leitura - aula 3
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University Continuing Education in aGlobalizing World The Challenges from
Finnish PerspectivesHanna-Riikka Myllymaki
April 12, 2006
2006 UCEA Annual Conference
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21 Universities in Finland
At least one CE-centre in each universityUniversity of HelsinkiUniversity of JoensuuUniversity of JyvskylUniversity of KuopioUniversity of LaplandUniversity of Oulu
University of TampereUniversity of TurkuUniversity of Vaasabo Akademi UniversityHelsinki University of TechnologyLappeenranta University of TechnologyTampere University of TechnologyHelsinki School of EconomicsSwedish School of Economics and Business AdministrationTurku School of Economics and Business AdministrationAcademy of Fine ArtsSibelius AcademyTheatre AcademyUniversity of Art and Design HelsinkiNational Defence College
Ten multi-faculty universities, three schools of economics and business administration,
three universities of technology, four art academies and National Defence College
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University Continuing Education Network in Finland national network of continuing education centres founded 1990
34 member CECs from 21 universities
number of personnel: 1700 in CECs
Sources of financing of the network structure: annual feesby the members, subsidy by the parent university of theUCEF headquarters, subsidy by Ministry of Education
Sources of financing the activities: annual meetings arefinanced by the attendance fees, case by case project
funding
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Lifelong Learning in Universities in Finland continuing education and open university
in 2005 over 85 000 students in CE and over115 000 students in open university
different ways of organizing CE insideuniversities
tasks: continuing education, research,
development services, conference services,
publishing national and international networking
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Continuing Education in Universities variable courses that range from short courses up tomore extensive specialization studies (20-40 credits).
The focus of the teaching depends on the orientation ofthe university.
target groups: academic professionals, people who aretraining for a new profession, certain occupationalgroups (also general courses available)
More and more often courses are arranged on demandand planned together with the organization that orderedit.
CE also includes training for the unemployed and thosewho are in danger of losing their jobs (These courses arebought from the universities and provided for academic
jobseekers by the employment authorities)
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The role of the universities adult education must be enhanced in view of
performing the following basic tasks:1. To develop and maintain mechanisms for the dissemination, transferand internalization of university-generated knowledge, and to develop andmaintain knowledge management methods so as to enable the generation
and use of new knowledge in all working life sectors.2. To develop and maintain professional development systematics basedon collaboration between various education and training providers, so asto enable the provision of high-quality modular training for the variousoccupational groups in all sectors.3. To process the knowledge people produce in their own universities and
knowledge generating institutions into a form suitable for practical
professional use as teaching material, in a way that enables the variousinstructors and teaching support personnel to use it economically in theirown work.
The Lisbon strategy challenges for europeanuniversity adult education
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Development of european university adult education:implementing the core of the Bologna process
Bachelors
& Masters
Programmes
EU Nat G
ov
UAdult
Degree
Education
UCE
Programmes
and Courses
Developers of university degree programmes
The role of universities is changing1. Universities importance in developing working lifeprocesses is emphasized.2. Adult education is the distributor of new know-how, as well
as creator of new working culture.3. Network-based activities andvirtual university changeuniversities operationsdecisively.4. Workbased learning will beacknowledged by universities.
MarkkuMarkkula
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Construction of model:
- organization/participant chooses 20 credit (study weeks)
from 1- 10 weeks modules
UNIVERSITY - SOTE
20 study weeks
1- 10 weeks modules
University of
Tampere CEC
University of JyvskylThe Institute for Extension Studies
University of TurkuThe Institute for Extension Studies
University of KuopioThe Institute for Extension Studies
University of
Joensuu
Clients
Department of
NursingScience
The School ofPublic Health
Department of
Social Policy and
Social Work
Faculty of Sports andHealth Sciences
Department of
Social Work and
Social Pedagogics
Department of Health
Policy and Management
the Faculty of LawQuality assurance unit
juristics for social and healt
services
- experts from different
universities
- utilizing academic research
- networking between
artici ants and ex erts
Example of collaboration:A multi-university masters program for social and health sector
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The soft skills of collaboration1. Being EmpatheticWhats in it for you, my partner?Active wholistic listeningAdaptive leadership (vs.Technical)
2. Being sensitive to contextAccept communication iscontext rich Acknowledge differences incontextParticularistic vs. Universalisticcultures
3. Learning Actively from ExperienceDiagnosing another organizationTaking some distance from owncontext4. Accepting Mutual Dependency5. Tolerating AmbiguitySuspend judgment on partnerBe secure and self-efficacious6. Being Entrepreneurial
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EUROPEAN COMMISSIONDirectorate-General for Education and Culture
Lifelong Learning: Innovation and transversal policies
The context for change
The skills needed for work are changing
Main competencies required by European enterprises
Learning to learn
Information processing and management
Deduction and analytical skills
Decision making skills
Communication skills, language skills
Teamwork, team based learning and teaching
Creative thinking and problem solving skills
Management and leadership, strategic thinking Self-management and self-development
Lisbon Mid-Term review7th Framework Programme
The Competitiveness and Innovation Framework ProgrammeThe i2010 Programme (successor to eEurope)
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TodayThe line between
Work and Leisure
Learning and Work
Higher Education and Vocational Education
(Training partnerships, Continuing ProfessionalDevelopment CPD)
is diminishing
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Need for change time-to-proficiency becomes increasingly important
people and organizations havea typical learning speed (limit)
learning culture, methods, processes, and
infrastructures influence that limit we must improve the conditions for individual and
organizational learning significantly and systematically
integrated working and learning processes
Dietmar Albrecht - VW Coaching
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Industry Challenges and Expectations What industry needs from learning research beyond technology
and didactics?
studies on learning culture(and its correlation with business performance)
business models for corporate learning
competency and human capital management models
economic studies on the value of
knowledge flow and learning speed
research on key success factors for innovation in learning
research on best practice approaches on
lifelong learning in corporate world
Dietmar Albrecht - VW Coaching, Germany
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NOKIA 70 -20 -10 approach to learninglearning and development 70 - learning at work, problem based learning
20 - coaching and mentoring
10 - supported learning solution
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Academia & Industry collaboration actionsJOINT RESEARCHPROJECTS
INTERNATIONALCOLLABORATION
COMPETENCE
DEVELOPMENTBENCHMARKING
EXCHANGE OFHUMAN CAPITAL, INTELLECTUAL CAPITAL, SOCIAL CAPITAL
Source: Minna Takala / Nokia
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Vision of Finnish working life in 2015Competence capital of the work community
is a key factor for success
Finnish workplaces will use the bestavailable IT efficiently and cost-efficiently
to create conditions for high productivity inall central fields
Source : The information Society Councils Report 2005
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but Technology alone, no matter how sophisticated, doesnot guarantee the achievement of the targeted level of
productivity
the crucial issue is the parallel development oftechnological and social factors
the principle of lifelong learning requires that a focus oninnovation and efficent knowledge management becomecentral practices in all levels of education
problem and inquiry based learning must be
promoted exploitation of the opportunities provided by e-
learning must be promoted
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Proposed actions endorsement of competence andinnovation as the guiding principles aside from technology, it is also necessary
to invest in social, organizational andbusiness innovations
the focus must spread from individualprofessionals to competence in
organizations and national innovationenvironments
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Innovation as a national challenge for learning the principle of lifelong learning requires that a focus oninnovation and efficent knowledge management become
central practices in all levels of education
problem and inquiry based learning must bepromoted
exploitation of the opportunities provided by e-
learning must be promoted
innovation constitutes a national learning challenge alsoin the workplace
what does this mean ? how can this be learned ? what does this require on the level of the individual,
the organization and the nation ?
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the educational system must provideflexible alternatives for those already inworking life to upgrade their qualifications
the best practises in retraining andupgrading of qualifications must beexploited systematically in order to createa national system for retraining
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Questions?
Contact:
THANK YOU !
mailto:[email protected]:[email protected]