Paper short abstract:

The new education policy of liberal adult education issued by the Ministry of Education and Culture in Finland requires teachers to focus on competence-based education. This study examines language teachers´ perspectives of implementing competence-based education in liberal adult education.

Paper long abstract:

The education policy of liberal adult education changes in Finland. The Ministry of Education and Culture has set the goal of recognizing studies acquired in liberal adult education as a part of the Finnish education system. Liberal adult education is a non-formal educational institute and previously provided neither qualifications nor study credits. However, the new education policy recognizes the competence acquired in liberal adult education as study credits, and its data are saved in the national data repository that contains study credits, degrees and qualifications. The current status and the curriculum of liberal adult education change, and the new education policy creates a more supportive environment for learning advancements. Recognizing language skills as national credits increases opportunities in educational participation and social inclusion. In light of the educational transformation, the new education policy requires teachers to focus on competence-based education: to measure courses as credits and assess students´ learning in a way that are transferable to degrees. In light of this policy, the assessment has become an important aspect of identification and recognition of the acquired skills.

In this presentation, the author describes language teachers´ perspectives of implementing competence-based education in liberal adult education: how Japanese language teachers implemented competence-based teaching in classrooms. The presentation demonstrates challenges surrounding the competence-based approach and assessment in liberal adult education. The study employs explanatory sequential mixed methods, which analyze the quantitative data of the questionnaires and the follow-up qualitative semi-structured interviews.

Keywords: liberal adult education, competence-based education, language teachers´ perspectives