Strengthening the Institutional
Capacity of the Productivity
and Vocational Training
Department PVTD within
the Vocational...
This Project is funded by the European Union
Component 3
Activity 3.2:
Quality through improving
trainers’ performance
Expert Mission Nov 9 – 15, 2013

Timo Rainio,
Ta...
Program
Day

Program

Workshop results

Day
1

- Introductions
- Industrial change and skills needed today and in the futu...
1. Day (Sunday)
Sunday Nov 10
9:00 - 10:00
Sunday Nov 10
10:00 - 12:00
at STI

Preparation of workshops and the venue
Sett...
Introductions
 Introductions of participants and location on the PVTD organization
chart
 Introduction to the PVTD Twinn...
Timo Rainio, MSc (Eng)
Hermia Group Ltd
 Our vision is to be an internationally appreciated as Finland's leading
develope...
Intelligent Machines Finland -Cluster Program

ht

im
:/ /v
tp

o
o.c
e

m

/ 47

84

9
96

6
The Finnish National Board of Education
(FNBE) Project experiencies:
The impact of Global changes in industrial
production...
The Finnish National
Board of Education
(FNBE) Research:
The impact of Global
changes in industrial
production, skills
req...
The impact of Global changes in
industrial production, skills requirements
Working life strategy 2020 (TEM 2012)
(http://www.tem.fi/index.phtml?s=4698)

 Challenges (Finland)
 Globalisation
 ind...
Future of education and training
Strategic objectives for education and
training 2020 (FNBE strategy)
 Vocational education and training
Strengthening wor...
Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds)
COMPETENCE FRAMEWORK FOR VET PROFESSIONS





Teachers encomp...
Future visions of vocational education
and training (Volmari, Helakorpi, Frimodt)
In future there will be more:
recogniti...
Group work
Do you agree to the conclusion of COMPETENCE FRAMEWORK FOR
VET PROFESSIONS study and situation in Egypt at all ...
Homework
Define most important training topics you would like to
participate as a part of training of teachers/trainers ? ...
2. Day (Monday)
Monday Nov 11
9:00 – 12:00
at STI

Monday Nov 11
12:00 – 15:00
at STI

Monday Nov 11
15:00 – 17:00

A brie...
Conclusions of the Homework (30 minutes)
Define most important training topics you would like to participate as a
part of ...
Visions of the future technologies
Technical meta-skills
Profession-specific
knowledge
- Knowledge, theorical
understanding
- Special technical
knowledge and...
Gartner: Top 10 Strategic Technology Trends
For 2014
http://
www.forbes.com/sites/peterhigh/2013/10/14/gartner-top-10-stra...
Technical skills
- Factory of the future
Factory today

http://www.youtube.com/watch?v=BBC2oswnrt0&list=UUn0t14b9G3PHyyRWXY

Source: Fastems

http://www.youtube.co...
Factory of the Future ICT Vision
Smart Factories:
–
–

Goal:
More automation, better control &
optimisation of factory pro...
Group work – what to teach ?
Short discussion and translation of needed points in PVTD Specializations and
Finnish FNBE –s...
COMPETENCE FRAMEWORK FOR VET
PROFESSIONS study, specializations
FNBE Survey:
Impact on the
Impact on teaching
knowledge and skills (curriculum) and its
requirements
methods (learning
New...
FNBE Survey:
Impact on the
Impact on teaching
knowledge and skills (curriculum) and its
requirements
methods (learning
Net...
FNBE Survey:
Impact on the
knowledge and skills Impact on teaching
(curriculum) and its
requirements
methods (learning
env...
Homework – what to teach
 Based on groups work results choose 1 specialization areas
interesting and most usefull for you...
3. Day (Tuesday)
A brief introduction based on FNBE (Finland)
-Research:
-Learning environments
-ON-THE-JOB Learning
-Coop...
Conclusions of the Homework
 Based on groups work results choose 1 specialization areas you
feel interesting and most use...
Tampere - Developing learning
environments, investing in future
 Tampere - Developing learning environments, investing in...
Professional Learning Process
Knowing
theory

School

To know
To understand

Motivation

Reflection

To Will
Feeling of kn...
Cooperation between school and
industry
McKinsey Education to Employment:
http://mckinseyonsociety.com/education-to-employment
http://mckinseyonsociety.com/educat...
(e)learning environments
ICT in Vocational education
 Why and how ?
 Student orientation: what is the best way to student to learn and
what kind ...
elTRIO – concept
I O- g y
TR olo
n
c h o ra m
Te og
pr

Controll & IT
Mobile working
machine

pedagocical & IT
support

In...
FMS Training Center
•
•
•
•
•
•

“Real Life” learning environment
(Learning by doing)
System development together with
FMS...
FMS Training Center –wiki
http://www.fms-ajokortti.fi
FMS Training Center in Second Life
Winner of the Fastems Challenge
innovation competition ()
http://vimeo.com/68006164
Think about all different kind of skil...
Sandbox
http://salpro.salpaus.fi/sandbox2/en.php

http://www.youtube.com/watch?v=YTNL0PxX1ZE (1 minute)
http://www.youtube...
Group work – how to teach ?
1.Everyone write his/her homework topic to to paper and put it beside
his/her nameplate
2.Make...
Homework – how to teach
 Choose your (group) specialization area and make plans
for its
 Curricula development & Qulific...
4. Day (Wednesday)
Wednesday Nov
13
9:00 – 12:00
at STI

Workshop: Next Step

Wednesday Nov
13
12:00 – 16:00
at STI

Works...
Quality – The Common Quality
Assurance Framework

Source: FNBE: QUALITY MANAGEMENT RECOMMENDATION FOR VOCATIONAL EDUCATION...
WBL–TOI Manual
Manual for planning of work-based learning – transfer of innovations
(http://www.oph.fi/download/130052_wb_...
WBL–TOI Manual
Manual for planning of work-based learning – transfer of innovations
(http://www.oph.fi/download/130052_wb_...
ADDIE
http://
www.learndash.com/addie-model-explained-infographic
Innovation and learning
Group Work
 Go to you homegroup
 Prepare as a group presentation about your group common Learning
(environment) developm...
Homework of Learning (environment)
development project for the next mission
1. Make a plan for your own activities in your...
References
 Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds):
COMPETENCE FRAMEWORK FOR VET PROFESSIONS
-Handbook...
Links






Working life strategy 2020 (TEM 2012): http://www.tem.fi/index.phtml?s=4698
Strategic objectives for educa...
Timo Rainio

http://www.dooid.com/timorainio

Hermia Group
timo.rainio@hermiagroup.fi
+358 500 7366 05
http://www.hermiagr...
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Strengthening the Institutional Capacity of the Productivity and Vocational Training Department PVTD within the Vocational Training System in Egypt

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Component 3 , Activity 3.2: Quality through improving trainers’ performance Expert Mission
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  • Oma esittely (Hermia, sivutoimiset opetushommat, oske / Intelligent Machines finland, OPH –selvitys)
  • Hyvä kaaviot toimijoittain keskustelujen pohjaksi => tuo myös erilaiset oppimismallit ja yhteistyötarpeet ja työssäoppimisen vahvasti mukaan keskusteluihin
    Roolit:
    Teachers
    In Company Trainers (työssäohjaajat, Työpaikkakouluttajat ?)
    Leaders
    Tehtävät:
    Training
    Administragion and quality planning
    Development and quality assurance
    Networking
  • Tampere –video (koulupuolen) herätteenä ja sitä katsottaessa kukin kirjaa innovatiivisia ajatuksia paperille => videon jälkeen niistä keskustelu
    Toteutus
    Katsottaessa kukin kirjaa esiin nousseet toimintamallit ja caset + Itse fläpille tätä kautta jotain päivien teemoja ja myös jatkon ajatuksia
    Ryhmittäin keskustelua ja tulosten purku => Työskentelyvaiheessa niiden realisuuden ja egyptin tilanteeseen sopivuuden arviointi ja uusien jalostaminen ja ideointi
  • yksi esimerkki yhteistyön tuloksista on FMS-Training Center + FMS Research Center
    Sijainti ja Kokoonpano
    Hankittu ja hyödynnetään yhteistyössä Fastemsin ja alueen oppilaitosten kanssa (kellään osapuolella ei yksin olisi ollut mielekästä rakentaa ja ylläpitää järjestelmää yksin) => WINWIN esimerkki
    oppilaitosten edut
    Yrityksen edut
    Uusien mahdollisuuksien hyödyntäminen (=> Internet sivut, joiden kautta hoidetaan käytännön järjestelyjä ja joiden kautta tietoa ja koulutusmateriaalia aiheesta)
    Mahdollisuus kehittää alan koulutusta => FMS-ajokorttikoulutus
  • Tunnus Timo Koskinen, vakiosalasana
  • This Manual has been developed for those organizations intending to improve the planning of
    work-based learning. The main aim of this Manual is to help VET providers, colleges, training
    centers and enterprises to transfer good planning practices of work-based learning (WBL) from
    other organizations into their own organizations across Europe.
  • This Manual has been developed for those organizations intending to improve the planning of
    work-based learning. The main aim of this Manual is to help VET providers, colleges, training
    centers and enterprises to transfer good planning practices of work-based learning (WBL) from
    other organizations into their own organizations across Europe.
  • Strengthening the Institutional Capacity of the Productivity and Vocational Training Department PVTD within the Vocational Training System in Egypt

    1. 1. Strengthening the Institutional Capacity of the Productivity and Vocational Training Department PVTD within the Vocational Training System in Egypt
    2. 2. This Project is funded by the European Union
    3. 3. Component 3 Activity 3.2: Quality through improving trainers’ performance Expert Mission Nov 9 – 15, 2013 Timo Rainio, Tampere, Finland Hermia Group
    4. 4. Program Day Program Workshop results Day 1 - Introductions - Industrial change and skills needed today and in the future - Reseach and strategies done in Finland, EU ja Egypt - VET teacher/trainer/leader training - Development areas and topics of VET teacher/trainer/leader training - How to respond to the need - Plans and ideas what to do Day 2 - Future work and necessary competencies and skills - Effects of curricula and teaching content and learning environments - Visions of the future skills WHAT TO TEACH: - Development needs of Vocational education and Training (content and topics point of view) in Egypt ? - If needed, you can use the Finnish FNBE – survey excel -chart - COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey - Curricula and teaching content development cases and good practices in Egypt Day 3 - learning environments and material - development of learning enviromments and materials, case examples - Training of developers - COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey - learning environments and material development cases and good practices in Egypt - Presentations and discussions, short tour to Ameraeiya Experimental Center Day 4 - Tools and methods for development work - Innovation and learning - Workshop: Next step HOW TO TEACH: Presentation about the innovative development project/network or learning environment/course /material (Project) plans of (innovative) development project/network or learning environment/course/material for the Vocational education and training Starging the development project: - Making Teams for planning and development – project - short and long time project plan - Presentations of project plans: to be implemented before next mission
    5. 5. 1. Day (Sunday) Sunday Nov 10 9:00 - 10:00 Sunday Nov 10 10:00 - 12:00 at STI Preparation of workshops and the venue Setting up the venue, Program of the Week: Introductions of participants and location on the PVTD organization chart Introduction to the PVTD Twinning project A brief introduction: -The Finnish National Board of Education (FNBE) Project experiencies: The impact of Global changes in industrial production, skills requirements -Competence framework for VET Professions (Volmari, Helakorpi, Frimodt) -Skills and competencies at work today Sunday Nov 10 12:00 – 15:00 at STI Sunday Nov 10 15:00 – 18:00 Workshop and discussions -Research and studies (industry, skills, competencies needed in industry) about situation in Egypt -similarities and differences (compared to the Finnish study) -Discussion and agreement on the week’s objectives and results Wrap-up of daily activities Analysis & next steps Mr Fady Salah (RTA Assistant) / Interpreter and/or STI Assistant Mr Abdelbaset Zahran (BC RTA Counterpart), and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader) 16-24 participants from VTCs, zones, STI, TCC and/or C&CEI STE Mr Timo Rainio Mr Pekka Räsänen (MS RTA) Mr Fady Salah (RTA Assistant) / Interpreter Mr Abdelbaset Zahran (BC RTA Counterpart), and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader) 16-24 participants from VTCs, zones, STI, TCC and/or C&CEI STE Mr Timo Rainio Mr Pekka Räsänen (MS RTA) Mr Fady Salah (RTA Assistant) / Interpreter STEs & MS RTA
    6. 6. Introductions  Introductions of participants and location on the PVTD organization chart  Introduction to the PVTD Twinning project  Pekka Räsänen
    7. 7. Timo Rainio, MSc (Eng) Hermia Group Ltd  Our vision is to be an internationally appreciated as Finland's leading developer and producer of product development and innovation services.  In the Hermia Group, the versatile knowledge and skills of two technology companies come together in all of its activities. The Hermia Group makes high-quality research information and ready networks available to companies and organisations. The Hermia Group promotes the emergence of new business both nationally and internationally.  The Hermia Group's array of service products includes many different kinds of services for innovation, training, coaching, start-ups, product development, and networking.  The Hermia Group in numbers  Annual turnover is about 7 million euros.  About 70 projects are currently in progress.  About 50 experts working for us  Hundreds of member organisations in our corporate network  Owners: Tampere University of Technology and its support foundation, the City of Tampere, Tampere Technological Society, and the Technical Research Centre of Finland.
    8. 8. Intelligent Machines Finland -Cluster Program ht im :/ /v tp o o.c e m / 47 84 9 96 6
    9. 9. The Finnish National Board of Education (FNBE) Project experiencies: The impact of Global changes in industrial production, work and skills requirements Changes in working life and industry
    10. 10. The Finnish National Board of Education (FNBE) Research: The impact of Global changes in industrial production, skills requirements entrepreneurship New Technologies Networking => Ecosystems globalization life-long learning Industry 1) Previous studies & reports Work 2) Survey, Interviews, Group Discussions 3) Conclusions: - Key skills - best practices? (teaching, projects, etc.) - Ideas for Action (curricula, learning material and environments) Skills & Competences VET Institute Learning material Learning environments Clusters Forums From projects to processes and structures
    11. 11. The impact of Global changes in industrial production, skills requirements
    12. 12. Working life strategy 2020 (TEM 2012) (http://www.tem.fi/index.phtml?s=4698)  Challenges (Finland)  Globalisation  industrial restructuring (rakennemuutos)  aging  availability of skilled labor is solution for these challenges  All technological areas  Companies are adapting their production to the available labor force  labor productivity is a key competitive factor  The quality of work is the key to develop productivity http://www.youtube.com/watch?v=3yaOZrW1-GI
    13. 13. Future of education and training
    14. 14. Strategic objectives for education and training 2020 (FNBE strategy)  Vocational education and training Strengthening work-based learning and industry collaboration  Raising completion rates and post-qualification employment  Promoting innovation, regional development and entrepreneurship  Ensuring competence as part of quality strategies  Responding and anticipating to changes in the world of work and the labour market more rapidly and flexibly  Developing forms of adult training that promote well-being at work  Enhancing partnerships between adult training, students and workplaces  Upgrading and updating competences during careers  Liberal adult education  Raising the standard of knowledge and competence among citizens  Strengthening active citizenship  Supporting integration of immigrants http://www.oph.fi/english/education/vocational_upper_secondary_education_and_training
    15. 15. Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds) COMPETENCE FRAMEWORK FOR VET PROFESSIONS    Teachers encompass teaching professionals who work in educational institutions providing both initial and continuing vocational education and training. Trainers (in-house couches) work in enterprises or institutions providing initial and continuing training. Compared to teachers the trainers’ profile is more diverse. The training activities of trainers, for example, vary from full-time teaching to occasional training activities. VET leaders refers to one or several persons in charge of VET institutions, such as vocational upper secondary institutions and further education colleges or training centres providing continuing vocational education and training. These persons have the overall responsibility for the running of an institution. http://www.oph.fi/english/publications/2009/competence_framework_for_vet_professions
    16. 16. Future visions of vocational education and training (Volmari, Helakorpi, Frimodt) In future there will be more: recognition and emphasis on informal learning collaboration within and between educational institutions and world of work networking of institutions and with local and regional stakeholders international perspectives in training use of ICT and digital networks need for holistic perception need for learner autonomy and self-directed learning competence requirements for pedagogical, networking and communication skills for teachers and trainers use of new media in education and training interaction between education and the society organisational competence development In future there will be less emphasis on individual competence development formal training fixed and inflexible systems hierarchy classroom teaching differences and lower barriers between general, vocational and higher education and training
    17. 17. Group work Do you agree to the conclusion of COMPETENCE FRAMEWORK FOR VET PROFESSIONS study and situation in Egypt at all ? 1.What is the teacher/trainers level of expertise and skills, Strengths and weaknesses ? 2.What is the the quantity and quality of the learning material in PVTD, Strengths and weaknesses ? 3.What is the the quantity and quality of the equipments in PVTD, Strengths and weaknesses ? 4.Are the (specializations) areas of teaching chosen right or wrong, Strengths and weaknesses ? 5.Is there a good balance between hard and soft skills in training 6.Do you have a good cooperation between industry and education Work in groups of about 3-5 members (6 groups) One main question / group 40 minutes discussion, main results to flip chart or paper format Presentations of the results: max 5 minutes / group
    18. 18. Homework Define most important training topics you would like to participate as a part of training of teachers/trainers ? (at least 3 topics in all of these 4 areas) 1.Technical skills 2.”Soft” skills 3.Development of learning material and environments 4.Project funding and project management, Networking Alone or in groups results shortly to paper 30 minutes discussion about the results tomorrow morning
    19. 19. 2. Day (Monday) Monday Nov 11 9:00 – 12:00 at STI Monday Nov 11 12:00 – 15:00 at STI Monday Nov 11 15:00 – 17:00 A brief introduction based on Finnish National Board of Education FNBE (Finland) -Research: -Future work and necessary competencies and skills -Effects of curricula and teaching content and learning environments -Visions of the future skills Mr Abdelbaset Zahran (BC RTA Counterpart), and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader) 16-24 participants from VTCs, zones, STI, TCC and/or C&CEI STE Mr Timo Rainio Mr Pekka Räsänen (MS RTA) Mr Fady Salah (RTA Assistant) / Interpreter Workshop and discussions Mr Abdelbaset Zahran (BC RTA Counterpart), -similarities and differences (compared to the and/or Ms Madiha Rafaat Mohamed (BC Finnish study) Component 3 Leader) -Preparing short presentations about 16-24 participants from VTCs, zones, STI, TCC situation in Egypt and/or C&CEI o COMPREHENSIVE REPORT STE Mr Timo Rainio “ASSESSMENT OF THE PVTD Mr Pekka Räsänen (MS RTA) TRAINING CENTERS” –survey Mr Fady Salah (RTA Assistant) / Interpreter o curricula and teaching content development cases and good practices in Egypt o Training of trainers, case -examples -Presentations and discussions -What’s next, plans, ideas and needs for the future Wrap-up of daily activities Analysis & next steps STEs & MS RTA
    20. 20. Conclusions of the Homework (30 minutes) Define most important training topics you would like to participate as a part of training of teachers/trainers ? (at least 3 topics in all of these 4 areas) 1.Technical skills 2.”Soft” skills 3.Development of learning material and environment 4.Project funding and management, Networking Go to 4 groups, Every group choose 3 training topic for every training area (totally 3*4 = 12 topics) and put them to the wall under the right training area (30 minutes discussion) Group choose one person and those persons go to the wall and put the training topics to “the right order”. Then other four people takes training area number 2, etc. (20 minutes)
    21. 21. Visions of the future technologies
    22. 22. Technical meta-skills Profession-specific knowledge - Knowledge, theorical understanding - Special technical knowledge and know-how Professional meta-skills - Learning to learn - Understanding of the entities - The ability to prioritize Practical know-how Source: Jouni Suominen / Pekka Ruohotie
    23. 23. Gartner: Top 10 Strategic Technology Trends For 2014 http:// www.forbes.com/sites/peterhigh/2013/10/14/gartner-top-10-strategic-technology-trends-for-2014           Mobile Device Diversity and Management Mobile Apps and Applications The Internet of Everything Hybrid Cloud and IT as Service Broker Cloud/Client Architecture The Era of Personal Cloud Software Defined Anything Web-Scale IT Smart Machines 3-D Printing
    24. 24. Technical skills - Factory of the future
    25. 25. Factory today http://www.youtube.com/watch?v=BBC2oswnrt0&list=UUn0t14b9G3PHyyRWXY Source: Fastems http://www.youtube.com/watch?v=bKKZH3TYnDM
    26. 26. Factory of the Future ICT Vision Smart Factories: – – Goal: More automation, better control & optimisation of factory processes Means: Software, lasers & intelligent devices embedded in machines & factory infrastructure Virtual Factories: – – Goal: To manage supply chains; to create value by integrating products & services Means: Software to holistically interconnect & manage distributed factory assets; new business models & value propositions Factory productivity • Less waste • Less energy use • Faster time-to-market • Better quality Supply-chain productivity • High-value products • Keep jobs in Europe • Process transparency • IPR security • Lower CO2 footprint Digital Factories: – – Goal: To “see” the product before it is produced Means: Software for the digital representation & test of products & processes prior to their manufacture & use Source: Reijo Tuokko, TUT Design productivity • Reduce design errors • Better & efficient products • Less waste + rework • Faster time-to-market
    27. 27. Group work – what to teach ? Short discussion and translation of needed points in PVTD Specializations and Finnish FNBE –survey tables by groups 1.Specify the importance of all the specialization areas of PVTD –survey (1=most import, 5=less important) 2.Based on Finnish FMBE survey table choose/define at least 5 future areas in industry and impact of those in the knowledge and skills requiremments in Egypt (you can write answears in FNBE survey table) (group 1-3: New Technology, group 4-5 Network & business ecosystems, group 6-8: life-long learning) Work in groups of 3 members (6-8 groups) 60 minutes discussion, main results to flip chart or paper format Presentations of the results: max 5 minutes / group
    28. 28. COMPETENCE FRAMEWORK FOR VET PROFESSIONS study, specializations
    29. 29. FNBE Survey: Impact on the Impact on teaching knowledge and skills (curriculum) and its requirements methods (learning New Technology Intelligent machines and systems Virtual reality & Simulations Energy & Environment New methods of manufacturing, Prototype production and -economy, Nano- & Microtechnologies Service & Maintenance New materials (functionals, etc.) Main Clusters (Finland: Mobile working machines, Logistics, Marine/OffShore, Mining, etc.) Smart City environments) Examples & cases
    30. 30. FNBE Survey: Impact on the Impact on teaching knowledge and skills (curriculum) and its requirements methods (learning Networks & business Ecosystems environments) Globalization and internationalization New kind of industrial value networks Service business Opensess -thinking Social media in business and education Examples & cases
    31. 31. FNBE Survey: Impact on the knowledge and skills Impact on teaching (curriculum) and its requirements methods (learning environments) Examples & cases General vs. special knowledge & skills, mathematical & fysical knowledge, etc Industry-Schoold-Developers -co-operation Life-long Retirement, skilled labor, tacit learning knowledge, wellbeing at work Entrepre Internal and external neurship entrepreneurship
    32. 32. Homework – what to teach  Based on groups work results choose 1 specialization areas interesting and most usefull for you and describe topic by topic those..  Impact on the knowledge and skill requirements  effects on contents and development work of curriculum  Effects on teacher training     Alone or in groups results shortly to paper or to survey tables 30 minutes discussion about the results tomorrow morning If needed, you can use the Finnish FNBE –survey table and PVTD Survey specialization areas
    33. 33. 3. Day (Tuesday) A brief introduction based on FNBE (Finland) -Research: -Learning environments -ON-THE-JOB Learning -Cooperation between industry and education -Innovation & Education Mr Abdelbaset Zahran (BC RTA Counterpart), and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader) 16-24 participants from VTCs, zones, STI, TCC and/or C&CEI STE Mr Timo Rainio Mr Pekka Räsänen (MS RTA) Mr Fady Salah (RTA Assistant) / Interpreter Tuesday Nov 12 12:00 – 15:00 at STI Workshop and discussions - similarities and differences (compared to the Finnish study) -Preparing short presentations about situation in Egypt o COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey o learning environments and material o development of learning enviroments and materials, case examples o Training of developers -Presentations and discussions, short tour to Ameraeiya Experimental Center -What’s next, plans, ideas and needs for the future Mr Abdelbaset Zahran (BC RTA Counterpart), and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader) 16-24 participants from VTCs, zones, STI, TCC and/or C&CEI STE Mr Timo Rainio Mr Pekka Räsänen (MS RTA) Mr Fady Salah (RTA Assistant) / Interpreter Tuesday Nov 12 15:00 – 17:00 Wrap-up of daily activities Analysis & next steps STEs & MS RTA Tuesday Nov 12 9:00 – 12:00 at STI
    34. 34. Conclusions of the Homework  Based on groups work results choose 1 specialization areas you feel interesting and most usefull for you and describe topic by topic those  Impact on the knowledge and skill requirements  Effects on contents and development work of curriculum  Effects on Teacher training  We will do the conclusion of the homeworks as a part of our afternoon group work
    35. 35. Tampere - Developing learning environments, investing in future  Tampere - Developing learning environments, investing in future: http://www.youtube.com/watch?v=A2T12ZucdoY  What kind of elements of learning do you find in this video ?
    36. 36. Professional Learning Process Knowing theory School To know To understand Motivation Reflection To Will Feeling of know - how Instructor Thinking Encouraging Questioning Setting a target Instructor Feedback Experiencing Source: Jouni Suominen
    37. 37. Cooperation between school and industry
    38. 38. McKinsey Education to Employment: http://mckinseyonsociety.com/education-to-employment http://mckinseyonsociety.com/education-for-employment-realizing-arab-youth-potential/ arabic version: http://vimeo.com/22312959
    39. 39. (e)learning environments
    40. 40. ICT in Vocational education  Why and how ?  Student orientation: what is the best way to student to learn and what kind of learning environment is ideal and how to use ICT in pedagogical way right (the whole learning process)  Co-operation with working life and workplaces  Collaboration with working life representatives  Collaborative spaces  Improving quality of learning in the workplace Source: Minna Taivassalo-Salkosuo: http://www.slideshare.net/Minsku/enriched-learning-ict-in-vocational-education-and-traning-in-finland
    41. 41. elTRIO – concept I O- g y TR olo n c h o ra m Te og pr Controll & IT Mobile working machine pedagocical & IT support Industry STUDENT Coordination Welding networking Machine Vision FMS systems etc.. Development groups Learningmaterial databank Education organizations
    42. 42. FMS Training Center • • • • • • “Real Life” learning environment (Learning by doing) System development together with FMS Training Center community Theory over the Internet Training using FMS-simulator FMS Training Center in Second Life FMS Driving License –community (www.fms-ajokortti.fi)
    43. 43. FMS Training Center –wiki http://www.fms-ajokortti.fi
    44. 44. FMS Training Center in Second Life
    45. 45. Winner of the Fastems Challenge innovation competition () http://vimeo.com/68006164 Think about all different kind of skills and knowledges studentgroup has needed and got when they have participate Fastems challenge competition ?
    46. 46. Sandbox http://salpro.salpaus.fi/sandbox2/en.php http://www.youtube.com/watch?v=YTNL0PxX1ZE (1 minute) http://www.youtube.com/watch?v=DqG61hZhZps (6 minutes) http://www.youtube.com/watch?v=ej992-vUrSA (10 minutes in finnish)
    47. 47. Group work – how to teach ? 1.Everyone write his/her homework topic to to paper and put it beside his/her nameplate 2.Make groups so that all the members has more or less common topic 3.Groups make plans for that common area about  Material Development (tradional, web-based learning, etc.)  Learning equipments and environments needed  VET Institute – Industry cooperation  Cooperation between teachers and organizations 60 minutes discussion, main results to flip chart or paper format Presentations of the results: max 5 minutes / group
    48. 48. Homework – how to teach  Choose your (group) specialization area and make plans for its  Curricula development & Qulification  Material Development (tradional, web-based learning, etc.)  Learning equipments and environments needed  VET Institute – Industry cooperation  Development cooperation in all level (organizations, teacher/trainers, national, etc.)  Alone or in groups  results shortly to the paper  30 minutes discussion about the results tomorrow morning
    49. 49. 4. Day (Wednesday) Wednesday Nov 13 9:00 – 12:00 at STI Workshop: Next Step Wednesday Nov 13 12:00 – 16:00 at STI Workshop: Next Step -Teams for planning and development -Development areas? o Curriculum and content o Learning environment and material o Training of trainers, teachers and developers o Coordination and lobbying -Presentations of project plans: to be implemented before next mission Mr Abdelbaset Zahran (BC RTA Counterpart), and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader) 16-24 participants from VTCs, zones, STI, TCC and/or C&CEI STE Mr Timo Rainio Mr Pekka Räsänen (MS RTA) Mr Fady Salah (RTA Assistant) / Interpreter Wednesday Nov 13 15:00 – 17:00 Wrap-up of daily activities Analysis & next steps STEs & MS RTA -Future plans in Finland based on FNBE Research -WBL – TOI Manual: Manual for planning of work-based learning – transfer of innovations Mr Abdelbaset Zahran (BC RTA Counterpart), and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader) 16-24 participants from VTCs, zones, STI, TCC and/or C&CEI STE Mr Timo Rainio Mr Pekka Räsänen (MS RTA) Mr Fady Salah (RTA Assistant) / Interpreter
    50. 50. Quality – The Common Quality Assurance Framework Source: FNBE: QUALITY MANAGEMENT RECOMMENDATION FOR VOCATIONAL EDUCATION AND TRAINING (47655_quality_management_recommendation_for_vocatinal_education_and_training.pdf)
    51. 51. WBL–TOI Manual Manual for planning of work-based learning – transfer of innovations (http://www.oph.fi/download/130052_wb_toi_manual.pdf)
    52. 52. WBL–TOI Manual Manual for planning of work-based learning – transfer of innovations (http://www.oph.fi/download/130052_wb_toi_manual.pdf)
    53. 53. ADDIE http:// www.learndash.com/addie-model-explained-infographic
    54. 54. Innovation and learning
    55. 55. Group Work  Go to you homegroup  Prepare as a group presentation about your group common Learning (environment) development project for the next mission. Think at least about these aspects:  Impact on the knowledge and skill requirements  Curricula development & Qulification  Material Development (tradional, web-based learning, etc.)  Learning equipments and environments needed  VET Institute – Industry cooperation  Development cooperation in all level (organizations, teacher/trainers, national, etc.)  Effects on Teacher training  Common tools  Group give a presentation about it’s plan (10 minutes)  feedback
    56. 56. Homework of Learning (environment) development project for the next mission 1. Make a plan for your own activities in your learning (environment) development project. Think at least about these aspects:  Impact on the knowledge and skill requirements  Curricula development & Qulification  Material Development (tradional, web-based learning, etc.)  Learning equipments and environments needed  VET Institute – Industry cooperation  Development cooperation in all level (organizations, teacher/trainers, national, etc.)  Effects on Teacher training  Common tools 1. Gather together at your workplace your superiors, colleagues and subordinates to a workshop 2. Share with your own departments outcomes of the week and decide together your organization activities in this learning (environment) development project 3. Work to be lead by Ms. Madiha (component 3 leader) 4. Outcomes to be delivered by ?? to ?? (xx@xx-xx)
    57. 57. References  Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds): COMPETENCE FRAMEWORK FOR VET PROFESSIONS -Handbook for practitioners  Timo Rainio: The Finnish National Board of Education (FNBE) Research: The impact of Global changes in industrial production, skills requirements – PPT-presentation  Petri Pohjonen: ON-THE-JOB LEARNING IN FINLAND, The Education System under the National Board of Education  WBL-TOI MANUAL: Manual for planning of work-based learning – transfer of innovations
    58. 58. Links     Working life strategy 2020 (TEM 2012): http://www.tem.fi/index.phtml?s=4698 Strategic objectives for education and training 2020 (FNBE strategy): http:// www.oph.fi/english/education/vocational_upper_secondary_education_and_trainin Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds) COMPETENCE FRAMEWORK FOR VET PROFESSIONS: http://www.oph.fi/english/publications/2009/competence_framework_for_vet_pr ofessions WBL–TOI Manual: Manual for planning of work-based learning – transfer of innovations (http://www.oph.fi/download/130052_wb_toi_manual.pdf       Tampere - Developing learning environments, investing in future: http://www.youtube.com/watch?v=A2T12ZucdoY McKinsey Education to Employment: http://mckinseyonsociety.com/education-to-employment (http://vimeo.com/22312959) ADDIE: http://www.learndash.com/addie-model-explained-infographic FMS Training Center  Basic idea of FMS Systems: http://www.youtube.com/watch? v=BBC2oswnrt0&list=UUn0t14b9G3PHyyRWXYPOgsA&index=9  FMS Training Center: http://www.youtube.com/watch?v=bKKZH3TYnDM Sandbox: http://salpro.salpaus.fi/sandbox2/en.php New Factory: http://www.newfactory.fi
    59. 59. Timo Rainio http://www.dooid.com/timorainio Hermia Group timo.rainio@hermiagroup.fi +358 500 7366 05 http://www.hermiagroup.fi http://www.slideshare.net/timorainio Verkon tunnus: 01009668336

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