Q3758340 (Q3758340): Difference between revisions
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(Created claim: summary (P836): In 2012, the EU Council adopted a recommendation that arrangements should be put in place by 2018 in the Member States of the European Union, taking into account national circumstances and specificities, to enable people to validate the knowledge, skills and competences acquired through non-formal and informal learning. This is particularly important in order to make all the skills of the potential workforce more visible and thus to promote empl...) |
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In 2012, the EU Council adopted a recommendation that arrangements should be put in place by 2018 in the Member States of the European Union, taking into account national circumstances and specificities, to enable people to validate the knowledge, skills and competences acquired through non-formal and informal learning. This is particularly important in order to make all the skills of the potential workforce more visible and thus to promote employment. There is therefore a clear need to develop a common practice for identifying skills that take better account of informal skills acquired in previous jobs and leisure time. In addition, an operating model for the utilisation of identified skills and for the development of missing skills in studies and working life needs to be established. The Foundations and the Lapland Education Centre have a good starting point to respond to this challenge with shared expertise, guidance and teaching experience, and the project will serve as a developmental platform. It is important to validate non-formal competences in such a way that they are more easily comparable to the work-based learning objectives and study requirements of educational institutions. In line with the above-mentioned recommendation of the EU Council, the reform of vocational education and training, which entered into force on 1 January 2018, also aims at the wider recognition of skills. It is a key consideration in the development of the project, the implementation of which aims to find effective and cost-effective solutions. In addition, the reform expands the possibilities for students to acquire competence in practice by learning in addition to/in theory. The acquisition of skills can be implemented in practice, for example, in the workplace or in the working and learning environments of foundations, in cooperation with educational institutions. The aim of this major reform of education and training legislation in almost twenty years is to make VET more capable of responding to the needs of a wide range of students, as well as faster changes in working life and future skills needs.Therefore, work-based learning environments, as well as new forms of teaching and learning, will be an integral part of future VET, which calls for a new type of training across organisational boundaries and a regional and working life-based training model that strengthens previous multidisciplinary cooperation. In the joint labour pool project, the operational revenue area of the Rovaniemi Association of Education and Training Municipalities of the Lapland Education Centre (combined on 1 January 2018 by the old Lapland Vocational College and the Lapland Tourism College), the eduro Foundation, the Saura Foundation and the Seita Foundation model the broader recognition and development of potential labour force skills to meet the needs of the labour market. The potential workforce in the project refers to its target group, students benefiting from the education model, the unemployed and inactive persons. The training model is particularly effective in addressing the problem of labour mismatches in sparsely populated areas, where there are fewer jobs and opportunities for training and where individual jobs most often require broader skills. The project is based on combining skills in guidance and training in such a way that it can cost-effectively develop the skills of students, students at risk of falling, unemployed and inactive people to match the needs of the labour market and improve employment. The main objective is to build a well-functioning cooperation model that takes into account both the skills needs of working life and the need for training and guidance tailored to the individual needs of the workforce. In the project, the Foundation’s training coach and the teacher or instructor of the Lapland Training Centre enable the wide-ranging identification of the target group’s competences by means of close professional cooperation and highlight the needs for competence development in relation to the requirements and needs of working life. On the basis of the mapping, an individual competence development plan (HOKS) will be developed for each student, with which they will progress with the project to develop their skills and enable their employment.In addition to the skills of the instructor and teacher, the identification of knowledge will be based on up-to-date digitalisation and knowledge of skills needed for working life (C&Q system, Tiitus Students application). Skills are mapped and developed according to customers’ needs in different work and learning environments, workplaces, schools and digital learning environments. The project client will be provided with close concrete support for the concrete development of skills. (English) | |||||||||||||||
| Property / summary: In 2012, the EU Council adopted a recommendation that arrangements should be put in place by 2018 in the Member States of the European Union, taking into account national circumstances and specificities, to enable people to validate the knowledge, skills and competences acquired through non-formal and informal learning. This is particularly important in order to make all the skills of the potential workforce more visible and thus to promote employment. There is therefore a clear need to develop a common practice for identifying skills that take better account of informal skills acquired in previous jobs and leisure time. In addition, an operating model for the utilisation of identified skills and for the development of missing skills in studies and working life needs to be established. The Foundations and the Lapland Education Centre have a good starting point to respond to this challenge with shared expertise, guidance and teaching experience, and the project will serve as a developmental platform. It is important to validate non-formal competences in such a way that they are more easily comparable to the work-based learning objectives and study requirements of educational institutions. In line with the above-mentioned recommendation of the EU Council, the reform of vocational education and training, which entered into force on 1 January 2018, also aims at the wider recognition of skills. It is a key consideration in the development of the project, the implementation of which aims to find effective and cost-effective solutions. In addition, the reform expands the possibilities for students to acquire competence in practice by learning in addition to/in theory. The acquisition of skills can be implemented in practice, for example, in the workplace or in the working and learning environments of foundations, in cooperation with educational institutions. The aim of this major reform of education and training legislation in almost twenty years is to make VET more capable of responding to the needs of a wide range of students, as well as faster changes in working life and future skills needs.Therefore, work-based learning environments, as well as new forms of teaching and learning, will be an integral part of future VET, which calls for a new type of training across organisational boundaries and a regional and working life-based training model that strengthens previous multidisciplinary cooperation. In the joint labour pool project, the operational revenue area of the Rovaniemi Association of Education and Training Municipalities of the Lapland Education Centre (combined on 1 January 2018 by the old Lapland Vocational College and the Lapland Tourism College), the eduro Foundation, the Saura Foundation and the Seita Foundation model the broader recognition and development of potential labour force skills to meet the needs of the labour market. The potential workforce in the project refers to its target group, students benefiting from the education model, the unemployed and inactive persons. The training model is particularly effective in addressing the problem of labour mismatches in sparsely populated areas, where there are fewer jobs and opportunities for training and where individual jobs most often require broader skills. The project is based on combining skills in guidance and training in such a way that it can cost-effectively develop the skills of students, students at risk of falling, unemployed and inactive people to match the needs of the labour market and improve employment. The main objective is to build a well-functioning cooperation model that takes into account both the skills needs of working life and the need for training and guidance tailored to the individual needs of the workforce. In the project, the Foundation’s training coach and the teacher or instructor of the Lapland Training Centre enable the wide-ranging identification of the target group’s competences by means of close professional cooperation and highlight the needs for competence development in relation to the requirements and needs of working life. On the basis of the mapping, an individual competence development plan (HOKS) will be developed for each student, with which they will progress with the project to develop their skills and enable their employment.In addition to the skills of the instructor and teacher, the identification of knowledge will be based on up-to-date digitalisation and knowledge of skills needed for working life (C&Q system, Tiitus Students application). Skills are mapped and developed according to customers’ needs in different work and learning environments, workplaces, schools and digital learning environments. The project client will be provided with close concrete support for the concrete development of skills. (English) / rank | |||||||||||||||
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| Property / summary: In 2012, the EU Council adopted a recommendation that arrangements should be put in place by 2018 in the Member States of the European Union, taking into account national circumstances and specificities, to enable people to validate the knowledge, skills and competences acquired through non-formal and informal learning. This is particularly important in order to make all the skills of the potential workforce more visible and thus to promote employment. There is therefore a clear need to develop a common practice for identifying skills that take better account of informal skills acquired in previous jobs and leisure time. In addition, an operating model for the utilisation of identified skills and for the development of missing skills in studies and working life needs to be established. The Foundations and the Lapland Education Centre have a good starting point to respond to this challenge with shared expertise, guidance and teaching experience, and the project will serve as a developmental platform. It is important to validate non-formal competences in such a way that they are more easily comparable to the work-based learning objectives and study requirements of educational institutions. In line with the above-mentioned recommendation of the EU Council, the reform of vocational education and training, which entered into force on 1 January 2018, also aims at the wider recognition of skills. It is a key consideration in the development of the project, the implementation of which aims to find effective and cost-effective solutions. In addition, the reform expands the possibilities for students to acquire competence in practice by learning in addition to/in theory. The acquisition of skills can be implemented in practice, for example, in the workplace or in the working and learning environments of foundations, in cooperation with educational institutions. The aim of this major reform of education and training legislation in almost twenty years is to make VET more capable of responding to the needs of a wide range of students, as well as faster changes in working life and future skills needs.Therefore, work-based learning environments, as well as new forms of teaching and learning, will be an integral part of future VET, which calls for a new type of training across organisational boundaries and a regional and working life-based training model that strengthens previous multidisciplinary cooperation. In the joint labour pool project, the operational revenue area of the Rovaniemi Association of Education and Training Municipalities of the Lapland Education Centre (combined on 1 January 2018 by the old Lapland Vocational College and the Lapland Tourism College), the eduro Foundation, the Saura Foundation and the Seita Foundation model the broader recognition and development of potential labour force skills to meet the needs of the labour market. The potential workforce in the project refers to its target group, students benefiting from the education model, the unemployed and inactive persons. The training model is particularly effective in addressing the problem of labour mismatches in sparsely populated areas, where there are fewer jobs and opportunities for training and where individual jobs most often require broader skills. The project is based on combining skills in guidance and training in such a way that it can cost-effectively develop the skills of students, students at risk of falling, unemployed and inactive people to match the needs of the labour market and improve employment. The main objective is to build a well-functioning cooperation model that takes into account both the skills needs of working life and the need for training and guidance tailored to the individual needs of the workforce. In the project, the Foundation’s training coach and the teacher or instructor of the Lapland Training Centre enable the wide-ranging identification of the target group’s competences by means of close professional cooperation and highlight the needs for competence development in relation to the requirements and needs of working life. On the basis of the mapping, an individual competence development plan (HOKS) will be developed for each student, with which they will progress with the project to develop their skills and enable their employment.In addition to the skills of the instructor and teacher, the identification of knowledge will be based on up-to-date digitalisation and knowledge of skills needed for working life (C&Q system, Tiitus Students application). Skills are mapped and developed according to customers’ needs in different work and learning environments, workplaces, schools and digital learning environments. The project client will be provided with close concrete support for the concrete development of skills. (English) / qualifier | |||||||||||||||
point in time: 23 November 2021
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Revision as of 04:25, 23 November 2021
Project Q3758340 in France
| Language | Label | Description | Also known as |
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| English | No label defined |
Project Q3758340 in France |
Statements
616,760 Euro
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770,950.0 Euro
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80.0 percent
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1 August 2018
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31 January 2021
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Rovaniemen Koulutuskuntayhtymä
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66°29'17.66"N, 25°42'16.34"E
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96300
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EU-neuvosto on antanut vuonna 2012 suosituksen, jonka mukaan Euroopan unionin jäsenmaissa olisi vuoteen 2018 mennessä luotava kansalliset olosuhteet ja erityispiirteet huomioon ottavat järjestelyt, joiden perusteella ihmiset saavat validoitua epävirallisen ja arkioppimisen yhteydessä hankkimansa tiedot, taidot ja osaamisen. Tämä on erityisen tärkeää, jotta potentiaalisen työvoiman kaikki osaaminen saadaan paremmin näkyville ja siten edistettyä työllistymistä. On olemassa siis selkeä tarve kehittää yhteinen hyödynnettävä käytäntö myös sellaisen osaamisen tunnistamiseen, joka huomioi nykyistä paremmin aiemmissa työtehtävissä ja vapaa-ajalla hankitun epävirallisen osaamisen. Lisäksi on luotava toimintamalli tunnistetun osaamisen hyödyntämiseen sekä puuttuvan osaamisen kehittämiseen opinnoissa ja työelämässä. Säätiöillä ja Lapin koulutuskeskuksella on hyvät lähtökohdat vastata yhteistyöllä tähän haasteeseen jaetulla asiantuntijuudella sekä ohjaus ja opetuskokemuksella, joiden yhdistämiseksi haettava hanke toimii kehityksellisenä alustana. Epävirallista osaamista on tärkeää validoida siten, että osaaminen on helpommin verrattavissa oppilaitosten työelämälähtöisiin oppimistavoitteisiin ja opintovaatimuksiin. Edellä mainitun EU-neuvoston antaman suosituksen mukaisesti myös 1.1.2018 voimaan astunut ammatillisen koulutuksen reformi tähtää osaamisen laajempaan tunnistamiseen. Se on hankkeen kehitystyössä keskeinen huomioitava asia, jonka toteuttamiseen pyritään löytämään toimivia ja kustannustehokkaita ratkaisuja Lisäksi reformissa laajennetaan opiskelijoiden mahdollisuuksia hankkia osaamista käytännössä oppimalla teoreettisen opiskelun ohella / sijasta. Osaamisen hankkimista voidaan käytännössä toteuttaa esimerkiksi työpaikoilla tai säätiöiden työ- ja oppimisympäristöissä, yhteistyössä oppilaitosten kanssa. Tämän lähes kahteenkymmeneen vuoteen suurimman koulutuslainsäädännön uudistuksen tavoitteena on, että ammatillinen koulutus pystyy vastaamaan nykyistä paremmin monenlaisten opiskelijoiden tarpeisiin sekä nopeammin työelämän muutoksiin ja tulevaisuuden osaamistarpeisiin.Työelämälähtöiset oppimisympäristöt sekä uudenlaiset opetus ja oppimismuodot tulevat siis olemaan oleellinen osa tulevaa ammatillista koulutusta, minkä vuoksi tarvitaan uudentyyppinen organisaatiorajat ylittävä, ja aikaisempaa monialaista yhteistyötä tiivistävä, alueellinen ja työelämälähtöinen koulutusmalli. Yhteisessä työvoimapooli -hankkeessa Rovaniemen koulutuskuntayhtymän operatiivinen tulosalue Lapin koulutuskeskus (yhdistetty 1.1.2018 vanhat Lapin ammattiopisto ja Lapin matkailuopisto) , Eduro-säätiö, Saura-säätiö ja Seita-säätiö mallintavat potentiaalisen työvoiman osaamisen laajempaa tunnistamista ja kehittämistä työmarkkinoiden tarpeita vastaavaksi. Potentiaalisella työvoimalla tarkoitetaan hankkeessa sen kohderyhmää, koulutusmallista hyötyviä opiskelijoita, työttömiä sekä työmarkkinoiden ulkopuolella olevia henkilöitä. Erityisen tehokkaasti koulutusmallilla vaikutetaan työvoiman kohtaanto -ongelmaan harvaan asutuilla seuduilla, joissa työpaikkoja ja kouluttautumismahdollisuuksia on vähemmän ja joissa yksittäiset työt edellyttävät useimmin laajempaa osaamista.Hankkeen lähtökohtana on yhdistää ohjaus- ja koulutusosaamista siten, että sen avulla voidaan kehittää kustannustehokkaasti opiskelijoiden, putoamisvaarassa olevien opiskelijoiden, työttömien ja työmarkkinoiden ulkopuolella olevien henkilöiden osaamista työmarkkinoiden tarpeita vastaavaksi ja parantaa työllistymistä. Pääasiallinen tavoite on rakentaa tähän toimiva yhteistyömalli, joka huomioi sekä työelämän osaamistarpeet, että työvoiman yksilöllisesti tarpeeseen räätälöidyn opetus- ja ohjaustarpeen. Hankkeessa säätiön koulutusvalmentaja ja Lapin koulutuskeskuksen opettaja tai omaohjaaja mahdollistavat tiiviillä ammatillisella yhteistyöllä kohderyhmän osaamisen laaja-alaisen tunnistamisen sekä tuovat esille osaamisen kehittämistarpeet suhteessa työelämän vaatimuksiin ja tarpeisiin. Kartoituksen pohjalta kullekin opiskelijalle laaditaan yksilöllinen osaamisen kehittämisen suunnitelma (HOKS), jolla he etenevät hankkeessa tuetusti kehittämään osaamistaan ja mahdollistavat työllistymisensä.Osaamisen tunnistamisessa hyödynnetään ohjaajan ja opettajan ammattitaidon lisäksi ajantasaista digitalisaatiota sekä tietoa työelämään tarvittavasta osaamisesta (C&Q -järjestelmä, Tiitus Students -sovellus). Osaamista kartoitetaan ja kehitetään asiakkaiden tarpeiden mukaan eri työ- ja oppimisympäristöissä, työpaikoilla, kouluissa sekä digitaalisissa oppimisympäristöissä. Hankkeen asiakkaalle tarjotaan tiivis konkreettinen tuki osaamisen konkreettiseen kehittämiseen. Säätiön koulutusvalmentaja ja koulutuskeskuksen opettaja auttavat myös työnantajia löytämään ja rekrytoimaan heidän tarpeisiinsa sopivat, yhteistyöllä työelämään koulutettavat opiskelijat sekä tukevat ja ohjaavat työnantajia opiskelijoiden osaamisen kehittymisen ohjaamisessa työpaikoilla.Alueellisiin työllistymisen haasteisiin vastaavan, t (Finnish)
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In 2012, the EU Council adopted a recommendation that arrangements should be put in place by 2018 in the Member States of the European Union, taking into account national circumstances and specificities, to enable people to validate the knowledge, skills and competences acquired through non-formal and informal learning. This is particularly important in order to make all the skills of the potential workforce more visible and thus to promote employment. There is therefore a clear need to develop a common practice for identifying skills that take better account of informal skills acquired in previous jobs and leisure time. In addition, an operating model for the utilisation of identified skills and for the development of missing skills in studies and working life needs to be established. The Foundations and the Lapland Education Centre have a good starting point to respond to this challenge with shared expertise, guidance and teaching experience, and the project will serve as a developmental platform. It is important to validate non-formal competences in such a way that they are more easily comparable to the work-based learning objectives and study requirements of educational institutions. In line with the above-mentioned recommendation of the EU Council, the reform of vocational education and training, which entered into force on 1 January 2018, also aims at the wider recognition of skills. It is a key consideration in the development of the project, the implementation of which aims to find effective and cost-effective solutions. In addition, the reform expands the possibilities for students to acquire competence in practice by learning in addition to/in theory. The acquisition of skills can be implemented in practice, for example, in the workplace or in the working and learning environments of foundations, in cooperation with educational institutions. The aim of this major reform of education and training legislation in almost twenty years is to make VET more capable of responding to the needs of a wide range of students, as well as faster changes in working life and future skills needs.Therefore, work-based learning environments, as well as new forms of teaching and learning, will be an integral part of future VET, which calls for a new type of training across organisational boundaries and a regional and working life-based training model that strengthens previous multidisciplinary cooperation. In the joint labour pool project, the operational revenue area of the Rovaniemi Association of Education and Training Municipalities of the Lapland Education Centre (combined on 1 January 2018 by the old Lapland Vocational College and the Lapland Tourism College), the eduro Foundation, the Saura Foundation and the Seita Foundation model the broader recognition and development of potential labour force skills to meet the needs of the labour market. The potential workforce in the project refers to its target group, students benefiting from the education model, the unemployed and inactive persons. The training model is particularly effective in addressing the problem of labour mismatches in sparsely populated areas, where there are fewer jobs and opportunities for training and where individual jobs most often require broader skills. The project is based on combining skills in guidance and training in such a way that it can cost-effectively develop the skills of students, students at risk of falling, unemployed and inactive people to match the needs of the labour market and improve employment. The main objective is to build a well-functioning cooperation model that takes into account both the skills needs of working life and the need for training and guidance tailored to the individual needs of the workforce. In the project, the Foundation’s training coach and the teacher or instructor of the Lapland Training Centre enable the wide-ranging identification of the target group’s competences by means of close professional cooperation and highlight the needs for competence development in relation to the requirements and needs of working life. On the basis of the mapping, an individual competence development plan (HOKS) will be developed for each student, with which they will progress with the project to develop their skills and enable their employment.In addition to the skills of the instructor and teacher, the identification of knowledge will be based on up-to-date digitalisation and knowledge of skills needed for working life (C&Q system, Tiitus Students application). Skills are mapped and developed according to customers’ needs in different work and learning environments, workplaces, schools and digital learning environments. The project client will be provided with close concrete support for the concrete development of skills. (English)
23 November 2021
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