Emc lm convention ocapiat presentation by irène azar (ocapiat)EADTU
This document discusses innovations in continuing education and professional development using MOOCs and micro-credentials. It summarizes OCAPIAT's current projects including CAMP'NUM, an e-learning platform; DIAG'NUM, a digital maturity self-diagnosis tool; and partnerships with FUN MOOC to offer courses. It notes the sector faces challenges in skills development for a heterogeneous workforce. Going forward, more support is needed for companies in managing digital transformation, through educational design and cultural changes. Collaboration between operators could better support the employment and training field.
This document proposes a European approach to micro-credentials for lifelong learning and employability. It defines micro-credentials and establishes standard elements and principles for their design. The objectives are to enable people to acquire skills needed for changing labor markets and support providers in enhancing transparency and flexibility of learning. Recommendations include adopting the definition and standards, developing ecosystems for micro-credentials, and using them to upskill and reskill workers and support education and training. Member states would implement measures using EU funds and the Commission would support research, tools, cooperation and monitoring progress.
The COR-VET project focuses on innovative approaches to career orientation for vocational education students across Europe. The project involves partnerships between universities, education organizations, and government agencies in Germany, the UK, Italy, Turkey and elsewhere. They will develop best practices for career orientation, exchange experiences and models between countries, and create new teaching materials and training for teachers. The goal is to improve students' transition from education to work by better understanding their interests, abilities, and career options.
EMC-LM 3rd empowering event introduction by George Ubachs, EADTUEADTU
This document discusses the European MOOCs for the Labour Market (EMC-LM) project. The key points are:
- EMC-LM aims to strengthen collaboration between higher education institutions and labor market organizations through sharing expertise on MOOCs and digital education.
- The goals are to provide more high-quality MOOCs and training opportunities to enhance skills of the European workforce and competitiveness of member states.
- EMC-LM will integrate MOOCs into current education offerings across the EU through collaboration between universities, employment services, and companies. This includes co-developing and delivering MOOCs to meet labor market needs.
This document discusses vocational education and training (VET) in Europe. It argues that while international learning mobility is important, internationalizing education may have a greater impact on quality in VET. It also states that mobility alone does not guarantee better quality - VET programs need to incorporate international experiences into their curriculum design. The document then describes a quality assessment tool developed in the Netherlands called the Quality and Impact Scan that helps VET institutions evaluate and improve their internationalization efforts and ensure mobility experiences have a lasting impact.
S fin lit project presentation ing 2021 03Manuel Castro
The SFinLit project is a 2-year consortium project funded by Erasmus+ that aims to develop innovative practices for digital, financial literacy and learning skills for students. Led by UNED, an 8 partner consortium including universities, schools, non-profits and financial institutions will work to create open online training tools and materials on financially sustainable development and digital competencies to address emerging challenges.
Emc lm convention ocapiat presentation by irène azar (ocapiat)EADTU
This document discusses innovations in continuing education and professional development using MOOCs and micro-credentials. It summarizes OCAPIAT's current projects including CAMP'NUM, an e-learning platform; DIAG'NUM, a digital maturity self-diagnosis tool; and partnerships with FUN MOOC to offer courses. It notes the sector faces challenges in skills development for a heterogeneous workforce. Going forward, more support is needed for companies in managing digital transformation, through educational design and cultural changes. Collaboration between operators could better support the employment and training field.
This document proposes a European approach to micro-credentials for lifelong learning and employability. It defines micro-credentials and establishes standard elements and principles for their design. The objectives are to enable people to acquire skills needed for changing labor markets and support providers in enhancing transparency and flexibility of learning. Recommendations include adopting the definition and standards, developing ecosystems for micro-credentials, and using them to upskill and reskill workers and support education and training. Member states would implement measures using EU funds and the Commission would support research, tools, cooperation and monitoring progress.
The COR-VET project focuses on innovative approaches to career orientation for vocational education students across Europe. The project involves partnerships between universities, education organizations, and government agencies in Germany, the UK, Italy, Turkey and elsewhere. They will develop best practices for career orientation, exchange experiences and models between countries, and create new teaching materials and training for teachers. The goal is to improve students' transition from education to work by better understanding their interests, abilities, and career options.
EMC-LM 3rd empowering event introduction by George Ubachs, EADTUEADTU
This document discusses the European MOOCs for the Labour Market (EMC-LM) project. The key points are:
- EMC-LM aims to strengthen collaboration between higher education institutions and labor market organizations through sharing expertise on MOOCs and digital education.
- The goals are to provide more high-quality MOOCs and training opportunities to enhance skills of the European workforce and competitiveness of member states.
- EMC-LM will integrate MOOCs into current education offerings across the EU through collaboration between universities, employment services, and companies. This includes co-developing and delivering MOOCs to meet labor market needs.
This document discusses vocational education and training (VET) in Europe. It argues that while international learning mobility is important, internationalizing education may have a greater impact on quality in VET. It also states that mobility alone does not guarantee better quality - VET programs need to incorporate international experiences into their curriculum design. The document then describes a quality assessment tool developed in the Netherlands called the Quality and Impact Scan that helps VET institutions evaluate and improve their internationalization efforts and ensure mobility experiences have a lasting impact.
S fin lit project presentation ing 2021 03Manuel Castro
The SFinLit project is a 2-year consortium project funded by Erasmus+ that aims to develop innovative practices for digital, financial literacy and learning skills for students. Led by UNED, an 8 partner consortium including universities, schools, non-profits and financial institutions will work to create open online training tools and materials on financially sustainable development and digital competencies to address emerging challenges.
I-HE2020 European Approach to Micro-credentialsEADTU
The document discusses the European approach to micro-credentials. It notes the increased demand for online learning and alternative credentials due to COVID-19 and changing workforce needs. It advocates developing a common definition of micro-credentials and ensuring quality assurance and recognition at both the European and national levels. The document proposes next steps including publishing an expert report in late 2020, public consultations in early 2021, and a Council Recommendation by the end of 2021 to establish a framework for micro-credentials.
Emc lm convention by alessandra biancolini (anpal)EADTU
This document discusses Italy's MyLearning & ForPlus platforms for online training managed by ANPAL. It notes the high demand for renewing lifelong learning policies and tackling skills mismatches exacerbated by COVID-19. The platforms provide free courses in labor policies, digital skills, and corporate welfare to over 168,000 citizens and operators. ANPAL supports recognizing the value of micro-credentials to address skills gaps, promote social inclusion, and support the digital transition through quality training opportunities.
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
[EMC-LM 2nd convention] EMC presentation by Juliette ChauveauEADTU
This document discusses formation initiatives in the French agri-food sector. It begins by introducing ANIA, the National Food and Drink Federation, which represents over 16,000 French food companies. It then discusses the formation challenges facing the sector, including recruitment difficulties, an aging workforce, and the need to adapt training to changing consumer habits and new technologies. Several European projects are highlighted that aim to develop new digital training tools and work-oriented formation methods. These include creating an e-learning platform and developing virtual reality training modules. The conclusion notes that lifelong learning must be made effective and attractive for workers through innovative tools and formats.
[EMC-LM 2nd convention] Emc micro credentials by Matthew Hodges, MiradaxEADTU
The document discusses the European MOOC Consortium's ambitions to establish a common microcredential framework (CMF). The CMF would provide credentials for online courses between 100-150 hours at levels 5-7 of the European Qualifications Framework. It would include assessment, verification of identity, and transcripts documenting learning outcomes and credits earned. The goal is to address needs of employers and learners for smaller, stackable credentials and facilitate collaboration across European higher education systems. Achieving these goals requires engaging universities, employment organizations, companies, and other stakeholders. The European Commission also aims to support quality, transparency and adoption of microcredentials across the EU through its new framework.
Boston College and Digital Skills Global Springboard ProgrammesPatrick Naughton
This document provides information about the New Boston College Springboard+ Programmes in Digital Leadership and Digital Skills offered in Ireland, including two programme options - a Professional Studies Certificate in Digital Technology, Design & Innovation (NFQ Level 7) and an Executive Postgraduate Certificate in Digital Leadership & Innovation (NFQ Level 9). It describes the programme structures, courses, entry requirements, and application process. The programmes are delivered fully online over 12 and 8 months respectively, and provide qualifications comparable to Irish NFQ levels 7 and 9 awarded by Boston College.
Inercia Digital is a small, young Andalusian social enterprise established in 2012 that specializes in e-learning solutions, online courses in e-business, web entrepreneurship and e-learning, and the implementation of learning management systems. It has experience developing and managing projects funded by Erasmus+ and other EU programmes focused on training educators and integrating digital skills and tools in education. Inercia Digital brings together specialists in pedagogy and technology to offer comprehensive e-learning and digital training programs for organizations and entrepreneurs.
I-HE2020 Introduction to EMC & Common Microcredential FrameworkEADTU
The document discusses the Erasmus+ European MOOC Consortium Labour Market (EMC-LM) initiative, which brings together MOOC platforms, universities, and public employment services to provide continuous learning opportunities for the European labor market through MOOCs. The goals of EMC-LM are to 1) create a framework defining the roles of various stakeholders in developing and delivering MOOCs, 2) empower organizations to co-develop, co-deliver, and use MOOCs for continuous education and training, and 3) integrate MOOCs into current education and training offerings across the EU.
Implications of the changes to the 14 19 curriculum-fizza ilyas (2010)Fizza Ilyas
The 14-19 curriculum in the UK is undergoing major reforms to better prepare students for further education and the job market. Key changes include raising the minimum school leaving age, introducing new diploma qualifications in vocational subjects, and reforms to GCSEs and A-Levels to focus more on applied skills. These reforms aim to develop students' work-related competencies and increase opportunities for apprenticeships. However, implementing the reforms will require changes to teaching and additional teachers with skills across diverse qualifications.
This document discusses a project examining whether MOOCs are providing European workers with necessary web skills. The project mapped available MOOCs in Europe related to web development, conducted a survey of students, developers and entrepreneurs, and held a webinar and workshop. The survey found that while MOOC participation is common, respondents want hands-on, skills-focused offerings. Conclusions indicate the current MOOC supply does not always meet these needs and accreditation is important for demonstrating skills to employers. The project aims to strengthen the MOOCs environment for web skills in Europe.
Introduction to Peer Learning Activity: MOOCs for the labour marketEADTU
This document discusses the European MOOCs for the Labour Market (EMC-LM) knowledge alliance, which brings together MOOC platforms, universities, public employment services, and companies. The alliance aims to establish structural collaboration between these stakeholders to develop MOOC-based programs and courses to meet the learning needs of the European labor market. It also seeks to analyze the position of MOOCs in the labor market and create a framework defining each stakeholder's role in organizing MOOCs and digital continuous education. Key goals are empowering universities and labor market organizations to co-develop MOOCs for continuing education and professional development across Europe.
This document provides information about FPT Polytechnic, a vocational college of FPT University in Vietnam. It discusses FPT Polytechnic's values including quality training, project-based learning, openness, blended learning, and ensuring graduate employability. It also outlines the school's 5 campuses and 10 training specialties, which include software development, web engineering, mobile development, design, accounting, marketing and sales, tour guiding, travel management, restaurant management, and hotel management. The goal of FPT Polytechnic is to supply skilled workers for Vietnam's service industries.
I-HE2020 Recognition of Prior Learning and MicrocredentialsEADTU
This document summarizes information about the recognition of prior learning and microcredentials. It discusses three scenarios for evaluating MOOCs, criteria for evaluating stand-alone e-learning, and an Erasmus+ project called e-Valuate that developed guidance on recognizing e-learning. The project produced a practitioner's guide, position paper for e-learning providers, and student's guide. It also discusses that a common microcredentials framework ensures quality and transparency without requiring special recognition procedures if it fulfills the Lisbon Recognition Convention.
MOOC for web talent network
“Support services to foster Web Talent in Europe by encouraging the use of Massive Open
Online Courses focused on web skills” – SMART 2013/N006
CONTRACT NUMBER 30-CE-0597494/00-12
FINAL REPORT
A study prepared for the European Commission
DG Communications Networks, Content & Technology by
The document discusses the proposed reforms to the 14-19 education system in the UK, including the introduction of a new Diploma qualification. The Diploma combines theoretical study with practical work experience and will be available at three levels by 2011 in 17 subject areas. It is designed to better prepare students for further education, employment, or apprenticeships by developing both academic and vocational skills. The reforms have implications for students, teachers, and schools, requiring changes to the curriculum, longer schooling, and more cooperation between educational institutions and businesses.
Skills for Tourism Project - Adaptation: Education, Skills Development and Em...OECD Centre for Skills
Presentation by Ms. Laura Pineiro Nogueira, Chief Technical Advisor for TVET/Skills for Tourism Project of LuxDev, Luxembourg, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Laura Pineiro Nogueira, Chief Technical Advisor for the TVET/Skills for Tourism Project of LuxDev, provided an international development cooperation perspective. She presented how her project has promoted upskilling and reskilling opportunities in Lao PDR’s tourism and hospitality sector, and described the impact of these interventions.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
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 provides information about the Pearson BTEC Level 3 National Diploma in Digital Publishing. It summarizes that the qualification was developed in consultation with over 5,000 employers and professionals to ensure it provides relevant skills for employment or further education. The two-year course uses a combination of practical and written assessments to allow students to apply their knowledge and showcase their learning. It is aimed at those looking to progress into entry-level digital publishing roles or further training. On completion, students will be prepared to apply for jobs such as digital content assistant or junior copywriter or to continue their education in areas like journalism, web design, or publishing.
This document summarizes information about InnoOmnia, a collaborative learning solutions provider in Espoo, Finland. InnoOmnia provides initial and continuing vocational education and training to nearly 10,000 students across multiple sectors through various centers. It aims to promote innovative capacity building and lifelong learning skills for students, teachers, and entrepreneurs through new programs exploring technologies like augmented reality and gamification. InnoOmnia also serves as a professional development partner, providing tailored training to over 500 teachers annually to help develop 21st century skills through blended learning formats.
التقنيات الحديثة في التعلُم أصول تدريس جديدة – تقويم جديد؟IEFE
This document discusses how an education authority called Omnia is improving learning results using mobile and cloud-based solutions. It describes two case studies called SWAB and CuSe that use social media platforms and cloud tools to provide authentic learning experiences for secondary and vocational students. It emphasizes that 21st century teachers need digital literacy skills to create and share various types of online content and leverage mobile devices. Omnia provides professional development opportunities to help teachers adopt new mindsets and skills for collaborative, mobile, and tech-enabled learning.
I-HE2020 European Approach to Micro-credentialsEADTU
The document discusses the European approach to micro-credentials. It notes the increased demand for online learning and alternative credentials due to COVID-19 and changing workforce needs. It advocates developing a common definition of micro-credentials and ensuring quality assurance and recognition at both the European and national levels. The document proposes next steps including publishing an expert report in late 2020, public consultations in early 2021, and a Council Recommendation by the end of 2021 to establish a framework for micro-credentials.
Emc lm convention by alessandra biancolini (anpal)EADTU
This document discusses Italy's MyLearning & ForPlus platforms for online training managed by ANPAL. It notes the high demand for renewing lifelong learning policies and tackling skills mismatches exacerbated by COVID-19. The platforms provide free courses in labor policies, digital skills, and corporate welfare to over 168,000 citizens and operators. ANPAL supports recognizing the value of micro-credentials to address skills gaps, promote social inclusion, and support the digital transition through quality training opportunities.
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
[EMC-LM 2nd convention] EMC presentation by Juliette ChauveauEADTU
This document discusses formation initiatives in the French agri-food sector. It begins by introducing ANIA, the National Food and Drink Federation, which represents over 16,000 French food companies. It then discusses the formation challenges facing the sector, including recruitment difficulties, an aging workforce, and the need to adapt training to changing consumer habits and new technologies. Several European projects are highlighted that aim to develop new digital training tools and work-oriented formation methods. These include creating an e-learning platform and developing virtual reality training modules. The conclusion notes that lifelong learning must be made effective and attractive for workers through innovative tools and formats.
[EMC-LM 2nd convention] Emc micro credentials by Matthew Hodges, MiradaxEADTU
The document discusses the European MOOC Consortium's ambitions to establish a common microcredential framework (CMF). The CMF would provide credentials for online courses between 100-150 hours at levels 5-7 of the European Qualifications Framework. It would include assessment, verification of identity, and transcripts documenting learning outcomes and credits earned. The goal is to address needs of employers and learners for smaller, stackable credentials and facilitate collaboration across European higher education systems. Achieving these goals requires engaging universities, employment organizations, companies, and other stakeholders. The European Commission also aims to support quality, transparency and adoption of microcredentials across the EU through its new framework.
Boston College and Digital Skills Global Springboard ProgrammesPatrick Naughton
This document provides information about the New Boston College Springboard+ Programmes in Digital Leadership and Digital Skills offered in Ireland, including two programme options - a Professional Studies Certificate in Digital Technology, Design & Innovation (NFQ Level 7) and an Executive Postgraduate Certificate in Digital Leadership & Innovation (NFQ Level 9). It describes the programme structures, courses, entry requirements, and application process. The programmes are delivered fully online over 12 and 8 months respectively, and provide qualifications comparable to Irish NFQ levels 7 and 9 awarded by Boston College.
Inercia Digital is a small, young Andalusian social enterprise established in 2012 that specializes in e-learning solutions, online courses in e-business, web entrepreneurship and e-learning, and the implementation of learning management systems. It has experience developing and managing projects funded by Erasmus+ and other EU programmes focused on training educators and integrating digital skills and tools in education. Inercia Digital brings together specialists in pedagogy and technology to offer comprehensive e-learning and digital training programs for organizations and entrepreneurs.
I-HE2020 Introduction to EMC & Common Microcredential FrameworkEADTU
The document discusses the Erasmus+ European MOOC Consortium Labour Market (EMC-LM) initiative, which brings together MOOC platforms, universities, and public employment services to provide continuous learning opportunities for the European labor market through MOOCs. The goals of EMC-LM are to 1) create a framework defining the roles of various stakeholders in developing and delivering MOOCs, 2) empower organizations to co-develop, co-deliver, and use MOOCs for continuous education and training, and 3) integrate MOOCs into current education and training offerings across the EU.
Implications of the changes to the 14 19 curriculum-fizza ilyas (2010)Fizza Ilyas
The 14-19 curriculum in the UK is undergoing major reforms to better prepare students for further education and the job market. Key changes include raising the minimum school leaving age, introducing new diploma qualifications in vocational subjects, and reforms to GCSEs and A-Levels to focus more on applied skills. These reforms aim to develop students' work-related competencies and increase opportunities for apprenticeships. However, implementing the reforms will require changes to teaching and additional teachers with skills across diverse qualifications.
This document discusses a project examining whether MOOCs are providing European workers with necessary web skills. The project mapped available MOOCs in Europe related to web development, conducted a survey of students, developers and entrepreneurs, and held a webinar and workshop. The survey found that while MOOC participation is common, respondents want hands-on, skills-focused offerings. Conclusions indicate the current MOOC supply does not always meet these needs and accreditation is important for demonstrating skills to employers. The project aims to strengthen the MOOCs environment for web skills in Europe.
Introduction to Peer Learning Activity: MOOCs for the labour marketEADTU
This document discusses the European MOOCs for the Labour Market (EMC-LM) knowledge alliance, which brings together MOOC platforms, universities, public employment services, and companies. The alliance aims to establish structural collaboration between these stakeholders to develop MOOC-based programs and courses to meet the learning needs of the European labor market. It also seeks to analyze the position of MOOCs in the labor market and create a framework defining each stakeholder's role in organizing MOOCs and digital continuous education. Key goals are empowering universities and labor market organizations to co-develop MOOCs for continuing education and professional development across Europe.
This document provides information about FPT Polytechnic, a vocational college of FPT University in Vietnam. It discusses FPT Polytechnic's values including quality training, project-based learning, openness, blended learning, and ensuring graduate employability. It also outlines the school's 5 campuses and 10 training specialties, which include software development, web engineering, mobile development, design, accounting, marketing and sales, tour guiding, travel management, restaurant management, and hotel management. The goal of FPT Polytechnic is to supply skilled workers for Vietnam's service industries.
I-HE2020 Recognition of Prior Learning and MicrocredentialsEADTU
This document summarizes information about the recognition of prior learning and microcredentials. It discusses three scenarios for evaluating MOOCs, criteria for evaluating stand-alone e-learning, and an Erasmus+ project called e-Valuate that developed guidance on recognizing e-learning. The project produced a practitioner's guide, position paper for e-learning providers, and student's guide. It also discusses that a common microcredentials framework ensures quality and transparency without requiring special recognition procedures if it fulfills the Lisbon Recognition Convention.
MOOC for web talent network
“Support services to foster Web Talent in Europe by encouraging the use of Massive Open
Online Courses focused on web skills” – SMART 2013/N006
CONTRACT NUMBER 30-CE-0597494/00-12
FINAL REPORT
A study prepared for the European Commission
DG Communications Networks, Content & Technology by
The document discusses the proposed reforms to the 14-19 education system in the UK, including the introduction of a new Diploma qualification. The Diploma combines theoretical study with practical work experience and will be available at three levels by 2011 in 17 subject areas. It is designed to better prepare students for further education, employment, or apprenticeships by developing both academic and vocational skills. The reforms have implications for students, teachers, and schools, requiring changes to the curriculum, longer schooling, and more cooperation between educational institutions and businesses.
Skills for Tourism Project - Adaptation: Education, Skills Development and Em...OECD Centre for Skills
Presentation by Ms. Laura Pineiro Nogueira, Chief Technical Advisor for TVET/Skills for Tourism Project of LuxDev, Luxembourg, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Laura Pineiro Nogueira, Chief Technical Advisor for the TVET/Skills for Tourism Project of LuxDev, provided an international development cooperation perspective. She presented how her project has promoted upskilling and reskilling opportunities in Lao PDR’s tourism and hospitality sector, and described the impact of these interventions.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
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 provides information about the Pearson BTEC Level 3 National Diploma in Digital Publishing. It summarizes that the qualification was developed in consultation with over 5,000 employers and professionals to ensure it provides relevant skills for employment or further education. The two-year course uses a combination of practical and written assessments to allow students to apply their knowledge and showcase their learning. It is aimed at those looking to progress into entry-level digital publishing roles or further training. On completion, students will be prepared to apply for jobs such as digital content assistant or junior copywriter or to continue their education in areas like journalism, web design, or publishing.
This document summarizes information about InnoOmnia, a collaborative learning solutions provider in Espoo, Finland. InnoOmnia provides initial and continuing vocational education and training to nearly 10,000 students across multiple sectors through various centers. It aims to promote innovative capacity building and lifelong learning skills for students, teachers, and entrepreneurs through new programs exploring technologies like augmented reality and gamification. InnoOmnia also serves as a professional development partner, providing tailored training to over 500 teachers annually to help develop 21st century skills through blended learning formats.
التقنيات الحديثة في التعلُم أصول تدريس جديدة – تقويم جديد؟IEFE
This document discusses how an education authority called Omnia is improving learning results using mobile and cloud-based solutions. It describes two case studies called SWAB and CuSe that use social media platforms and cloud tools to provide authentic learning experiences for secondary and vocational students. It emphasizes that 21st century teachers need digital literacy skills to create and share various types of online content and leverage mobile devices. Omnia provides professional development opportunities to help teachers adopt new mindsets and skills for collaborative, mobile, and tech-enabled learning.
This platform ensures a rapid match of students and companies. The global internships train students and unlocks a global network of relations with the world's most exciting companies
This document describes myonlinevarsity.com, an online learning portal launched in 2011 that aims to provide high-quality management education through distance learning. It allows students to learn from top faculty at premier institutions anywhere through live video lectures, discussion forums, and other interactive features. The portal uses a freemium model and partnerships with universities to make education affordable and accessible. It aims to address the shortage of skilled managers in India through this scalable online learning platform.
This document describes myonlinevarsity.com, an online learning portal launched in 2011 that aims to provide high-quality management education through distance learning. It allows students to learn from top faculty at premier institutions anywhere through video lectures, discussion forums, and other interactive features. The portal uses a freemium model and partnerships with universities to make education affordable and accessible. It aims to address the shortage of skilled managers in India through this scalable online learning platform.
The role of digital technologies for career guidance - 16 May 2023EduSkills OECD
The presentations from the launch of the OECD Observatory on Digital Technologies in Career Guidance for Youth (ODiCY). ODiCY is an open-access repository that makes it quick and easy to see how education systems around the world are using innovative techniques to help young people approach their working lives with confidence and choice. We here from 4 contributors to the case studies looking at virtual reality career modules in Canada, virtual work experience in Finland, e-mentoring program in France and an AI chatbot that was developed in the UK.
InnoOmnia is implementing the vision of the Bruges Communiqué in Espoo, Finland by creating an innovative lifelong learning hub. It offers attractive and flexible vocational education and training opportunities, including initial VET, continuing VET, and tailored upskilling programs. InnoOmnia also develops new pedagogical approaches and learning environments to foster skills, collaboration, creativity and entrepreneurship. Its goal is to support all learners in developing and updating their competencies over their careers.
Dezvoltarea Eco-sistemului Educatie Digitala UPTDiana Andone
Dezvoltarea Eco-sistemului Educatie Digitala UPT, experienta UPT in constructia educatiei digitale
prezentata de Diana Andone, UPT
la Workshopul "Experiența privind educația online la nivel universitar în România. Provocări și perspective viitoare: organizata de Asociatai Tine de Noi, 9 iulie 2020, online
[OOFHEC2018] Darco Jansen: Current status of micro-credentials and short prog...EADTU
The document discusses short learning programs (SLPs) in Europe. It notes that lifelong learning and continuous professional development are underdeveloped in much of the EU. SLPs can help address this by providing flexible, scalable online/blended programs to keep workforce skills up to date. SLPs also anticipate future careers better than degree programs and can serve as building blocks for degrees. The E-SLP project is defining SLP concepts, developing guidelines for collaborative SLPs and recognition frameworks, and mainstreaming SLPs at universities alongside degrees and open education. Emerging are three areas of provision: degree education, continuous education including SLPs, and open education like MOOCs.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
The document outlines a vision for the future of FE and technology towards the year 2020, describing advancements in several key areas:
1) Content and digital resources will be rich, accessible anywhere, and tailored to individual learners through games, simulations and adaptive feedback.
2) Social media and Web 2.0 tools will facilitate collaboration between learners, teachers, and employers in developing resources.
3) Providers and their workforces will be highly capable using technology to guide learners and provide 24/7 support through online and peer mentoring.
4) Learners will have 24/7 access to resources and support through technology to gain skills needed for future careers and competitiveness.
This document profiles a corporate and social responsibility investment opportunity in skills development programs and community projects. It provides an overview of the various training and development services offered, including workplace skills courses, computer literacy programs, and transitional training for unemployed youth. Benefits to both community members and investors are outlined. For community members, the programs aim to enhance skills, knowledge, and job opportunities. For investors, benefits include opportunities for corporate social investment, skills development facilitation grants, and improving B-BBEE scores. The profile emphasizes the financial stability and sustainability of the projects, which are funded through interested corporate investors as part of their CSR programs.
The document provides details about the student's internship project with Unschool, an edtech company. The objectives of the study were to understand customer expectations in markets where the company was unsuccessful in order to provide suggestions. Through surveys of 55 leads, the student found that prospects in these markets placed more importance on practical learning opportunities and prices compared to other platforms. Recommendations included expanding course options, promoting internship opportunities more effectively, and establishing a dedicated market penetration team.
The document discusses teachers' badges and developing a national digital badges system in Finland. It provides details on vocational teacher education requirements in Finland and discusses using digital badges to recognize teachers' professional competencies. It also outlines the goals of creating a shared national digital badges system, including establishing common standards, criteria, and quality assurance models. The system would issue badges for digital competencies and provide guidelines for its expansion and management on a national level.
Digitalization and elearning in Laurea UASIrma Mänty
This document discusses Laurea's plans for digitalization between 2017-2020. It outlines 10 digital policies focusing on areas like flexible learning, digital pedagogy, blended learning environments, and digital workplace integration. Key steps include offering non-stop courses, digital exams, online international learning, and developing students' digital skills. Laurea will train staff on digital tools and pedagogy through its DigiTeam program. The goal is to transform Laurea into an open higher education institution capable of agile development in the digital era.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Badges as tool for Self Directed LearningSatu Järvinen
Short presentation about the use of Open Badges to drive Self Directed Learning and gamified learning. Prepared for an Open Badge Academy Webinar Organised by Discendum on October 9th 2018.
2 page introduction about SkillSafari, our offering and our aims for spring 2018. Made for the Nairobi Innovation Week "Doing business in Finland" -seminar.
The document discusses linking technical and vocational skills development (TVSD) to national strategic initiatives to fuel economic growth and job creation. It outlines key aspects of Finnish vocational excellence including its focus on image, quality, relevance, employability, governance, flexibility, and lifelong learning. The document advocates for collaboration between national strategic initiatives, educational planning, and institutional strategies with a common goal of ensuring jobs. It also discusses potential paradigm shifts for the future of TVSD, including recognizing informal learning, schools serving as regional development centers, authentic learning experiences, and awarding learning regardless of location.
This document discusses how technology has changed education and the opportunities new tools provide. It argues that technologies have transformed the entire context of learning but will also shape how transformations in education take place going forward. The document advocates that the possibilities of new technologies should be available to all students, not just a select few.
InnoOmnia is a business unit and lifelong learning hub located in Espoo, Finland that offers entrepreneurship education and support services. It provides affordable workspace and coaching programs to startup businesses. InnoOmnia has supported over 40 entrepreneurs and helped launch 16 new businesses. By involving students in entrepreneurial projects, it has reduced dropout rates and improved soft skills. The collaborative, informal environment encourages networking and community among entrepreneurs, students, and staff.
The document discusses four components of 21st century learning: technical, social, epistemological, and cognitive. It provides examples of how each component was designed for in an educational bootcamp, including using blogs, iPads, and QR codes technically; mobile group activities and debate socially; a flipped classroom and training epistemologically; and reflecting on the learning process and self-regulation cognitively. Feedback on the design is also given, such as suggesting a 1:1 iPad ratio and clarifying expectations from the beginning. The document concludes by listing additional mobile apps and tools that can enable knowledge creation on the go.
InnoOmnia is the development unit of Omnia, a large vocational school in Finland that offers over 40 qualifications. InnoOmnia operates as a lifelong learning and entrepreneurial hub that offers flexible 1-3 year entrepreneurship programs for students, staff, and entrepreneurs. Its goal is to increase entrepreneurial capacity in the region by developing entrepreneurs and creating jobs through professional development opportunities that engage and empower participants.
InnoOmnia is a lifelong learning and entrepreneurial hub that offers training, workspace rentals, and forms a community to support entrepreneurship. Its goal is to ensure employability and successful careers for students and local entrepreneurs. It provides various programs and projects to allow students to test entrepreneurship during and after their studies. InnoOmnia works with local municipalities and businesses to continually improve its programs and support the local economy through successful new businesses.
InnoOmnia, life long learning and entrepreneurial hubSatu Järvinen
Omnia is a vocational education provider in Espoo, Finland that offers lifelong learning opportunities. It has nearly 10,000 students and 700 staff across various campuses and programs. InnoOmnia is Omnia's lifelong learning and entrepreneurial hub that supports the development of entrepreneurship through programs, training, and experiential opportunities for students. The goal is to form an entrepreneurial community of practice and support all members in succeeding with their businesses.
Omnia is a leading vocational education provider in Espoo, Finland serving approximately 10,000 students and 700 staff. It offers vocational, further vocational, and specialist qualifications for youth and adults. Omnia also focuses on national and international teacher training programs and operates a lifelong learning hub for entrepreneurs, students, and teachers. The organization advocates for vocational education in Finland and internationally by investing in teacher development and new learning technologies.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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
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
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
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
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
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
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).
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.
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.
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).
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).
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).
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).