1. The document describes the internationalization model called "International Competence School" used by Jyväskylän ammattiopisto vocational college.
2. The model has three levels - internationally oriented qualifications, studies integrated into vocational education with a focus on international skills, and basic skills for all. It aims to increase opportunities for all vocational students to emphasize international competence.
3. Key aspects of the model include increasing student and teacher mobility abroad, developing international skills defined for each qualification, and providing multicultural and internationalization skills for all students.
This document provides information on ECVET (European Credit system for Vocational Education and Training). ECVET aims to support mobility and recognition of learning outcomes achieved abroad to fully integrate mobility into individual learning pathways. Key concepts include mutual trust, learning outcomes, avoiding duplication, and quality. ECVET follows a process before, during, and after mobility involving memorandums of understanding, learning agreements, transcripts of records, assessment, validation, and recognition. Learning outcomes are statements describing what a learner knows, understands, and is able to do, and guide the teaching, assessment, and recognition processes. Units of learning outcomes can be specific to qualifications or common across them, and must be structured, logical, and assessable.
This document summarizes a meeting between European music colleges discussing potential partnerships. Key points include: the Erasmus+ program supports strategic partnerships to develop innovative practices; eligible activities include strengthening cooperation, promoting recognition of learning, and supporting learners with disabilities; partnerships should develop tangible outputs or processes, have measurable impact, and sustainable results; technical requirements for partnerships include having at least 3 organizations in 3 countries, with defined roles and contributions; assessment criteria include relevance, quality, impact, and sustainability.
International activities in Jyväskylä College 2015Rea Tuominen
This document provides information about international activities at Jyväskylä College. It outlines the management and organization of international programs, long-term internationalization goals, and the 2015 operating plan. It also provides general information for incoming exchange students, including preferred group sizes, mobility periods, minimum program lengths, and accommodation options. Contact information is provided for the international coordinators.
This document summarizes information from a presentation about implementing ECVET in Finland. It discusses:
- The region of Central Finland and the city of Jyväskylä, where ECVET is being piloted.
- Why vocational education organizations are interested in ECVET and how it can support work-based, college-based, and combined transnational learning.
- The key concepts of ECVET including mutual trust, learning outcomes, recognition of learning, and quality assurance.
- The three main learning outcomes of ECVET implementation: linking mobility to strategy, using learning outcomes as a common language, and following the ECVET quality process of assessment, validation and recognition.
The document summarizes information about incandescent light bulbs. It describes how an incandescent bulb works by heating a thin tungsten filament to produce light. The filament is supported inside a glass bulb that contains either a vacuum or inert gas. The document outlines the key parts of an incandescent bulb and provides a brief history of its development. It also compares the efficiency and energy usage of incandescent bulbs to CFL bulbs. Finally, it lists different types and common uses of incandescent light bulbs.
This document provides information on ECVET (European Credit system for Vocational Education and Training). ECVET aims to support mobility and recognition of learning outcomes achieved abroad to fully integrate mobility into individual learning pathways. Key concepts include mutual trust, learning outcomes, avoiding duplication, and quality. ECVET follows a process before, during, and after mobility involving memorandums of understanding, learning agreements, transcripts of records, assessment, validation, and recognition. Learning outcomes are statements describing what a learner knows, understands, and is able to do, and guide the teaching, assessment, and recognition processes. Units of learning outcomes can be specific to qualifications or common across them, and must be structured, logical, and assessable.
This document summarizes a meeting between European music colleges discussing potential partnerships. Key points include: the Erasmus+ program supports strategic partnerships to develop innovative practices; eligible activities include strengthening cooperation, promoting recognition of learning, and supporting learners with disabilities; partnerships should develop tangible outputs or processes, have measurable impact, and sustainable results; technical requirements for partnerships include having at least 3 organizations in 3 countries, with defined roles and contributions; assessment criteria include relevance, quality, impact, and sustainability.
International activities in Jyväskylä College 2015Rea Tuominen
This document provides information about international activities at Jyväskylä College. It outlines the management and organization of international programs, long-term internationalization goals, and the 2015 operating plan. It also provides general information for incoming exchange students, including preferred group sizes, mobility periods, minimum program lengths, and accommodation options. Contact information is provided for the international coordinators.
This document summarizes information from a presentation about implementing ECVET in Finland. It discusses:
- The region of Central Finland and the city of Jyväskylä, where ECVET is being piloted.
- Why vocational education organizations are interested in ECVET and how it can support work-based, college-based, and combined transnational learning.
- The key concepts of ECVET including mutual trust, learning outcomes, recognition of learning, and quality assurance.
- The three main learning outcomes of ECVET implementation: linking mobility to strategy, using learning outcomes as a common language, and following the ECVET quality process of assessment, validation and recognition.
The document summarizes information about incandescent light bulbs. It describes how an incandescent bulb works by heating a thin tungsten filament to produce light. The filament is supported inside a glass bulb that contains either a vacuum or inert gas. The document outlines the key parts of an incandescent bulb and provides a brief history of its development. It also compares the efficiency and energy usage of incandescent bulbs to CFL bulbs. Finally, it lists different types and common uses of incandescent light bulbs.
The document discusses a brainstorming session on supporting startups and scaling up at the iEER Conference in Brussels. It provides background on iEER which aims to define solutions to boost regional entrepreneurship ecosystems. Key findings from iEER include the need for collaboration across organizations and reducing silos. Examples of good practices for startup support are provided, such as startup events and incubation/acceleration programs. Challenges and opportunities for the future are then discussed, such as how to bridge innovation and business, the role of funding, and leveraging new technologies.
The document summarizes ICDE's presentation at an AVU workshop on policy harmonization and curriculum conceptualization.
ICDE is the leading global organization for open and distance education that partners with UNESCO. ICDE focuses on quality assurance, developing member institutions, and facilitating cooperation. ICDE discussed initiatives like the Canadian Virtual University and Norwegian NTNU online programs.
ICDE emphasized that policy frameworks must support open/distance learning and quality assurance is important. Institutions need ODL strategies and committed leadership. ICDE suggested areas for potential synergies like regulatory frameworks, quality reviews, faculty training, and knowledge networks. Global trends present opportunities in access but also challenges around quality, resources, technology, and policies.
Capacity development is an important tool for organizations to achieve strategic objectives and improve performance. Sweco has significant experience assisting organizations globally with capacity development through strategies like training, process development, and restructuring. Their approach involves a holistic analysis of the organization and supporting the performance of individuals, teams, and the overall organization. Sweco offers international expertise, a focus on effective processes, structured training program development, performance benchmarking, and evaluation to support clients' capacity development goals.
The document discusses employability as a growing challenge in higher education. It notes that students increasingly view university as a way to find a job and look for skills to make them employable. Universities must provide technical, professional, and soft skills to help students' professional integration. New rankings focus on employability, and accreditation agencies include employability criteria. The University of Holy Spirit Kaslik (USEK) prepares students for employment through theoretical and practical courses, career services, international opportunities, and partnerships like the OIPULES Tempus and RESeaU projects.
The document summarizes information about ICN Business School, including its campuses in France, Germany, and China. It offers a Master in Management program across various disciplines at its 3,000 student body. The school emphasizes creative thinking and has partnerships with 150 universities worldwide. It uses workshops and international opportunities to develop innovative solutions in students.
UoTs can play an important role in developing high-level skills in South Africa. Policies call for improving skills to support economic growth and address skills shortages. UoTs are well-positioned to develop skills through responsive career-focused programs, cooperative education with industry, and applied research. UoTs can offer certificates, diplomas, and degrees to broaden access and support applied knowledge production. Strategic partnerships with industry, FET colleges, and governments further skills development through curriculum collaboration, research, and work-based learning opportunities. UoTs face challenges in balancing qualifications, developing articulation pathways, promoting interdisciplinarity, and focusing on attributes like innovation and entrepreneurship.
This document provides information about executive education programs offered by Saïd Business School at the University of Oxford.
In 3 sentences:
Saïd Business School is Europe's newest and fastest growing business school, which is an integral part of Oxford University and has been educating leaders for 800 years. It offers executive education programs both in Oxford and globally, covering topics like finance, strategy, leadership, and challenges facing organizations. The school has strong partnerships in Malaysia and works on research collaborations with Malaysian universities and organizations.
Cegos is an international leader in training and development that has served organizations for almost a century. It operates in 50 countries and provides a variety of learning solutions including classroom, e-learning, blended learning, operational consulting, and managed training services. Cegos helps 250,000 learners each year improve their skills and supports clients in areas such as management, sales, IT, and human resources. It is committed to innovation and social responsibility through initiatives that promote access to education.
Project Leonardo da Vinci 2013, mobility of a Romanian delegation of experts in education from Bucharest, Romania at Dundee and Angus College, Scotland UK
The Polytechnic Institute of Leiria is a public institution of higher education located in Leiria, Portugal. It has approximately 879 faculty members and 11,119 students across 6 teaching units and 5 schools. The schools cover a wide range of subjects from education and social sciences to arts and design, technology and management, health sciences, and tourism. The institute also has research centers focused on areas like maritime resources, business, and communication technologies.
The document summarizes the results of a study assessing the development of key competencies, particularly "learning to learn" and "entrepreneurship", in the Montenegrin education system. Quantitative and qualitative research was conducted with students and teachers from primary and secondary vocational schools. The research found that primary students associate learning success more with their teacher's personality than their own effort. It also found that secondary vocational teachers believe the development of key competencies in their students could be improved. The document concludes with recommendations for Montenegrin policymakers to strengthen these competencies in the education system through changes to teacher training, curriculum, and other factors.
The Global Training and Internship Program is an innovative initiative desig...divya2002dm
The Global Training and Internship Program provides hands-on international experience and professional development for participants through workshops, seminars, projects, and mentorship. The program aims to build cross-cultural understanding while developing skills like leadership, communication, and problem-solving that are needed to thrive in today's interconnected world. Exposure to different cultures, work environments, and perspectives gives participants comprehensive insight into global issues and the adaptability needed to succeed in an increasingly competitive global marketplace.
This presentation discusses ways to gain competitiveness through developing lifelong learning culture, leadership development, and diaspora knowledge networks. It argues that lifelong learning and continuing education are underdeveloped in the region but can help address issues like brain drain. Business and executive coaching can help expedite lifelong learning culture development and addresses obstacles like an underdeveloped lifelong learning infrastructure and culture. Investing in lifelong learning through European development funds can help target knowledge transfer from diaspora populations and expanding the business coaching industry.
Razvoj liderskih sposobnosti, znanja i vestina i kulture LLL je kljuc razvoja kompanije i uspeha pojedinca. Konkuretntnost se ostvaruje kroz razvoj kadrova, a uspeh pojedinaca i kompanija zavisi od razvoja liderstva. Objanjen je i znacaj ucenja tokom citavog zivota (LLL-Long Life Learning) kao i neke od najboljih tehnika razvoja liderstva uz uvod u novu granu razvoja:poslovno vodjstvo -business&executive coaching
1. The document discusses using instructional design principles to develop postgraduate surgical skill training, particularly in hand surgery.
2. It proposes developing online modular programs consisting of skill acquisition workshops addressing specific procedures.
3. The workshops would be assessed for usefulness and learner satisfaction to ensure they effectively transfer skills through relevant activities and feedback.
Looks at the role of Further Education and Higher Education institutions in the 'Skills for Scotland' strategy, the activities of the Scottish Funding Council and challenges facing academic libraries. Presented by Dr Bill Harvey at the CILIPS Centenary Conference on 4 Jun 2008.
The document discusses a brainstorming session on supporting startups and scaling up at the iEER Conference in Brussels. It provides background on iEER which aims to define solutions to boost regional entrepreneurship ecosystems. Key findings from iEER include the need for collaboration across organizations and reducing silos. Examples of good practices for startup support are provided, such as startup events and incubation/acceleration programs. Challenges and opportunities for the future are then discussed, such as how to bridge innovation and business, the role of funding, and leveraging new technologies.
The document summarizes ICDE's presentation at an AVU workshop on policy harmonization and curriculum conceptualization.
ICDE is the leading global organization for open and distance education that partners with UNESCO. ICDE focuses on quality assurance, developing member institutions, and facilitating cooperation. ICDE discussed initiatives like the Canadian Virtual University and Norwegian NTNU online programs.
ICDE emphasized that policy frameworks must support open/distance learning and quality assurance is important. Institutions need ODL strategies and committed leadership. ICDE suggested areas for potential synergies like regulatory frameworks, quality reviews, faculty training, and knowledge networks. Global trends present opportunities in access but also challenges around quality, resources, technology, and policies.
Capacity development is an important tool for organizations to achieve strategic objectives and improve performance. Sweco has significant experience assisting organizations globally with capacity development through strategies like training, process development, and restructuring. Their approach involves a holistic analysis of the organization and supporting the performance of individuals, teams, and the overall organization. Sweco offers international expertise, a focus on effective processes, structured training program development, performance benchmarking, and evaluation to support clients' capacity development goals.
The document discusses employability as a growing challenge in higher education. It notes that students increasingly view university as a way to find a job and look for skills to make them employable. Universities must provide technical, professional, and soft skills to help students' professional integration. New rankings focus on employability, and accreditation agencies include employability criteria. The University of Holy Spirit Kaslik (USEK) prepares students for employment through theoretical and practical courses, career services, international opportunities, and partnerships like the OIPULES Tempus and RESeaU projects.
The document summarizes information about ICN Business School, including its campuses in France, Germany, and China. It offers a Master in Management program across various disciplines at its 3,000 student body. The school emphasizes creative thinking and has partnerships with 150 universities worldwide. It uses workshops and international opportunities to develop innovative solutions in students.
UoTs can play an important role in developing high-level skills in South Africa. Policies call for improving skills to support economic growth and address skills shortages. UoTs are well-positioned to develop skills through responsive career-focused programs, cooperative education with industry, and applied research. UoTs can offer certificates, diplomas, and degrees to broaden access and support applied knowledge production. Strategic partnerships with industry, FET colleges, and governments further skills development through curriculum collaboration, research, and work-based learning opportunities. UoTs face challenges in balancing qualifications, developing articulation pathways, promoting interdisciplinarity, and focusing on attributes like innovation and entrepreneurship.
This document provides information about executive education programs offered by Saïd Business School at the University of Oxford.
In 3 sentences:
Saïd Business School is Europe's newest and fastest growing business school, which is an integral part of Oxford University and has been educating leaders for 800 years. It offers executive education programs both in Oxford and globally, covering topics like finance, strategy, leadership, and challenges facing organizations. The school has strong partnerships in Malaysia and works on research collaborations with Malaysian universities and organizations.
Cegos is an international leader in training and development that has served organizations for almost a century. It operates in 50 countries and provides a variety of learning solutions including classroom, e-learning, blended learning, operational consulting, and managed training services. Cegos helps 250,000 learners each year improve their skills and supports clients in areas such as management, sales, IT, and human resources. It is committed to innovation and social responsibility through initiatives that promote access to education.
Project Leonardo da Vinci 2013, mobility of a Romanian delegation of experts in education from Bucharest, Romania at Dundee and Angus College, Scotland UK
The Polytechnic Institute of Leiria is a public institution of higher education located in Leiria, Portugal. It has approximately 879 faculty members and 11,119 students across 6 teaching units and 5 schools. The schools cover a wide range of subjects from education and social sciences to arts and design, technology and management, health sciences, and tourism. The institute also has research centers focused on areas like maritime resources, business, and communication technologies.
The document summarizes the results of a study assessing the development of key competencies, particularly "learning to learn" and "entrepreneurship", in the Montenegrin education system. Quantitative and qualitative research was conducted with students and teachers from primary and secondary vocational schools. The research found that primary students associate learning success more with their teacher's personality than their own effort. It also found that secondary vocational teachers believe the development of key competencies in their students could be improved. The document concludes with recommendations for Montenegrin policymakers to strengthen these competencies in the education system through changes to teacher training, curriculum, and other factors.
The Global Training and Internship Program is an innovative initiative desig...divya2002dm
The Global Training and Internship Program provides hands-on international experience and professional development for participants through workshops, seminars, projects, and mentorship. The program aims to build cross-cultural understanding while developing skills like leadership, communication, and problem-solving that are needed to thrive in today's interconnected world. Exposure to different cultures, work environments, and perspectives gives participants comprehensive insight into global issues and the adaptability needed to succeed in an increasingly competitive global marketplace.
This presentation discusses ways to gain competitiveness through developing lifelong learning culture, leadership development, and diaspora knowledge networks. It argues that lifelong learning and continuing education are underdeveloped in the region but can help address issues like brain drain. Business and executive coaching can help expedite lifelong learning culture development and addresses obstacles like an underdeveloped lifelong learning infrastructure and culture. Investing in lifelong learning through European development funds can help target knowledge transfer from diaspora populations and expanding the business coaching industry.
Razvoj liderskih sposobnosti, znanja i vestina i kulture LLL je kljuc razvoja kompanije i uspeha pojedinca. Konkuretntnost se ostvaruje kroz razvoj kadrova, a uspeh pojedinaca i kompanija zavisi od razvoja liderstva. Objanjen je i znacaj ucenja tokom citavog zivota (LLL-Long Life Learning) kao i neke od najboljih tehnika razvoja liderstva uz uvod u novu granu razvoja:poslovno vodjstvo -business&executive coaching
1. The document discusses using instructional design principles to develop postgraduate surgical skill training, particularly in hand surgery.
2. It proposes developing online modular programs consisting of skill acquisition workshops addressing specific procedures.
3. The workshops would be assessed for usefulness and learner satisfaction to ensure they effectively transfer skills through relevant activities and feedback.
Looks at the role of Further Education and Higher Education institutions in the 'Skills for Scotland' strategy, the activities of the Scottish Funding Council and challenges facing academic libraries. Presented by Dr Bill Harvey at the CILIPS Centenary Conference on 4 Jun 2008.
Similar to Matkailukoulutuksen verkostopvt 2014 (20)
3. Koulutuskuntayhtymän hallinnollinen rakenne 1.9.2012
Omistajakunnat
Valtuusto
Puheenjohtaja Jari Blom
Hallitus
Puheenjohtaja Pauli Partanen
Johtaja
Vesa Saarikoski
Toini Karvinen
-Talous ja rahoitus
Markku Toivola
- Henkilöstö
Leena Koponen
- Tietohallinto
Terttu Kiviranta
- Aluekehittäminen
Aino Malin
-Kansainväliset asiat
Hanna Rajala
- Laatu ja toiminnanohjaus
Pasi Hakkarainen
- Hankinnat
Marko Noronen
- Hyvinvointi ja
liiketoiminta
- Tekniikka ja liikenne
- Kehittämispalvelut
Kirsti Kosonen
- Hyvinvointi ja kulttuuri
- Kauppa ja palvelut,
Ravintola Priimus
- Tekniikka ja liikenne
- Opiskelijapalvelut
- Yhteiset opinnot
Kaija Haapasaari
Kuntayhtymän
johto
Jyväskylän
ammatti-opisto
Jyväskylän
oppisopimus-keskus
Tarkastus-lautakunta
Jyväskylän
aikuisopisto
Kiinteistö-liikelaitos
Erkki Kumpulainen
Jämsän
ammatti-opisto
Petteri Järvinen
-Auto, logistiikka,
prosessiteollisuus
- Kauppa ja palvelut
- Metsä
- Puutarha, luonto ja
ympäristö
-Sosiaaliala, terveys ja
vapaa-aika
- Teknologia ja
teollisuus
-Aikuiskoulutus
Jyväskylän
lukiokoulutus
Antti Rastela
- Cygnaeus-lukio
- Jyväskylän aikuislukio
- Jyväskylän Lyseon lukio
- Sepän lukio
- Tikkakosken lukio
- Voionmaan lukio
4. Management and organisation of international activities
Kirsti Kosonen, Principal
Head of Unit
Programme Managers
Mobility Liaison
Teachers
Assistants (2)
Head of Unit
Programme Managers
Mobility Liaison
Teachers
Assistants (2)
Welfare and
Culture
Head of Unit
Programme Managers
Mobility Liaison
Teachers
Assistants (2)
Business and
Services
Technology
and Logistics
Core Studies
Head of Unit
Programme Managers
Student Services
Head of Unit
Programme Managers
Management
International
Coordinators
Milka Niskanen
Rea Tuominen
Assistant
Satu Saarenpää
5. Kehittämisen strategia
Työelämä
Megatrendit
(globalisaatio,
tietotekniikka,
verkostot…)
Uuden
toimintakulttuurin
kehittäminen
(räjäytysstrategia)
Maakunta/aluevisio
• innovatiiviset toimintatavat
• jatkuva kehittäminen
Oppilaitos
6. Koko elämä on kokeilua. Mitä enemmän kokeilet, sitä
parempi. - Ralph Waldo Emerson
Kehittämistoiminnan peruslähtökohta:
- kehittämisen ja juurruttamisen samanaikaisuus
- kokeilukulttuuri
Keskeiset kehittämislinjat:
- työelämän tarpeista ja tutkintojen perusteista lähtevä kansainvälisyys
- liikkuvuuden määrän ja laadun kehittäminen
- henkilöstön osaamisen parantaminen
Tulos:
- kansainvälisyyskoulu –toimintamalli kaikille kuntayhtymän tulosalueille ja
Pohjoisen Keski-suomen oppimiskeskukselle
7. Tausta ja tavoite
Kansainvälisillä markkinoilla sekä Suomessa että ulkomailla toimivissa
yrityksissä tarvitaan myös työntekijätason ammattilaisia, jotka pystyvät
toimimaan ammattinsa vaatimusten mukaisesti kansainvälisissä ja
monikulttuurisissa työyhteisöissä.
Mitä osaamista tavoitellaan?
Kansainvälisyyskoulu on toimintamalli, jonka tavoitteena on lisätä kaikkien
toisen asteen opiskelijoiden mahdollisuuksia painottaa opinnoissaan
kansainvälistä osaamista ja kulttuurienvälistä vuorovaikutusta.
Keinot?
9. Kansainvälisyyskoulu – kolmiportainen
toimintamalli
Kansainvälisesti
painottunut tutkinto
Ammattiopintoihin integroidut
opinnot/ eurooppalaiset
koulutusjaksot/ muu liikkuvuus
Perustaidot kaikille/ kotikansainvälistyminen
10. Nuorten ammatillinen kansainvälisyyskoulu
Kansainvälisesti
painottunut
perustutkinto
3-5%
Eurooppalaiset koulutusjaksot/
muu liikkuvuus 10%
Kotikansainvälistyminen 100%
11. Nuorten ammatillinen kansainvälisyyskoulu
Merkittävä osa
tutkinnosta kv-opintoja
Työssäoppiminen ulkomailla Tutkinnon osa(t)
Kansainvälinen osaaminen opsissa
Monikulttuurisuus
ulkomailla
ATTO Vapaavalintaiset
Ulkomaiset vaihto-opiskelijat ja
opettajat mukana opetuksessa
CLIL ja kielikylpy
TOP
Verkossa
tapahtuva
oppiminen
Kv-opiskelijatutorointi
12. Silta 2016+ strategia
Strategian tavoiteohjelma 2013-2016
”Kansainvälisyyskoulu-malli antaa kaikille monikulttuurisuus- ja
kansainvälistymisvalmiudet ja mahdollistaa kv-osaamisen syventämisen.”
13. Jyväskylän ammattiopiston talousarvio- ja
toimintasuunnitelma 2014
Pilotoidaan
painottuneita polkuja
(liiketalous, rakennus, matkailu)
Lisätään liikkuvuutta 10%
(220 x 6vkoa, 1300 ov,
1/3 LdV, 2/3 omarahoitus)
Lisätään saapuvien opiskelijoiden määrää +15%
Määritellään kansainvälisyysosaaminen
tutkinnoittain osana opsien päivitystä.
14. International Competence
International (Technical) Skills
- Foreign language competence
- Knowledge of foreign markets
- Intercultural skills
Personal Competence
- Flexibility - Negotiating skills
- Adaptability - Risk taking
- Stress management - Ability for innovative thinking
- Decision making - entrepreneurship
- Self reliance
- Self confidence
15. Kansainvälisissä työyhteisöissä toimimisen perustaidot ovat
1) kyky viestiä toisesta kulttuurista olevien ihmisten kanssa tavalla, joka
saavuttaa näiden kunnioituksen ja luottamuksen
2) kyky sopeuttaa ammatilliset taitonsa (sekä tekniset että (itsensä)
johtamistaidot) paikallisiin olosuhteisiin ja rajoituksiin,
3) kyky sopeutua henkilökohtaisesti siten, että on tyytyväinen ja kokee toisessa
kulttuurissa olemisen ja (monikulttuurisessa työyhteisössä) työskentelyn
luontevaksi.
16. Henkilöstön kehittämisen ja kehittymisen näkökulma
Oman osaamisen ylläpitäminen ja kehittäminen
–> myös substanssiosaamisen syventäminen ja osaamisen laajentaminen.
ECVET: Opiskelijoiden ulkomaan jaksojen laadun ja opetussunnitelma-osaamisen
paraneminen.
Tiimimäisen työskentelyn tukeminen.
Työssä jaksamisen tukeminen
–> elämyksellisyys, rikastuttavat kokemukset.
Kieli- ja kulttuurinen osaaminen osana ammattitaitoa.
yksilöt hyötyvät työyhteisö hyötyy kv-toiminta voimavarana
toiminnan laatu ja työhyvinvointi paranee
18. LISÄTIETOJA
Rea Tuominen
Kansainvälisten asioiden koordinaattori
rea.tuominen(at)jao.fi
Jyväskylän ammattiopisto
Editor's Notes
Päivitetty 1.8.2013 (Airasvirta)
41
Jyväskylän ao – tavoite 2015: perustaidot kaikille kotikansainvälistymisen keinoin, 10% opiskelijoista osallistuu liikkuvuuteen (6-12 vk työssäoppimisjaksot), 3-5% suorittaa kansainvälisesti painottuneen tutkinnon (25-30ov).
Jyväskylän ao – tavoite 2015: perustaidot kaikille kotikansainvälistymisen keinoin, 10% opiskelijoista osallistuu liikkuvuuteen (6-12 vk työssäoppimisjaksot), 3-5% suorittaa kansainvälisesti painottuneen tutkinnon (25-30ov).
Jyväskylän ao – tavoite 2015: perustaidot kaikille kotikansainvälistymisen keinoin, 10% opiskelijoista osallistuu liikkuvuuteen (6-12 vk työssäoppimisjaksot), 3-5% suorittaa kansainvälisesti painottuneen tutkinnon (25-30ov).
Jyväskylän ao – tavoite 2015: perustaidot kaikille kotikansainvälistymisen keinoin, 10% opiskelijoista osallistuu liikkuvuuteen (6-12 vk työssäoppimisjaksot), 3-5% suorittaa kansainvälisesti painottuneen tutkinnon (25-30ov).