedish, the education pro-
vider can divide the compulsory modules in mother tongue and second national lan-
guage differently from the stipulations of the Act on Vocational Education Section
12 (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 mother
tongue studies, Finnish or Swedish as second language studies and second national
language studies. Finnish or Swedish as second language means a language that has
been learnt after the mother tongue in a Finnish language environment. A separate
Finnish or Swedish for sign language user module (Chapter 5) has been drawn up
for sign language students.
Students can study Finnish or Swedish either

1) in accordance with Finnish or Swedish as second language objectives (Chapter
5) or
2) 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 tongue
level.
A student, whose Finnish or Swedish skills are not of mother tongue level on all
the area of language skills, studies according to Finnish or Swedish as second lan-
guage objectives and contents. His/Her Finnish or Swedish language competence
is assessed according to these objectives whether or not the education provider has
offered Finnish or Swedish as second language teaching. Education provider can
offer and student’s study plan may include both of the above mentioned studies. A
student can change in the middle of his/her Finnish or Swedish as second language
studies over to studying Finnish or Swedish according to Mother tongue, Finnish
or Swedish objectives.
A student must be offered his/her mother tongue studies when possible. As a
mother tongue as student can choose to study also Romany, sign language or some
270
other mother tongue (Act 630/1998, section 12 (3). The immigrants’ own mother
tongue objectives are given in Chapter 5. A student can study his/her own mother
tongue in accordance with the objectives of either Mother tongue, own mother
tongue for foreign students (4 credits) or Foreign language (2 credits) or as free
choice studies.
If a student studies his/her mother tongue according to the objectives of Own
mother tongue for foreign students, his/her studies are to include Finnish or Swed-
ish language studies.
Second national language
The students’ second national language (Swedish or Finnish) teaching is arranged

in accordance with the objectives of second national language taking into consider-
ation the level of the students’ language skills.
Foreign students can also replace second national language studies with their
own 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 de-
pending on the needs of the student and the vocational field.
Foreign language
A student’s studies must also include foreign language studies. The foreign language
of a student, whose mother tongue is other than Finnish or Swedish, can also be his/
her mother tongue.
8.5 Apprenticeship training
Apprenticeship training is regulated by the stipulations of the Act on Vocational

Education and Training (Act 630/1998, sections 8 and 17), the Decree on Voca-
tional Education and Training (Decree 811/1998, sections 6 and 7) and the Act on
the Financing of the Provision of Education and Culture (635/1998).
The valid qualification requirements (national core curriculum and qualifica-
tion Requirements of competence-based qualifications) are applied to apprentice-
ship training arranged as curriculum-based vocational education and training.
The education provider issues a qualification certificate in accordance with the
qualification requirements for a qualification taken in vocational upper secondary
education in accordance with the regulations of Chapter 7.9.
271
8.6 Cooperation between home and educational institution
In 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 coop-
eration between home and educational institution:
In education and training offered to the young the education provider and the
educational institution must take the initiative and maintain cooperation with a stu-
dent’s parents or guardians. Cooperation between home and institution is arranged
so that it enhances student’s independence and responsibility, advances studies and
offers support in matters related to student’s health, security and wellbeing. The
individual needs of special needs students and students with different language and
cultural backgrounds are to be taken into consideration in the cooperation.
The education provider and the guardians must cooperate in student counsel-
ling both during and at the end of studies. Counselling must support the students’
transition to working life or further studies and enhance students’ life management
skills.
The part of the curriculum dealing with cooperation between home and edu-
cational institution is to be drawn up in cooperation with the authorities in charge
of the implementation of social and healthcare in the home municipality of the
educational institution.
8.7 Student welfare services
In 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 services
and 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 learn-
ing environment and promote the community spirit of the educational institution,
wellbeing and pleasantness. The objective is to support the student and maintain
the institution community’s ability to function in situations threatening physical
and psychological safety. Student welfare services are to promote early recognition
of learning difficulties and other problems and prevent school drop-outs. In the case
of minor students the education provider must cooperate with the guardians.
The education provider is to ensure the achievement of the objectives of stu-
dent welfare services by issuing in its curriculum operating instructions which pro-
mote students’ health and safety together with prevention and early recognition
of different problems. Education provider is to issue instructions on attending to
such activities of the educational institution as student’s participation in training,
272
monitoring the progress of studies and staying at the school dormitory. Preventive
instructions are to be issued on smoking, use of substances, school bullying and
disturbing. The education provider must have a crisis plan and instructions in case
of disturbing behaviour, violence, injuries, accidents and deaths.
The education provider must monitor the outcome of the student welfare ser-
vices and take necessary action. Students are to be encouraged to take part in and
contribute to promoting wellbeing in their own school community. All those work-
ing with the students in the school community are responsible for student welfare
services. The duties of multi-professional student welfare staff include coordinating
and developing student welfare services.
The part in the curriculum dealing with student welfare services is to be drawn
up in cooperation with the authorities and other parties attending to the imple-
mentation of social and welfare matters in the municipality or municipalities the
institution operates in. The stipulations of the Primary Health Care Act and the
Child Welfare Act must be considered when arranging student welfare services. At
the same time arrangements must be made to ensure social inclusion and expert
services in student welfare and psycho-social support. Student feedback is to be used
in developing the services.
During vocational education and training a student must be informed on the
implementation of student counselling and welfare services, the services of differ-
ent administrative sectors, local support networks and qualification specific health
requirements. In addition to the student also the guardian of a minor student must
be informed of matters related to occupational safety and labour protection during
on-the-job learning.
The education provider must see that the students know the school rules that
are in force in the institution. The student’s own responsibility must be emphasized
in the observance of the school rules and other instructions.
273
9 APPENDIX
9.1 Description of the vocational field in Vehicle Technology and

background of values
Description of the field
The purpose of vehicle technology is to safeguard private and public transport in

the society as well as goods transport and other logistic services and leisure activities
related to people’s movement. Vehicle mechanics, vehicle body repairers, vehicle
painters, car salespeople, spare parts salespeople and small machinery technicians
are trained in the sector.
Vehicle industry is an international working environment. The operations are
determined according to internationally convergent instructions and customers’
needs and wishes. The importance of quality is emphasised in all customer service
work. Recycling and re-using materials, on their part, require new learning. Aims
of vocational skills include multiple aspects of knowhow, service quality and co-
operation skills.
It is essential to be able to apply information and skills in a versatile way and
use new technology in work in the vehicle industry. Work assignments must be done
efficiently, economically and promoting safety, using methods that promote work
protection and avoid environmental risks.
Work places related to installations, repairs and service works are typically car
and car supply retailers, garages and service stations. Vehicle technicians, car body
repairers and car painters have, in addition to actual garage works, the skills to work
in the vehicle industry and, for example, in industries manufacturing vehicle body-
work, special vehicles and caravans.
The concentration of vehicle retail is still ongoing. New ways of selling are
becoming yet more significant. The internet is becoming more commonplace in car
retail. Electronic retail has created new requirements for service in the sector.
Keeping up-to-date with fast developments in technology and managing new
technology are even more important in the industry. In addition to actual vocational
skills, co-operation skills, initiative, entrepreneurship and abilities to ongoing self-
development are also required.
274
Industry values
Customer orientation, good working morale and Vocational ethics and willingness
to co-operate are essential requirements in vehicle industry. The operations must
be based on sustainable values, integrity and responsibility. The objectives of good
quality and customer service are pronounced in all duties. Work values consist of
diligence, initiative, adhering to what has been agreed and appreciating other peo-
ple’s views.
Work assignments must be done efficiently, economically and promoting work
and traffic safety, using methods that minimise energy consumption and avoid en-
vironmental risks. Those working in the vehicle industry carry a great responsibility
for traffic safety.
Vehicle technology is an international industry, also partly covered by interna-
tional regulations and provisions.
Knowledge requirements of the sector

Working in the vehicle industry requires an understanding of the order-supply
chain, an entrepreneurial attitude, entrepreneurship skills and good customer ser-
vice and communication skills in order to make service a success. In addition to
information technology skills, skills to acquire information, plan and distinguish
essential information are required.
Those working in the vehicle industry must be prepared to work ergonomical-
ly and maintain their ability to work and act and be flexible depending on the work
situation. The value goals comprise high quality of operations, reliability, safety and
customer satisfaction.
The continued development of internationalisation, growing business and in-
creased travelling will maintain fast growth in the industry. Needs for training will
increase, due to the requirements of the general development and regulations in the
sector. The role of personnel in companies is becoming more significant in raising
quality of services and increasing sales. Customers are all the more environmentally
aware and quality conscious. The employees must also know consumer rights and
duties and the common quality systems.
Those working in the sector must manage changing processes and ensembles,
have yet better communication and language skills, product knowledge as well as
sales and marketing knowledge in addition to technical knowhow. The develop-
ment of the sector must be continually scrutinised and professional knowhow com-
plemented in the chosen occupation.
275
9 Appendix
9.2 Qualification-specific health requirements in vocational upper

secondary education and training
Guidelines for the admission of students into training leading to a vocational upper
secondary qualification are defined in Section 27 of the Act on Vocational Educa-
tion and Training. A person, whose illness or injury is likely to prevent him/her
participating in training, cannot be admitted as a student. Student admission into
vocational education can only be limited when the illness, objectively assessed, pre-
vents studies or would endanger the safety of the student or others. The practical
problems an illness or injury causes to studying must primarily be solved using
teaching arrangements and student welfare services.
A person applying for admission as a student must supply the education pro-
vider with the information about his or her health as required for admission.
The education provider must also make sure that the health of the person
admitted is such that he/she can also cope with on-the-job training in a way that
working in the tasks in the field and achieving the qualification skills requirements
presuppose.
From the point of view of a student’s legal protection, it is justified that he/she
is not admitted into any training that features working tasks which his/her health
would not allow. When deciding who is admitted, the various tasks related to the
professions and work must be taken into consideration. It is possible that there are
modules in a qualification that pose different health requirements and thus 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 point
of view, the education provider must inform applicants of the health requirements
of the vocational upper secondary qualification or vocational field as well as of pos-
sible health risks in the Guide for Applicants and during the student admission pro-
cess. Usually, the applicant’s own statement of his/her health or treatment of illness
is enough when deciding on admission.
If the legislation on, or the special features of, the training sector or qualifica-
tion in question demands an admitted student to present a doctor’s certificate on
his/her health, it is enough that the certificate states that the student is suitable for
the vocational field. Student admission is conditional until such a doctor’s certificate
has been presented.
A student’s illness or injury must not terminate his/her studies or lead to a rash
decision on a change of profession or training sector. The practical problems an ill-
ness or injury causes in training must primarily be solved using individual teaching
arrangements and personalisation that meet the student’s needs. Student counsel-
ling, student support, instructing on the use of ergonomic working methods and
276
aids facilitate completing the training. When a student falls ill or becomes disabled,
co-operation between student welfare services and occupational health care at places
of work is absolutely necessary.
Whenever personal data classified as delicate in the Personal Data Act is pro-
cessed and stored, such as information concerning a student’s health, the education
provider shall act with due caution and good practice to process data as prescribed
in the regulations.
Vehicle industry and training for vehicle industry require that the person is physi-
cally fit for the workload. The student must not have such congenital or acquired
illnesses that endanger the safety of the student or other persons working nearby.
Students’ suitability for various work tasks may need to be assessed based on symp-
toms and impaired functionality when suffering from the following, for example:
asthma
diabetes (diabetes mellitus)
epilepsy, other conditions affecting balance
visual or hearing impairment
cardiac or circulatory condition
equilibrioception impairment
musculo-skeletal condition
dermatitis on hands or an aggressive, extensive eczema
9.3 Vocational skills requirements, targets of assessment and

general assessment criteria
Determining the skills requirements as well as the targets of assessment and general
assessment criteria are to help education providers when drawing up curricula for
modules 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 are
determined for three levels: Satisfactory 1, Good 2 and Excellent 3.
The following criteria are meant as guidelines so that they are applied accord-
ing to the objectives of core subjects and the skills requirements set for vocational
modules. The criteria proposed are always portrayed against the requirements of
the qualification module in question, which is to say that the work described in the
criteria always means work contained in the module concerned.
277
9 Appendix
TARGETS OF ASSESSMENT CRITERIA ON A GENERAL LEVEL

ASSESSMENT
Planning one’s own plans his/her work but need plans his/her own work plans independently work
work, self-assessment instruction in new situation assignments and tasks he/
of performance and or working environment she is responsible for
development of one’s changes
activities. assesses the success of his/ assesses the success of his/ assesses the success of his/
her performance her performance while her performance, justifies
working and copes with the assessment and assesses
new and changing situa- and develops his/her work
tions without help methods and environment
Performance, performs in familiar work considers the work entity considers the work entity in
independence and assignments while working (e-g- where the working environment
responsibility of work to start, where to finish and and his/her own work as
package. what tools and equipment part of it
to use etc.)
work so that the outcome works so that the outcome works according to the
can be accepted as fulfilling includes some of the special special requirements of the
the work plan and quality requirements of the work workplace so that the out-
objectives assignment come is in accordance with
the objectives set
need occasional guidance to advances fluently from one advances systematically and
advance in work phases work phase to another fluently in his/her work
adjusting it to other activi-
ties in the working environ-
ment
follows working instruc- completes given assign- spontaneously completes
tions, working hours, agreements independently and duties other than those
ments and negotiates on takes care of his/her assign- assigned in his/her area of
discrepancies ments from start to finish responsibility
and assumes responsibility
for his/her own part of the
work
278
ASSESSMENT
equipment and
material
Choice and use uses the most common uses work methods, equip- chooses the most suitable
of work method, work methods, equipment ment and materials related work methods, equipment
equipment and and materials related to his/ to his/her work indepen- and materials and uses
materials that suit her work in repeating work dently in work situations them skilfully in various
the assignment and situations, but needs some work situations
work environment. instruction (procedures,
equipment and materials
are defined by qualification
module)

ASSESSMENT
knowledge Student
Possession and uses the knowledge that is searches and uses indepen- searches and uses infor-
application of the the basis for the most com- dently information needed mation independently in
knowledge needed mon procedures, equip- at work his/her work in various
at work ment and materials needed situations and justifies the
in repeating work situations work-related decisions on
(i.e. the procedures, equip- the basis of the information
ment and materials that gathered
have been defined in sec-
tion 2), but needs guidance
in acquiring the knowledge
and applying it
279
9 Appendix

ASSESSMENT
for lifelong lear- Student
ning:
a) The four key
competences to
be assessed in
their own group in
Point 4
Learning and problem
searches for information searches for information searches for information
solving under instruction according to instructions independently
Own competence plans his/her work but plans his/her work and plans the assignments he/
as an employee needs instruction in new assesses its success while she is responsible for inde-
and work devel- situations or when the work working pendently and assesses his/
opment, problem environment changes her competence and the
solving as well as success of the work and also
making choices justifies the assessment
and decisions. assesses and develops his/
her work methods and
work environment
assesses the success of his/ accepts feedback and acts develops his/her actions on
her work according to it the basis of feedback
copes with familiar situa- copes with change and acts independently in dif-
tions but needs instruction option situations spontane- ferent situations in a way
and support in change and ously that suits the situations and
option situations finds alternative procedures
to his/her actions
Interaction and abides given instructions on considers the situation in expresses him-/herself clear-
cooperation interactive situations in his/ his/her learning and work- ly and brings forth different
Actions in inter- her own learning and working community in different viewpoints constructively
active situations ing environment interactive situations
and cooperative completes the work assign- completes the work assign- acts responsibly, coopera-
abilities. ments he/she is responsible ments he/she is responsible tively and equally with dif-
for but needs instruction for spontaneously ferent people as a member
from time to time of a work community and
group
works in a familiar work works with different people supports and helps others
community and group and in a work community and and also takes into account
asks for help from the oth- group the next work phase and
ers when needed employee in his/her work
Vocational ethics abides the ethical instruc- abides the given ethical in- acts according to the values
Activities based tions and timetables given structions, agreements and in the work community,
on vocational decrees as well as timetables ethical instructions, agree-
ethics, profes- ments and regulations in
sional value basis variable situations and also
and the agree- keeps to timetables
ments made.
280
Health, safety and abides the given safety abides the work commu- abides the work commu-
ability to function instructions and does notnity’s instructions and takes nity’s instructions and takes
Actions that endanger him- /herself orinto account the safety of into account the safety of
maintain health others the members of the work the members of the work
and safe opera- community and working community and working
tions and main- environment environment
tain the ability to ensures safety in accordance ensures safety ensures safety and reports
function. with instructions on dangers and risks he/she
observes
uses safely protective equip- uses protective equipment, uses protective equipment,
ment, tools and work tools and work methods tools and work methods
methods as instructed safely safely
works ergonomically in works ergonomically uses safe, variable work
most situations methods, which do not
cause excessive workload
while taking ergonomics
into account
Are included in the objectives and assessment criteria of the core subjects , Psychical
education (1 credit) and Health education (1 credit). Respective skills requirements
and assessment criteria for health, safety and ability to function are drawn up for every
vocational qualification if needed.

ASSESSMENT
4. b) Rest of the Satisfactory 1 Good 2 Excellent 3
key competences Student
for lifelong learning
Initiative and Are included in the objectives and assessment criteria of the core subjects , social,
entrepreneurship business and labour-market subjects (1 credit) and also in the skills requirements and
target-oriented, eco- assessment criteria of the entrepreneurship part that is included in the skills require-
nomic and productive ments of the vocational modules. In addition, when necessary, skills requirements and
operations and self assessment criteria for the vocational modules of each qualification have been drawn
management. up.
Sustainable develop- works and acts taking sus- works and acts taking sus- works and acts indepen-
ment tainable development into tainable development into dently taking sustainable
Observing account under instruction account development into account
technological, and takes up development
economic, social needs
and cultural
principles.
Aesthetics works according to the aes- works according to the aes- makes versatile use of
Taking aesthet- thetic principles, pleasant- thetic principles, pleasant- aesthetic principles in the
ics into account ness of work environment ness of work environment field – works to promote
while working and other factors that affect and other factors that affect the pleasantness of the
the appearance of the end the appearance of the end working environment and
result under instruction result other factors that impact
the appearance of the end
result
281
9 Appendix
Communication and Are included in the objectives and assessment criteria of the core subjects Mother
media skills tongue (4 credits). In addition, when necessary, skills requirements and assessment
Objective recog- criteria for communication and media skills in compliance with the requirements of
nition, observa- each vocational field have been drawn up.
tion and inter-
pretation of the
media products
and use of media
and information
technology
Mathematics and Are included in the objectives and assessment criteria of the core subjects Mathematics
natural sciences (3 credits), Physics and chemistry (2 credits). In addition, skills requirements and as-
Numeracy re- sessment criteria for mathematics and natural sciences in compliance with the require-
quired at work ments of each vocational field have been drawn up.
and knowledge of
the laws of phys-
ics needed
Technology and infor- uses common technical and uses common technical uses common technical
mation technology information technical sys- and information technical and information technical
Use of technol- tems that are needed in his/ systems that are needed in systems that are needed in
ogy and informa- her profession, in repeating repeating work situations repeating work situations
tion technology work situations, but some- variedly
in the vocational times needs instruction
field and taking chooses the machinery and chooses the machinery and chooses the machinery and
into account the equipment needed, under equipment needed and equipment needed inde-
benefits, limita- instruction and recognises recognises the risks pendently and recognises
tions and risks of the risks the limitations and risks
technology Information technology is included in the objectives and assessment criteria of core
subjects (social, business and labour-market subjects). In addition, skills requirements
and assessment criteria for technology and information technology in compliance with
the requirements of each vocational field have been drawn up.
Active citizenship and Are included in the objectives and assessment criteria of the core subjects social, busi-
different cultures ness and labour-market subjects (1 credit) and also Mother tongue (4 credits). In ad-
Participating in dition, when necessary, the skills requirements and assessment criteria for this key skill
community ac- have been drawn up considering the skills requirements of each qualification.
tivities and deci-
sion making
with people from
different back-
grounds and ob-
serving the rights
and obligations
as an employee
and citizen and
abiding equality
regulations.
282
ISBN 978-952-13-4861-7 (pdf)
Finnish National Board of Education

www.oph.fi/english

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Requirements for Vocational Qualifications

Regulation 30/011/2009 Publications 2011:10

ISBN 978-952-13-4861-7 (pdf )

Translation (Chapters 1.1, 1.2, 4, 9): Lingoneer Oy

17 June 2009 30/011/2009

Repeals National Board of Education Regulations

In curriculum-based education and training, the education provider must draw

In providing education and training leading to a competence-based qualification, the

The education provider, qualification provider and qualification committee shall

Director General Timo Lankinen

Chief Technologist Timo Repo

1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN VEHICLE TECHNOLOGY 9

2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL

3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION 25

4 VOCATIONAL MODULES, VOCATIONAL SKILL REQUIREMENTS AND ASSESSMENT OF

6 FREE CHOICE MODULES IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 249

7 STUDENT ASSESSMENT IN CURRICULUM-BASED VOCATIONAL UPPER SECONDARY

1.1 Objectives of the Vocational Qualification in Vehicle Technology

Those with a Vocational Qualification in Vehicle Technology will assess his

1.2 THE Structure of the vocational qualification in

VOCATIONAL QUALIFICATION IN VEHICLE TECHNOLOGY, 120 credits

In vocational upper secondary education

Table 1 Qualification modules in vocational upper secondary education and training

and their spare parts, 10 cr secondary qualifications, 0–10 cr products, 10 cr

Principles of a vocational upper secondary qualification

Vocational upper secondary qualifications are made up of vocational modules, which

1.3 Key competences for lifelong learning

Key competences for lifelong learning are

Description of the key competences for lifelong learning

Learning and problem solving

Interaction and cooperation

Health, safety and ability to function

Initiative and entrepreneurship

Communications and media skills

Mathematics and natural sciences

Technology and information technology

Active citizenship and different cultures

1.4 Eligibility for further studies

According to Paragraph 4 of the Vocational Education and Training Act, vocational

2.1 Design and contents of the curriculum

The common part of the curriculum consists of at least

2.1.2 Qualification specific part of the curriculum

Qualification specific part of the curriculum is to cover at least

2.1.3 Individual study plan

3.1 General on competence-based qualification system

The competence-based qualification system offers adults a flexible way of demon-

3.2 Arranging competence-based qualifications

The qualification committees appointed by the National Board of Education and

3.3 Completing a competence-based qualification

A competence-based qualification is completed by successfully demonstrating the

3.4 Requirements of competence-based qualifications

The Requirements of competence-based qualifications define the modules to be in-

Education provider is responsible for individualising the enrolment for a compe-

3.6 Assessment of vocational skills in a competence-based

Qualification committee awards a qualification certificate or a certificate on comple-

In the case of a competence-based qualification no preconditions to attend prepara-

4.1 Compulsory modules in study programme or specialisation in

4.1.1 Car or motorbike service

Vocational skills requirements

The student or candidate is able to

Target of Assessment criteria

Target of Assessment criteria

Target of Assessment criteria

The student or candidate demonstrates his or her vocational skills by performing a

perform a bodywork and chassis realignment with realigning equipment in

take care of the cleanliness and serviceability of tools