Transcript New Learning solutions for VET Leena Vainio, Director of Learning Solutions RELEVANCE OF VOCATIONAL EDUCATION REAGRDING TO COMPETITIVITY AND EMPLOYMENT Donostia-San Sebastián, 29th May.

New Learning solutions for VET
Leena Vainio, Director of Learning Solutions
RELEVANCE OF VOCATIONAL EDUCATION
REAGRDING TO COMPETITIVITY AND EMPLOYMENT
Donostia-San Sebastián, 29th May 2014
Finnish education system
NQF 8
Universities
Doctoral and licentiate degrees
Master’s degrees
Bachelor’s degrees
Polytechnics
Polytechnic master’s degrees
Polytechnic bachelor’s degrees
NQF 6
WORK EXPERIENCE
Specialist vocational
qualifications
Matriculation examination
Vocational
qualifications
General upper secondary schools
Vocational institutions and apprenticeship
training
Basic education
7-16-year olds
Pre-primary education
6-year olds
NQF 7
Further vocational
qualifications
NQF 5
NQF 4
NQF 3
Education policy in Finland
Finnish education policy stresses:
* quality
* efficiency
* equality
* internationalism
 The Government and the Ministry of Education as part of it,
are responsible for preparing and implementing education
policy.
 The Government adopts the Development Plan for education
and research every four years based on the objectives set for
education policy in the Government Programme.
 Social partners are strongly involved in the process of preparation
of the Development Plan, especially via the national education and
training committees..
 The Ministry of Education is responsible for education
financed from the state budget.
The Development Plan for Education and
University Reach
 The current plan was adopted
in December 2011 for 2011-2016
 Special development focus points are:
 to diminish poverty, inequality and exclusion
 to stabilise the public economy and
 To foster sustainable economic growth, employment and
competitiveness
http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2012
/liitteet/okm03.pdf
VET in Finland
Finnish National Board of Education
Regulations on vocational qualifications
 qualification requirements
 assessment criteria
 other regulations concerning vocational education and
training
At present, there are 371 qualifications in Finland
52 vocational qualifications divided into 113 study programmes
188 further vocational qualifications
131 specialist vocational qualifications
Basic Vocational qualifications 120 credits

90 credits vocational modules including electives and
minimum 20 credits of on-the-job learning

10 credits of free elective modules

20 credits of core subjects (mathematics, sciences, social
studies etc.)
1 credit means 40 hours of student´s work
approximately 28 lessons/credit + independent study
Omnia, The Joint Authority of
Education in Espoo Region
Omnia
Vocational
College
Omnia
Adult
Education
Centre
Omnia
Apprenticeship
Training
Centre
Omnia
Youth
Workshops
Administration, Economic and Financial Services, Management
Services,
Facility Services, Information Management Services
InnoOmnia
VET IN FINLAND
Going International Omnia Education
Partnerhsips
Coordinating large scale
development and capacity
building projects.
Modeling vocational excellence.
Focus on systemic development
- How might we build the future
of VET?
Finnish VET Excellence - What is our
secret?
Image - not a second rate track!
Quality - recognised and
rewared.
Relevance - qualifications are upto-date.
Employability - real world skills.
Flexibility - all learning counts,
no dead ends.
Lifelong learning - a
comprehensive qualifications
framework for all ages and
backgrounds.
Quality and Relevance of Finnish VET
90 % state that vocational
education and training has a
positive image.
88% state that VET offers high
quality learning.
84% state teachers and trainers
are competent.
89% state VET leads to jobs
highly demanded on the labour
market.
Eurobarometer study 2011
Examples of National Educational
Development Programs in Finland:
Projects developing learning environments
will especially support the development of innovating and
facilitating learning solutions.
Projects developing learning
environments
Projects also on the development of
 using ICT in a pedagogically sound way
 enable PLEs: individual and flexible learning paths
 high-quality guidance of learning in various
environments
 modified open learning contents
 enriched learning (Games/gamefulness,
stories/narratives and augmented reality in learning)
 ways to increase work-based learning
 improvement of quality and practices of on-the-job
learning and working life co-operation
 life-long learning skills of students
Teacher is a learning facilitator and enricher who
promotes collaborative knowledge building and guides
students in different environments
Learning Games
Mobile Learning
QR-codes
safety
instructions
for devices
Real life and and virtual worlds
Kuva: DBarefoot,
Flickr
Places for learning –
Individual vs. Community
http://www.slideshare.net/hponka/verkkoopetusta-ja-sosiaalista-mediaa#btnNext
Individual
Community
Social media tools
Cognitive tools
-
Personal Learning
environment
-
Learning
management
Understanding
Portfolio
Content
-
-
Processing
Information
Knowledge building
Search
Sharing of learning
material
Dialogue of
information
Shared Knowledge
Shared expertise
-
Formal
-working and
learning in
social media
-Informal
Social Learning
environment
-
Open content
Learning material
development
networks
Community
-
Search
Crowsourcing
Community of
Practice
Real people - real world - real skills
Build your own future!
Mobile Learning
http://l2lbyte.files.wordpress.com/2013/08/s_pedagogy.png
http://en.wikipedia.org/wiki/M-learning
Source: http://elearning-indya.blogspot.fi/2012/12/mobile-learning-in-education-and-its.html
Thank you!
LinkedIn: fi.linkedin.com/pub/leena-vainio/0/124/9bb/
Twitter: @lvainio
Skype: leena.vainio
Email: [email protected]
www.innoomnia.fi