Key Competences and Skills in Future Careers

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The presentation for Finnish - Brazil Innovation Seminar; Road Map to Strategic Partnership on 2nd of June, 2014, Helsinki.
The slides include drivers of change, future skills and competences, the role of vocational teachers in competence development, and references.

Published in: Education

Key Competences and Skills in Future Careers

  1. 1. w w w . h a m k . f i / a o k k Key Competences and Skills in Future Careers HAMK University of Applied Sciences, Vocational Teacher Education Unit Dr. Essi Ryymin
  2. 2. w w w . a o k k . f i Drivers of change • Globally connected world • Increasing global lifespans • Rise of smart machines and systems • New media ecology • Social technologies drive new forms of production • Computational world
  3. 3. w w w . a o k k . f i Competences and Skills 1. Novel and adaptive thinking 2. Cross-cultural competency 3. New media literacy 4. Virtual collaboration and computational thinking 5. Transdiciplinarity and teamwork 6. Self-regulation and motivation
  4. 4. w w w . a o k k . f i Novel and adaptive thinking Cross-cultural competency New media literacy Virtual collaboration and computational thinking Transdiciplinarity and teamwork COMPETENCES AND SKILLS Self-regulation and motivation
  5. 5. w w w . a o k k . f i 1. Novel and adaptive thinking • Jobs involving both abstract tasks and manual tasks require critical thinking, creativity and ability to respond to unexpected circumstances • Proficiency at thinking and coming up with solutions beyond that which is rule-based • Capability to determine the deeper meaning or significance of what is being expressed Can’t be codified, humans needed!
  6. 6. w w w . a o k k . f i 2. Cross-cultural competency • Competence in operating in different cultural settings • Ability to communicate about shared goals, priorities and values in diverse teams and organizations (tailoring language, tone, gestures and format to match the audience) • Ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions Diversity is a driver of innovation!
  7. 7. w w w . a o k k . f i 3. New media literacy • Ability to critically assess and develop content that uses new media forms, and to use this media for convincing communication • Creating and presenting visual information and produce content using new forms • Ability to take a design approach to the work and working environment Visual presentation of information becomes the norm.
  8. 8. w w w . a o k k . f i 4. Virtual collaboration and computational thinking • Capability to work productively, drive engagement, and demonstrate presence as a member of virtual team • Ability to translate data into abstract concepts and to understand data-based reasoning • Ability to find, design and establish environments and tools that promote productivity and well-being
  9. 9. w w w . a o k k . f i 5. Transdiciplinarity and teamwork • Deep understanding of at least one field and capacity to converse in the language of a broader range • Ability to value genuinely others’ ideas and expertise, willing to learn from others and learn from experience • Capability to work collaboratively with colleagues to achieve shared goals
  10. 10. w w w . a o k k . f i 6. Self-regulation and motivation • Ability to monitor, direct and regulate own actions towards information acquisition, expanding expertise, and self-improvement • Capability to guide own motivation to learn • Ability to commit to continuous, lifelong learning
  11. 11. w w w . a o k k . f i Vocational teachers are in key role • In Finland, the role of vocational teachers is significant in generating future skills and competent workforce needed in labour market: • Teachers ensure that the education fulfils the needs and the requirements of the enterprises and national qualifications • They act as bridges, knowledge creators, researchers and developers between the world of work and vocational training
  12. 12. w w w . a o k k . f i Vocational teachers are in key role • Teachers collaborate closely with employers, they accelerate business innovations and empower new entrepreneurship • Teachers have a university degree, at least three-year experience in working life, and a pedagogical competence acquired in vocational teacher training • Teachers have variety of professional tools and instruments for enhancing collaboration between the world of work and vocational training in competence development
  13. 13. w w w . a o k k . f i Teachers’ tools in competence development • Research and development programs, which generate new work-based innovations and entrepreneurship • Systematic work-based learning and on-the-job training methods • Continuous qualification and quality assessment together with working life representatives • Intentional and active curriculum development including national qualifications and future skills and competences
  14. 14. w w w . a o k k . f i HAMK Vocational Teacher Training collaborates with Brazil • Collaboration with SENAI São Paulo (Serviço Nacional de Aprendizagem Industrial) www.sp.senai.br/senaisp • Co-operation with FIESC (A Força da Indústria Catarinese) & SENAI Santa Catarina www.fiescnet.com.br • Strategic partnership with Universidade Feevale www.feevale.br
  15. 15. w w w . a o k k . f i • Currently: Open call for Teacher Training Program in Finland for all Federal Institut teachers from Brazil! • 60 teachers from Brazil start studying in Finland next autumn • Organizers: HAMK, Häme University of Applied Sciences, Teacher Training Unit, TAMK, Tampere University of Applied Sciences, and Haaga-Helia University of Applied Sciences HAMK Vocational Teacher Training collaborates with Brazil
  16. 16. w w w . h a m k . f i / a o k k Obrigado!
  17. 17. w w w . a o k k . f i References Eerola, T. (Eds.). Kohti ammatillista huippuosaamista. Hämeenlinnan Ammatillinen opettajakorkeakoulu, HAMKin e-julkaisuja 9 /2013, Tampere: Tammerprint Oy. Davies, A., Fidler, D. & Gorbis, M. (2011). Future Work Skills 2020. Institute of the Future for Phoenix Research Institute. HAMK UAS Professional teacher Education Unit: portal.hamk.fi/portal/page/portal/HAMK/AOKK/English Paris, S. & Paris, A. (2001). Classroom Applications of Research on Self-Regulated Learning. Educational Psychologist. 36 (2), 89-101. Tirri, K. & Nokelainen, P. (2011) Measuring Multiple Intelligences and Moral Sensitivities in Education. Moral development and citizenship education. Rotterdam/ Boston /Taipei: Sense Publishers. United Nations Competencies for the Future: http://www.unep.rog (30.5.2014) Photos: HAMK University of Applied Sciences: www.flickr.com/photos/hamkuas Free Digital Photos: www.freedigitalphotos.net

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