leitura - aula 3

8/14/2019 Leitura - Aula 3

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University Continuing Education in aGlobalizing World The Challenges from

Finnish PerspectivesHanna-Riikka Myllymaki

April 12, 2006

2006 UCEA Annual Conference


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21 Universities in Finland

At least one CE-centre in each universityUniversity of HelsinkiUniversity of JoensuuUniversity of JyvskylUniversity of KuopioUniversity of LaplandUniversity of Oulu

University of TampereUniversity of TurkuUniversity of Vaasabo Akademi UniversityHelsinki University of TechnologyLappeenranta University of TechnologyTampere University of TechnologyHelsinki School of EconomicsSwedish School of Economics and Business AdministrationTurku School of Economics and Business AdministrationAcademy of Fine ArtsSibelius AcademyTheatre AcademyUniversity of Art and Design HelsinkiNational Defence College

Ten multi-faculty universities, three schools of economics and business administration,

three universities of technology, four art academies and National Defence College


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University Continuing Education Network in Finland national network of continuing education centres founded 1990

34 member CECs from 21 universities

number of personnel: 1700 in CECs

Sources of financing of the network structure: annual feesby the members, subsidy by the parent university of theUCEF headquarters, subsidy by Ministry of Education

Sources of financing the activities: annual meetings arefinanced by the attendance fees, case by case project

funding


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Lifelong Learning in Universities in Finland continuing education and open university

in 2005 over 85 000 students in CE and over115 000 students in open university

different ways of organizing CE insideuniversities

tasks: continuing education, research,

development services, conference services,

publishing national and international networking


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Continuing Education in Universities variable courses that range from short courses up tomore extensive specialization studies (20-40 credits).

The focus of the teaching depends on the orientation ofthe university.

target groups: academic professionals, people who aretraining for a new profession, certain occupationalgroups (also general courses available)

More and more often courses are arranged on demandand planned together with the organization that orderedit.

CE also includes training for the unemployed and thosewho are in danger of losing their jobs (These courses arebought from the universities and provided for academic

jobseekers by the employment authorities)


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The role of the universities adult education must be enhanced in view of

performing the following basic tasks:1. To develop and maintain mechanisms for the dissemination, transferand internalization of university-generated knowledge, and to develop andmaintain knowledge management methods so as to enable the generation

and use of new knowledge in all working life sectors.2. To develop and maintain professional development systematics basedon collaboration between various education and training providers, so asto enable the provision of high-quality modular training for the variousoccupational groups in all sectors.3. To process the knowledge people produce in their own universities and

knowledge generating institutions into a form suitable for practical

professional use as teaching material, in a way that enables the variousinstructors and teaching support personnel to use it economically in theirown work.

The Lisbon strategy challenges for europeanuniversity adult education


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Development of european university adult education:implementing the core of the Bologna process

Bachelors

& Masters

Programmes

EU Nat G

ov

UAdult

Degree

Education

UCE

Programmes

and Courses

Developers of university degree programmes

The role of universities is changing1. Universities importance in developing working lifeprocesses is emphasized.2. Adult education is the distributor of new know-how, as well

as creator of new working culture.3. Network-based activities andvirtual university changeuniversities operationsdecisively.4. Workbased learning will beacknowledged by universities.

MarkkuMarkkula


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Construction of model:

- organization/participant chooses 20 credit (study weeks)

from 1- 10 weeks modules

UNIVERSITY - SOTE

20 study weeks

1- 10 weeks modules

University of

Tampere CEC

University of JyvskylThe Institute for Extension Studies

University of TurkuThe Institute for Extension Studies

University of KuopioThe Institute for Extension Studies

University of

Joensuu

Clients

Department of

NursingScience

The School ofPublic Health

Department of

Social Policy and

Social Work

Faculty of Sports andHealth Sciences

Department of

Social Work and

Social Pedagogics

Department of Health

Policy and Management

the Faculty of LawQuality assurance unit

juristics for social and healt

services

- experts from different

universities

- utilizing academic research

- networking between

artici ants and ex erts

Example of collaboration:A multi-university masters program for social and health sector


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The soft skills of collaboration1. Being EmpatheticWhats in it for you, my partner?Active wholistic listeningAdaptive leadership (vs.Technical)

2. Being sensitive to contextAccept communication iscontext rich Acknowledge differences incontextParticularistic vs. Universalisticcultures

3. Learning Actively from ExperienceDiagnosing another organizationTaking some distance from owncontext4. Accepting Mutual Dependency5. Tolerating AmbiguitySuspend judgment on partnerBe secure and self-efficacious6. Being Entrepreneurial


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EUROPEAN COMMISSIONDirectorate-General for Education and Culture

Lifelong Learning: Innovation and transversal policies

The context for change

The skills needed for work are changing

Main competencies required by European enterprises

Learning to learn

Information processing and management

Deduction and analytical skills

Decision making skills

Communication skills, language skills

Teamwork, team based learning and teaching

Creative thinking and problem solving skills

Management and leadership, strategic thinking Self-management and self-development

Lisbon Mid-Term review7th Framework Programme

The Competitiveness and Innovation Framework ProgrammeThe i2010 Programme (successor to eEurope)


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TodayThe line between

Work and Leisure

Learning and Work

Higher Education and Vocational Education

(Training partnerships, Continuing ProfessionalDevelopment CPD)

is diminishing


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Need for change time-to-proficiency becomes increasingly important

people and organizations havea typical learning speed (limit)

learning culture, methods, processes, and

infrastructures influence that limit we must improve the conditions for individual and

organizational learning significantly and systematically

integrated working and learning processes

Dietmar Albrecht - VW Coaching


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Industry Challenges and Expectations What industry needs from learning research beyond technology

and didactics?

studies on learning culture(and its correlation with business performance)

business models for corporate learning

competency and human capital management models

economic studies on the value of

knowledge flow and learning speed

research on key success factors for innovation in learning

research on best practice approaches on

lifelong learning in corporate world

Dietmar Albrecht - VW Coaching, Germany


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NOKIA 70 -20 -10 approach to learninglearning and development 70 - learning at work, problem based learning

20 - coaching and mentoring

10 - supported learning solution


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Academia & Industry collaboration actionsJOINT RESEARCHPROJECTS

INTERNATIONALCOLLABORATION

COMPETENCE

DEVELOPMENTBENCHMARKING

EXCHANGE OFHUMAN CAPITAL, INTELLECTUAL CAPITAL, SOCIAL CAPITAL

Source: Minna Takala / Nokia


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Vision of Finnish working life in 2015Competence capital of the work community

is a key factor for success

Finnish workplaces will use the bestavailable IT efficiently and cost-efficiently

to create conditions for high productivity inall central fields

Source : The information Society Councils Report 2005


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but Technology alone, no matter how sophisticated, doesnot guarantee the achievement of the targeted level of

productivity

the crucial issue is the parallel development oftechnological and social factors

the principle of lifelong learning requires that a focus oninnovation and efficent knowledge management becomecentral practices in all levels of education

problem and inquiry based learning must be

promoted exploitation of the opportunities provided by e-

learning must be promoted


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Proposed actions endorsement of competence andinnovation as the guiding principles aside from technology, it is also necessary

to invest in social, organizational andbusiness innovations

the focus must spread from individualprofessionals to competence in

organizations and national innovationenvironments


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Innovation as a national challenge for learning the principle of lifelong learning requires that a focus oninnovation and efficent knowledge management become

central practices in all levels of education

problem and inquiry based learning must bepromoted

exploitation of the opportunities provided by e-

learning must be promoted

innovation constitutes a national learning challenge alsoin the workplace

what does this mean ? how can this be learned ? what does this require on the level of the individual,

the organization and the nation ?


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the educational system must provideflexible alternatives for those already inworking life to upgrade their qualifications

the best practises in retraining andupgrading of qualifications must beexploited systematically in order to createa national system for retraining


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Questions?

Contact:

[email protected]

THANK YOU !
mailto:[email protected]:[email protected]

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