VET Teachers for the Future Professional Development
Certificate Finland Dr. Seija Mahlamki-Kultanen, Dean Hme
University of Applied Sciences (HAMK) School of Professional
Teacher Education Modelo Inovador de Ensino Finlands Professores
para o Futuro
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VET Teachers for the Future Partners Administered and
coordinated by Hme University of Applied Sciences (HAMK) and
implemented in cooperation with Tampere University of Applied
Sciences (TAMK) and Haaga-Helia University of Applied Sciences
Instituto Federal Ministry of Education, Brazil MEC/SETEC CNPq
Embassy of Finland and Brazil
Slide 3
Participants of VET Teachers for the Future and their Federal
Institutes
Slide 4
Strategic aims of the programme Based on national strategic
areas of innovation and technology: agriculture, food processing,
automotive industry, biotechnology, building, creative economy,
renewable energy, education technology, information and
communication technologies, technologies for sustainability.
Finland became one of the cooperation partners in 2012 Presentation
deals with the pilot one: two groups, 60 teachers, 5 + 5 months
Next phase: under development
Slide 5
Why Finland? High prestige of vocational and professional
education 1:1 choose secondary vocational path: general education
Skills and competences based curricula Relevance for the world of
work Teachers autonomy and appreciation Responsiveness for the
globalization of labour markets Consensus in connection with
educational policy, in reasonable amounts Evidence and
research-based education, transparency
Slide 6
The Finnish Education System The Finnish Education System
explained: https://youtu.be/FrAJJRmawhM
https://youtu.be/FrAJJRmawhM
Slide 7
Programme 30 ECTS Theme: Orientation Theme: Learning and
teaching processes Theme: E-learning in the 21st Century Theme:
Competence- based curriculum and Co-operation with businesses
Theme: Project- based learning Pedagogical Competence Knowing Doing
Being
Slide 8
Implementation
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Quality, Impact and Transparency Quality management plan based
on Finnish Higher Education Evaluation Council guidelines for
higher education Participatory approach to service design
stakeholders working together with administrators: ministry, IF,
teachers from Brazil, teacher trainers from Finland Individual
learning paths a trademark of Finnish education system Impact is
ensured by the above approaches as well as relevant pedagogical
strategies: learning assignments are designed so that they support
own institution development and build bridges - transfer to own
context, knowledge transfer and exchange, relevance testing of
ideas - from the very beginning Learning process is transparent and
open: Facebook, blogs, discussions and dialogue, guidance and
support, applied research and publications, conferences Final
seminar in May 2015 establishes a forum to disseminate experiences
and knowledge Alumni network
Slide 13
Preliminary QA Findings Feedback collected in October and
December 2014 The programme objectives proved relevant What can we
even improve: Even more reality testing of ideas already in
Finland, not just in Brazil We have a desire to work more closely
with IF management Reflect on their own development Strong desire
to network Federal Institutes (projects, research and joint course
implementations)
Slide 14
Several Support Structures Embassies and Ambassadors Ministry
of Education and Culture, in both countries CONIF meetings Federal
Institutes seminars and research projects Alumni network for
continuous change management VET Teachers for the Future steering
board
Slide 15
Conclusions and obrigado Dr. Seija Mahlamki-Kultanen, Dean Hme
University of Applied Sciences (HAMK) School of Professional
Teacher Education Email: seija.mahlamaki-kultanen@@hamk.fi