EURACADEMY OBSERVATORY

Koko: px
Aloita esitys sivulta:

Download "EURACADEMY OBSERVATORY"

Transkriptio

1 EURACADEMY OBSERVATORY A EUROPEAN OBSERVATORY OF THE USE OF ICT-SUPPORTED LIFELONG LEARNING BY SMEs, MICRO-ENTERPRISES AND THE SELF-EMPLOYED IN RURAL AREAS WP3.1 Report : survey for training providers National report Finland DRAFT Anne Matilainen Sini Mäkinen University of Helsinki, Ruralia Institute

2 List of Contents 1. INTRODUCTION METHODOLOGY RESULTS Section A Profile of the Organisations Section B Profile of Courses and Provided Education Section C Profile and Benefits to the Trainees Section D Respondents personal opinions CONCLUSIONS LIST OF TABLES LIST OF APPENDICES REFERENCES...19 Appendix 1. List of respondent organisations...20 Appendix 2. Best practice case studies...21 Appendix 3. The national questionnaire, Finland

3 1. INTRODUCTION Current European policies for establishing a highly competitive knowledge-based economy by 2010 (Lisbon treaty) have set a target for 2010 of at least 12,5% average level of participation in lifelong learning among the citizens of the EU-25. To reach the 2010 targets, according to the EU Joint Employment Report 2003/2004, significant policy reforms may be required up to 2006, to ensure access to lifelong learning opportunities for all. ICT can play a significant role in this reform, given the advent of the Information Society, thus redressing through e-learning the skills divide between different EU countries and between rural and urban areas that reflects to a certain extent the digital divide. The survey of the use of ICT-supported lifelong learning by SMEs, micro-enterprisers and the selfemploydes in rural areas is part of the Euracademy Observatory project. The project aims to build systematic documentation on the use of ICT-supported learning, including blended learning, by employees of SMEs and micro-enterprises in rural Europe, in the context of lifelong learning, leading to formal qualifications or even to non-validated skills acquisition or personal development. Such documentation will be collected through surveys in the seven participating countries (Finland, Greece, Hungary, United Kingdom, Germany, Spain and Poland) and will be repeated at regular intervals to update and enrich information. The national reports will also be summarised to the transnational reports including transnational comparisons. The results of the Observatory will be published electronically with a printed summary and will be available to training organisations, social partners and policy makers, to inform policy and practice. The role of this survey (WP 3.1) is to collect information from training providers in the participating countries and beyond, regarding the provision of ICT-supported lifelong learning, including blended learning to employees of SMEs and micro-enterprises or self-employed persons in rural areas, including the unemployed. The information collected will build the provision section of the Observatory, and will supply the basic material for the inventory of best practice examples and is therefore significant source in designing the permanent Observatory. The survey WP 3.1 provides also valuable information on suitable methodology concerning the Observatory tool. 3

4 The problematic of this survey is partly based on the policy survey of the previous work package (WP2), which outlines the prerequisites for the e-learning targeted to rural SMEs. Euracademy Observatory project is founded by the Leonardo da Vinci programme. 2. METHODOLOGY The research in Finland was carried out by the University of Helsinki, Ruralia Institute. The survey was divided in to two different phases: pre survey and actual main survey. Pre survey was conducted in order to establish the amount of the organisations providing e-learning courses to rural SMEs and concentrated in e-learning in Finland. The sample for the pre survey was drawn out by using extensive address lists collected from the Internet and the previous lists of Ruralia Institute. The pre survey was conducted by using questionnaire and sent out by to approx. 400 education providers during the spring The results of the pre survey were used in drawing the sample for the actual main survey by sending the main survey questionnaire to those respondents of the pre survey, who indicated to be interested in taking part to the main survey (62 respondents). Together 89 organisations answered to the pre survey. The actual EurObservatory survey was conducted by using the common questionnaire jointly designed by the Euracademy Observatory partneriat. The survey was implemented by using e- questionnaire, sent out by and attached to the cover letter. The functionality of the questionnaire and cover letter were piloted by sending them to approx. 5 experts for comments. The questionnaire and cover letter were revised after the comments and sent out to the target group. After one mailing round, the questionnaire was sent out again in order to improve the respondent percentages. In addition the most potential organisations according to the pre questionnaire were contacted personally and invited to answer they survey. The national questionnaire can be found from the appendix 3. Based on the pre survey, the main survey was sent out to 62 people. The survey was conducted during August-September The respondent percentage was 50, which is relatively high for e- mail survey. 31 responses representing 29 different organisations were got back in time. Of these respondents 6 reported to use ICT supported training as a sole method or as part of the blended training courses, 3 reported to have solely ICT supported courses and 20 used ICT as one method in the blended method courses. One respondent reported that their organisation is not using ICT in 4

5 conducting the courses, even though in the pre survey, they reported to be interested in taking part to the main survey. This response was excluded from the data. In order to get the adequate amount of data, the survey was rerun during spring 2007 after slight changes in the questionnaire. The new questionnaire was a bit shorter than the previous one. However, most of the questions were kept same, so that there was a possibility to combine data. In new responses, representing 5 new education organisations, came back in time. The short questionnaire is presented in the appendix RESULTS The questionnaire was divided into four different sections. The first section focused on defining the profile of the respondent organisations providing ICT supported training. The second section focused on describing the education and courses and defining the profile of ICT supported training activities provided by the organisations. In this section the respondents were also asked to describe successful education modules implemented by utilising ICT tools. The third section of the questionnaire tries to profile the students participated to ICT supported courses and highlight the benefits of utilising ICT brings to the students. The fourth section maps out the personal opinion and experiences of the respondents related to the ICT supported training, it s possibilities and problems Section A Profile of the Organisations The organisations responded to the survey are presented in the appendix 1. They represent fairly well the most important education organisations concentrating providing ICT supported training to the rural SMEs and operate in rural areas in general. The respondent organisations were mainly public organisations (19), but among them there were also 10 private organisations or companies, of which one also reported to be commercial. 1 organisation reported to be non-commercial (table 1.). % n Public Private Commercial 3 1 Non-profit 3 1 Other 5 2 Total

6 Table 1. The division of the respondent organisations according to the type of organisation (Q2) (n=37) Regionally the operation area of the organisations covered practically the whole Finland. One third of the organisations were affiliated with organisations related to certification and recognition of qualifications. Some worked also in co-operation with the universities, trade chambers, professional organisations (see table 2). Some of the respondents reported to work closely with several different actors and chose more than one alternative. The question also seemed to be a bit difficult to answer since in the comments to the alternative others there were listed polytechnics and some universities. % n University 15 5 Chamber of commerce, industry, agriculture 12 4 Professional organization/federations (trade 4 unions, employers' organisations) 12 Organizations concerned with certification and 11 recognition of qualifications 33 Other 27 9 Total Table 2. The division of the affiliation of the organisations with different actors (Q 4) (n=33) The most of the organisations operated in the service sector. Also quite a lot of them reported not to be specialised in to any separate sector (table 3). This is probably due to the fact that some of the organisations were relatively big, with different kinds of branch units (e.g. polytechnics). If the respondent has answered in the behalf of the whole organisation, it is difficult to name any special sector. This was anticipated, when translating the questionnaire and therefore the alternative we don t target to any specific sectors was added to the alternative list. % n Primary sector (agriculture, stock farming, forestry, fisheries) 12 5 Manufacturing industry 12 5 Services (ICT, Tourism, other) Other 22 9 We don't target any specific sectors 22 9 Total Table 3. The specialisation sectors of the responding organisations (Q5). (n=41) 6

7 As the other sectors the respondents mentioned e.g. technology and traffic, social and health care, business management and administration and start up of the enterprises. The size of the organisations varied a lot from one full time employee (consulting company) to the 3000 full time employees. The variation was similar among the part time employees: from 1 employee to 2000 employees. Median for the full time employees was 60 (mean 233) and for the part time employees 11 (mean 84). Respectively the proportion of the teachers and trainers varied a lot (from 1 to 3000). Typically approximately % of the employees (both full time and part time) were teachers or trainers. The organisations operated both in rural and urban areas. In addition following geographical areas were mentioned: Lapland, Northern Ostrobothnia, Central Finland, Tampere Region, South Savo, Northern Finland, Helsinki area, Central Ostrobothnia and Southwest Finland. Even though, in setting the sample for the survey, the focus was on organisations operating in rural areas, one third of the respondents stated that they do operate in urban areas. However, the most of the respondents chose more than one alternative. Also the most of the organisations are not specialised in only rural or urban areas in Finland (table 4). % n We target specific regions We target rural areas We target urban areas We don't target any specific areas 20 9 Total Table 4. The target areas of the respondent organisations (Q8) (n=44) 3.2. Section B Profile of Courses and Provided Education The most of the training courses and education programmes the organisations reported to have organised within the last 12 months were leading to formal qualifications as a long term education programme or as short courses (continuing/supplementary education). 7

8 Four respondents mentioned that they use ICT to support all the courses. In addition 8 respondents mentioned that they use ICT to support in 75 % or more of the courses they provide. Some of the respondents gave the amount of ICT supported courses in actual number of courses and since there might be more than one course of each type running in a year, it is difficult to estimate the actual proportion of ICT supported courses. The amount of the students taking part to the trainings varied a lot according to the size of the organisations (table 5). However, the biggest target groups from the given alternatives were employees of the small enterprisers. The amount of the other unemployed people was not given in the selection of alternatives since the rural aspect was highlighted in the questionnaire. The other groups mentioned, beside the given alternatives in the questionnaire, were management of the enterprises, university students, personnel of the municipalities/cities, personnel of other public organisations, unemployed persons in the cities and personnel of SMEs located in the cities. min max mean median mode n large company staff SMEs and their staff in a) 12 rural areas SMEs and their staff everywhere unemployed in rural areas a) 13 a) Multiple modes exist. The smallest value is shown. Table 5. The amount of students (n) that have been taking part to the ICT supported training during last 12 months (Q11). The most of the organisations preferred blended learning as a method to conduct ICT supported courses. Many organisations also used ICT supported methods in face to face learning by utilising digital learning material. ICT was also used a lot in distance learning (table 6). The other methods in conducting ICT supported training, there was mentioned by one respondent use of the interactive CT plan and utilising ICT in consultations. The most of the respondents chose more than one alternative. Nevertheless the distance learning was not mentioned as often as other methods, which needs to be taken in consideration, since it is the method often related to the training offered to personnel of rural SMEs. 8

9 % n Distance learning, self-administered by the student 11 8 Distance learning, tutor assisted Blended learning (distance learning and face to face learning) Face to face learning aided by electronic material Other 1 1 Total Table 6. The methods the organisations use in conducting ICT supported courses (Q12) (n=75) The most of the organisations reported to use more than one platform in conducting distance learning. The most were mentioned different kind of e-learning environments, of which as the most popular was mentioned Moodle. Only one responding organisation did not mention any kind of e- learning environment. In addition different kinds of internet pages, from which it is possible to download material, were mentioned a lot. A bit surprisingly only 5 of the respondents mentioned intranet % n E-learning environments (e.g. WebCT, Moodle) Websites for downloading materials (documents, articles etc.) Intranet 7 5 Personal blogs 7 3 Other Total Table 7. The use of different kinds of platforms in conducting distance learning. (Q13) (n=74) The other platforms mentioned in the comments were mainly organisations own e-learning environments, designed especially for them (e.g. Oppinetti), but also messenger and skybe and e- beam were mentioned. As the most popular tools in conducting distant learning were mentioned and discussion forums (table 8). As the other tools were mentioned video aided tools like Marratech and also more traditional tools like paper copies, books etc. The question seemed to be a bit difficult for the respondents to answer, since e.g. video conferences were mentioned in others, even though it was also among given alternatives. The majority of the respondents reported to use more than one 9

10 different kind of tool. The most of the respondents reported to use from 2 to 5 different kinds of tools. % n Chat Discussion forums Video or audiotapes or clips Videoconferencing through webcameras 7 8 s CD-ROMS Other 5 6 Total Table 8. The use of different kind of tools in conducting distance learning courses (Q 13) (n=116) The responses were divided quite even, when asked where the students were expected to be able to use computer. Again all the respondents chose more than one alternative. As the other facilities with access to computer the most often was mentioned library. (Table 9). % n At home At work On location at your premises In other premises suitably equipped Total Table 9. The answers to the questions on where the students were expected to be able to use computers in order to participate to the ICT supported course. (Q 14) (n=105) The question on the successful cases was also seen as difficult or too laborious to answer by the respondents. 6 of 28 organisations of the first survey round, did not answer to this questions at all. Also the answers and descriptions were very general in nature. Therefore the in depth interviews are needed in order to create more comprehensive case studies. In the second survey round this question was excluded. However, the first round a wide range (58 cases) of different kind of cases were mentioned in which ICT supported education has been used. The list of the cases can be found from the appendix 2. 10

11 Generally ICT has been used to support various kinds of courses, mostly as part of the blended education. The topics and standards of the courses varied a lot form ICT related topics to rural development, business management and food processing. Also the courses mentioned were both long term, leading to recognised qualifications, as well as short courses aiming to improve personal skills of the participants. The organisations had different amount of experience in providing education utilising ICT technology. The experience varied from 2 years to 20 years. The mean of the answers was 9 years, median 6,5 years and mode 6 years. As the most typical reason for starting to provide the ICT supported education there were mentioned the other reasons was the organisation s need to keep up with development in education sector and improve the efficiency of the courses and long distances to the target groups and the need of the customer groups. Again some of the respondents did choose more than one alternative (Table 10). % n Demand from large companies and SMEs Subsidy available from government or EU 12 5 Other Total Table 10. The reasons to start providing ICT supported training (Q17)( n=43) 3.3. Section C Profile and Benefits to the Trainees Typically the organisations provided at least the certificate of their own organisation as a proof of the completed course. In addition the half of the respondents reported that the certificate was also a part of recognised national qualification (Table 11). None of the organisations chose the alternative recognised international qualification, however, in the list of the other qualifications, one international degree was mentioned. % n Recognised national qualification Recognised international qualification 0 0 Certificate of your organization Other 9 4 Total Table 11. The qualifications available to the trainees on completion of ICT-supported courses (Q18) (n=45) 11

12 25 of the respondents reported that they do have internal quality management system in their organisations (table 12). % n Yes 73,5 25 No 26,5 9 Total Table 12. The division of the respondents organisations concerning quality management system (Q19) (n=34). The mentioned quality management systems were: EFQM (11 organisations) Balance scorecard (1 organisation) ISO 9901 (6 organisations) ISO (1 organisation) OHSAS (1 organisation) Own quality management plans (developed within the organisation) (3 organisations) Some of the organisations used more than one quality management systems. Most of the organisations used also several different funding sources to finance their ICT supported courses. However, the role of the financing support (EU or national) as full or part financier was significant (table 13). The most often mentioned other financing source was government budget funds. % n Privately paid by the employer Privately paid by trainees Full subsidy provided to trainees by government or EU Part subsidised/part privately paid Other 9 7 Total Table 13. The funding sources for the ICT-supported training (Q 20) (n=81) 12

13 The gender division of the participants varied a lot according to the organisation, no doubt due to wide range and variation on the ICT supported training provided (table 14). However, the results indicate that generally more women participate to the ICT supported training than men. The division among of the different target groups varied also a lot depending on the focus of the organisation in question. In addition the question seems to be quite difficult to the respondents to estimate, especially whether the students were working in rural areas or not. men, % women, % max min 2 20 mean median mode Table 14. The gender division of the participants to the ICT supported training. (Q21)(n=26) Employed, Self Employed, Employed, Unemployed, Working working for % working for % in rural SMEs, micro large areas (if enterprisers, % companies, % known), % max min mean median ,5 10 mode 30 a) 10 5 a) a) n a) Multiple modes exist. The smallest value is shown. Table 15. The trainee profile concerning employment (Q21) Concerning the infrastructure the most relevant necessities for the students to be able to conduct the ICT supported courses successfully there were naturally mentioned access to internet (all respondents mentioned it) and possibility to use computer frequently. However the possibility to use latest ICT technology or any special programmes was not mentioned as so important (table 16), even though the use of broadband connection was combined to this alternative. 13

14 % n Connectivity to internet Access to PCs Access to the most up date technology (eg. PCs, broadband connection and DSL) Access to specific software 7 7 Other 0 0 Total Table 16. Needed infrastructure for the trainees in order to successfully complete ICT supported courses (Q 22) (n=94) The willingness to learn was mentioned by far the most important personal quality required from the students. Also self-discipline was highly valued, probably due to utilisation of ICT in distant learning courses (Table 17). As others personal qualities were mentioned ICT skills and good motivation. % n Self-discipline Willingness to learn Critical thinking Coherence of thoughts 11 9 Other 5 4 Total Table 17. The needed personal traits for completing successfully ICT supported courses. (n=66) (Q22) 3.4. Section D Respondents personal opinions The final part of the questionnaire was aiming to map out the respondents own personal opinions related to ICT supported training. As the most important things to be able to provide ICT supported training successfully there were mentioned the education and knowledge of the teaching personnel and the suitable infrastructure. However, the readiness of administration and allocating the resources to these issues were mentioned important as well (table 18). Again the respondents chose more than one alternative. % n Infrastructure Training of the staff Administration Strategies

15 Funding Marketing Other 3 4 Total Table 18. Respondents opinion on necessary conditions for the successful delivery of ICT-supported training. (n=138) (Q 23). When asked the typical problems in implementing ICT supported training especially in rural areas the answers dispersed fairly even (table 19). As the most important problems there were mentioned the lack of infrastructure and support services. As the other problems there were mentioned weak marketing of the courses to these areas and habit to stick with the old training methods. Especially mentioning the lack of infrastructure is quite interesting, since at the moment approx. 95 % of enterprises (Statistics Finland 2005a) and 58% of people have an internet connection in Finland in 2005 (Statistics Finland 2005b). Some respondents also mentioned that there are no specific problems related especially to the rural areas. The problems are the same regardless of the geographical area. % n No funding available 17 9 No relevant infrastructure Belief amongst residents that there is no need of acquiring ICT skills IT illiteracy 15 8 No support staff Other 8 4 Total Table 19. The problems associated with ICT supported training especially in rural areas. (n=53) (Q 24). The potential of ICT supported training was seen significant. Especially ICT was seen as one solution to overcome the disadvantages caused the long distances. Also the high quality of the infrastructure was seen to bring the possibilities to practise. According to governments ICT programme by year 2009, there should be proper broad band infrastructure available everywhere in Finland. This was seen to bring new potential also to ICT supported training sector. However, many respondents also mentioned that the infrastructure is better at the moment than the skills to use it and that there are lack of ICT culture among the target groups, which hinder the development of ICT supported education. 15

16 As the main motivator to the trainees to participate to ICT supported courses was seen the content of the course. There need to be willingness to learn and interest towards aquisiting new skills or information. The fact that the course is implemented by utilising ICT is not a intrinsic value. However, it might lower the threshold to participate to the course by providing possibilities to participate without travelling long distances. 4. CONCLUSIONS Generally the representativeness of the data gained from the survey can be considered quite good. The respondents do represent the most relevant organisations providing ICT aided education activities targeted to rural enterprisers. However, there are not that many actors specialised to the rural entrepreneurs and therefore e.g. the estimates of the amount of the students most likely cover all the e-learning activities of the organisation and can not be considered very accurate. Also the amount of the respondents is relatively low to make any actual statistical analysis. However the results do give valuable information in e-learning activities in general and indication on the possibilities and weaknesses of ICT supported training. The most of the actors in Finland are focused in using ICT only as one method of the blended courses. The education moduls conducted using solely ICT tools are not very common yet. The education organisations very rarely concentrate on rural areas or rural enterprises. Also the courses targeted to especially to rural SMEs do not differ significantly those offered to SMEs in urban areas. As special features for rural area there was mentioned lack of infrastructure. However, according to statistics the Internet penetration is high in Finland. It is evident, that there are significant differences in e.g. broad band penetration between rural and urban areas (see e.g. Koivumäki and Soronen 2004), but it is fair to say that practically anywhere in Finland fast Internet connections are possible to obtain. This brings out the question, whether the problem is more on the knowledge on the new ICT possibilities and needed support to use them than just the lack of technical infrastructure. Even though the level of technology is high in Finland, the utilisation of ICT is not reported to be respectively high. The so called ICT culture is not in the same level that e.g. in U.S.A. and utilisation of ICT is not fully integrated especially into rural SMEs daily business operations. The 16

17 same applies into aquisiting education and training by the entrepreneurs or employees of the rural SMEs. (see e.g. Lahtinen and Roose 2003, Matilainen et al 2005, Tiainen et al 2004) The e-learning initiatives targeted to rural SMEs are strongly dependent on the public support (EU or national). However the same trend is with all other innovation and development services in rural areas and e-learning can not be seen to differ from the other development activities in that respect. The use of ICT is strongly highlighted in rural policies (e.g. Rural Policy Programmes 2000 and 2004) and national strategies. However, the dependency on short term project funding may cause problems in maintaining long term development trends and to build extensive programmes based on utilisation of ICT. To be able to focus on long term development requires clear strategy from the organisations to ensure the long-span development work in the fluctuation of the project funding systems. Time is the most critical resource the entrepreneurs have. ICT can undisputedly to bring benefits to use this resource the most effective way. There is a need to have feasible training methods and moduls to enhance ICT supported training, but equally as important it is to enhance the development of the needed ICT culture among SMEs before all the possibilities can be fully utilised. The reasons behind not successful or successful cases are complex and sometimes difficult to identify. Also it is important to keep in mind that ICT is just one tool among others in providing training to rural SMEs. The use of it is not intrinsic value. To the SMEs ICT is valuable only, if it can be used in solving their problems. Whether the technology is the latest one or older one, makes no difference. The same have been found to e.g. in researches concerning information and advisor services targeted to the rural SMEs (see e.g. Tiainen et al 2004, Matilainen and Zimmerbauer 2005, Lahtinen and Roose 2003) Concerning the development of the permanent Euracademy Observatory, the survey brought out some problematic related to the questionnaire and methods of collecting data. As a current form the questionnaire is too diversified to be able to bring accurate data concerning updating the Observatory. Also the mail questionnaire may not be the ultimate way of collecting information on the complex reasons behind the cases. In the following phases of the project there is a need to develop the methodology further in order to create feasible method in collecting and updating the data and the same time to provide detailed and accurate information enough for the use of the projects target groups. 17

18 5. LIST OF TABLES Table 1. The division of the respondent organisation according to the type of organisation (Q2) (n=31) Table 2. The division of the affiliation of the organisations with different actors (Q 4) (n=30) Table 3. The specialisation sectors of the responding organisations (Q5). (n=38 ) Table 4. The target areas of the respondent organisations (Q8) (n=40) Table 5. The amount of students (n) that have been taking part to the ICT aided training during last 12 months (Q11). Table 6. The methods the organisations use in conducting ICT supported courses (Q12) (n=67) Table 7. The use of different kinds of platforms in conducting distance learning. (Q13) (n=62) Table 8. The use of different kind of tools in conducting distance learning courses (Q 13) (n=103) Table 9. The answers to the questions on where the students were expected to be able to use Computes in order to participate to the course. (Q 14) (n=91) Table 10. The reasons to start providing ICT supported training (Q17)( n=34) Table 11. The qualifications available to the trainees on completion of ICT-supported courses (Q18) (n=42) Table 12. The division of the respondents organisations concerning quality management system (Q19) (n=30). Table 13. The funding sources for the ICT-supported training (Q 20) (n=75) Table 14. The gender division of the participants to the ICT supported training. (Q21)(n=27) Table 15. The trainee profile, concerning employment (Q21) Table 16. Needed infrastructure for the trainees in order to successfully complete ICT supported courses (Q 22) (n=78) Table 17. The needed personal traits for completing successfully ICT supported courses. (Q 22) (n=66) Table 18. Respondents opinion on necessary conditions for the successful delivery of ICT-supported training (Q32) (n=119) Table 19. The problems associated with ICT supported learning especially in rural areas. (n=49) (Q 24). 6. LIST OF APPENDICES Appendix 1. List of respondent organisations Appendix 2. Best practice case studies Appendix 3. The national questionnaire, Finland, survey round 1 Appendix 4. The national questionnaire, Finland, survey round 2 18

19 7. REFERENCES Koivumäki, M. & Soronen, H Laajakaistapalvelut käyttäjän näkökulmasta vuonna Vuonna 2002 toteutetun tutkimuksen päivitys. Liikenne ja viestintäministeriön julkaisuja 37/2004. Lahtinen, M. and Roose K Selvitys pk-yritysten tietotekniikan ja sähköisen liiketoiminnan tarpeista. Tarvetutkimus Helsingin kauppakamari, Tietoyhteiskunta projekti. Maaseutupolitiikan yhteistyöryhmä (2000). Ihmisen maaseutu tahdon maaseutupolitiikka. Maaseutupoliittinen kokonaisohjelma vuosille (Rural Policy Programme ) Maaseutupolitiikan yhteistyöryhmän julkaisuja 8/2000. Maaseutupolitiikan yhteistyöryhmä (2004). Elinvoimainen maaseutu yhteinen vastuumme. Maaseutupoliittinen kokonaisohjelma vuosille (Rural Policy Programme ). Maaseutupolitiikan yhteistyöryhmän julkaisuja 10/2004. Matilainen, Anne & Suutari, Timo & Kattelus, Pia & Zimmerbauer, Kaj & Poranen, Terttu The Role of Information Technology in Mediating External Information to the Rural Micro Enterprises - National Literature Review.Reports p University of Helsinki, Ruralia Institute Matilainen, Anne & Zimmerbauer, Kaj The Role of Information Technology in Mediating External Information to the Rural Micro Enterprises a study on the importance of information delivery channels. RuBIES (Rural Business Information Exchange System) project. National report, Finland p. Statistics Finland a) Internet yrityksissä keväällä Internet, available 9th Aug Statistics Finland b) Muistio tietoyhteiskuntaohjelmalle suomalaisten tieto- ja viestintätekniikan käytöstä ja siihen suhtautumisesta marraskuussa Internet, available 9th Aug kset/_files/ /default/ty_tilastotutkimus_05.pdf+suomalaisten+internetyhteys&hl=fi&gl=fi&ct=clnk &cd=1 Tiainen, T, Luomala, H, Kurki, S & Mäkelä, K. (toim.) Luottamus sähköisissä palveluissa. Kuluttajan ja palvelun tarjoajan vuorovaikutus. Tampereen yliopisto, tietojenkäsittelytieteiden laitos, julkaisusarja B. 19

20 Appendix 1. List of respondent organisations 1. Technical college of Lapland, Adult education centre 2. Kokemäenjokilaakso Technical college 3. South Savo Regional Consortium for Education / Adult Education Centre of Mikkeli 4. Savonia polytechnic 5. National Board of Patents and Registration of Finland 6. City of Tampere, Training Committee 7. Porvoo Commercial college 8. JAKK Adult Education centre 9. Hyvinkää-Riihimäki Vocational Adult Education Centre 10. Nivala Technical college 11. PSK Adult Education Centre 12. University of Turku, Centre for Extensive Studies 13. Opinpaja Ltd. 14. UNIC-palvelut Ltd. 15. TTS Institute (Work Efficiency Institute, Adult Education Centre 16. University of Joensuu, Savonlinna Institute for Regional Development and Research 17. Turku School of Economics, Pori 18. Pohjois-Pirkanmaa Educational Federation of Muncipalities 19. Keski-Pohjanmaan uusyrityskeskus FIRMAXI 20. University of Oulu, Learning and Research Services 21. Mänttä Region Education Centre 22. Pori Adult Education Centre 23. City of Kuusamo, Naturpolis Oy, Nordic Business Centre 24. Laurea polytechnic 25. Central Ostrobothnia Adult Education Centre 26. Kemi-Tornio polytechnic 27. Paimio Vocational Adult Education Centre 28. Digital Lessons Finland Ltd 29. ProAgria Maaseutukeskusten Liitto 30. AEL- Elinkeinoelämän koulutuspalvelut 31. Rastor Oy, RastorCollege 32. ProAgria Pirkanmaa/ Rural Women's Advisory Organisation 33. Pirkanmaa Westcome Adult Education Unit 20

21 Appendix 2. Best practice case studies Method of Delivery A = Distance learning, selfadministrated B = Distance learning, tutor Title of Course Main Subjects Covered Level of Skills Duration of Training assisted C =Blended learning D = Face to Face learning aided by electronic material Language course Speech communication Basic 300 h D Polytechnics adult education Industry rights as resource for Enterprise Professional Examination for Hairdressers Hairdressing Oppivat seutukunnat Special vocational degree on rural development Foundation course for ICT vocational degree Different fields Basic, advanced, very advanced varies Patent Basic varies A Establishment of regional plan network developer activities, project management Very Advanced Very Advanced operation assistance Basic 3600 h D Tietolaituri Improving ICT and Basic D social skills of rural women Datanomi Data processing Basic D Special vocational degree on cleaning Special vocational degree on rural development Mentor programme Vocational degree on Fixture installation Cleaning Entrepreneurship, project skills and developer operations Mentor-actor meetings, seminars Genral woodworker knowledge (materials and technics) + economic skills Very Advanced Very Advanced 1755h Very Advanced 40 h Advanced 3 weeks face to face learning + virtual learning 1,5 years Datanomi Data processing Basic 300h A, B, C B, D D D C Data retrieval and Data retrieval and Very data management data management skills Advanced ICT General subjects Advanced 216h B Virtual Teacher training 1 week - D Masters degree on Digital Media Developing of new practices to provide learning material Very Advanced A, B, D 21

22 Marketing communication Marketing Basic 70h B Business Economics degrees Virtual training from merkonomi to tradenomi Advanced B ITC training for SME's Financial administration in S MEs Information networks and toolprograms. Basic 3-60h D Financial administration Basic 40h B Method of Delivery A = Distance learning, self-administrated B = Distance learning, Title of Course Main Subjects Covered Level of Skills Duration of Training tuor assisted C =Blended learning D = Face to Face learning aided by electrnonic material Entrepreneur training Business economics Basic 100 h D Foundation course for ICT basic degree Vocational degree on Financial administration System assistance Advanced 1400 h D Financial administration, virtual course Vocational degree on ICT ICT Basic D Vocational degree on Computer Mechanic Computer Mechanics Basic Very Advanced Mobile programming Basics on Advanced 648h D mobile programming, Programming skills Tools for time control Basic 20h D The establishment of the Enterprise Vocational degree on cleaning emba extensive training flash dw Vocational degree on cleaning Establishing and planning of business, forms of business Basic 35h C cleaning Basic 300h A,B image processing and publishing activities Computer drivers license, metal sector issues Very Advanced Basic 2430h 1200h Basic 800h C ICT engineer Basic A,B,D D C Java-programming basics programming Basic 70h B Special vocational degree on management Advanced 1200h D 22

23 Title of Course Main Subjects Covered Level of Skills Duration of Training Method of Delivery A = Distance learning, self-administrated B = Distance learning, tuor assisted C =Blended learning D = Face to Face learning aided by electrnonic material Nutrition Advanced 1450 h D Virtual Cook Management workbook immaterial issues Basic A Computer A-license ICT Basic 175 h D Special vocational degrees Management Very D for managers Advanced Vocational degree of secretary Basic D ICT basics ICT Basic Degree on wireless Mobile communication Basic 60 h D communication and services. Laptops and peripheral devices. Wireless networks and services for education Management mentor Very 40h B programme Advanced Special vocational degree leadership and Very 1,5 years D on technology management Advanced ICT in education Very 2160h C Advanced Server software and data Advanced security Commercial and making a platform 900 h D administrative training Special vocational training Advanced A,B,D in Polytechnic Multimedia planning Multimedia Advanced 350h D Vocational degree on Computer mechanics Advanced 1200 h D Computer Mechanic Computer AB - license ICT Advanced 175 h D Special vocational degree Advanced D on management Academic study skills Basic 162h B Electronic business Advanced Business Economics degrees Basic D Learning at work Advanced 23

24 Appendix 3. The national questionnaire, Finland, survey round 1 EURACADEMY OBSERVATORY TIETO- JA VIESTINTÄTEKNOLOGIAN HYÖDYNTÄMINEN KOULUTUKSESSA KYSELY KOULUTUKSEN JÄRJESTÄJILLE O. ESIKYSYMYS Käyttääkö organisaationne tieto- ja viestintäteknologiaa koulutusten toteuttamisessa? Kyllä, koulutuksia toteutetaan KOKONAAN tieto- ja viestintäteknologian avulla Kyllä, koulutuksia toteutetaan OSITTAIN tieto- ja viestintäteknologian avulla Ei, emme käytä Mikäli vastasitte ei, voitte jättää vastaamatta muihin kysymyksiin. 1. Vastaajan nimi, osoite ja sähköpostiosoite A. ORGANISAATION TAUSTATIEDOT 2. Organisaation nimi Valitkaa sopiva vaihtoehto: 3. Onko organisaationne: Julkinen Yksityinen (tarkennus) Kaupallinen Ei-kaupallinen Muu (mikä?) 4. Toimiiko organisaationne läheisessä yhteydessä tai osana: Yliopistoa Kauppakamaria tai teollisuuden tai maatalouden toimijoita Ammatillisia organisaatioita (esim. ammattiliitot tai työnantajajärjestöt) Organisaatioita, jotka liittyvät osaamisen tunnustamiseen muuta toimijaa (mitä?)... 24

25 5. Onko organisaationne erikoistunut mihinkään seuraavista sektoreista: perustuotanto (maatalous, karjatalous, metsätalous, kalastus) teollisuus palvelut (tieto- ja viestintäteknologia, matkailu; muu palvelu, tarkenna:...) Muu (tarkenna)... Emme ole erikoistuneet mihinkään tiettyyn sektoriin 6. Kuinka monta työntekijää organisaatiossanne on? (merkitse numeroin laatikkoon) Kokoaikaisia Osa-aikaisia 7. Kuinka moni näistä työntekijöistä on opettajia tai kouluttajia? 8. Toimiiko organisaationne tietyillä alueilla? Kyllä, seuravilla alueilla:... Maaseutualueilla Kaupunkialueilla Ei, ei millään tietyllä alueella tai alueilla B. KOULUTUSTEN TIEDOT 9. Kuvatkaa lyhyesti minkä tyyppisiä koulutuksia organisaationne on järjestänyt viimeisen 12 kuukauden aikana. Jos mahdollista, antakaa esim. internet -osoite, josta koulutusten tiedot löytyvät. 10. Kuinka monessa näistä koulutuksista on hyödynnetty tieto- ja viestintäteknologiaa (ei koske tietotekniikkakoulutusta, ellei sitä ole toteutettu esim. verkkokurssina)? 11. Kuinka monta kuhinkin alla olevaan ryhmään kuuluvaa henkilöä on osallistunut organisaationne järjestämään tieto- ja viestintäteknologia-avusteiseen koulutukseen viimeisen vuoden aikana? (Merkitse luvut laatikkoon; arvio riittää) suuryhtiöiden työntekijät maaseudun pienyritysten työntekijät muut pienyritysten työntekijät 25

26 maaseudulla asuvat työttömät henkilöt Muut (ketkä?) Millä tavoin organisaationne tarjoamat tieto- ja viestintäteknologia-avusteiset kurssit suoritetaan? Etäopiskeluna itsenäisesti Etäopiskeluna tutorin avustuksella Monimuoto-opiskeluna (etäopiskeluna ja lähiopiskeluna) Lähiopiskeluna hyödyntäen samalla digitaalisia oppimateriaaleja Muulla tavoin (miten?) 13. Mitä oppimateriaaleja ja opiskelumenetelmiä käytätte etäopiskelussa? Oppimisalustat: Verkko-opiskelu ympäristöt (esim. WebCT, Moodle; muu, mikä:..) Verkkosivuja, joilta voi ladata materiaalia (dokumentit, artikkelit, jne.) Intranettiä Henkilökohtaisia blogeja Muita materiaaleja tai menetelmiä (mitä?). Työkalut: Chat Keskustelupalstat Videoita, lyhyitä videoklippejä tai ääninauhoja Videoneuvottelua omalta tietokoneelta web-kameroilla Sähköpostia CD- romeja Muita välineitä (mitä?). 14. Missä opiskelijoiden oletetaan voivan käyttää tietokonetta? Kotona Työssä Organisaationne tiloissa Muissa tiloissa, joissa on tarvittavat välineet (missä?) 26

27 15. Kuvatkaa lyhyesti organisaationne viittä (5) mielestänne parhaiten onnistunutta tieto- ja viestintäteknologia-avusteista koulutusta: Koulutuksen nimi Käsiteltävät pääaiheet Koulutuksen taso perus jatko edistynyt Koulutuks en pituus (tunneissa) Koulutuksen suoritustavat A = itsenäinen etäopiskelu B = etäopiskelu tutorin avulla C =monimuoto-opiskelu (etä- ja lähiopiskelu) D = lähiopiskelu 27

28 16. Kuinka monta vuotta organisaationne on tarjonnut tieto- ja viestintäteknologiaa hyödyntävää koulutusta? (merkitkää luku laatikkoon) 17. Miksi organisaationne alun perin alkoi tarjota tieto- ja viestintäteknologiaa hyödyntävää koulutusta? Pienyritysten (alle 250 työntekijää) ja suuryhtiöiden tarpeesta Hallinnon tai EU:n tarjoaman tukirahoituksen takia Muusta syystä (mistä?) C. OPISKELIJOIDEN PROFIILI JA KOULUTUKSEN HYÖDYT OPISKELIJOILLE 18. Minkälaisen todistuksen opiskelijat saavat tieto- ja viestintäteknologiaa hyödyntävistä koulutuksista? Tunnustettu suomalainen pätevöityminen (mikä?) Tunnustettu kansainvälinen pätevöityminen (mikä?) Organisaation oma todistus Muu (mikä?) 19. Onko organisaatiossanne käytössä laatujärjestelmä? KYLLÄ EI Jos vastasitte kyllä, tarkentakaa mikä tai millainen: 20. Miten tieto- ja viestintäteknologiaa hyödyntävät koulutukset rahoitetaan? Työnantajat kustantavat työntekijän koulutuksen Opiskelijat kustantavat koulutuksen itse Rahoitustuen turvin (esim. kansallinen tai EU-rahoitus) Osin rahoitustuella ( esim. kansallinen tai EU), osin yksityisillä maksuilla Muulla tavoin (miten?). 21. Arvioikaa organisaationne tieto- ja viestintäteknologiaa hyödyntävään koulutukseen osallistujat prosentteina: % Miehiä % Naisia 28

29 % Työssäkäyviä (pien- ja mikroyritykset; pienyrityksessä on alle 250 työntekijää) % Liikkeen- tai ammatinharjoittajia % Työssäkäyviä (suuryhtiöt) % Työttömiä % Työssä maaseudulla (jos tiedossa) 22. Mitkä alla olevista asioista ovat välttämättömiä, jotta opiskelija voi suorittaa tieto- ja viestinteknologiaa hyödyntävän koulutuksen menestyksekkäästi? Infrastruktruuri Pääsy Internetiin Tietokoneen käyttömahdollisuus Uusimman teknologian käyttömahdollisuus (esim. uudehko tehokas tietokone, laajakaistayhteys, langaton yhteys) Erityisten ohjelmistojen käyttömahdollisuus Muu (mikä?) Henkilökohtaiset piirteet Itsekuri Oppimishalu Kriittinen ajattelutapa Johdonmukaisuus Muu (mikä?). D. VASTAAJAN MIELIPIDE 23. Mitä alla olevista kohdista vaaditaan siihen, että koulutuksen tarjoaja voi menestyksekkäästi toteuttaa tieto- ja viestintäteknologiaa hyödyntävää koulutusta? Infrastruktuuri Opetushenkilöstön koulutus ja osaaminen Hallinnon valmius Strategioiden tuki Rahoituksen kohdentuminen Markkinointi Muu (mikä?). 24. Mitkä kokemuksenne mukaan ovat erityisesti maaseutualueilla tieto- ja viestintäteknologiaa hyödyntävään koulutukseen liittyvät ongelmat? 29

30 Ei rahoitusmahdollisuuksia Ei tarpeellista infrastruktuuria Ihmisten uskomus siitä, että tietoteknologiataitoja ei tarvita Tietotekniikkalukutaidottomuus Tukipalvelujen ja neuvojien puute Muu (mikä?). 25. Mitkä kokemuksenne mukaan ovat erityisesti maaseutualueilla koulutukseen liittyvät potentiaalit ja mahdollisuudet hyödyntää tieto- ja viestintäteknologiaa? 26. Miksi kokemuksenne mukaan opiskelijat osallistuvat tieto- ja viestintäteknologiaa hyödyntäen järjestettyyn koulutukseen? Kiitos ajastasi! 30

31 Appendix 4. The national questionnaire, Finland, survey round 2 Euracademy Observatory WP3 Kysymyslomake 1a) Organisaation nimi: O. ESIKYSYMYKSET 1b) Vastaajan nimi ja sähköpostiosoite: Käyttääkö organisaationne tieto- ja viestintäteknologiaa koulutusten toteuttamisessa? Kyllä, koulutuksia toteutetaan OSITTAIN tieto- ja viestintäteknologian avulla Kyllä, koulutuksia toteutetaan KOKONAAN tieto- ja viestintäteknologian avulla Ei, emme käytä Mikäli vastasitte ei, voitte jättää vastaamatta muihin kysymyksiin. A. ORGANISAATION KUVAUS 2. Onko organisaationne: (valitkaa vain yksi, sopivin vaihtoehto) Julkinen Yksityinen (jos kyllä, onko organisaationne: Kaupallinen Ei kaupallinen Muu (mikä?) 3. Toimiiko organisaationne läheisessä yhteydessä tai osana: (valitkaa parhaiten sopiva vaihtoehto) Yliopistoa Kauppakamaria tai teollisuuden tai maatalouden toimijoita Ammatillisia organisaatioita (esim. ammattiliitot tai työnantajajärjestöt) Organisaatioita, jotka liittyvät osaamisen tunnustamiseen Riippumatonta koulutusorganisaatiota Muuta toimijaa (mitä?).. 4. Onko organisaationne erikoistunut mihinkään seuraavista sektoreista? (valitkaa parhaiten sopiva vaihtoehto) Perustuotanto (maatalous, karjatalous, metsätalous, kalastus ym.) Teollisuus Palvelut (tieto- ja viestintäteknologia, matkailu, muu palveluala) Muu sektori (tarkenna) Emme ole erikoistuneet mihinkään tiettyyn sektoriin 5.1. Kuinka monta kokoaikaista työntekijää organisaatiossanne on? (merkitkää lukumäärä numeroin laatikkoon) 31

32 5.2. Kuinka moni kokoaikaisista työntekijöistä on opettaja tai kouluttaja? (merkitkää lukumäärä numeroin laatikkoon) 5.3. Kuinka monta osa-aikaista työntekijää organisaatiossanne on? (merkitkää lukumäärä numeroin laatikkoon) 5.4. Kuinka moni osa-aikaisista työntekijöistä on opettaja tai kouluttaja? (merkitkää lukumäärä numeroin laatikkoon) 6. Toimiiko organisaationne tietyillä alueilla? (valitkaa keskeisin vaihtoehto) Kyllä, olemme keskittyneet tietyille maantieteellisille alueille Erityisesti maaseutualueilla Erityisesti kaupunkialueilla Toimimme koko maan alueella Ei, emme keskity erityisesti millekään tietylle maantieteelliselle alueelle Mikäli valitsit kyllä, tarkentaisitko mille alueille olette keskittyneet: B. KOULUTUSTEN TIEDOT 7. Kuinka suuressa osassa (%) koulutuksistanne on hyödynnetty arvionne mukaan tieto- ja viestintäteknologiaa (ei koske tietotekniikkakoulutusta, ellei sitä ole toteutettu esim. verkkokurssina)? alle 10% 10%-30% 30%-60% yli 60% 8.Kuinka suuri osa (%) edellä mainituista kursseista on arvionne mukaan kohdentunut seuraaville kohderyhmille? suuryhtiöiden työntekijät Pienyritykset ja niiden henkilökunta Työttömät Muut ryhmät alle 10% 10%-30% 30%-60% yli 60% Mikäli valitsitte muut ryhmät, tarkentakaa mitkä: 8.1. Jos tiedossa: kuinka suuri osa (%) edellä mainituista pienyrityksille ja niiden henkilöstölle suunnatuista kursseista on kohdentunut erityisesti maaseudun pienyrityksille ja niiden henkilökunnalle? 8.2. Jos tiedossa: kuinka suuri osa (%) edellä mainituista työttömille suunnatuista kursseista on kohdentunut seuraaville erityisesti maaseudulla asuville työttömille? 32

ProAgria. Opportunities For Success

ProAgria. Opportunities For Success ProAgria Opportunities For Success Association of ProAgria Centres and ProAgria Centres 11 regional Finnish ProAgria Centres offer their members Leadership-, planning-, monitoring-, development- and consulting

Lisätiedot

TIEKE Verkottaja Service Tools for electronic data interchange utilizers. Heikki Laaksamo

TIEKE Verkottaja Service Tools for electronic data interchange utilizers. Heikki Laaksamo TIEKE Verkottaja Service Tools for electronic data interchange utilizers Heikki Laaksamo TIEKE Finnish Information Society Development Centre (TIEKE Tietoyhteiskunnan kehittämiskeskus ry) TIEKE is a neutral,

Lisätiedot

Network to Get Work. Tehtäviä opiskelijoille Assignments for students. www.laurea.fi

Network to Get Work. Tehtäviä opiskelijoille Assignments for students. www.laurea.fi Network to Get Work Tehtäviä opiskelijoille Assignments for students www.laurea.fi Ohje henkilöstölle Instructions for Staff Seuraavassa on esitetty joukko tehtäviä, joista voit valita opiskelijaryhmällesi

Lisätiedot

Perustietoa hankkeesta

Perustietoa hankkeesta Perustietoa hankkeesta Kiina-verkosto on perustettu 1990 luvulla. Kam oon China verkoston nimellä toiminta on jatkunut vuodesta 2007 alkaen. Hankkeen hallinnoija: Kalajokilaakson koulutuskuntayhtymä 1.8.2012

Lisätiedot

Improving advisory services through technology. Challenges for agricultural advisory after 2020 Jussi Juhola Warsaw,

Improving advisory services through technology. Challenges for agricultural advisory after 2020 Jussi Juhola Warsaw, Improving advisory services through technology Challenges for agricultural advisory after 2020 Jussi Juhola Warsaw, 22.2.2018 ProAgria in a nutshell Provides farm-and-agriculture entrepreneurs with services

Lisätiedot

The role of 3dr sector in rural -community based- tourism - potentials, challenges

The role of 3dr sector in rural -community based- tourism - potentials, challenges The role of 3dr sector in rural -community based- tourism - potentials, challenges Lappeenranta, 5th September 2014 Contents of the presentation 1. SEPRA what is it and why does it exist? 2. Experiences

Lisätiedot

Perustietoa hankkeesta / Basic facts about the project. Koulutuksen järjestäjät oppilaitoksineen. Oppilaitokset Suomessa: Partners in Finland:

Perustietoa hankkeesta / Basic facts about the project. Koulutuksen järjestäjät oppilaitoksineen. Oppilaitokset Suomessa: Partners in Finland: Perustietoa hankkeesta / Basic facts about the project Kam oon China- verkostoon kuuluu kaksitoista (12) koulutuksen järjestäjää eri puolilta Suomea. Verkosto on perustettu 1998 alkaen. Hankkeen hallinnoijana

Lisätiedot

Constructive Alignment in Specialisation Studies in Industrial Pharmacy in Finland

Constructive Alignment in Specialisation Studies in Industrial Pharmacy in Finland Constructive Alignment in Specialisation Studies in Industrial Pharmacy in Finland Anne Mari Juppo, Nina Katajavuori University of Helsinki Faculty of Pharmacy 23.7.2012 1 Background Pedagogic research

Lisätiedot

Diaarinumero. Puhelinnumero. Tila: Saapunut

Diaarinumero. Puhelinnumero. Tila: Saapunut Loppuraportti Suomen rakennerahasto-ohjelma 26.11.2018 Hankekoodi S20755 Diaarinumero Puhelinnumero Tila Saapunut 1 Hankkeen perustiedot Hankkeen nimi 1.8.2016 31.7.2018 Toimintalinja Erityistavoite Tukimuoto

Lisätiedot

EURACADEMY OBSERVATORY. Tieto- ja viestintäteknologiaa hyödyntävän elinikäisen oppimisen havaintoasema maaseudun mikro- ja pienyrityksille

EURACADEMY OBSERVATORY. Tieto- ja viestintäteknologiaa hyödyntävän elinikäisen oppimisen havaintoasema maaseudun mikro- ja pienyrityksille EURACADEMY OBSERVATORY Tieto- ja viestintäteknologiaa hyödyntävän elinikäisen oppimisen havaintoasema maaseudun mikro- ja pienyrityksille WP3.1 Raportti : Kyselytutkimus koulutuksen tarjoajille Maaraportti

Lisätiedot

Information on preparing Presentation

Information on preparing Presentation Information on preparing Presentation Seminar on big data management Lecturer: Spring 2017 20.1.2017 1 Agenda Hints and tips on giving a good presentation Watch two videos and discussion 22.1.2017 2 Goals

Lisätiedot

Welcome to. Finland Lahti Wellamo Community College. 11 December 2007

Welcome to. Finland Lahti Wellamo Community College. 11 December 2007 Welcome to Finland Lahti Wellamo Community College 11 December 2007 We operate in the premises of Lahti Adult Education Centre The building was inaugurated exactly 20 year ago and was built to serve university

Lisätiedot

ECVETin soveltuvuus suomalaisiin tutkinnon perusteisiin. Case:Yrittäjyyskurssi matkailualan opiskelijoille englantilaisen opettajan toteuttamana

ECVETin soveltuvuus suomalaisiin tutkinnon perusteisiin. Case:Yrittäjyyskurssi matkailualan opiskelijoille englantilaisen opettajan toteuttamana ECVETin soveltuvuus suomalaisiin tutkinnon perusteisiin Case:Yrittäjyyskurssi matkailualan opiskelijoille englantilaisen opettajan toteuttamana Taustaa KAO mukana FINECVET-hankeessa, jossa pilotoimme ECVETiä

Lisätiedot

HUMAN RESOURCE DEVELOPMENT PROJECT AT THE UNIVERSITY OF NAMIBIA LIBRARY

HUMAN RESOURCE DEVELOPMENT PROJECT AT THE UNIVERSITY OF NAMIBIA LIBRARY HUMAN RESOURCE DEVELOPMENT PROJECT AT THE UNIVERSITY OF NAMIBIA LIBRARY Kaisa Sinikara, University Librarian, Professor and Elise Pirttiniemi, Project Manager, Helsinki University Library Ellen Namhila,

Lisätiedot

On instrument costs in decentralized macroeconomic decision making (Helsingin Kauppakorkeakoulun julkaisuja ; D-31)

On instrument costs in decentralized macroeconomic decision making (Helsingin Kauppakorkeakoulun julkaisuja ; D-31) On instrument costs in decentralized macroeconomic decision making (Helsingin Kauppakorkeakoulun julkaisuja ; D-31) Juha Kahkonen Click here if your download doesn"t start automatically On instrument costs

Lisätiedot

Innovative and responsible public procurement Urban Agenda kumppanuusryhmä. public-procurement

Innovative and responsible public procurement Urban Agenda kumppanuusryhmä.   public-procurement Innovative and responsible public procurement Urban Agenda kumppanuusryhmä https://ec.europa.eu/futurium/en/ public-procurement Julkiset hankinnat liittyvät moneen Konsortio Lähtökohdat ja tavoitteet Every

Lisätiedot

Social and Regional Economic Impacts of Use of Bioenergy and Energy Wood Harvesting in Suomussalmi

Social and Regional Economic Impacts of Use of Bioenergy and Energy Wood Harvesting in Suomussalmi Social and Regional Economic Impacts of Use of Bioenergy and Energy Wood Harvesting in Suomussalmi Green Cities and Settlements 18.2.2014 Ville Manninen Writers Project group Sirpa Korhonen, Anna Mari

Lisätiedot

Teacher's Professional Role in the Finnish Education System Katriina Maaranen Ph.D. Faculty of Educational Sciences University of Helsinki, Finland

Teacher's Professional Role in the Finnish Education System Katriina Maaranen Ph.D. Faculty of Educational Sciences University of Helsinki, Finland Teacher's Professional Role in the Finnish Education System Katriina Maaranen Ph.D. Faculty of Educational Sciences University of Helsinki, Finland www.helsinki.fi/yliopisto This presentation - Background

Lisätiedot

Kysymys 5 Compared to the workload, the number of credits awarded was (1 credits equals 27 working hours): (4)

Kysymys 5 Compared to the workload, the number of credits awarded was (1 credits equals 27 working hours): (4) Tilasto T1106120-s2012palaute Kyselyn T1106120+T1106120-s2012palaute yhteenveto: vastauksia (4) Kysymys 1 Degree programme: (4) TIK: TIK 1 25% ************** INF: INF 0 0% EST: EST 0 0% TLT: TLT 0 0% BIO:

Lisätiedot

On instrument costs in decentralized macroeconomic decision making (Helsingin Kauppakorkeakoulun julkaisuja ; D-31)

On instrument costs in decentralized macroeconomic decision making (Helsingin Kauppakorkeakoulun julkaisuja ; D-31) On instrument costs in decentralized macroeconomic decision making (Helsingin Kauppakorkeakoulun julkaisuja ; D-31) Juha Kahkonen Click here if your download doesn"t start automatically On instrument costs

Lisätiedot

Information on Finnish Language Courses Spring Semester 2018 Päivi Paukku & Jenni Laine Centre for Language and Communication Studies

Information on Finnish Language Courses Spring Semester 2018 Päivi Paukku & Jenni Laine Centre for Language and Communication Studies Information on Finnish Language Courses Spring Semester 2018 Päivi Paukku & Jenni Laine 4.1.2018 Centre for Language and Communication Studies Puhutko suomea? -Hei! -Hei hei! -Moi! -Moi moi! -Terve! -Terve

Lisätiedot

Overview on Finnish Rural network and its objectives. Rural Network Unit, Finland

Overview on Finnish Rural network and its objectives. Rural Network Unit, Finland Overview on Finnish Rural network and its objectives Rural Network Unit, Finland Sivu 1 26.5.2009 Rural Network in Finland consist of all actors under - the Rural Development Programme for Mainland of

Lisätiedot

Windows Phone. Module Descriptions. Opiframe Oy puh. +358 44 7220800 eero.huusko@opiframe.com. 02600 Espoo

Windows Phone. Module Descriptions. Opiframe Oy puh. +358 44 7220800 eero.huusko@opiframe.com. 02600 Espoo Windows Phone Module Descriptions Mikä on RekryKoulutus? Harvassa ovat ne työnantajat, jotka löytävät juuri heidän alansa hallitsevat ammatti-ihmiset valmiina. Fiksuinta on tunnustaa tosiasiat ja hankkia

Lisätiedot

Information on Finnish Courses Autumn Semester 2017 Jenni Laine & Päivi Paukku Centre for Language and Communication Studies

Information on Finnish Courses Autumn Semester 2017 Jenni Laine & Päivi Paukku Centre for Language and Communication Studies Information on Finnish Courses Autumn Semester 2017 Jenni Laine & Päivi Paukku 24.8.2017 Centre for Language and Communication Studies Puhutko suomea? -Hei! -Hei hei! -Moi! -Moi moi! -Terve! -Terve terve!

Lisätiedot

Skene. Games Refueled. Muokkaa perustyyl. napsautt. @Games for Health, Kuopio. 2013 kari.korhonen@tekes.fi. www.tekes.fi/skene

Skene. Games Refueled. Muokkaa perustyyl. napsautt. @Games for Health, Kuopio. 2013 kari.korhonen@tekes.fi. www.tekes.fi/skene Skene Muokkaa perustyyl. Games Refueled napsautt. @Games for Health, Kuopio Muokkaa alaotsikon perustyyliä napsautt. 2013 kari.korhonen@tekes.fi www.tekes.fi/skene 10.9.201 3 Muokkaa Skene boosts perustyyl.

Lisätiedot

Other approaches to restrict multipliers

Other approaches to restrict multipliers Other approaches to restrict multipliers Heikki Tikanmäki Optimointiopin seminaari 10.10.2007 Contents Short revision (6.2) Another Assurance Region Model (6.3) Cone-Ratio Method (6.4) An Application of

Lisätiedot

Information on Finnish Language Courses Spring Semester 2017 Jenni Laine

Information on Finnish Language Courses Spring Semester 2017 Jenni Laine Information on Finnish Language Courses Spring Semester 2017 Jenni Laine 4.1.2017 KIELIKESKUS LANGUAGE CENTRE Puhutko suomea? Do you speak Finnish? -Hei! -Moi! -Mitä kuuluu? -Kiitos, hyvää. -Entä sinulle?

Lisätiedot

KUOPION KANSALAISOPISTO Kuopio Community College Welcome - Tervetuloa!

KUOPION KANSALAISOPISTO Kuopio Community College Welcome - Tervetuloa! KUOPION KANSALAISOPISTO Kuopio Community College 2012-2013 Welcome - Tervetuloa! CONTENTS: Education system and adult education in Finland Kuopio Community College I I I I I I I I basic information main

Lisätiedot

A new model of regional development work in habilitation of children - Good habilitation in functional networks

A new model of regional development work in habilitation of children - Good habilitation in functional networks A new model of regional development work in habilitation of children - Good habilitation in functional networks Salla Sipari, PhD, Principal Lecturer Helena Launiainen, M.Ed, Manager Helsinki Metropolia

Lisätiedot

Results on the new polydrug use questions in the Finnish TDI data

Results on the new polydrug use questions in the Finnish TDI data Results on the new polydrug use questions in the Finnish TDI data Multi-drug use, polydrug use and problematic polydrug use Martta Forsell, Finnish Focal Point 28/09/2015 Martta Forsell 1 28/09/2015 Esityksen

Lisätiedot

RANTALA SARI: Sairaanhoitajan eettisten ohjeiden tunnettavuus ja niiden käyttö hoitotyön tukena sisätautien vuodeosastolla

RANTALA SARI: Sairaanhoitajan eettisten ohjeiden tunnettavuus ja niiden käyttö hoitotyön tukena sisätautien vuodeosastolla TURUN YLIOPISTO Hoitotieteen laitos RANTALA SARI: Sairaanhoitajan eettisten ohjeiden tunnettavuus ja niiden käyttö hoitotyön tukena sisätautien vuodeosastolla Pro gradu -tutkielma, 34 sivua, 10 liitesivua

Lisätiedot

DIGITAL MARKETING LANDSCAPE. Maatalous-metsätieteellinen tiedekunta

DIGITAL MARKETING LANDSCAPE. Maatalous-metsätieteellinen tiedekunta DIGITAL MARKETING LANDSCAPE Mobile marketing, services and games MOBILE TECHNOLOGIES Handset technologies Network technologies Application technologies INTRODUCTION TO MOBILE TECHNOLOGIES COMPANY PERSPECTIVE

Lisätiedot

On instrument costs in decentralized macroeconomic decision making (Helsingin Kauppakorkeakoulun julkaisuja ; D-31)

On instrument costs in decentralized macroeconomic decision making (Helsingin Kauppakorkeakoulun julkaisuja ; D-31) On instrument costs in decentralized macroeconomic decision making (Helsingin Kauppakorkeakoulun julkaisuja ; D-31) Juha Kahkonen Click here if your download doesn"t start automatically On instrument costs

Lisätiedot

Uusi Ajatus Löytyy Luonnosta 4 (käsikirja) (Finnish Edition)

Uusi Ajatus Löytyy Luonnosta 4 (käsikirja) (Finnish Edition) Uusi Ajatus Löytyy Luonnosta 4 (käsikirja) (Finnish Edition) Esko Jalkanen Click here if your download doesn"t start automatically Uusi Ajatus Löytyy Luonnosta 4 (käsikirja) (Finnish Edition) Esko Jalkanen

Lisätiedot

MUSEOT KULTTUURIPALVELUINA

MUSEOT KULTTUURIPALVELUINA Elina Arola MUSEOT KULTTUURIPALVELUINA Tutkimuskohteena Mikkelin museot Opinnäytetyö Kulttuuripalvelujen koulutusohjelma Marraskuu 2005 KUVAILULEHTI Opinnäytetyön päivämäärä 25.11.2005 Tekijä(t) Elina

Lisätiedot

Hankkeiden vaikuttavuus: Työkaluja hankesuunnittelun tueksi

Hankkeiden vaikuttavuus: Työkaluja hankesuunnittelun tueksi Ideasta projektiksi - kumppanuushankkeen suunnittelun lähtökohdat Hankkeiden vaikuttavuus: Työkaluja hankesuunnittelun tueksi Erasmus+ -ohjelman hakuneuvonta ammatillisen koulutuksen kumppanuushanketta

Lisätiedot

NAO- ja ENO-osaamisohjelmien loppuunsaattaminen ajatuksia ja visioita

NAO- ja ENO-osaamisohjelmien loppuunsaattaminen ajatuksia ja visioita NAO- ja ENO-osaamisohjelmien loppuunsaattaminen ajatuksia ja visioita NAO-ENO työseminaari VI Tampere 3.-4.6.2015 Projektisuunnittelija Erno Hyvönen erno.hyvonen@minedu.fi Aikuiskoulutuksen paradigman

Lisätiedot

EURACADEMY OBSERVATORY

EURACADEMY OBSERVATORY EURACADEMY OBSERVATORY A EUROPEAN OBSERVATORY OF THE USE OF ICT-SUPPORTED LIFELONG LEARNING BY SMEs, MICRO-ENTERPRISES AND THE SELF-EMPLOYED IN RURAL AREAS The Demand for ICT-supported Training - Surveys

Lisätiedot

Sisällysluettelo Table of contents

Sisällysluettelo Table of contents Sisällysluettelo Table of contents OTC:n Moodlen käyttöohje suomeksi... 1 Kirjautuminen Moodleen... 2 Ensimmäinen kirjautuminen Moodleen... 2 Salasanan vaihto... 2 Oma käyttäjäprofiili... 3 Työskentely

Lisätiedot

Efficiency change over time

Efficiency change over time Efficiency change over time Heikki Tikanmäki Optimointiopin seminaari 14.11.2007 Contents Introduction (11.1) Window analysis (11.2) Example, application, analysis Malmquist index (11.3) Dealing with panel

Lisätiedot

Tuloksia ja kokemuksia / results and experiences

Tuloksia ja kokemuksia / results and experiences EUROPEAN REGIONAL DEVELOPMENT FUND INTERREG IVC 2007-2013 interregional cooperation across Europe Tuloksia ja kokemuksia / results and experiences Interreg IVC/ Interreg Europe 26 May 2015, Helsinki INTERREG

Lisätiedot

7. Product-line architectures

7. Product-line architectures 7. Product-line architectures 7.1 Introduction 7.2 Product-line basics 7.3 Layered style for product-lines 7.4 Variability management 7.5 Benefits and problems with product-lines 1 Short history of software

Lisätiedot

7.4 Variability management

7.4 Variability management 7.4 Variability management time... space software product-line should support variability in space (different products) support variability in time (maintenance, evolution) 1 Product variation Product

Lisätiedot

Smart specialisation for regions and international collaboration Smart Pilots Seminar

Smart specialisation for regions and international collaboration Smart Pilots Seminar Smart specialisation for regions and international collaboration Smart Pilots Seminar 23.5.2017 Krista Taipale Head of Internaltional Affairs Helsinki-Uusimaa Regional Council Internationalisation

Lisätiedot

Erasmus Charter for Higher Education Hakukierros kevät 2013 Anne Siltala, CIMO

Erasmus Charter for Higher Education Hakukierros kevät 2013 Anne Siltala, CIMO Erasmus Charter for Higher Education 2014-2020 Hakukierros kevät 2013 Anne Siltala, CIMO 2/2009 Mikä on Erasmus-peruskirja? Erasmus-peruskirja (Erasmus Charter for Higher Education, ECHE) säilyy korkeakoulun

Lisätiedot

Tekes the Finnish Funding Agency for Technology and Innovation. Copyright Tekes

Tekes the Finnish Funding Agency for Technology and Innovation. Copyright Tekes Tekes the Finnish Funding Agency for Technology and Innovation DM 607668 03-2011 Expertise and networks for innovations Tekes services Funding for innovative R&D and business Networking Finnish and global

Lisätiedot

Keskeisiä näkökulmia RCE-verkoston rakentamisessa Central viewpoints to consider when constructing RCE

Keskeisiä näkökulmia RCE-verkoston rakentamisessa Central viewpoints to consider when constructing RCE Keskeisiä näkökulmia RCE-verkoston rakentamisessa Central viewpoints to consider when constructing RCE Koordinaattorin valinta ja rooli Selection and role of the coordinator Painopiste: tiede hallinto

Lisätiedot

Students Experiences of Workplace Learning Marja Samppala, Med, doctoral student

Students Experiences of Workplace Learning Marja Samppala, Med, doctoral student Students Experiences of Workplace Learning Marja Samppala, Med, doctoral student Research is focused on Students Experiences of Workplace learning (WPL) 09/2014 2 Content Background of the research Theoretical

Lisätiedot

MEETING PEOPLE COMMUNICATIVE QUESTIONS

MEETING PEOPLE COMMUNICATIVE QUESTIONS Tiistilän koulu English Grades 7-9 Heikki Raevaara MEETING PEOPLE COMMUNICATIVE QUESTIONS Meeting People Hello! Hi! Good morning! Good afternoon! How do you do? Nice to meet you. / Pleased to meet you.

Lisätiedot

Tampere-Pirkkala airport Survey on noise

Tampere-Pirkkala airport Survey on noise Tampere-Pirkkala airport Survey on noise Satu Routama Presentation in N-ALM/Copenhagen May 206, Mikko Viinikainen Tampere-Pirkkala airport In 204 400 000 pax (4th biggest in Finland) 5 000 ops (3rd biggest

Lisätiedot

The CCR Model and Production Correspondence

The CCR Model and Production Correspondence The CCR Model and Production Correspondence Tim Schöneberg The 19th of September Agenda Introduction Definitions Production Possiblity Set CCR Model and the Dual Problem Input excesses and output shortfalls

Lisätiedot

Capacity Utilization

Capacity Utilization Capacity Utilization Tim Schöneberg 28th November Agenda Introduction Fixed and variable input ressources Technical capacity utilization Price based capacity utilization measure Long run and short run

Lisätiedot

Suomalaisten korkeakoulujen osallistuminen EU-Canada-ohjelmaan: Hankkeet (EU-CANADA cooperation in higher education and vocational training)

Suomalaisten korkeakoulujen osallistuminen EU-Canada-ohjelmaan: Hankkeet (EU-CANADA cooperation in higher education and vocational training) Lisätietoa ohjelmasta: http://ec.europa.eu/education/eu-canada/doc1563_en.htm 1996 Hankekuvaukset Euroopan komission verkkopalvelussa: http://ec.europa.eu/education/eu-canada/doc1832_en.htm Promoting student

Lisätiedot

TU-C2030 Operations Management Project. Introduction lecture November 2nd, 2016 Lotta Lundell, Rinna Toikka, Timo Seppälä

TU-C2030 Operations Management Project. Introduction lecture November 2nd, 2016 Lotta Lundell, Rinna Toikka, Timo Seppälä TU-C2030 Operations Management Project Introduction lecture November 2nd, 2016 Lotta Lundell, Rinna Toikka, Timo Seppälä Welcome to the course! Today s agenda Introduction to cases and schedule/ Timo Seppälä

Lisätiedot

Suomalainen koulutusosaaminen vientituotteena

Suomalainen koulutusosaaminen vientituotteena Suomalainen koulutusosaaminen vientituotteena Case Saudi Arabia EduCluster Finland Ltd. Anna Korpi, Manager, Client Relations AIPA-päivät Kouvolassa 11.6.2013 11.6.2013 EduCluster Finland Ltd Contents

Lisätiedot

AYYE 9/ HOUSING POLICY

AYYE 9/ HOUSING POLICY AYYE 9/12 2.10.2012 HOUSING POLICY Mission for AYY Housing? What do we want to achieve by renting apartments? 1) How many apartments do we need? 2) What kind of apartments do we need? 3) To whom do we

Lisätiedot

Security server v6 installation requirements

Security server v6 installation requirements CSC Security server v6 installation requirements Security server version 6.4-0-201505291153 Pekka Muhonen 8/12/2015 Date Version Description 18.12.2014 0.1 Initial version 10.02.2015 0.2 Major changes

Lisätiedot

Suomen 2011 osallistumiskriteerit

Suomen 2011 osallistumiskriteerit KAH Suomen 2011 osallistumiskriteerit ARTEMIS Call 2011 -työpaja @ Helsinki 17.1.2011 Oiva Knuuttila KAH ARTEMIS Advanced Research and Technology for Embedded Intelligence and Systems Sulautettuja tietotekniikkajärjestelmiä

Lisätiedot

Production Professionals and Developers for the Cultural Field DEGREE PROGRAMME IN CULTURAL MANAGEMENT

Production Professionals and Developers for the Cultural Field DEGREE PROGRAMME IN CULTURAL MANAGEMENT Production Professionals and Developers for the Cultural Field DEGREE PROGRAMME IN CULTURAL MANAGEMENT HELSINKI METROPOLIA UNIVERSITY OF APPLIED SCIENCES DEGREE PROGRAMME IN CULTURAL MANAGEMENT Degree

Lisätiedot

Ammatillinen opettajakorkeakoulu

Ammatillinen opettajakorkeakoulu - Ammatillinen opettajakorkeakoulu 2 JYVÄSKYLÄN KUVAILULEHTI AMMATTIKORKEAKOULU Päivämäärä 762007 Tekijä(t) Merja Hilpinen Julkaisun laji Kehittämishankeraportti Sivumäärä 65 Julkaisun kieli Suomi Luottamuksellisuus

Lisätiedot

Accommodation statistics

Accommodation statistics Transport and Tourism 2011 Accommodation statistics 2011, January Nights spent by foreign tourists in Finland increased by per cent in January The number of recorded nights spent by foreign tourists at

Lisätiedot

Millaisia mahdollisuuksia kyberturva tarjoaa ja kenelle? Ja mitä on saatu aikaan?

Millaisia mahdollisuuksia kyberturva tarjoaa ja kenelle? Ja mitä on saatu aikaan? Millaisia mahdollisuuksia kyberturva tarjoaa ja kenelle? Ja mitä on saatu aikaan? 1 Suomen tietoturvayhtiöillä on merkityksellisiä kasvutavoitteita 2 Kyberturva on vakaasti kasvava osa perinteistä ICT:tä

Lisätiedot

Miehittämätön meriliikenne

Miehittämätön meriliikenne Rolls-Royce & Unmanned Shipping Ecosystem Miehittämätön meriliikenne Digimurros 2020+ 17.11. 2016 September 2016 2016 Rolls-Royce plc The 2016 information Rolls-Royce in this plc document is the property

Lisätiedot

GOOD WORK LONGER CAREER:

GOOD WORK LONGER CAREER: Juhani Ilmarinen, Ville Ilmarinen, Pekka Huuhtanen, Veikko Louhevaara, Ove Näsman GOOD WORK LONGER CAREER: WORK WELL-BEING IN FINNISH TECHNOLOGY INDUSTRIES 2010-2015 Background Collective agreement between

Lisätiedot

Tarua vai totta: sähkön vähittäismarkkina ei toimi? 11.2.2015 Satu Viljainen Professori, sähkömarkkinat

Tarua vai totta: sähkön vähittäismarkkina ei toimi? 11.2.2015 Satu Viljainen Professori, sähkömarkkinat Tarua vai totta: sähkön vähittäismarkkina ei toimi? 11.2.2015 Satu Viljainen Professori, sähkömarkkinat Esityksen sisältö: 1. EU:n energiapolitiikka on se, joka ei toimi 2. Mihin perustuu väite, etteivät

Lisätiedot

VET QUALITY MANAGEMENT SYSTEM

VET QUALITY MANAGEMENT SYSTEM http://treballiformacio.caib.es/portal www.vetquality.net ES/05/B/F/PP-149311 RATIONALE VET QUALITY In the open, modern society in which we live, and in the changing, dynamic environment of productive

Lisätiedot

The Finnish healthcare service grid and access in rural Finland

The Finnish healthcare service grid and access in rural Finland The Finnish healthcare service grid and access in rural Finland Kimmo Parhiala, M.Soc.Sc Development Manager, National Institute for Health and Welfare TW: @parhialakimmo 20.6.2017 The Finnish healthcare

Lisätiedot

General studies: Art and theory studies and language studies

General studies: Art and theory studies and language studies General studies: Art and theory studies and language studies Centre for General Studies (YOYO) Aalto University School of Arts, Design and Architecture ARTS General Studies General Studies are offered

Lisätiedot

16. Allocation Models

16. Allocation Models 16. Allocation Models Juha Saloheimo 17.1.27 S steemianalsin Optimointiopin seminaari - Sks 27 Content Introduction Overall Efficienc with common prices and costs Cost Efficienc S steemianalsin Revenue

Lisätiedot

WITNESS SUPPORT THE FINNISH EXPERIENCE

WITNESS SUPPORT THE FINNISH EXPERIENCE WITNESS SUPPORT THE FINNISH EXPERIENCE T i i n a R a n t a n e n R e g i o n a l M a n a g e r, V i c t i m S u p p o r t F i n l a n d 17.6.2013 1 VS FINLAND S SERVICES Help line (nation wide) Mon - Tue

Lisätiedot

Alueen asukkaiden käsitykset kampuksesta

Alueen asukkaiden käsitykset kampuksesta Alueen asukkaiden käsitykset kampuksesta Myllypuron alueen asukkaiden keskuudessa kerättävien aineistojen kerääminen ja jäsentely. Mielenkiinnon kohteina myllypurolaisten käsitykset kampuksesta ja sen

Lisätiedot

1. Gender - Sukupuoli N = 65. 2. Age - Ikä N = 65. Female Nainen. Male Mies 20-24 25-29 30-34 35-39 40-44 45-49 50-

1. Gender - Sukupuoli N = 65. 2. Age - Ikä N = 65. Female Nainen. Male Mies 20-24 25-29 30-34 35-39 40-44 45-49 50- Aalto Doctoral Programme in Science, Follow-up Questionnaire for Doctoral Students - Perustieteiden tohtoriohjelma, seurantakysely jatko-opiskelijoille (22 % answered to the questionnaire) 1. Gender -

Lisätiedot

Osallistujaraportit Erasmus+ ammatillinen koulutus

Osallistujaraportit Erasmus+ ammatillinen koulutus Osallistujaraportit 2016 Erasmus+ ammatillinen koulutus Suomesta lähteneiden ja Suomeen tulleiden vertailu V. 2016 osallistujaraporttien osalta saatavilla myös Suomeen tulleet opiskelijat ja henkilöstö

Lisätiedot

Questionnaire for graduated doctors from the School of Science 2014 Kysely Perustieteiden korkeakoulusta valmistuneille tohtoreille 2014

Questionnaire for graduated doctors from the School of Science 2014 Kysely Perustieteiden korkeakoulusta valmistuneille tohtoreille 2014 Questionnaire for graduated doctors from the School of Science 2014 Kysely Perustieteiden korkeakoulusta valmistuneille tohtoreille 2014 (69 graduated doctors in 2014) 22 % answered to the survey 1. Department

Lisätiedot

Matilainen, Anne, Kattelus, Pia and Keskinarkaus, Susanna University of Helsinki, Ruralia Institute, Seinäjoki, Finland

Matilainen, Anne, Kattelus, Pia and Keskinarkaus, Susanna University of Helsinki, Ruralia Institute, Seinäjoki, Finland E learning provision and demand in rural areas possibilities and obstacles National report, Finland Matilainen, Anne, Kattelus, Pia and Keskinarkaus, Susanna University of Helsinki, Ruralia Institute,

Lisätiedot

Supplies

Supplies Supplies - 239150-2018 05/06/2018 S105 - - Supplies - Contract notice - Open procedure I. II. III. IV. VI. Finland-Oulu: Medical equipments 2018/S 105-239150 Contract notice Supplies Directive 2014/24/EU

Lisätiedot

Use of spatial data in the new production environment and in a data warehouse

Use of spatial data in the new production environment and in a data warehouse Use of spatial data in the new production environment and in a data warehouse Nordic Forum for Geostatistics 2007 Session 3, GI infrastructure and use of spatial database Statistics Finland, Population

Lisätiedot

Structure of Service Production in Central Finland

Structure of Service Production in Central Finland Structure of Service Production in Central Finland Martti Ahokas Regional Council of Central Finland Introduction Traditionally services in Finland produced by over 400 municipalities The service production

Lisätiedot

Suomen JVT- ja Kuivausliikkeiden Liitto ry The Association of Finnish Damage Restoration Companies

Suomen JVT- ja Kuivausliikkeiden Liitto ry The Association of Finnish Damage Restoration Companies Suomen JVT- ja Kuivausliikkeiden Liitto ry The Association of Finnish Damage Restoration Companies PL 3 00721 Helsinki www.vahinkopalvelut.net info@vahinkopalvelut.net +358-40-900 9856 TUVASA Turvallinen

Lisätiedot

Choose Finland-Helsinki Valitse Finland-Helsinki

Choose Finland-Helsinki Valitse Finland-Helsinki Write down the Temporary Application ID. If you do not manage to complete the form you can continue where you stopped with this ID no. Muista Temporary Application ID. Jos et onnistu täyttää lomake loppuun

Lisätiedot

VUOSI 2015 / YEAR 2015

VUOSI 2015 / YEAR 2015 VUOSI 2015 / YEAR 2015 Kansainvälisen opetuksen ja tutkimustoiminnan kehittäminen Developing international teaching and research activities Rehtorin strateginen rahoitus vuosille 2014-2016 / Strategic

Lisätiedot

Research in Chemistry Education

Research in Chemistry Education Research in Chemistry Education The Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki Chemistry Education Centre Kemma, National LUMA Centre, University of Helsinki Prof.

Lisätiedot

Rotarypiiri 1420 Piiriapurahoista myönnettävät stipendit

Rotarypiiri 1420 Piiriapurahoista myönnettävät stipendit Rotarypiiri 1420 Piiriapurahoista myönnettävät stipendit Ø Rotarypiiri myöntää stipendejä sille osoitettujen hakemusten perusteella ensisijaisesti rotaryaatteen mukaisiin tarkoituksiin. Ø Stipendejä myönnetään

Lisätiedot

Photo: Paavo Keränen. KAINUU in statistics 2009

Photo: Paavo Keränen. KAINUU in statistics 2009 Photo: Paavo Keränen KAINUU in statistics 2009 KAINUU IN PROPORTION TO THE WHOLE OF FINLAND Forest area Total area Roads Primary production Summer cottages Unemployed Populat. over 64 years Number of farms

Lisätiedot

Arkkitehtuuritietoisku. eli mitä aina olet halunnut tietää arkkitehtuureista, muttet ole uskaltanut kysyä

Arkkitehtuuritietoisku. eli mitä aina olet halunnut tietää arkkitehtuureista, muttet ole uskaltanut kysyä Arkkitehtuuritietoisku eli mitä aina olet halunnut tietää arkkitehtuureista, muttet ole uskaltanut kysyä Esikysymys Kuinka moni aikoo suunnitella projektityönsä arkkitehtuurin? Onko tämä arkkitehtuuria?

Lisätiedot

Transport climate policy choices in the Helsinki Metropolitan Area 2025

Transport climate policy choices in the Helsinki Metropolitan Area 2025 Transport climate policy choices in the Helsinki Metropolitan Area 2025 views of transport officials and politicians Vilja Varho Introduction Experts have doubts about whether sufficiently effective policies

Lisätiedot

Vaikuttavuus ja arviointi

Vaikuttavuus ja arviointi Vaikuttavuus ja arviointi KA2 ammatilliselle koulutukselle Hanketyöpaja osa II Impact: Effect that the activities and results have on people, practices, organisations and systems Sustainability: Capacity

Lisätiedot

Jatko-opintovaihtoehdot/ Further studies

Jatko-opintovaihtoehdot/ Further studies Jatko-opintovaihtoehdot/ Further studies Lukion jälkeen.. Ammatillinen toinen aste 2v. Ammattikorkeakoulut 3,5-4v. Yliopistot 5,5-6 v. Opinnot ulkomailla After Upper Secondary Vocational school, 2 years

Lisätiedot

2017/S Contract notice. Supplies

2017/S Contract notice. Supplies Supplies 153936 2017 25/04/2017 S80 - - Supplies - Contract notice - Open procedure I. II. III. IV. VI. -: Medical equipments, pharmaceuticals and personal care products 2017/S 080-153936 Contract notice

Lisätiedot

Infrastruktuurin asemoituminen kansalliseen ja kansainväliseen kenttään Outi Ala-Honkola Tiedeasiantuntija

Infrastruktuurin asemoituminen kansalliseen ja kansainväliseen kenttään Outi Ala-Honkola Tiedeasiantuntija Infrastruktuurin asemoituminen kansalliseen ja kansainväliseen kenttään Outi Ala-Honkola Tiedeasiantuntija 1 Asemoitumisen kuvaus Hakemukset parantuneet viime vuodesta, mutta paneeli toivoi edelleen asemoitumisen

Lisätiedot

Matilainen, Anne, Kattelus, Pia and Keskinarkaus, Susanna University of Helsinki, Ruralia Institute, Seinäjoki, Finland

Matilainen, Anne, Kattelus, Pia and Keskinarkaus, Susanna University of Helsinki, Ruralia Institute, Seinäjoki, Finland E-learning provision and demand in rural areas possibilities and obstacles National report, Finland Matilainen, Anne, Kattelus, Pia and Keskinarkaus, Susanna University of Helsinki, Ruralia Institute,

Lisätiedot

Erasmus+ osallistujaraporttien kooste

Erasmus+ osallistujaraporttien kooste Erasmus+ osallistujaraporttien kooste Erasmus+ osallistujaraporttien kooste Aineistona ammatillisen koulutuksen vuoden 2014 suomalaisten Erasmus+ -liikkuvuushankkeiden osallistujaraportit: yhteensä 2804

Lisätiedot

EUROOPAN PARLAMENTTI

EUROOPAN PARLAMENTTI EUROOPAN PARLAMENTTI 2004 2009 Kansalaisvapauksien sekä oikeus- ja sisäasioiden valiokunta 2008/0101(CNS) 2.9.2008 TARKISTUKSET 9-12 Mietintöluonnos Luca Romagnoli (PE409.790v01-00) ehdotuksesta neuvoston

Lisätiedot

Guidebook for Multicultural TUT Users

Guidebook for Multicultural TUT Users 1 Guidebook for Multicultural TUT Users WORKPLACE PIRKANMAA-hankkeen KESKUSTELUTILAISUUS 16.12.2010 Hyvää käytäntöä kehittämässä - vuorovaikutusopas kansainvälisille opiskelijoille TTY Teknis-taloudellinen

Lisätiedot

Security server v6 installation requirements

Security server v6 installation requirements CSC Security server v6 installation requirements Security server version 6.x. Version 0.2 Pekka Muhonen 2/10/2015 Date Version Description 18.12.2014 0.1 Initial version 10.02.2015 0.2 Major changes Contents

Lisätiedot

Aineiston analyysin vaiheita ja tulkintaa käytännössä. LET.OULU.FI Niina Impiö Learning and Educational Technology Research Unit

Aineiston analyysin vaiheita ja tulkintaa käytännössä. LET.OULU.FI Niina Impiö Learning and Educational Technology Research Unit Aineiston analyysin vaiheita ja tulkintaa käytännössä LET.OULU.FI Niina Impiö 14.4.2010 Väitöskirjatutkimuksen tavoite Ymmärtää opettajayhteisöjen yhteisöllistä työskentely- ja toimintakulttuuria. Tutkia

Lisätiedot

Space for work, meetings and events. Expert Services for knowledge intensive and growth oriented SME s

Space for work, meetings and events. Expert Services for knowledge intensive and growth oriented SME s Success from innovations Terttu Kinnunen OSKE Energy Technology Cluster Joensuu Science Park Ltd. Länsikatu 15 80110 Joensuu terttu.kinnunen@carelian.fi 1 Space for work, meetings and events Expert Services

Lisätiedot

Tutkimusdata ja julkaiseminen Suomen Akatemian ja EU:n H2020 projekteissa

Tutkimusdata ja julkaiseminen Suomen Akatemian ja EU:n H2020 projekteissa Tutkimusdata ja julkaiseminen Suomen Akatemian ja EU:n H2020 projekteissa Tutkimusasiamies Kaisa Männikkö Tutkimus- ja innovaatiopalvelut Suomen Akatemian projektit Suomen Akatemia kehottaa avoimeen tieteelliseen

Lisätiedot

Data Quality Master Data Management

Data Quality Master Data Management Data Quality Master Data Management TDWI Finland, 28.1.2011 Johdanto: Petri Hakanen Agenda 08.30-09.00 Coffee 09.00-09.30 Welcome by IBM! Introduction by TDWI 09.30-10.30 Dario Bezzina: The Data Quality

Lisätiedot

Expression of interest

Expression of interest Expression of interest Avoin hakemus tohtorikoulutettavaksi käytäntö Miksi? Dear Ms. Terhi virkki-hatakka I am writing to introduce myself as a volunteer who have the eagerness to study in your university.

Lisätiedot