Voiko oppimista tapahtua yliopiston ulkopuolella?

Transkriptio

1 Voiko oppimista tapahtua yliopiston ulkopuolella? Uffe Wikström Suunnittelija ÅA/FC Uffe Wikström, 1

2 Miksi kokonaisvaltainen näkemys on tärkeä ja ajankohtainen? LLL Bologna processin luonnollinen jatke EQF / NQF Lissabon strategia / täydennetty versio Copenhagen declaration ECVET TUNING Hallitusohjelma / tuleva LLL - strategia Uffe Wikström, ulf.wikstrom@abo.fi 2

3 Vaikutuspintaaloja =>Tutkiva työntekijä tahoja jotka vaikuttavat siihen miten ymmärtää/ratkaisee ongelmaa Työpaikan kulttuuri Kohderyhmä Linjan johtaja Organisaation menetelmät Perhe Koulutustausta Muut johtajat Ammatiosaaminen Alaiset/kolleegat Markkinavoimat Organisaation rakenne Yliopisto Ystävät Oppimisrymät Yhteistyökumppaneita Henkilökohtainen kokemus Uffe Wikström, 3

4 Formal, informal, nonformal learning formal learning Learning that occurs in an organised and structured environment (in a school/training centre or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner s point of view. It typically leads to certification. informal learning Learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner s perspective. It typically does not lead to certification. non formal learning Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contain an important learning element. Non-formal learning is intentional from the learner s point of view. It normally does not lead to certification Uffe Wikström, ulf.wikstrom@abo.fi 4

5 Work Based Learning Work based learning is an educational and training approach in which competence development is given a central position, and in which formal learning, informal learning and nonformal learning complement each other in progress toward formal recognised and accredited by the HET Uffe Wikström, ulf.wikstrom@abo.fi 5

6 WBL cont. Work based learning is an experiencecentred teaching and learning approach in which the learner develops competencies in the workplace[1] and because of the workplace. The learner develops a theoretical, (applied) scientific project, which is essential and relevant for practical study and work environments Uffe Wikström, ulf.wikstrom@abo.fi 6

7 TUNING METHODOLOGY: learning outcomes and competences General tendencies in higher education: Shift of paradigm: moving from a staff oriented approach to a student centred approach Less specialised academic education in the first cycle More flexibility in first and second cycle programmes What should a student know, understand and be able to do to be employable? Management Committee Uffe Wikström, ulf.wikstrom@abo.fi 7

8 The Tuning Methodology Line 1: Generic competences Consultation with graduates, employers and academics on the importance of 30 generic competences and an evaluation of how well HE institutions develop them. Line 2: Subject specific competences (knowledge, understanding and skills) Mapping of subject areas and development of common reference points and subject specific competences of each of the pilot disciplines. Line 3: ECTS as a European credit accumulation system: new perspectives Development of ECTS as a tool for programme design: basis is student workload measured in time. Line 4: Mapping of approaches to teaching / learning and assessment in different countries Line 5: Quality enhancement Management Committee Uffe Wikström, ulf.wikstrom@abo.fi 8

9 Why Focus on competences? 1. Further transparency of professional profiles in study programmes and emphasis on learning outcomes 2. Shift to a more learner oriented approach to education 3. Growing demands of a lifelong learning society which requires more flexibility 4. Need for higher levels of employability and citizenship 5. Enhancement of the European dimension of Higher Education 6. Need for a shared language for consultation with all stakeholders Uffe Wikström, ulf.wikstrom@abo.fi 9 Management Committee

10 THE TUNING QUESTIONNAIRE FOCUS ON GENERIC COMPETENCES (GENERAL ACADEMIC SKILLS) TARGET GROUPS: GRADUATES EMPLOYERS ACADEMICS WHAT ARE THE MOST IMPORTANT COMPETENCES TO BE EMPLOYABLE INDEPENDENT OF ONE S SUBJECT AREA? ARE THESE ACTUALY TAUGHT AND TO WHAT EXTENT? Management Committee Uffe Wikström, ulf.wikstrom@abo.fi 10

11 THE TUNING QUESTIONNAIRE TYPES OF COMPETENCES MEASURED: Instrumental competences: Capacity for analyses and synthesis Capacity for organisation and planning Basic general knowledge Grounding in basic knowledge of the profession Oral and written communication in your native language Knowledge of a second language Elementary computing skills Information management skills (ability to retrieve and analyse information from different sources) Problem solving Decision-making Uffe Management Wikström, ulf.wikstrom@abo.fi Committee 11

12 THE TUNING QUESTIONNAIRE TYPES OF COMPETENCES MEASURED: Interpersonal competences: Critical and self-critical abilities Teamwork Interpersonal skills Ability to work in an interdisciplinary team ability to communicate with experts in other fields Appreciation of diversity and multiculturality Ability to work in an international context Ethical commitment Management Committee Uffe Wikström, 12

13 THE TUNING QUESTIONNAIRE TYPES OF COMPETENCES MEASURED: Systemic competences: Capacity for applying knowledge in practice Research skills Capacity to learn Capacity to adapt to new situations Capacity for generating new ideas (creativity) Leadership Understanding of cultures and customs of other countries Ability to work autonomously Project design and management Initiative and entrepreneur spirit Concern for quality Will to succeed Uffe Management Wikström, Committee 13

14 Data 7 Areas & 101 university depart. & 16 Countries. Business. Geology. History. Mathematics. Physics. Education. Chemistry Total number of respondents: Graduates. 944 Employers. 998 Academics. Austria. Belgium. Denmark. Finland. France. Germany. Greece. Iceland. Ireland. Italy. Netherlands. Norway. Portugal. Spain. Sweden. United Kingdon Uffe Wikström, ulf.wikstrom@abo.fi 14

15 Results Comparing Graduates and Employers 1 1 irst ten competences Ability to work autonomously Information management skills Concern for quality Capacity to adapt to new situations 2 Capacity for applying knowledge in practice Problem solving Capacity to learn Capacity for analysis and synthesis 5 6 Capacity for organisation and planning Teamwork Instrumental Interpersonal Systemic Uffe Wikström, ulf.wikstrom@abo.fi 15

16 Fundamental Importance: Weighted Ranking of the Most Importance Competences. All Subjects Graduates Employers Academics Capacity for analysis and synthesis Capacity to learn Capacity for applying knowledge in practice Elementary computing skills Capacity to adapt to new situations Capacity to learn Capacity for applying knowledge in practice Capacity for analysis and synthesis Capacity to adapt to new situations Interpersonal skills Basic knowledge of the field of study Capacity for analysis and synthesis Capacity to learn Capacity for generating new ideas (creativity) Capacity for applying knowledge in practice Uffe Wikström, 16

17 Tuning definitions How are competences and learning outcomes related? Learning outcomes according to Tuning methodology should be formulated in terms of competences. Learning outcomes are minimum requirements of a unit or a programmes and are expressed in terms what the learner knows and is able to do at the end of the learning experience. Competences may be developed to a greater degree than the level required by the learning outcome. Management Committee Uffe Wikström, ulf.wikstrom@abo.fi 17

18 Websites TuningProject Management Committee Uffe Wikström, 18

19 Miksi pitää tunnustaa ja tunnistaa Werquin/OECD todella pitkä lista jo eilen Lainsäädäntö muualla - esim q Ranskassa v kansalaisoikeus saada osaamistaan validoitua ja mahdollisuus suorittaa puuttuvat osat kaikilla koulutustasoilla q Belgia/(Flaami) samankaltainen tuore lainsäädäntö q IsoBrittannia WBL ulottuu myös tohtoritasolle, pitkä tradiitio Uffe Wikström, ulf.wikstrom@abo.fi 19

20 Muita syitä miksi tunnistaa - tunnustaa Maahanmuutajien järkevä integroituminen q Irlannin esim. eilen puolustaa entisesstään sitä näkökulmaa Jatkuvan oppimisen strategiana q Heille jotka vaihtavat joutuvat vaihtamaan alaa q Uudet työtehtävät joista tänään emme edes tiedä q Muodollisesti epäpätevät opettajat isona ryhmänä q Luoda jatkuvaa yhteistyöverkosta alumnien kautta Tuo myös työelämäkontakteja, tutkimuspintaa ja aiheita sekä rahaa tutkimukseen kuten myös korkeakouluille ja yliopistoille opiskelijoiden että tutkimusten muodossa Uffe Wikström, ulf.wikstrom@abo.fi 20

21 Miksi WBL myös korkeakouluissa? Suomi tarvitsee osaamista, korkea koulutustaso ei riitä tarpeeksi pitkälle, osaamista on uusiutuva luonnonvara Esim. EQF laittaa monet muutkin koulutusohjelmat järjestelmään vähintäin yhtä vaativina Valttina kyky oppia ja opettaa - research and development opiskelijoille ja työelämälle WIN-WIN opiskelijalle, YO-lle ja työnantajalle Uffe Wikström, ulf.wikstrom@abo.fi 21

22 Esimerkkejä Lillen yliopisto (Ranska) on jo 10 v ajan tehnyt insinööritasolla pitkää kehittelytyötä suoraan suurien yritysten kanssa esim Renault jossa nostetaan teknikoista insinööritasolle, työelämän painotteinen Fachhochschule Aachen (Saksa) aloittamassa siviili insinööri ohjelmaa aluepoliittisista syistä takaamaan osaavaa työvoimaa alueellaan (kolmas tehtävä) Uffe Wikström, ulf.wikstrom@abo.fi 22

23 WBL programme structures Student experience including knowledge, skills and attitudes + personal perspectives, values and understandings Tertiary education including the academic process and possibility to help the learner be shape, develop and be ware of his/her competences WBL the physical context where tutors/mentors help learner to reflect on the learning process. (Based on Alderman & Milne, 2005) Uffe Wikström, ulf.wikstrom@abo.fi 23

24 WBL - model Tertiary professional education Student experience Facilitated mentoring And tutoring in a Reflective learning process / practices Work Based Learning Uffe Wikström, ulf.wikstrom@abo.fi 24

25 Developing WBL-programs 1. Target groups vs. Programmes 2. Curriculum development 3. Organisation and staff 4. Quality management 5. Outreach and recruitment programme 6. Recruitment and enrolling 7. Economical support system Uffe Wikström, 25

26 4. Quality management Internal benchmarking External benchmarking Clear objectives and indicators Maintaining academic standards and levels HUOM! Ohjelmat ratkaisut eivät poista tavallisia mutta ovat yhtä hyviä ja vaativia/ Korkeakoulun vastuulla Uffe Wikström, 26

27 Components in WBL Learning review => experiences, learning outcomes and competences Learning interview => suitability APEL procedure => recognising all learning and having accreditation of competences Defined outcomes for modules Learning agreement between stakeholders Uffe Wikström, 27

28 Components (cont.) Competence and level descriptors assigned to all modules Learning tools adopted for the WBL learner Learner support by all stakeholders Accreditation and assessment procedures Target awards Uffe Wikström, 28

29 WBL structure Evaluation of impact Target awards Assessment Learning review Learning interview WBL structure Learner support Learning Environments Learning agreement Modules Projects Uffe Wikström, 29

30 Structures of WBL programmes Key Point What is missing Gives us a task for fantasy and imagination To look for evident strategies and solutions both inside the HET and outside Must have defined the outcomes and qualifications in order to benchmark, test, assess and validate former learning Programmes must reflect all these aspects and build pathways to respond on those Uffe Wikström, ulf.wikstrom@abo.fi 30

31 Minkälainen valmius? Bologna vaatii meiltä kompetenssien määrittelyn Uusi versio Lissabonin strategiasta tule panostamaan siihen entistä enemmän Suomi juuri saanut ensimmäiset ohjeet tunnistamiselle ja tunnustamiselle korkeakouluissa parasta aikaa lausuntokierroksella, ei niin hyvä kuin Ranskan ja Belgian mutta ei rajoitakaan Uffe Wikström, 31

32 European Platform for Work based Learing in HET + Guidelines Dokumentit ilmestyvät suomeksi ja ruotsiksi vielä tämän kevään aikana Eläävät koko ajan mutta siinä hyvä perusluonne mitä ja miksi + auttavat kysymykset miten pitäisi toimia, muistaa ja huomioida Hyvän pohjan myös kansainväliselle joint Masters ohjelmille esim Uffe Wikström, ulf.wikstrom@abo.fi 32

33 Yhdessä eteenpäin, töitä riittääj Kiitoksia huomiosta ja hyvää päivänjatkoa Ulf Wikström, suunnittelija, Åbo Akademi Uffe Wikström, 33