strengthening the institutional capacity of the productivity and vocational training department...
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Component 3, Activity 3.2: Quality through improving trainers’ performanceExpert Mission Nov 9 – 15, 2013TRANSCRIPT
Strengthening the Institutional Capacity of the Productivity
and Vocational TrainingDepartment PVTD within
the Vocational Training System in Egypt
This Project is funded by the European Union
Component 3Activity 3.2:
Quality through improving trainers’ performance
Expert Mission Nov 9 – 15, 2013
Timo Rainio,
Tampere, Finland
Hermia Group
Day Program Workshop results
Day 1
- Introductions- Industrial change and skills needed today and in the future- Reseach and strategies done in Finland, EU ja Egypt- VET teacher/trainer/leader training
- Development areas and topics of VET teacher/trainer/leader training - How to respond to the need- Plans and ideas what to do
Day 2
- Future work and necessary competencies and skills - Effects of curricula and teaching content and learning environments- Visions of the future skills
- COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey - Curricula and teaching content development cases and good practices in Egypt
WHAT TO TEACH:- Development needs of Vocational education and Training (content and topics point of view) in Egypt ?- If needed, you can use the Finnish FNBE –survey excel -chart
Day 3
- learning environments and material- development of learning enviromments and materials, case examples- Training of developers
- COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey- learning environments and materialdevelopment cases and good practices in Egypt- Presentations and discussions, short tour to Ameraeiya Experimental Center
HOW TO TEACH:Presentation about the innovative development project/network or learning environment/course /material
(Project) plans of (innovative) development project/network or learning environment/course/material for the Vocational education and training
Day 4
- Tools and methods for development work- Innovation and learning- Workshop: Next step
Starging the development project:- Making Teams for planning and development –project- short and long time project plan- Presentations of project plans: to be implemented before next mission
Program
1. Day (Sunday)Sunday Nov 10 9:00 - 10:00
Preparation of workshops and the venue Mr Fady Salah (RTA Assistant) / Interpreter and/or STI Assistant
Sunday Nov 10 10:00 - 12:00at STI
Setting up the venue, Program of the Week:Introductions of participants and location on the PVTD organization chartIntroduction to the PVTD Twinning project A brief introduction: -The Finnish National Board of Education (FNBE) Project experiencies: The impact of Global changes in industrial production, skills requirements-Competence framework for VET Professions (Volmari, Helakorpi, Frimodt)-Skills and competencies at work today
Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter
Sunday Nov 10 12:00 – 15:00at STI
Workshop and discussions-Research and studies (industry, skills, competencies needed in industry) about situation in Egypt-similarities and differences (compared to the Finnish study)-Discussion and agreement on the week’s objectives and results
Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter
Sunday Nov 10 15:00 – 18:00
Wrap-up of daily activitiesAnalysis & next steps
STEs & MS RTA
Introductions
Introductions of participants and location on the PVTD organization chart
Introduction to the PVTD Twinning project Pekka Räsänen
Timo Rainio, MSc (Eng)Hermia Group Ltd
Our vision is to be an internationally appreciated as Finland's leading developer and producer of product development and innovation services.
In the Hermia Group, the versatile knowledge and skills of two technology companies come together in all of its activities. The Hermia Group makes high-quality research information and ready networks available to companies and organisations. The Hermia Group promotes the emergence of new business both nationally and internationally.
The Hermia Group's array of service products includes many different kinds of services for innovation, training, coaching, start-ups, product development, and networking.
The Hermia Group in numbers Annual turnover is about 7 million euros. About 70 projects are currently in progress. About 50 experts working for us Hundreds of member organisations in our corporate network Owners: Tampere University of Technology and its support foundation,
the City of Tampere, Tampere Technological Society, and the Technical Research Centre of Finland.
The Finnish National Board of Education (FNBE) Project experiencies:
The impact of Global changes in industrial production, work and skills requirements
Changes in working life and industry
The Finnish National Board of Education (FNBE) Research: The impact of Global changes in industrial production, skills requirements
1) Previous studies & reports
2) Survey, Interviews, Group Discussions
3)Conclusions:- Key skills- best practices? (teaching, projects, etc.)- Ideas for Action (curricula, learning material and environments)
Industry
Work
Skills & Competences
VET Institute
New Technologies
Networking => Ecosystems
globalization
Learning environments
From projects to processes and structuresClusters
Forums
life-long learning
entrepreneurship
Learning material
The impact of Global changes in industrial production, skills requirements
Working life strategy 2020 (TEM 2012)(http://www.tem.fi/index.phtml?s=4698)
Challenges (Finland) Globalisation industrial restructuring (rakennemuutos) aging
availability of skilled labor is solution for these challenges All technological areas Companies are adapting their production to the available labor
force labor productivity is a key competitive factor
The quality of work is the key to develop productivity
http://www.youtube.com/watch?v=3yaOZrW1-GI
Future of education and training
Strategic objectives for education and training 2020 (FNBE strategy)
Vocational education and training Strengthening work-based learning and industry collaboration Raising completion rates and post-qualification employment Promoting innovation, regional development and entrepreneurship Ensuring competence as part of quality strategies Responding and anticipating to changes in the world of work and
the labour market more rapidly and flexibly Developing forms of adult training that promote well-being at work Enhancing partnerships between adult training, students and
workplaces Upgrading and updating competences during careers
Liberal adult education Raising the standard of knowledge and competence among citizens Strengthening active citizenship Supporting integration of immigrantshttp://www.oph.fi/english/education/vocational_upper_secondary_education_and_training
Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds)COMPETENCE FRAMEWORK FOR VET PROFESSIONS
Teachers encompass teaching professionals who work in educational institutions providing both initial and continuing vocational education and training.
Trainers (in-house couches) work in enterprises or institutions providing initial and continuing training. Compared to teachers the trainers’ profile is more diverse. The training activities of trainers, for example, vary from full-time teaching to occasional training activities.
VET leaders refers to one or several persons in charge of VET institutions, such as vocational upper secondary institutions and further education colleges or training centres providing continuing vocational education and training. These persons have the overall responsibility for the running of an institution.
http://www.oph.fi/english/publications/2009/competence_framework_for_vet_professions
Future visions of vocational education and training (Volmari, Helakorpi, Frimodt)
In future there will be more:recognition and emphasis on informal learningcollaboration within and between educational institutions and world of worknetworking of institutions and with local and regional stakeholdersinternational perspectives in traininguse of ICT and digital networksneed for holistic perceptionneed for learner autonomy and self-directed learningcompetence requirements for pedagogical, networking and communication skills for teachers and trainersuse of new media in education and traininginteraction between education and the societyorganisational competence development
In future there will be less emphasis on individual competence developmentformal trainingfixed and inflexible systemshierarchyclassroom teachingdifferences and lower barriers between general, vocational and higher education and training
Group work
Do you agree to the conclusion of COMPETENCE FRAMEWORK FOR VET PROFESSIONS study and situation in Egypt at all ?
1.What is the teacher/trainers level of expertise and skills, Strengths and weaknesses ?2.What is the the quantity and quality of the learning material in PVTD, Strengths and weaknesses ?3.What is the the quantity and quality of the equipments in PVTD, Strengths and weaknesses ?4.Are the (specializations) areas of teaching chosen right or wrong, Strengths and weaknesses ?5.Is there a good balance between hard and soft skills in training6.Do you have a good cooperation between industry and education
Work in groups of about 3-5 members (6 groups)One main question / group40 minutes discussion, main results to flip chart or paper format Presentations of the results: max 5 minutes / group
Homework
Define most important training topics you would like to participate as a part of training of teachers/trainers ? (at least 3 topics in all of these 4 areas)
1.Technical skills
2.”Soft” skills
3.Development of learning material and environments
4.Project funding and project management, Networking
Alone or in groupsresults shortly to paper30 minutes discussion about the results tomorrow morning
2. Day (Monday)Monday Nov 11 9:00 – 12:00at STI
A brief introduction based on Finnish National Board of Education FNBE (Finland) -Research: -Future work and necessary competencies and skills -Effects of curricula and teaching content and learning environments-Visions of the future skills
Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter
Monday Nov 11 12:00 – 15:00at STI
Workshop and discussions-similarities and differences (compared to the Finnish study)-Preparing short presentations about situation in Egypt
o COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey
o curricula and teaching content development cases and good practices in Egypt
o Training of trainers, case -examples-Presentations and discussions-What’s next, plans, ideas and needs for the future
Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter
Monday Nov 11 15:00 – 17:00
Wrap-up of daily activitiesAnalysis & next steps
STEs & MS RTA
Conclusions of the Homework (30 minutes)
Define most important training topics you would like to participate as a part of training of teachers/trainers ? (at least 3 topics in all of these 4 areas)
1.Technical skills
2.”Soft” skills
3.Development of learning material and environment
4.Project funding and management, Networking
Go to 4 groups, Every group choose 3 training topic for every training area (totally 3*4 = 12 topics) and put them to the wall under the right training area (30 minutes discussion)Group choose one person and those persons go to the wall and put the training topics to “the right order”. Then other four people takes training area number 2, etc. (20 minutes)
Visions of the future technologies
Technical meta-skills
Profession-specific knowledge- Knowledge, theorical understanding- Special technical knowledge and know-how
Professional meta-skills- Learning to learn- Understanding of the entities- The ability to prioritize
Practical know-how
Source: Jouni Suominen / Pekka Ruohotie
Gartner: Top 10 Strategic Technology Trends For 2014
http://www.forbes.com/sites/peterhigh/2013/10/14/gartner-top-10-strategic-technology-trends-for-2014
Mobile Device Diversity and Management Mobile Apps and Applications The Internet of Everything Hybrid Cloud and IT as Service Broker Cloud/Client Architecture The Era of Personal Cloud Software Defined Anything Web-Scale IT Smart Machines 3-D Printing
Technical skills- Factory of the future
Factory today
Source: Fastems
http://www.youtube.com/watch?v=BBC2oswnrt0&list=UUn0t14b9G3PHyyRWXYPOgsA&index=9
http://www.youtube.com/watch?v=bKKZH3TYnDM
Factory of the Future ICT Vision
• Less waste• Less energy use• Faster time-to-market• Better quality
Factory productivity
• High-value products• Keep jobs in Europe• Process transparency• IPR security• Lower CO2 footprint
Supply-chain productivity
• Reduce design errors • Better & efficient products• Less waste + rework• Faster time-to-market
Design productivity
Source: Reijo Tuokko, TUT
Smart Factories: – Goal:
More automation, better control & optimisation of factory processes
– Means: Software, lasers & intelligent devices embedded in machines & factory infrastructure
Virtual Factories:– Goal:
To manage supply chains; to create value by integrating products & services
– Means: Software to holistically interconnect & manage distributed factory assets; new business models & value propositions
Digital Factories:– Goal:
To “see” the product before it is produced– Means:
Software for the digital representation &test of products & processes prior to their manufacture & use
Group work – what to teach ?
Short discussion and translation of needed points in PVTD Specializations and Finnish FNBE –survey tables by groups
1.Specify the importance of all the specialization areas of PVTD –survey (1=most import, 5=less important)
2.Based on Finnish FMBE survey table choose/define at least 5 future areas in industry and impact of those in the knowledge and skills requiremments in Egypt (you can write answears in FNBE survey table)(group 1-3: New Technology, group 4-5 Network & business ecosystems, group 6-8: life-long learning)
Work in groups of 3 members (6-8 groups)60 minutes discussion, main results to flip chart or paper format Presentations of the results: max 5 minutes / group
COMPETENCE FRAMEWORK FOR VET PROFESSIONS study, specializations
New Technology
Impact on the knowledge and skills requirements
Impact on teaching (curriculum) and its methods (learning environments)
Examples & cases
Intelligent machines and systems
Virtual reality & Simulations
Energy & Environment
New methods of manufacturing, Prototype production and -economy, Nano- & Microtechnologies
Service & Maintenance
New materials (functionals, etc.)
Main Clusters (Finland: Mobile working machines, Logistics, Marine/OffShore, Mining, etc.)
Smart City
FNBE Survey:
Networks & business Ecosystems
Impact on the knowledge and skills requirements
Impact on teaching (curriculum) and its methods (learning environments) Examples & cases
Globalization and internationalization New kind of industrial value networks
Service business
Opensess -thinking Social media in business and education
FNBE Survey:
Impact on the knowledge and skills requirements
Impact on teaching (curriculum) and its methods (learning environments) Examples & cases
Life-long learning
General vs. special knowledge & skills, mathematical & fysical knowledge, etc
Industry-Schoold-Developers -co-operation
Retirement, skilled labor, tacit knowledge, wellbeing at work
Entrepreneurship
Internal and external entrepreneurship
FNBE Survey:
Homework – what to teach
Based on groups work results choose 1 specialization areas interesting and most usefull for you and describe topic by topic those.. Impact on the knowledge and skill requirements effects on contents and development work of curriculum Effects on teacher training
Alone or in groups results shortly to paper or to survey tables 30 minutes discussion about the results tomorrow morning If needed, you can use the Finnish FNBE –survey table and
PVTD Survey specialization areas
3. Day (Tuesday)
Tuesday Nov 12 9:00 – 12:00at STI
A brief introduction based on FNBE (Finland) -Research: -Learning environments-ON-THE-JOB Learning -Cooperation between industry and education-Innovation & Education
Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter
Tuesday Nov 1212:00 – 15:00at STI
Workshop and discussions- similarities and differences (compared to the Finnish study)-Preparing short presentations about situation in Egypt
o COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey
o learning environments and materialo development of learning enviroments
and materials, case exampleso Training of developers
-Presentations and discussions, short tour to Ameraeiya Experimental Center-What’s next, plans, ideas and needs for the future
Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter
Tuesday Nov 1215:00 – 17:00
Wrap-up of daily activitiesAnalysis & next steps
STEs & MS RTA
Conclusions of the Homework
Based on groups work results choose 1 specialization areas you feel interesting and most usefull for you and describe topic by topic those Impact on the knowledge and skill requirements Effects on contents and development work of curriculum Effects on Teacher training
We will do the conclusion of the homeworks as a part of our afternoon group work
Tampere - Developing learning environments, investing in future
Tampere - Developing learning environments, investing in future: http://www.youtube.com/watch?v=A2T12ZucdoY
What kind of elements of learning do you find in this video ?
Professional Learning Process
To knowTo understand
Knowing
School
Feeling of know - how
Experiencing
theory
Feedback
Reflection
To Will
Motivation
Instructor
Instructor
ThinkingEncouragingQuestioningSetting a target
Source: Jouni Suominen
Cooperation between school and industry
McKinsey Education to Employment: http://mckinseyonsociety.com/education-to-employment
http://mckinseyonsociety.com/education-for-employment-realizing-arab-youth-potential/arabic version: http://vimeo.com/22312959
(e)learning environments
ICT in Vocational education
Why and how ? Student orientation: what is the best way to student to learn and
what kind of learning environment is ideal and how to use ICT in pedagogical way right (the whole learning process)
Co-operation with working life and workplaces Collaboration with working life representatives Collaborative spaces Improving quality of learning in the workplace
Source: Minna Taivassalo-Salkosuo: http://www.slideshare.net/Minsku/enriched-learning-ict-in-vocational-education-and-traning-in-finland
elTRIO – concept
pedagocical & ITsupport
Coordination
Learning-material
databank
Educationorganizations
Industry
ST
UD
EN
T
TRIO-
Techonology
program
FMS systems
WeldingControll & IT
networking
Mobile workingmachine
Machine Vision
etc..
Development groups
• “Real Life” learning environment (Learning by doing)
• System development together with FMS Training Center community
• Theory over the Internet• Training using FMS-simulator• FMS Training Center in Second Life• FMS Driving License –community
(www.fms-ajokortti.fi)
FMS Training Center
FMS Training Center –wikihttp://www.fms-ajokortti.fi
FMS Training Center in Second Life
Winner of the Fastems Challenge innovation competition ()
http://vimeo.com/68006164
Think about all different kind of skills and knowledges studentgroup has needed and got when they have participate Fastems challenge
competition ?
Sandboxhttp://salpro.salpaus.fi/sandbox2/en.php
http://www.youtube.com/watch?v=YTNL0PxX1ZE (1 minute)http://www.youtube.com/watch?v=DqG61hZhZps (6 minutes)
http://www.youtube.com/watch?v=ej992-vUrSA (10 minutes in finnish)
Group work – how to teach ?
1.Everyone write his/her homework topic to to paper and put it beside his/her nameplate
2.Make groups so that all the members has more or less common topic
3.Groups make plans for that common area about Material Development (tradional, web-based learning, etc.) Learning equipments and environments needed VET Institute – Industry cooperation Cooperation between teachers and organizations
60 minutes discussion, main results to flip chart or paper format Presentations of the results: max 5 minutes / group
Homework – how to teach
Choose your (group) specialization area and make plans for its Curricula development & Qulification Material Development (tradional, web-based learning,
etc.) Learning equipments and environments needed VET Institute – Industry cooperation Development cooperation in all level (organizations,
teacher/trainers, national, etc.)
Alone or in groups results shortly to the paper 30 minutes discussion about the results tomorrow morning
4. Day (Wednesday)Wednesday Nov 13 9:00 – 12:00at STI
Workshop: Next Step -Future plans in Finland based on FNBE Research-WBL – TOI Manual: Manual for planning of work-based learning – transfer of innovations
Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter
Wednesday Nov 13 12:00 – 16:00at STI
Workshop: Next Step-Teams for planning and development-Development areas?
o Curriculum and contento Learning environment and materialo Training of trainers, teachers and
developerso Coordination and lobbying
-Presentations of project plans: to be implemented before next mission
Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter
Wednesday Nov 13 15:00 – 17:00
Wrap-up of daily activitiesAnalysis & next steps
STEs & MS RTA
Quality – The Common Quality Assurance Framework
Source: FNBE: QUALITY MANAGEMENT RECOMMENDATION FOR VOCATIONAL EDUCATION AND TRAINING (47655_quality_management_recommendation_for_vocatinal_education_and_training.pdf)
WBL–TOI ManualManual for planning of work-based learning – transfer of innovations
(http://www.oph.fi/download/130052_wb_toi_manual.pdf)
WBL–TOI ManualManual for planning of work-based learning – transfer of innovations
(http://www.oph.fi/download/130052_wb_toi_manual.pdf)
ADDIEhttp://www.learndash.com/addie-model-explained-infographic
Innovation and learning
Group Work
Go to you homegroup Prepare as a group presentation about your group common Learning
(environment) development project for the next mission. Think at least about these aspects: Impact on the knowledge and skill requirements Curricula development & Qulification Material Development (tradional, web-based learning, etc.) Learning equipments and environments needed VET Institute – Industry cooperation Development cooperation in all level (organizations,
teacher/trainers, national, etc.) Effects on Teacher training Common tools
Group give a presentation about it’s plan (10 minutes) feedback
Homework of Learning (environment) development project for the next mission
1. Make a plan for your own activities in your learning (environment) development project. Think at least about these aspects: Impact on the knowledge and skill requirements Curricula development & Qulification Material Development (tradional, web-based learning, etc.) Learning equipments and environments needed VET Institute – Industry cooperation Development cooperation in all level (organizations,
teacher/trainers, national, etc.) Effects on Teacher training Common tools
2. Gather together at your workplace your superiors, colleagues and subordinates to a workshop
3. Share with your own departments outcomes of the week and decide together your organization activities in this learning (environment) development project
4. Work to be lead by Ms. Madiha (component 3 leader)5. Outcomes to be delivered by ?? to ?? (xx@xx-xx)
References
Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds): COMPETENCE FRAMEWORK FOR VET PROFESSIONS -Handbook for practitioners
Timo Rainio: The Finnish National Board of Education (FNBE) Research: The impact of Global changes in industrial production, skills requirements – PPT-presentation
Petri Pohjonen: ON-THE-JOB LEARNING IN FINLAND, The Education System under the National Board of Education
WBL-TOI MANUAL: Manual for planning of work-based learning – transfer of innovations
Links Working life strategy 2020 (TEM 2012): http://www.tem.fi/index.phtml?s=4698 Strategic objectives for education and training 2020 (FNBE strategy): http://
www.oph.fi/english/education/vocational_upper_secondary_education_and_trainin
Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds)COMPETENCE FRAMEWORK FOR VET PROFESSIONS: http://www.oph.fi/english/publications/2009/competence_framework_for_vet_professions
WBL–TOI Manual: Manual for planning of work-based learning – transfer of innovations(http://www.oph.fi/download/130052_wb_toi_manual.pdf
Tampere - Developing learning environments, investing in future: http://www.youtube.com/watch?v=A2T12ZucdoY
McKinsey Education to Employment: http://mckinseyonsociety.com/education-to-employment (http://vimeo.com/22312959)
ADDIE: http://www.learndash.com/addie-model-explained-infographic FMS Training Center
Basic idea of FMS Systems: http://www.youtube.com/watch?v=BBC2oswnrt0&list=UUn0t14b9G3PHyyRWXYPOgsA&index=9
FMS Training Center: http://www.youtube.com/watch?v=bKKZH3TYnDM Sandbox: http://salpro.salpaus.fi/sandbox2/en.php New Factory: http://www.newfactory.fi
Timo RainioHermia Group
+358 500 7366 05
http://www.hermiagroup.fihttp://www.slideshare.net/timorainio
http://www.dooid.com/timorainio
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