Strengthening the Institutional Capacity of the Productivity

and Vocational TrainingDepartment PVTD within

the Vocational Training System in Egypt

This Project is funded by the European Union

Component 3Activity 3.2:

Quality through improving trainers’ performance

Expert Mission Nov 9 – 15, 2013

Timo Rainio,

Tampere, Finland

Hermia Group

Day Program Workshop results

Day 1

- Introductions- Industrial change and skills needed today and in the future- Reseach and strategies done in Finland, EU ja Egypt- VET teacher/trainer/leader training

- Development areas and topics of VET teacher/trainer/leader training - How to respond to the need- Plans and ideas what to do

Day 2

- Future work and necessary competencies and skills - Effects of curricula and teaching content and learning environments- Visions of the future skills

- COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey - Curricula and teaching content development cases and good practices in Egypt

WHAT TO TEACH:- Development needs of Vocational education and Training (content and topics point of view) in Egypt ?- If needed, you can use the Finnish FNBE –survey excel -chart

Day 3

- learning environments and material- development of learning enviromments and materials, case examples- Training of developers

- COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey- learning environments and materialdevelopment cases and good practices in Egypt- Presentations and discussions, short tour to Ameraeiya Experimental Center

HOW TO TEACH:Presentation about the innovative development project/network or learning environment/course /material

(Project) plans of (innovative) development project/network or learning environment/course/material for the Vocational education and training

Day 4

- Tools and methods for development work- Innovation and learning- Workshop: Next step

Starging the development project:- Making Teams for planning and development –project- short and long time project plan- Presentations of project plans: to be implemented before next mission

Program

1. Day (Sunday)Sunday Nov 10 9:00 - 10:00

Preparation of workshops and the venue Mr Fady Salah (RTA Assistant) / Interpreter and/or STI Assistant

Sunday Nov 10 10:00 - 12:00at STI

Setting up the venue, Program of the Week:Introductions of participants and location on the PVTD organization chartIntroduction to the PVTD Twinning project A brief introduction: -The Finnish National Board of Education (FNBE) Project experiencies: The impact of Global changes in industrial production, skills requirements-Competence framework for VET Professions (Volmari, Helakorpi, Frimodt)-Skills and competencies at work today

Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter

Sunday Nov 10 12:00 – 15:00at STI

Workshop and discussions-Research and studies (industry, skills, competencies needed in industry) about situation in Egypt-similarities and differences (compared to the Finnish study)-Discussion and agreement on the week’s objectives and results

Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter

Sunday Nov 10 15:00 – 18:00

Wrap-up of daily activitiesAnalysis & next steps

STEs & MS RTA

Introductions

Introductions of participants and location on the PVTD organization chart

Introduction to the PVTD Twinning project Pekka Räsänen

Timo Rainio, MSc (Eng)Hermia Group Ltd

Our vision is to be an internationally appreciated as Finland's leading developer and producer of product development and innovation services.

In the Hermia Group, the versatile knowledge and skills of two technology companies come together in all of its activities. The Hermia Group makes high-quality research information and ready networks available to companies and organisations. The Hermia Group promotes the emergence of new business both nationally and internationally.

The Hermia Group's array of service products includes many different kinds of services for innovation, training, coaching, start-ups, product development, and networking.

The Hermia Group in numbers Annual turnover is about 7 million euros. About 70 projects are currently in progress. About 50 experts working for us Hundreds of member organisations in our corporate network Owners: Tampere University of Technology and its support foundation,

the City of Tampere, Tampere Technological Society, and the Technical Research Centre of Finland.

http://v

imeo.com/47849696

Intelligent Machines Finland -Cluster Program

The Finnish National Board of Education (FNBE) Project experiencies:

The impact of Global changes in industrial production, work and skills requirements

Changes in working life and industry

The Finnish National Board of Education (FNBE) Research: The impact of Global changes in industrial production, skills requirements

1) Previous studies & reports

2) Survey, Interviews, Group Discussions

3)Conclusions:- Key skills- best practices? (teaching, projects, etc.)- Ideas for Action (curricula, learning material and environments)

Industry

Work

Skills & Competences

VET Institute

New Technologies

Networking => Ecosystems

globalization

Learning environments

From projects to processes and structuresClusters

Forums

life-long learning

entrepreneurship

Learning material

The impact of Global changes in industrial production, skills requirements

Working life strategy 2020 (TEM 2012)(http://www.tem.fi/index.phtml?s=4698)

Challenges (Finland) Globalisation industrial restructuring (rakennemuutos) aging

availability of skilled labor is solution for these challenges All technological areas Companies are adapting their production to the available labor

force labor productivity is a key competitive factor

The quality of work is the key to develop productivity

http://www.youtube.com/watch?v=3yaOZrW1-GI

Future of education and training

Strategic objectives for education and training 2020 (FNBE strategy)

Vocational education and training Strengthening work-based learning and industry collaboration Raising completion rates and post-qualification employment Promoting innovation, regional development and entrepreneurship Ensuring competence as part of quality strategies Responding and anticipating to changes in the world of work and

the labour market more rapidly and flexibly Developing forms of adult training that promote well-being at work Enhancing partnerships between adult training, students and

workplaces Upgrading and updating competences during careers

Liberal adult education Raising the standard of knowledge and competence among citizens Strengthening active citizenship Supporting integration of immigrantshttp://www.oph.fi/english/education/vocational_upper_secondary_education_and_training

Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds)COMPETENCE FRAMEWORK FOR VET PROFESSIONS

Teachers encompass teaching professionals who work in educational institutions providing both initial and continuing vocational education and training.

Trainers (in-house couches) work in enterprises or institutions providing initial and continuing training. Compared to teachers the trainers’ profile is more diverse. The training activities of trainers, for example, vary from full-time teaching to occasional training activities.

VET leaders refers to one or several persons in charge of VET institutions, such as vocational upper secondary institutions and further education colleges or training centres providing continuing vocational education and training. These persons have the overall responsibility for the running of an institution.

http://www.oph.fi/english/publications/2009/competence_framework_for_vet_professions

Future visions of vocational education and training (Volmari, Helakorpi, Frimodt)

In future there will be more:recognition and emphasis on informal learningcollaboration within and between educational institutions and world of worknetworking of institutions and with local and regional stakeholdersinternational perspectives in traininguse of ICT and digital networksneed for holistic perceptionneed for learner autonomy and self-directed learningcompetence requirements for pedagogical, networking and communication skills for teachers and trainersuse of new media in education and traininginteraction between education and the societyorganisational competence development

In future there will be less emphasis on individual competence developmentformal trainingfixed and inflexible systemshierarchyclassroom teachingdifferences and lower barriers between general, vocational and higher education and training

Group work

Do you agree to the conclusion of COMPETENCE FRAMEWORK FOR VET PROFESSIONS study and situation in Egypt at all ?

1.What is the teacher/trainers level of expertise and skills, Strengths and weaknesses ?2.What is the the quantity and quality of the learning material in PVTD, Strengths and weaknesses ?3.What is the the quantity and quality of the equipments in PVTD, Strengths and weaknesses ?4.Are the (specializations) areas of teaching chosen right or wrong, Strengths and weaknesses ?5.Is there a good balance between hard and soft skills in training6.Do you have a good cooperation between industry and education

Work in groups of about 3-5 members (6 groups)One main question / group40 minutes discussion, main results to flip chart or paper format Presentations of the results: max 5 minutes / group

Homework

Define most important training topics you would like to participate as a part of training of teachers/trainers ? (at least 3 topics in all of these 4 areas)

1.Technical skills

2.”Soft” skills

3.Development of learning material and environments

4.Project funding and project management, Networking

Alone or in groupsresults shortly to paper30 minutes discussion about the results tomorrow morning

2. Day (Monday)Monday Nov 11 9:00 – 12:00at STI

A brief introduction based on Finnish National Board of Education FNBE (Finland) -Research: -Future work and necessary competencies and skills -Effects of curricula and teaching content and learning environments-Visions of the future skills

Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter

Monday Nov 11 12:00 – 15:00at STI

Workshop and discussions-similarities and differences (compared to the Finnish study)-Preparing short presentations about situation in Egypt

o COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey

o curricula and teaching content development cases and good practices in Egypt

o Training of trainers, case -examples-Presentations and discussions-What’s next, plans, ideas and needs for the future

Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter

Monday Nov 11 15:00 – 17:00

Wrap-up of daily activitiesAnalysis & next steps

STEs & MS RTA

Conclusions of the Homework (30 minutes)

Define most important training topics you would like to participate as a part of training of teachers/trainers ? (at least 3 topics in all of these 4 areas)

1.Technical skills

2.”Soft” skills

3.Development of learning material and environment

4.Project funding and management, Networking

Go to 4 groups, Every group choose 3 training topic for every training area (totally 3*4 = 12 topics) and put them to the wall under the right training area (30 minutes discussion)Group choose one person and those persons go to the wall and put the training topics to “the right order”. Then other four people takes training area number 2, etc. (20 minutes)

Visions of the future technologies

Technical meta-skills

Profession-specific knowledge- Knowledge, theorical understanding- Special technical knowledge and know-how

Professional meta-skills- Learning to learn- Understanding of the entities- The ability to prioritize

Practical know-how

Source: Jouni Suominen / Pekka Ruohotie

Gartner: Top 10 Strategic Technology Trends For 2014

http://www.forbes.com/sites/peterhigh/2013/10/14/gartner-top-10-strategic-technology-trends-for-2014

Mobile Device Diversity and Management Mobile Apps and Applications The Internet of Everything Hybrid Cloud and IT as Service Broker Cloud/Client Architecture The Era of Personal Cloud Software Defined Anything Web-Scale IT Smart Machines 3-D Printing

Technical skills- Factory of the future

Factory today

Source: Fastems

http://www.youtube.com/watch?v=BBC2oswnrt0&list=UUn0t14b9G3PHyyRWXYPOgsA&index=9

http://www.youtube.com/watch?v=bKKZH3TYnDM

Factory of the Future ICT Vision

• Less waste• Less energy use• Faster time-to-market• Better quality

Factory productivity

• High-value products• Keep jobs in Europe• Process transparency• IPR security• Lower CO2 footprint

Supply-chain productivity

• Reduce design errors • Better & efficient products• Less waste + rework• Faster time-to-market

Design productivity

Source: Reijo Tuokko, TUT

Smart Factories: – Goal:

More automation, better control & optimisation of factory processes

– Means: Software, lasers & intelligent devices embedded in machines & factory infrastructure

Virtual Factories:– Goal:

To manage supply chains; to create value by integrating products & services

– Means: Software to holistically interconnect & manage distributed factory assets; new business models & value propositions

Digital Factories:– Goal:

To “see” the product before it is produced– Means:

Software for the digital representation &test of products & processes prior to their manufacture & use

Group work – what to teach ?

Short discussion and translation of needed points in PVTD Specializations and Finnish FNBE –survey tables by groups

1.Specify the importance of all the specialization areas of PVTD –survey (1=most import, 5=less important)

2.Based on Finnish FMBE survey table choose/define at least 5 future areas in industry and impact of those in the knowledge and skills requiremments in Egypt (you can write answears in FNBE survey table)(group 1-3: New Technology, group 4-5 Network & business ecosystems, group 6-8: life-long learning)

Work in groups of 3 members (6-8 groups)60 minutes discussion, main results to flip chart or paper format Presentations of the results: max 5 minutes / group

COMPETENCE FRAMEWORK FOR VET PROFESSIONS study, specializations

New Technology

Impact on the knowledge and skills requirements

Impact on teaching (curriculum) and its methods (learning environments)

Examples & cases

Intelligent machines and systems

Virtual reality & Simulations

Energy & Environment

New methods of manufacturing, Prototype production and -economy, Nano- & Microtechnologies

Service & Maintenance

New materials (functionals, etc.)

Main Clusters (Finland: Mobile working machines, Logistics, Marine/OffShore, Mining, etc.)

Smart City

FNBE Survey:

Networks & business Ecosystems

Impact on the knowledge and skills requirements

Impact on teaching (curriculum) and its methods (learning environments) Examples & cases

Globalization and internationalization New kind of industrial value networks

Service business

Opensess -thinking Social media in business and education

FNBE Survey:

Impact on the knowledge and skills requirements

Impact on teaching (curriculum) and its methods (learning environments) Examples & cases

Life-long learning

General vs. special knowledge & skills, mathematical & fysical knowledge, etc

Industry-Schoold-Developers -co-operation

Retirement, skilled labor, tacit knowledge, wellbeing at work

Entrepreneurship

Internal and external entrepreneurship

FNBE Survey:

Homework – what to teach

Based on groups work results choose 1 specialization areas interesting and most usefull for you and describe topic by topic those.. Impact on the knowledge and skill requirements effects on contents and development work of curriculum Effects on teacher training

Alone or in groups results shortly to paper or to survey tables 30 minutes discussion about the results tomorrow morning If needed, you can use the Finnish FNBE –survey table and

PVTD Survey specialization areas

3. Day (Tuesday)

Tuesday Nov 12 9:00 – 12:00at STI

A brief introduction based on FNBE (Finland) -Research: -Learning environments-ON-THE-JOB Learning -Cooperation between industry and education-Innovation & Education

Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter

Tuesday Nov 1212:00 – 15:00at STI

Workshop and discussions- similarities and differences (compared to the Finnish study)-Preparing short presentations about situation in Egypt

o COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS” –survey

o learning environments and materialo development of learning enviroments

and materials, case exampleso Training of developers

-Presentations and discussions, short tour to Ameraeiya Experimental Center-What’s next, plans, ideas and needs for the future

Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter

Tuesday Nov 1215:00 – 17:00

Wrap-up of daily activitiesAnalysis & next steps

STEs & MS RTA

Conclusions of the Homework

Based on groups work results choose 1 specialization areas you feel interesting and most usefull for you and describe topic by topic those Impact on the knowledge and skill requirements Effects on contents and development work of curriculum Effects on Teacher training

We will do the conclusion of the homeworks as a part of our afternoon group work

Tampere - Developing learning environments, investing in future

Tampere - Developing learning environments, investing in future: http://www.youtube.com/watch?v=A2T12ZucdoY

What kind of elements of learning do you find in this video ?

Professional Learning Process

To knowTo understand

Knowing

School

Feeling of know - how

Experiencing

theory

Feedback

Reflection

To Will

Motivation

Instructor

Instructor

ThinkingEncouragingQuestioningSetting a target

Source: Jouni Suominen

Cooperation between school and industry

McKinsey Education to Employment: http://mckinseyonsociety.com/education-to-employment

http://mckinseyonsociety.com/education-for-employment-realizing-arab-youth-potential/arabic version: http://vimeo.com/22312959

(e)learning environments

ICT in Vocational education

Why and how ? Student orientation: what is the best way to student to learn and

what kind of learning environment is ideal and how to use ICT in pedagogical way right (the whole learning process)

Co-operation with working life and workplaces Collaboration with working life representatives Collaborative spaces Improving quality of learning in the workplace

Source: Minna Taivassalo-Salkosuo: http://www.slideshare.net/Minsku/enriched-learning-ict-in-vocational-education-and-traning-in-finland

elTRIO – concept

pedagocical & ITsupport

Coordination

Learning-material

databank

Educationorganizations

Industry

ST

UD

EN

T

TRIO-

Techonology

program

FMS systems

WeldingControll & IT

networking

Mobile workingmachine

Machine Vision

etc..

Development groups

• “Real Life” learning environment (Learning by doing)

• System development together with FMS Training Center community

• Theory over the Internet• Training using FMS-simulator• FMS Training Center in Second Life• FMS Driving License –community

(www.fms-ajokortti.fi)

FMS Training Center

FMS Training Center –wikihttp://www.fms-ajokortti.fi

FMS Training Center in Second Life

Winner of the Fastems Challenge innovation competition ()

http://vimeo.com/68006164

Think about all different kind of skills and knowledges studentgroup has needed and got when they have participate Fastems challenge

competition ?

Sandboxhttp://salpro.salpaus.fi/sandbox2/en.php

http://www.youtube.com/watch?v=YTNL0PxX1ZE (1 minute)http://www.youtube.com/watch?v=DqG61hZhZps (6 minutes)

http://www.youtube.com/watch?v=ej992-vUrSA (10 minutes in finnish)

Group work – how to teach ?

1.Everyone write his/her homework topic to to paper and put it beside his/her nameplate

2.Make groups so that all the members has more or less common topic

3.Groups make plans for that common area about Material Development (tradional, web-based learning, etc.) Learning equipments and environments needed VET Institute – Industry cooperation Cooperation between teachers and organizations

60 minutes discussion, main results to flip chart or paper format Presentations of the results: max 5 minutes / group

Homework – how to teach

Choose your (group) specialization area and make plans for its Curricula development & Qulification Material Development (tradional, web-based learning,

etc.) Learning equipments and environments needed VET Institute – Industry cooperation Development cooperation in all level (organizations,

teacher/trainers, national, etc.)

Alone or in groups results shortly to the paper 30 minutes discussion about the results tomorrow morning

4. Day (Wednesday)Wednesday Nov 13 9:00 – 12:00at STI

Workshop: Next Step -Future plans in Finland based on FNBE Research-WBL – TOI Manual: Manual for planning of work-based learning – transfer of innovations

Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter

Wednesday Nov 13 12:00 – 16:00at STI

Workshop: Next Step-Teams for planning and development-Development areas?

o Curriculum and contento Learning environment and materialo Training of trainers, teachers and

developerso Coordination and lobbying

-Presentations of project plans: to be implemented before next mission

Mr Abdelbaset Zahran (BC RTA Counterpart),and/or Ms Madiha Rafaat Mohamed (BC Component 3 Leader)16-24 participants from VTCs, zones, STI, TCC and/or C&CEISTE Mr Timo RainioMr Pekka Räsänen (MS RTA)Mr Fady Salah (RTA Assistant) / Interpreter

Wednesday Nov 13 15:00 – 17:00

Wrap-up of daily activitiesAnalysis & next steps

STEs & MS RTA

Quality – The Common Quality Assurance Framework

Source: FNBE: QUALITY MANAGEMENT RECOMMENDATION FOR VOCATIONAL EDUCATION AND TRAINING (47655_quality_management_recommendation_for_vocatinal_education_and_training.pdf)

WBL–TOI ManualManual for planning of work-based learning – transfer of innovations

(http://www.oph.fi/download/130052_wb_toi_manual.pdf)

WBL–TOI ManualManual for planning of work-based learning – transfer of innovations

(http://www.oph.fi/download/130052_wb_toi_manual.pdf)

ADDIEhttp://www.learndash.com/addie-model-explained-infographic

Innovation and learning

Group Work

Go to you homegroup Prepare as a group presentation about your group common Learning

(environment) development project for the next mission. Think at least about these aspects: Impact on the knowledge and skill requirements Curricula development & Qulification Material Development (tradional, web-based learning, etc.) Learning equipments and environments needed VET Institute – Industry cooperation Development cooperation in all level (organizations,

teacher/trainers, national, etc.) Effects on Teacher training Common tools

Group give a presentation about it’s plan (10 minutes) feedback

Homework of Learning (environment) development project for the next mission

1. Make a plan for your own activities in your learning (environment) development project. Think at least about these aspects: Impact on the knowledge and skill requirements Curricula development & Qulification Material Development (tradional, web-based learning, etc.) Learning equipments and environments needed VET Institute – Industry cooperation Development cooperation in all level (organizations,

teacher/trainers, national, etc.) Effects on Teacher training Common tools

2. Gather together at your workplace your superiors, colleagues and subordinates to a workshop

3. Share with your own departments outcomes of the week and decide together your organization activities in this learning (environment) development project

4. Work to be lead by Ms. Madiha (component 3 leader)5. Outcomes to be delivered by ?? to ?? (xx@xx-xx)

References

Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds): COMPETENCE FRAMEWORK FOR VET PROFESSIONS -Handbook for practitioners

Timo Rainio: The Finnish National Board of Education (FNBE) Research: The impact of Global changes in industrial production, skills requirements – PPT-presentation

Petri Pohjonen: ON-THE-JOB LEARNING IN FINLAND, The Education System under the National Board of Education

WBL-TOI MANUAL: Manual for planning of work-based learning – transfer of innovations

Links Working life strategy 2020 (TEM 2012): http://www.tem.fi/index.phtml?s=4698 Strategic objectives for education and training 2020 (FNBE strategy): http://

www.oph.fi/english/education/vocational_upper_secondary_education_and_trainin

Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (Eds)COMPETENCE FRAMEWORK FOR VET PROFESSIONS: http://www.oph.fi/english/publications/2009/competence_framework_for_vet_professions

WBL–TOI Manual: Manual for planning of work-based learning – transfer of innovations(http://www.oph.fi/download/130052_wb_toi_manual.pdf

Tampere - Developing learning environments, investing in future: http://www.youtube.com/watch?v=A2T12ZucdoY

McKinsey Education to Employment: http://mckinseyonsociety.com/education-to-employment (http://vimeo.com/22312959)

ADDIE: http://www.learndash.com/addie-model-explained-infographic FMS Training Center

Basic idea of FMS Systems: http://www.youtube.com/watch?v=BBC2oswnrt0&list=UUn0t14b9G3PHyyRWXYPOgsA&index=9

FMS Training Center: http://www.youtube.com/watch?v=bKKZH3TYnDM Sandbox: http://salpro.salpaus.fi/sandbox2/en.php New Factory: http://www.newfactory.fi

Timo RainioHermia Group

timo.rainio@hermiagroup.fi

+358 500 7366 05

http://www.hermiagroup.fihttp://www.slideshare.net/timorainio

http://www.dooid.com/timorainio

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