SlideShare a Scribd company logo
omnia.fi
How to transform the Big Talk of paradigm shift
in learning to student centred practical
approaches?
omnia.fi
NATIONAL GOAL: Worlds most competitive nation by 2020
NATIONAL GOAL: Worlds most competitive nation by 2020
omnia.fi
 Vocational education has a high profile in Finland.
 Apr. 50 % of 9th graders apply to vocational institutions.
 No dead ends! A graduate can continue to a university
or polytechnic with a vocational qualification.
 Lifelong learning skills embedded into the curriculum.
 Highly qualified teachers
VET in Finland
omnia.fi
omnia.fi
Charasteristics of effective TVET systems:
Mix and content of TVET programmes
 Mechanisms to ensure that the mix of vocational provision corresponds to
the needs of the labour market
 Adequate core academic skills, particularly literacy and numeracy built into
vocational programmes
 A range of programmes that offer opportunities for all, and minimise
dropout, flexible modes of study suitable to adults with working and home
commitments
 Higher-level vocational qualifications, and avenues of progression from
initial vocational programmes to both higher-level vocational and academic
programmes
Skills Beyond School: Synthesis Report © OECD 2014
omnia.fi
Charasteristics of effective TVET systems:
Delivery
 High-quality apprenticeship systems, covering a wide range of professional
domains and including higher-level apprenticeships
 Work-based learning systematically integrated into all vocational
programmes
 A vocational teaching workforce that offers a balance of teaching skills and
up-to-date industry knowledge and experience
Skills Beyond School: Synthesis Report © OECD 2014
omnia.fi
Charasteristics of effective TVET systems:
Learning outcomes
 Qualifications developed with labour market actors
 Qualifications reflecting labour market needs that are nationally consistent
but flexible enough to allow for locally negotiated element
 Qualifications systems and frameworks that keep qualification numbers
manageable
 High-quality assessments of vocational skills built into qualifications
 Effective competence-based approaches, including both professional
examinations and recognition of prior learning
Skills Beyond School: Synthesis Report © OECD 2014
omnia.fi
Charasteristics of effective TVET systems:
Supporting Conditions
 Vocational programmes developed in partnership and involving
government, employers and trade unions
 Effective, accessible, independent, proactive career guidance, backed by
solid career information
 Strong data on vocational programmes, including information on vocational
programmes in international categorisations and labour market outcomes

 Consistent funding arrangements so that choices are not distorted by the
availability of funds
Skills Beyond School: Synthesis Report © OECD 2014
omnia.fi
Some of the grassroot challenges
Educational traditions
Change resistance
Dated structures, slow processes
Rapidly changing world
…but also sometimes
not understanding what these changes means if practice and
as grassroot level activities
omnia.fi
omnia.fiPicture: Oivallus 2020 – report, Rami Niemi
Paradigm Shift SimplifiedParadigm Shift Simplified
omnia.fi
#PILOTS
#LEARNING-BY-DOING
#TESTING
#FAILURES
#RAPID-TRIALS
#PROJECTS
omnia.fi
Gearing a TVET organisation towards
digitalisation: Case Omnia in Finland
Example
#structures #funding #pilots #community #change #teacher #PLE
omnia.fi
Case Omnia
1/2
ORGANIZATION WIDE DIGITAL STRATEGY
Learning solutions development team responsible
Focus areas:
• strategic leadership in learning culture reform
• use of digital technology
• training and support in transformation of teachers competence
• encouraging peer learning
omnia.fi
1. TECHNOLOGY
 BYOD, learning environments, cloud services, learning material bank,
technical support, tablet hire, wireless access
2. TEACHING
In-service teacher training, development ventures, pedagogic support,
digital support
3. PEER LEARNING
Encouraging and allowing adequate time for peer learning
Dissemination of good practices, joint competence markets, online support
and cooperation network, blogs, presentations by experts, students
engaged in guidance and motivation, expert badges
Case Omnia
2/2
omnia.fi
InnoOmnia, an entrepreneurial hub
Example
#entrepreneurship #learning-environments #employment #peer-learning
omnia.fi
What is InnoOmnia?
 creates 21st
century learning
solutions and entrepreneurship
together with local working life.
 offers training, rents workspace, but
above all is a buzzing community of
people with a passion for
innovation & entrepreneurship.
 strengthens bridges between
employers and VET students.
 aims at ensuring employability and
successful careers and life paths for
Omnia sudents.
omnia.fi
Joy of learning and work
• Mix and match of skills and competencies
• Learning by doing, developing and exploring
• Community and sense of belonging
omnia.fi
SWAB, A gamified online learning
environment for students and entrepreneurs
Example
#entrepreneurship #learning-environments #gamification #cross-level
omnia.fi
omnia.fi
Using digital badges for learning
recognition
Example
#learning-environments #digitalisation #mobile #technology #RPL #PLE
omnia.fi
Open badges
Learn anywhere, anytime, collect badges from everywhere
and get your learning recognized even by peers!
What we did:
Together with our partners OAMK and HAMK created a gamified,
online, virtual game for teachers’ professional development on ICT
skills
50 badges created in 4 categories (ICT Tools for Learning,
Pedagogical Models, Networks in Projects and Development, Enriched
Learning)
Over 1200 badges awarded to teachers in less than a year
www.oppiminenonline.com/in-english www.openbadgepassport.com
omnia.fi
Open Badge Passport to showcase skillsOpen Badge Passport to showcase skills
omnia.fi
With industry partners you get:
Jobs + TVET via mobile!
FUZU
mobile-first career development platform for users in emerging economies,
from Africa and Middle East to Asia and Latin America.
fresh approach to job-seeking, recruitment and learning
FUNZI
Quick, effective way to learn new skills. You’ll get practical information that
you can apply immediately to your personal life and your career.
omnia.fi
Using cooperatives for entrepreneurship
and job creation in Rwanda
Example
#entrepreneurship #learning-environments #employment #peer-learning
omnia.fiPictures by Esko Lius
omnia.fi
IT IS JUST A MATTER OF DOING IT.
omnia.fi
Some links
 Open Badges
http://bit.ly/1N7a98c
www.oppiminenonline.com/in-english
www.openbadgepassport.com
http://www.slideshare.net/szerge/open-badge-passport
http://www.slideshare.net/OpenBadges/open-badge-passport-eric-rousselle
 VET in Finland
 http://bit.ly/1ML2dYU
 InnoOmnia
www.innoomnia.fi
http://bit.ly/1WoFXbD
 OECD Skills beyond school
http://www.oecd.org/edu/innovation-education/skillsbeyondschool.htm
omnia.fi
Be in touch, lets do something fun together.
Satu Järvinen
Expert, Education Partnerships
Omnia, The Joint Authority of Education in the Espoo Region
PO Box 77700, FIN-02770 CITY OF ESPOO
satu.jarvinen@omnia.fi
Facebook: https://www.facebook.com/omniaedupartnerships

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TVET World Conference 2015

  • 1. omnia.fi How to transform the Big Talk of paradigm shift in learning to student centred practical approaches?
  • 2. omnia.fi NATIONAL GOAL: Worlds most competitive nation by 2020 NATIONAL GOAL: Worlds most competitive nation by 2020
  • 3. omnia.fi  Vocational education has a high profile in Finland.  Apr. 50 % of 9th graders apply to vocational institutions.  No dead ends! A graduate can continue to a university or polytechnic with a vocational qualification.  Lifelong learning skills embedded into the curriculum.  Highly qualified teachers VET in Finland
  • 5. omnia.fi Charasteristics of effective TVET systems: Mix and content of TVET programmes  Mechanisms to ensure that the mix of vocational provision corresponds to the needs of the labour market  Adequate core academic skills, particularly literacy and numeracy built into vocational programmes  A range of programmes that offer opportunities for all, and minimise dropout, flexible modes of study suitable to adults with working and home commitments  Higher-level vocational qualifications, and avenues of progression from initial vocational programmes to both higher-level vocational and academic programmes Skills Beyond School: Synthesis Report © OECD 2014
  • 6. omnia.fi Charasteristics of effective TVET systems: Delivery  High-quality apprenticeship systems, covering a wide range of professional domains and including higher-level apprenticeships  Work-based learning systematically integrated into all vocational programmes  A vocational teaching workforce that offers a balance of teaching skills and up-to-date industry knowledge and experience Skills Beyond School: Synthesis Report © OECD 2014
  • 7. omnia.fi Charasteristics of effective TVET systems: Learning outcomes  Qualifications developed with labour market actors  Qualifications reflecting labour market needs that are nationally consistent but flexible enough to allow for locally negotiated element  Qualifications systems and frameworks that keep qualification numbers manageable  High-quality assessments of vocational skills built into qualifications  Effective competence-based approaches, including both professional examinations and recognition of prior learning Skills Beyond School: Synthesis Report © OECD 2014
  • 8. omnia.fi Charasteristics of effective TVET systems: Supporting Conditions  Vocational programmes developed in partnership and involving government, employers and trade unions  Effective, accessible, independent, proactive career guidance, backed by solid career information  Strong data on vocational programmes, including information on vocational programmes in international categorisations and labour market outcomes   Consistent funding arrangements so that choices are not distorted by the availability of funds Skills Beyond School: Synthesis Report © OECD 2014
  • 9. omnia.fi Some of the grassroot challenges Educational traditions Change resistance Dated structures, slow processes Rapidly changing world …but also sometimes not understanding what these changes means if practice and as grassroot level activities
  • 11. omnia.fiPicture: Oivallus 2020 – report, Rami Niemi Paradigm Shift SimplifiedParadigm Shift Simplified
  • 13. omnia.fi Gearing a TVET organisation towards digitalisation: Case Omnia in Finland Example #structures #funding #pilots #community #change #teacher #PLE
  • 14. omnia.fi Case Omnia 1/2 ORGANIZATION WIDE DIGITAL STRATEGY Learning solutions development team responsible Focus areas: • strategic leadership in learning culture reform • use of digital technology • training and support in transformation of teachers competence • encouraging peer learning
  • 15. omnia.fi 1. TECHNOLOGY  BYOD, learning environments, cloud services, learning material bank, technical support, tablet hire, wireless access 2. TEACHING In-service teacher training, development ventures, pedagogic support, digital support 3. PEER LEARNING Encouraging and allowing adequate time for peer learning Dissemination of good practices, joint competence markets, online support and cooperation network, blogs, presentations by experts, students engaged in guidance and motivation, expert badges Case Omnia 2/2
  • 16. omnia.fi InnoOmnia, an entrepreneurial hub Example #entrepreneurship #learning-environments #employment #peer-learning
  • 17. omnia.fi What is InnoOmnia?  creates 21st century learning solutions and entrepreneurship together with local working life.  offers training, rents workspace, but above all is a buzzing community of people with a passion for innovation & entrepreneurship.  strengthens bridges between employers and VET students.  aims at ensuring employability and successful careers and life paths for Omnia sudents.
  • 18. omnia.fi Joy of learning and work • Mix and match of skills and competencies • Learning by doing, developing and exploring • Community and sense of belonging
  • 19. omnia.fi SWAB, A gamified online learning environment for students and entrepreneurs Example #entrepreneurship #learning-environments #gamification #cross-level
  • 21. omnia.fi Using digital badges for learning recognition Example #learning-environments #digitalisation #mobile #technology #RPL #PLE
  • 22. omnia.fi Open badges Learn anywhere, anytime, collect badges from everywhere and get your learning recognized even by peers! What we did: Together with our partners OAMK and HAMK created a gamified, online, virtual game for teachers’ professional development on ICT skills 50 badges created in 4 categories (ICT Tools for Learning, Pedagogical Models, Networks in Projects and Development, Enriched Learning) Over 1200 badges awarded to teachers in less than a year www.oppiminenonline.com/in-english www.openbadgepassport.com
  • 23. omnia.fi Open Badge Passport to showcase skillsOpen Badge Passport to showcase skills
  • 24. omnia.fi With industry partners you get: Jobs + TVET via mobile! FUZU mobile-first career development platform for users in emerging economies, from Africa and Middle East to Asia and Latin America. fresh approach to job-seeking, recruitment and learning FUNZI Quick, effective way to learn new skills. You’ll get practical information that you can apply immediately to your personal life and your career.
  • 25. omnia.fi Using cooperatives for entrepreneurship and job creation in Rwanda Example #entrepreneurship #learning-environments #employment #peer-learning
  • 27. omnia.fi IT IS JUST A MATTER OF DOING IT.
  • 28. omnia.fi Some links  Open Badges http://bit.ly/1N7a98c www.oppiminenonline.com/in-english www.openbadgepassport.com http://www.slideshare.net/szerge/open-badge-passport http://www.slideshare.net/OpenBadges/open-badge-passport-eric-rousselle  VET in Finland  http://bit.ly/1ML2dYU  InnoOmnia www.innoomnia.fi http://bit.ly/1WoFXbD  OECD Skills beyond school http://www.oecd.org/edu/innovation-education/skillsbeyondschool.htm
  • 29. omnia.fi Be in touch, lets do something fun together. Satu Järvinen Expert, Education Partnerships Omnia, The Joint Authority of Education in the Espoo Region PO Box 77700, FIN-02770 CITY OF ESPOO satu.jarvinen@omnia.fi Facebook: https://www.facebook.com/omniaedupartnerships

Editor's Notes

  1. Digitisation irrevocably changes vocational teaching. Merely bringing technology into a school is not enough; rather technology must be used to change practices and learning. This is a question of pedagogy, not devices (Sitra 2015, 12).
  2. Digital education has been rigorously developed at Omnia through teacher further education and pilot ventures. The underpinning principle has been the learning by doing method, in which digital technology supports learning and helps construction of an authentic learning process. In the initial stages the focus centered on developing basic skills in online education and ICT, but gradually shifted more towards utilisation of social media and mobile devices in teaching and learning. The starting point has been activating students as producers of knowledge and creators of new solutions, which has also changed the role of the teacher into guide and activator. Work based learning methods have been developed in development projects, in which cooperation between working life and school have been integrated and new technology utilised. In addition to educational institutions, working life initiated studies are delivered at the workplace or genuine problems derived from working life are resolved, thereby learning not only vocational competences, but also how to utilise technology and develop 21st century skills important for working life. Work based learning motivates students. Omnia is endeavouring to move from pilots to comprehensive change in its operational practices and the digital plan drawn up by the entire staff during 2014 will be rooted into the organisation’s activity with systematic, pedagogic and technical support. Digitisation is strongly present in all Omnia’s strategies and in addition to actual digital developers, the ICT unit, HR unit and pedagogic support staff are engaged in development work. Digital technology is not a discrete area of development, but part of everyday activity.
  3. Digital education has been rigorously developed at Omnia through teacher further education and pilot ventures. The underpinning principle has been the learning by doing method, in which digital technology supports learning and helps construction of an authentic learning process. In the initial stages the focus centered on developing basic skills in online education and ICT, but gradually shifted more towards utilisation of social media and mobile devices in teaching and learning. The starting point has been activating students as producers of knowledge and creators of new solutions, which has also changed the role of the teacher into guide and activator. Work based learning methods have been developed in development projects, in which cooperation between working life and school have been integrated and new technology utilised. In addition to educational institutions, working life initiated studies are delivered at the workplace or genuine problems derived from working life are resolved, thereby learning not only vocational competences, but also how to utilise technology and develop 21st century skills important for working life. Work based learning motivates students. Omnia is endeavouring to move from pilots to comprehensive change in its operational practices and the digital plan drawn up by the entire staff during 2014 will be rooted into the organisation’s activity with systematic, pedagogic and technical support. Digitisation is strongly present in all Omnia’s strategies and in addition to actual digital developers, the ICT unit, HR unit and pedagogic support staff are engaged in development work. Digital technology is not a discrete area of development, but part of everyday activity.
  4. Digitisation irrevocably changes vocational teaching. Merely bringing technology into a school is not enough; rather technology must be used to change practices and learning. This is a question of pedagogy, not devices (Sitra 2015, 12).
  5. Digitisation irrevocably changes vocational teaching. Merely bringing technology into a school is not enough; rather technology must be used to change practices and learning. This is a question of pedagogy, not devices (Sitra 2015, 12).
  6. Digitisation irrevocably changes vocational teaching. Merely bringing technology into a school is not enough; rather technology must be used to change practices and learning. This is a question of pedagogy, not devices (Sitra 2015, 12).
  7. Digitisation irrevocably changes vocational teaching. Merely bringing technology into a school is not enough; rather technology must be used to change practices and learning. This is a question of pedagogy, not devices (Sitra 2015, 12).