| Gru | | 51 cr |
| USP15SA | | 24 | | | | | 24 cr |
|
| CA15IN01 |
the student is familiar with his/her UAS and field of education
the student knows how to study in a smart and efficient manner1 | 3 | | | | | 3 cr |
| TN15PT01 |
The student
- is able to assess and develop his/her own learning style
- is able to share knowledge and learn together with other people
- is able to take responsibility for his/her own work process in the team1 | 3 | | | | | 3 cr |
| TN15PT02 |
The student
- is able to act professionally in a working relationship
- is able to analyse the development of a team by means of relevant theory
- appreciates the significance of teamwork in contemporary working life1 | 3 | | | | | 3 cr |
| YH10SV01 |
The student
- can communicate coherently and in a professional manner both orally and in writing, in a work context
- demonstrates appropriate knowledge of the process of academic writing and a correct use of references
- can use different channels to retrieve information and compile reports according to the standard form and layout1 | 3 | | | | | 3 cr |
| USP15SA01 |
The student
- has knowledge about the career opportunities of a community educator
- knows the central competences and values of a community educator
- is familiar with the key players in the sector
- is able to search, use and critically assess relevant information in an independent manner1 | 3 | | | | | 3 cr |
| USP15SA02 |
The student
- is aware of the significance of civic activism and youth work in the society
- is familiar with the youth work of his/her own home town and region near the education
- is familiar with the key players and the central legislation within youth work in Finland1 | 3 | | | | | 3 cr |
| USP15SA03 |
The student
- is familiar with roaming in the nature
- is able to plan and lead educational activities outdoors
- is able to make a security plan and consider security aspects in his/her activities1 | 3 | | | | | 3 cr |
| TN15PR01 |
The student
- is able to organize activities of a project group to meet the goals of the external employer
- is able to plan, implement, report, present and assess projects
- is able to share knowledge within the project group
- takes responsibility for his/her own activities and acts in accordance with agreed course of actions1 | 3 | | | | | 3 cr |
| USP15US | | 27 | | | | | 27 cr |
|
| USP15US01 |
The student
- has a sense of security in nature
- is able to plan and lead educational activities outdoors
- is able to take the environmental aspects of his/her work into consideration
- is able to make a security plan and consider security aspects in their activities
- is able to apply pedagogical methods in order to promote environmental responsibility
- is able to apply experiental education and group dynamics in order to further a positive group development in various communities1 | 6 | | | | | 6 cr |
| USP15US02 |
The student
- is familiar with and can utilise various creative methods for the sake of activating different target groups
- is able to apply his/her knowledge about group processes while working with creative processes within different communities1 | 3 | | | | | 3 cr |
| USP15US03 |
The student
- is able to use creative activity methods in order to promote participation among various target groups
- has a good understanding of the creative process and communication, which can arise when people meet within creative activity
- is able to apply creative activity related theory to the process of planning, implementation and assessment
- is able to work in an experimental and evaluative manner1 | 6 | | | | | 6 cr |
| CA15FI01 |
The student
Demonstrates ability to present his/her own education, work experience and know-how
Is able to cooperate in professional and branch specific situations, in speaking as well as in writing
Is able to account for his/her working environment, such as presenting the company or organization as well as its services or products
Demonstrates proficiency in the terminology of the field
Shows such skills in the Finnish language as are in accordance with the Act on the Knowledge of Languages
Required of Personnel in Public Bodies. This means that the student must show satisfactory (grade 1, 2 or 3) or good (grade 4 or 5) skills in speaking and writing. Written and oral skills are assessed separately.
N.B. previous knowledge required: B11 | 3 | | | | | 3 cr |
| TN15IT01 |
The student
- is able to use word processing programs
- is able to utilise programs in order to visualise oral presentations and to create posters
- is familiar with the basics of a calculator program
- acknowledges the possibilities offered by social media
- is able to utilise social media for information sharing | 3 | | | | | 3 cr |
| TN15EF01 |
The student
- understands the significance of a business idea or concept
- knows about business development tools
- knows about the process of company and/or organisation establishment in Finland
- possesses a positive attitude towards entrepreneurship1 | 3 | | | | | 3 cr |
| USP15US04 |
The student
- is familiar with the social duty of non-governmental organisations
- is familiar with the Associations Act
- has the skills to start an association1 | 3 | | | | | 3 cr |
| Yrk | | 96 cr |
| USP15PA | | | 27 | | | | 27 cr |
|
| USP15PA01 |
The student
- understands the theoretical basis of human development and is able to apply the knowledge into practice
- understands the laws of human development and individual variations
- is able to supervise communities and groups, which consist of people of various ages1 | | 6 | | | | 6 cr |
| USP15PA02 |
The student
- is able to identify turning points in adolescents lives
- is able to identify preventive factors and risk factors during the youngsters growth
- understands what significance group membership and social connections has for the youth
- is able to identify youth culture1 | | 3 | | | | 3 cr |
| USP15PA03 |
The student
- understands the difference between promotive, preventive and rectifying methods of working
- is able to apply methods, which are used within preventive youth work
- is familiar with organisations, which work with preventive youth work1 | | 3 | | | | 3 cr |
| USP15PA04 |
The student
- is able to listen actively
- is able to ask open questions
- is able to support the person in need of guidance in setting goals for his/her own development
- is able to apply different guidance methods to the actual working environment
- is familiar with pedagogical guidance in virtual environments1 | | 6 | | | | 6 cr |
| USP15PA05 |
The student
- understands the theoretical basis of education and upbringing and is able to apply the knowledge to practice
- has been able to create a basic pedagogical view
- is able to see goals and choose pedagogical methods in accordance with the desire, need and ages of people in the target group
- is able to critically assess his/her pedagogical work, from a gender perspective
- is able to guide individuals and communities in using and promoting their own opportunities for development
- is aware of and can assess his/her pedagogical competence, as a part of the professional growth1 | | 6 | | | | 6 cr |
| USP15PA06 |
The student
- is able to see the individual behind the disability
- is able to identify special groups and knows about the fundamental needs of the groups as well as can take the needs into consideration in his/her pedagogical work
- is able to work in a participation promoting manner, in order to support people with special needs
- knows which actors work for and with special groups1 | | 3 | | | | 3 cr |
| USP15MA | | | 24 | | | | 24 cr |
|
| YH10EN01 |
The student
- Shows the ability to communicate in a professional manner in a work context in speaking as well as writing
- Is familiar with essential terminology within his/her field and is able to benefit from professional literature
- Has a positive attitude to developing his/her receptive and productive language skills and is familiar with the relevant tools
- Is aware of cultural differences in international contexts1 | | 3 | | | | 3 cr |
| USP15MA01 |
The student
- knows that sustainable development includes ecological, economical, technical, social and cultural aspects, which are all interdependent
- is able to operate in their own working environment in a sustainable manner
- contributes to a sustainable social development with his/her actions
- assumes the responsibility for promoting sustainable development in his/her own work1 | | 3 | | | | 3 cr |
| USP15MA02 |
The student
- reflects on their own cultural identity and their own attitudes
- understands cultural differences and is able to co-operate with people regardless of their background
- understands what is required for good managing skills in multicultural environments1 | | 3 | | | | 3 cr |
| USP15MA03 |
The student
- knows about the contents of the declaration of human rights and the convention of children's rights
- knows about the organisations working for human rights
- is able to examine his/her own work from a human rights perspective1 | | 3 | | | | 3 cr |
| USP15MA04 |
The student
- is aware of his/her own cultural background and possesses an open and respectful approach towards people from other cultures
- is able to promote tolerance among individuals and groups
- is able to work in accordance with an integration promoting approach
- knows about organisations, which support immigrant integration
- knows about the effects of internationalisation and its possibilities within his/her own profession
- knows about actors and programmes, which enable international youth work and youth exchange1 | | 6 | | | | 6 cr |
| USP15MA05 |
The student
- understands leisure time as a context for wellbeing, identity creation and self-actualization
- understands the principles of equal opportunities for a meaningful leisure time
- has the capacity to identify the varying characteristics of communities, from local to virtual communities
- is familiar with leisure time as a professional field1 | | 3 | | | | 3 cr |
| USP15MA06 |
The student
- understands the fundamental conditions for effective marketing communication
- is able to build and maintain customer relations
- is familiar with and can use different tools within marketing
- is able to plan, implement and assess relevant marketing strategies1 | | 3 | | | | 3 cr |
| USP15DS | | | | 30 | | | 30 cr |
|
| USP15DS01 |
The student
- understands the structures of society and knows about the public and third sector as well as companys role in service production
- is able to explore and analyse social phenomena on a local, national and international level
- has knowledge of and social policy of how these can be used to influence peoples living conditions
- is able to identify power structures in society and has developed a critical attitude towards oppressive structures
- is able to support individuals in special need for support taking relevant legislation into consideration
- is familiar with and can act in accordance with the Child Welfare Act1 | | | 6 | | | 6 cr |
| USP15DS02 |
The student
- is able to apply the principles of equality
- knows the importance of various communities for the development of individuals and has the ability to identify the varying natures of communities, from local to virtual communities
- is able to analyse social phenomena from an inclusive perspective and understands its effects on the individual in society
- is able to apply social pedagogy and inclusive methods for the development of individuals and groups
- is able to make use of the resources and development potential of a group in order to strengthen the individual and the groups opportunities for action and influence1 | | | 6 | | | 6 cr |
| USP15DS03 |
The student
- knows about existing possibilities to influence community and is able to use civic activity means for the purpose of impact and development
- is aware of the social responsibility of organisations and is able to promote social, cultural, ecological and economic sustainable development in both local and multicultural as well as international communities
- is able to have influence on the community by using his/her knowledge and ethical values1 | | | 3 | | | 3 cr |
| USP15DS04 |
The student
- understands the significance of cross-sectoral work for youth policy
- is aware of national general outlines of the youth policy in the society
- knows about the different municipalities structures and decision making
- knows about the municipalities principles of being responsible for and implementing youth work
- is able to see the connection between youth research and youth policy1 | | | 3 | | | 3 cr |
| USP15DS05 |
The student
- understands the significance of communities and participation in human activities
- is able to analyse his/her own participation as well as impact on others participation
- is able to analyse the sectors actors from a participatory perspective
- knows about the living conditions of young people and is able to support the participation and citizenship of young people
- is able to guide individuals and communities by using methods which promote their possibilities to develop and contributes to increased participation
- is able to inspire and strengthen communities and groups as well as promote the tolerance between the individuals and groups1 | | | 6 | | | 6 cr |
| USP15DS06 |
The student
- is familiar with current leisure research
- is familiar with current youth research
- is able to develop leisure activities based on research results1 | | | 3 | | | 3 cr |
| TN15UM01 |
The student
- knows about various data acquisition and development methods
- is able search for and critically assess information as well as use research results in development work
- is, together with other people, able to plan, implement and assess various development projects, which are relevant to the field1 | | | 3 | | | 3 cr |
| USP15LI | | | | 15 | | | 15 cr |
|
| TN15ML01 |
The student
- is comfortable in her/his own professional role
- can apply the basic values and the ethical principles of the profession within his/her own field
- understands the significance of an open attitude
- acknowledges the benefits of having co-workers with diverse qualifications / professional backgrounds
- is able to lead with a reflective and developmental attitude as well as to apply the right leadership style to the right situation1 | | | 3 | | | 3 cr |
| USP15LI01 |
The student
- is able to take a stand on choices during the research process and knows how to ask relevant questions
- is familiar with appropriate qualitative and quantitative methods within research and development as well as is able to implement challenging projects related to the field by means of these methods
- is proficient in critical thinking, ethics and evaluating course of action
- is able to use knowledge, which is based on research and theory
- is able to examine and analyse scientific text and can see the connection between research and practice
- is able to apply the research process systematically and flexibly to the degree thesis project as well as to projects1 | | | 6 | | | 6 cr |
| USP15LI02 |
The student
- is able to identify trends in society and understands what affect they have on his/her own field
- is able to work proactively and has the capacity to solve problems creatively
- is able to apply appropriate development methods within the field
- is able to initiate and implement innovative processes1 | | | 6 | | | 6 cr |
| Pra | | 33 cr |
| USP15PR | | | | | | | 33 cr |
The student
- is able to formulate his/her learning goals as well as plan his/her tasks
- is able to organize his/her own activities
- is capable of working independently in various working communities and is able to initiate his/her own development suggestions
- is familiar with various forms and routines of operation within the public sector and the third sector
- is aware of the responsibilities held by a civic educator in relation to sustainable development
- is able to apply the competences obtained during the studies
- has created his/her own networks and contacts for future professional needs
- is able to document and evaluate his/her contributions in relation to prior experiences and theoretical professional knowledge
|
| USP15PR01 | | 9 | | | | | 9 cr |
| USP15PR02 | | | 9 | | | | 9 cr |
| USP15PR03 | | | | | 15 | | 15 cr |
| Val | | 15 cr |
| USP15VA | | | | | 15 | | 15 cr |
The student chooses elective studies, which support him/her in the professional profile, personal development and contribute to his/her professional maturity and competence.
The elective studies may consist of projects, work placement or modules and courses from the students own degree programme, other programmes within Novia, or of courses from other institutions. The choice of courses should always be discussed with the Head of Degree Programme
|
| Lär | | 15 cr |
| Lär | | | | 15 | | | 15 cr |
The student
- is able to apply his/her practical and theoretical competences to current problems within the students own professional field
- is able to take responsibility for and present his/her choice of methods for carrying out commissions or projects
- is able to reflect upon, document and report developmental processes
- possesses critical and analytical ability
- is able to display his/her professional competence
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