Browsing by Subject "jatkuva oppiminen"
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(2021)Aims. A national reform of continuous learning is under way. The reform responds to the continuing need to develop and renew competence. The aim of the government program is to develop the higher education system as a platform for continuous learning, in which both degree students and learners without a place to study could flexibly complete their studies at the offer of all Finnish higher education institutions. The government program encourages the widest possible opening of educational offerings to non-degree students and the organization of teaching in co-operation with other higher education institutions. The University of Helsinki is responding to the national challenge with a project launched in 2019 to develop continuous learning. The main goal of the project is to expand the university's continuous learning offer. The aim of the dissertation is to find out how the faculties of the University of Helsinki justify the expansion or restriction of the open study offer. Underlying this is the theory of continuous learning, which I become familiar with through related concepts such as the concept of lifelong learning. Methods. Two deans of teaching and one head of study affairs from the faculties of the University of Helsinki participated in the study. The faculties studied were the Faculty of Educational Sciences, the Faculty of Law and the Faculty of Science. The material was obtained through a thematic interview and analyzed by argumentation analysis following Stephen Toulmin's argumentation model. Results and conclusions. In many cases the study offer can be opened. The main target groups to which studies can be opened were young people and those seeking to study, as well as people of working age. The reasons for expanding the study offer included financial resources, an open atmosphere and active teachers, as well as effective cooperation with the Open University. The restriction of the study offer was justified by the fact that there are courses or study units in the degree programs of the faculties that could not be open to everyone, for example due to the production of a qualification. The workload of teachers and the poor scalability of some courses to large numbers were also highlighted. In addition, teachers do not necessarily consider continuous learning as a curriculum activity. The conclusion about the development of continuous learning activities emerged in the interviews of the Faculty of Science and the Faculty of Educational Sciences.
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(2021)The purpose of this thesis is to desribe what potrays to be a ’’problem’’ in the political documents of European union which regulate the lifelong learning. The study also focused on the matter how the lifelong learning is used as a technology of government and produces idea of ”normal” through political discourses. What kind of ideal or normality it constructs and how the lifelong learning subjectifies the individual? In the end of the thesis the presumptions and silences which has been left unproblematized or unquestioned in the political documents of the lifelong learning are raised. The research material was collected from EUR-lex, the official database of the juridical documents of European Union. The material consists of six notable documents related to lifelong learning of European Union from the years of 2005-2020. The material was analyzed using Carol Bacchi’s method “What’s problem represented to be (WPR)?”. The concepts of Foucault’s governmentality and discourse theoretical ideas based on post-structuralism has been utilized in this research in the context of lifelong learning. The results of this research showed that the starting point of lifelong learning is based on the discourses of economy, competitiveness and growth. Lifelong learning was seen foremost as the solution to the competitiveness and growth as well as to the constant change of the society and to the questions of social involvement. Ideal lifelong learner was constructed to be more entrepreneurial using competence talk. In addition, the lifelong learning was portrayed to be the responsibility and obligation of the individual more than before.
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(2021)Background and objectives. The aim of this study was to clarify the usage of the concept of continuous learning. Another aim was to understand what conditions or expectations were set for continuous learning in different settings. These questions were examined by reviewing scientific research and reviews to identify themes in which the concept of continuous learning was used. Continuous learning is in the centre of Finnish government programme with expectation to correspond to the needs of changing working life and to enable longer careers for individuals. Corporates are also leaning on continuous learning to minimize business risk and enhance profitability by offering training or job rotation for employees. Bonding the concept of continuous learning to specific models or targets creates a contradiction to fundamentals of learning which is continuous regardless of context. Based on this setting the concept of continuous learning is reviewed from the angles of lifelong learning, political aspiration, and financial interests, for example the enhancement or change of working life. Methods. This research was conducted as a systematic literature review. This method was recognized to be the most informative when investigating the usage of the concept of continuous learning as previous meta-analysis brings out the different angles and context in which the concept was used. Data was collected from three databases and sixteen articles or reviews were included in this research. Results and conclusions. The concept of continuous learning was connected to theoretical framework of this study which included lifelong learning, political discussion, and financial interests. Especially remarks considering working life and its demands stood out from the data. These were tightly connected with political and financial interests from individual as well as societal perspectives. Continuous learning can be viewed a necessity to prosper in working life and life in general. This perception narrows down the fundamental meaning of learning as a continuous process.
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(2023)The purpose of the research is to examine the experiences of people with partial work ability in today's work. The experiences of people with partial work ability in working life have not been much investigated. In this research, we are interested in experiences of continuous learning, changing working life, challenges experienced in working life and work identity. This research has been carried out with a phenomenological research approach, which has guided the course of the research as well as the analysis. The research data has been achieved by interviewing six people with partial work ability in January-March 2023. The re-search results have arisen from general meaning networks, which in this study were found four. These general meaning networks are work, study, challenges and work identity. The work's themes in the study were work ability, work enjoyment, work motivation and future work. Work motivation is maintained by the employee comfort of those people with partial work ability, which is influenced by the meaningfulness of the work and social relationships at the workplace. Work is an important activity for people with partial work ability that maintains work ability and that rhythms everyday life. Challenges are experienced in finding a suitable job, applying for a job and staying at a job. In studies, the challenge is ignorance of possible educational opportu-nities and the challenges created by learning difficulties. Studying is important, especially con-sidering the future working life. It is not considered necessary for one’s work. The work identity of people with partial work ability has become fragmented due to the uncertainty of working life and the incompatibility of one's own education and interests and work. More important than the formation of a work identity for people with partial work ability is finding a job they like.
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(2021)The current research has proven that recognition of prior learning in Vocational Education and Training (VET) is based on lifelong learning. Also, that recognition of prior learning means making competence visible and giving formal status for evaluated competence. According to earlier studies, implementations of recognition of prior learning have been for example interviews, tests, personal learning plans and documents. It has also found that these implementations have an influence for example on documentation, showing proficiency or evaluation of own competence. In addition, it has been shown there are also some benefits of recognition of prior learning, such as students’ increasing motivation and productivity of VET organizations, and on the other hand some challenges like lack of resources and national insufficient instructions. The aim of this study was to increase understanding about implementations of recognition of prior learning and also the motivations behind these implementations. The study examines what kind of implementations of recognition of prior learning exist in VET. Furthermore, the study looks into reasons, benefits and improvement expressed for the implementations. The qualitative study involved persons who have participated in the recognition of prior learning in VET: four of these were part of personnel, and two of these students. The data was collected through semi-structured theme interviews. The interviewees were gathered through the contacts of Finnish National Agency of Education. The interviews were conducted as individual interviews with remote access. The data was transcribed and analyzed by using content analysis. More specific analysis was applied by Mayring’s model of inductive category development and reflectively discussed with theorical bases. This study showed that recognition of prior learning is a uniform process. Prior learning was recognized through discussions, interviews, sorting out, documentation, diplomas and other documents, tests and proof in sectors of vocational education and yet centralizing work to specific persons. The reasons expressed for implementations were portability and usability of competence data, organizing, examination of timeliness of competence, mandatory by law, organization financing, answering to students’ personal needs and personal studying paths or common teaching frame. Improvement suggested for implementations of prior learning recognition were functionality of systems, trust in competence in working life, having academic curriculums, recognition of informal learning, time and human resources, increasing the information of studying and making work easier. The last three of these were mentioned also as benefits. The results verified general meanings and challenges in recognition of prior learning.
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(2023)The purpose of this Master's thesis is to explore the vocational education teacher's visions of the future working life in the teaching field and the working life skills needed there. The purpose is also to find out how the teacher in his or her work takes into account the change needs of the future and how he or she teaches and prepares students for the working life of the future. The focus of the review is on the vocational education school teacher's views on the future working life of the motor vehicles sector and the working life skills needed to work there. In this thesis the concept of “future” means the situation after next ten years. The thesis focuses on three research questions: 1) What will the working life of the field to be taught be like in the future? 2) What working life skills do students in the field of teaching need in the working life of the future? 3) How will a vocational education teacher prepare students for the working life of the future? A semi-structured theme interview has been used as a method of data collection in this thesis, and the data has been collected by interviewing 6 from vocational education in the motor vehicles sector. The interviews were conducted as individual interviews via video call over remote connections. The method used for the analysis of the material was thematic content analysis, theming the material on the future prospects of the motor vehicles sector, the future working life skills needed in the field, and the guidance and preparation of the teacher's current students for the working life of the future. The material was also typed into two further subsections, the themes of which were related to the renewal of teaching work required by changes in working life and the everyday challenges of teaching work. The theoretical framework of the thesis consists of a literature review, the topics of which consist of the drivers of change in working life, future working life skills as well as the objectives of vocational education and training and, in general, vocational education in the motor vehicles sector in Finland. The research results found that vocational education teachers are professionally minded and interested in following the changes in the field being taught, and they aim to take into account changes in the motor vehicle sector and new competence needs in working life in their work. The results of the study show that the automotive sector is undergoing a transformation and that there will be more and more demanding jobs in its future working life and they will require employees to learn learning ability and new skills. The future time span for a vocational education teacher in the automotive sector is short, extending to the near future, because it is the teacher's duty to train students to become professionals in the current working life. Although the competence needs of the change in the working life of the future are known, there is no possibility to reach further into the future in the everyday life of teaching. In addition to teaching, challenges for the teacher are created by heterogeneous student groups, the safety concerns raised by new technologies, such as the electrification of cars, and the disruptions in teaching situations and educational challenges that have increased with the expansion of compulsory education. With new technologies, it is necessary to update the teacher's own competence and, due to busy work, renewing one's expertise would require a fresh attitude and the use of one's free time to learn new things.
Now showing items 1-6 of 6