Anja Heikkinen


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Anja Heikkinen

  1. 1. Who, why and how should meet the Europe 2020 targets in education? The gap between rhetoric and realities Anja Heikkinen School of Education University of Tampere 1
  2. 2. 1a. Europe 2020: 3 interlinked priorities (a short look)/Manfred Wallenborn, ETF 1.) Smart growth: developing an economy based on knowledge and innovation 2.) Sustainable growth: promoting a more efficient, greener and more competitive economy 3.) Inclusive growth: fostering a high-employment economy delivering social and territorial cohesion 2
  3. 3. 1b. EU headline targets for 2020 (translatedinto national targets)/Manfred Wallenborn, ETF • 75 % employment rate (what kind of employment?) • 3% GDP investment in R&D (where?) • < 10% early school leavers & min. 40% tertiary degree (or equivalent) (why?) • 20 million less people at risk of poverty (what risk, what poverty?) 3
  4. 4. 1c. Among other EU-member states, Finlandaims at becoming the most qualified nation inthe world by 2020. It should be at the leadingedge of knowledge, participation and creativity.The strategic priorities are•attraction of education and culture•competitiveness of society•vigour of the regions and environments•inclusion and communality( 4
  5. 5. 2a. What do we know about skills needs and skills mismatches /Wallenborn, ETF• Is there a job polarization?• What are the most demanded jobs? (by whom, why?)• Do workers need more training? (in whose opinion, what training – only training?)• What do employers think about graduates? (and graduates…?)• Are trends similar in each sector?• What about green jobs? (what is green?) 5 5
  6. 6. 2b. But what do we know about / Anja•Orders of knowledge, which legitimize orders ofcitizenship and occupational work?•How higher education and research are feeding intothe EU strategies?• Educational contribution of “international”, “multi-cultural” or “cross-cultural” study and researchprogrammes?•Consequences of expansion of “globally recognizedand competitive” studies and research and educationexport? 6
  7. 7. 2c. Education and research in the struggle on dominance of planet earth?• EU-Europe needs a population• Europeans in and outside of Europe: to whom does what kind of future belong to?• Non-Europeanness inside and outside of Europe• Trans-national competence markets, global skills mall and excess population• Erosion of collective formations in work and society• Citizenship as consumption of global brands• ICT – networks, social media... - as “the” solution 7
  8. 8. 3. Attempts to transcend national & cultural frameworks in research and development of (vocational/HE) education: tools, models, best practices…• Trans-national research and development methodology (evaluation tool!) for re-integrative pedagogy (Re-enter, Re- integration)• Transcending gender barriers in VET and work (Genderqual) (model)• Support of people in recognition of prior learning (LeoSpan) (best practice)• Cross-cultural study pathway for lifelong learning and work (Crosslife)• Framework for education of European VET professionals (Euroframe) (model)• Adult learning professionals in Europe (Alpine) (standards) 8 8
  9. 9. SOCIO-ECONOMICAL AND CULTURAL CONTEXTemployment social youth educational VET- special educationpolicy policy policy policy policy policy Professional paradigms and actors Practitioners in ReI-activity Youth in their Youth in their life context: life context: ReIntegration- Peer groups activity, Pedagogical Peer groups practices, Learning Home, family experiences Home, family School&work School&work Researchers ACDEMIC CONTEXT 3a. Re-enter&Re-Integration: Joint research and development 9 process abt 3-4 years
  10. 10. “Analytical model” for evaluation of re-integrative activity (Finnish -+ Belgian partners)Educationandemployment structuresProgramme Inclusive Collabora Funding Qualificatio Admini Vocatio Didactic Match:ed Assessmen/ ness tive mechani n and strative nal al ucators t andpedagogica networks sm recognition structu relevan solution and Evaluatiol activity of actors of skills and res ce s students n competencesAction andexperiencesof learnersandpractitioners 10
  11. 11. Re-integrative activities according to professionalparadigm, integratedness to mainstream and between actors (weight x-xxx)Paradigm/policy Gate- New- Life- IIP Casa- Pre- JAW Kytkin Tracs Supra way Deal skills Pia pathsYouth work /recreation xxx xSocial pedagogy /social x xxx x x xxworkSpecial education xxx x xxCounselling xxx x x x x xx x xEmployment training x xxx xxx xxVET x xx x xxx xx xxx xxUnique project xxx xxx xx xxxProject linked to xxx xxx x xx xxxmainstreamEstablished activity xxx xxxSeparation of xx xx xxx xxx xx xxx xxx xxlearners&practitionersInteraction/transfer x x x xbetweenlearners&practitionersIntegration of xxx xxxlearners&practitioners 11
  12. 12. Trans-national research and development methodology for re- I integrative activity (emerging new paradigm?)NT Critical ,E emansipatoryR TRDMN Re-A INTEGRATIVET ACTIVITYI PhenomenoloO Deconstructi gical-N ve hermeneuticALNA critical critical criticalTIO ReI ReI ReIN activity activity activityA deconst phenome deconst phenome deconstruL ructive nological ructive nological ctive phenome nological THEORY PRACTICE Researchers Practitioners, Policy- makers, Students 12
  13. 13. Cultural embeddedness of re-integrativeactivities/measures: crucial categories and institutions "Family“: "Industry&work“:working life / kinship social or labour market partners “Vocational education” "State“: schooling "Religion“: church, schooling... Necessity of historical and cultural contextualization Problematizing power, deviancy, normality 13
  14. 14. 3b. Aims of CROSSLIFE CD project• To pilot a scheme that builds capacity and cross-culturalexpertise for a new generation of research experts• To create cooperative networks in universities that crosscultural boundaries and enhance collaborative studyingthrough the exploration of cultural diversity• To develop research-led programs, which includedifferent types of research that connect to the interests ofstudents and promote sharing of research process• To enhance team-research that allows students to compareperspectives across different cultural and contextual settings• To develop a Masters and PhD program of studies in VET andCulture 14
  15. 15. Research-based study programme for MA / Dr degrees CROSS-LIFE – Cross-cultural collaboration in lifelong learning and work 2005-2008 MA/Dr degree Practices of in London education and MA/Dr degree work in Tampere institutional and administrational collaborative collaboration research MA/Dr degree in Copenhagen collaborative MA/Dr degree teaching and Malta studying collaborative planning and supervision MA/Dr degree MA/Dr degree in MonashStudying and expert resources: in ZürichVocational Education and Culture-network - Transforming politics ofeducation and work researchprogramme Majors in MA/Dr degrees: educational, social, economical sciences 15
  16. 16. Gradual growth process: holistic/specific & distal/focal periods,increasing complexity & multi-dimensionality, embodiment of knowledge & comprehension of the “laboratory cases”; inter- generational interaction and encounters 16
  17. 17. 4a Concern about the role of academics in shaping the future of occupational and civic life 17
  18. 18. 4b Or AlternativesResearch and development projects challenging the (hegemonic)reproduction of (hegemonic) professional paradigms* the trans-nationalisation of the education and training patterns (bestpractices) in relation to exclusion and inclusion, to orders of normality anddeviancy: legitimacy of low-paid, second-class labour market ? * the interconnectedness of micro-, meso- and macropolitics ofeducation: why save the “system”Education as practical science* projects as platforms for negotiating democracy* projects as promoters of (alternative/challenging) educationalinnovations : complex and holistic "pedagogy of care" developed invarieties of ways* as multioccupational or multiparadigmatic networking - among VETteachers, youth workers, special educators (Kytkin, Supra)* as new professionalism - VET teacherhood enriched with specialeducational expertise (Tracs)* as networks coordinated by new hybrid "adviser-experts" (UK)* as dialogues on normality/deviancy between mainstream and re-integration actors (JAW and prepaths)* as transitions of educators into new positions enabling the 18