1 Competences of vocational and higher education teachers in the context of cooperating with employer Timo Juntunen Astana, 4 December 2012 ENTRANCE REQUIREMENTS OF APPLICANTS W O R K I N G L I F E Experience within own field, min. 3 years VTECs Universities of Applied Sciences ROLES OF VET&HE TEACHER Facilitator of learning Developer Manager of networks Working- life/labor market collaborator Skills to establish, maintain and manage meaningfull networks Skills to facilitate learning in accordance with modern pedagocial concept Skills to cooperate with the world of work in curricula as well as in extra curricula issues Skills to develop schools as learning environment and manage project-life cycle Tasks of UASs: - education delivery - RDI - regional development VET&HE teacher education & changes Competence requirements of teachers & changes Learning methods & changes in VET & HE Socio-economic-political context & changes Employability & competiveness driving forces Fastly developing learning technologies More with less Individualization ABOUT TEACHERS COMPETENCES, TEACHER TRAINING AND CHANGES COMPETENCE-BASED PROGRAMME (60 cr) DEVELOPMENT OF THE EDUCATIONAL ENVIRONMENT STUDY MODULE FACILITATING LEARNING STUDY MODULE CONTINUOUS LEARNING COOPERATION AND INTERACTION DEVELOPMENT OF THE EDUCATIONAL ENVIRONMENT CONTINUOUS LEARNING STUDY MODULE ORIENTATION TO EDUCATIONAL SCIENCES (5 CR) COMPILING A PORTFOLIO (5 CR) EDUCATION AND SOCIETY (5 CR) DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY (5 CR) WORKING LIFE, ENTREPRENEURSHIP AND COMPETENCES (6 CR) TEACHERS WORK ENVIRONMENT (5 OP) TEACHER AS A DEVELOPER (6 CR) TEACHING PRACTISE (10 CR) COOPERATIVE WAYS OF WORKING DURING SEMINARS, LEARNING CIRCLES AND WEB-BASED LEARNING ENVIRONMENT FACILITATING LEARNING OPTIONAL STUDIES (5 CR) LEARNING, TUTORING AND ASSESSMENT (8 CR) - criteria/competence based assessment - Learning circles, peer learning, learning by developing ... require teachers to modify learning activities accordingly to meet the individual learning needs of diverse learners. In other words, they should be capable of building individual learning paths to students. Learning takes place either at educational institutes, workplaces or in virtual environments. Shift from class- room-based learning environment towards on-the-job- based/employer/working-life connect learning environments & learning technology supported learning environments have forced teachers and teacher trainers to develop pedagogical methods and learning processes accordingly. The facilitating learning core competence area includes such interrelated skills as skills to apply learning theories in practice and skills to apply learner-centred approach in practical situations. FACILITATING LEARNING Besides workplace and working-life connected learning environments, technology plays more significant role in facilitation of learning. Development of technology, in one hand, and need for learning regardless of time and place are one of the main factors why VET and HE institutions have to take technology into use in learning process and build teachers competences in use of rapidly developing technology for learning. e-learning, m-learning, game learning etc. To meet the requirements of development work, teachers need to update a theoretical and practical command of the content to be taught and also update pedagogical methods to be used along with changing needs. learning takes place more and more in workplaces or at school in interaction with working-life, learning methods, such as project-based learning, problem-based learning, inquiry-based learning, on-the-job learning, experimental learning and recognition of prior learning has to be mastered by VET and HE teachers. DEVELOPMENT OF EDUCATIONAL ENVIRONMENTS Context Internship, work placement Projects done by students Business services to employers (final works) Services for employers in school labs Using working- life related tasks (case study) Virtual/real companies Simulation LEARNING IN THE CONTEXT OF COOPERATING WITH EMPLOYER project-based learning problem-based learning inquiry-based learning on-the-job learning experimental learning recognition of prior learning skills demonstration Private and public employers, public donors, authorities, and bodies specialized in business, innovation or regional development promotion constitute the main stakeholder groups for working- life cooperation Teachers in VET & HE education institutes encounter this daily through learning at work practices and in projects. Some networks, such as clusters, business ecosystems and regional innovation systems, are very complex with their nature. In innovation system context we can speak about learning-by-using, increasing the efficiency of the use of complex systems and learning by interacting, involving users and producers in an interaction resulting in innovations the development of skills in production. COOPERATION AND INTERACTION FROM COMPETENCE BUILDING TO IMPROVEMENTS IN COMPETITIVENESS/EMPLOYABILITY Teachers competences Vocational pedagogy Quality of working-life cooperation Development of schools as learning environments Network management Principals competences Change management Pedagogical leadership Strategic thinking Strategic networks Schools competences Relevance of training Improved quality of cooperation with employers Practical orientation, on- the job learning Student centred learning approach Students competences Quality of learning outcomes Relevant occupational skills Better employability Competiveness of companies Competitiveness of companies Attractive region for investments Innovation ecosystem Pedagogical programmes build Together with teachers and school management we build Step by step improvements in schools have a positive effect on Long-term partnership with authorities and teacher training institutions Education system improvements have a positive effect on Leadership programmes build Development of learning methods for learning in context of cooperating with employers Pedagogy for competivenessPedagogy for employability Applications of learner- centred approach in practical situations Development of learning methods for e/m/game learning