Component 3, Activity 3.2: Quality through improving trainers’ performanceExpert Mission Nov 9 – 15, 2013

1. Strengthening the Institutional
Capacity of the Productivity
and Vocational Training
Department PVTD within
the Vocational Training
System in Egypt

2. This Project is funded by the European Union

3. Component 3
Activity 3.2:
Quality through improving
trainers’ performance
Expert Mission Nov 9 – 15, 2013
Timo Rainio,
Tampere, Finland
Hermia Group

4. Program
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
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
- COMPREHENSIVE REPORT “ASSESSMENT OF THE PVTD TRAINING CENTERS”
–survey
- Curricula and teaching content development cases and good practices in
Egypt
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 material
development cases and good practices in Egypt
- Presentations and discussions, short tour to Ameraeiya Experimental
Center
Day
4
- Tools and methods for development work
- Innovation and learning
- Workshop: Next step
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
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

5. 1. Day (Sunday)
Sunday Nov 10
9:00 - 10:00
Sunday Nov 10
10:00 - 12:00
at STI
Preparation of workshops and the venue
Setting up the venue, Program of the Week:
Introductions of participants and location on the
PVTD organization chart
Introduction 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
Sunday Nov 10
12:00 – 15:00
at STI
Sunday Nov 10
15:00 – 18:00
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
Wrap-up of daily activities
Analysis & next steps
Mr Fady Salah (RTA Assistant) / Interpreter and/or
STI Assistant
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&CEI
STE Mr Timo Rainio
Mr Pekka Räsänen (MS RTA)
Mr Fady Salah (RTA Assistant) / Interpreter
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&CEI
STE Mr Timo Rainio
Mr Pekka Räsänen (MS RTA)
Mr Fady Salah (RTA Assistant) / Interpreter
STEs & MS RTA

6. Introductions
 Introductions of participants and location on the PVTD organization
chart
 Introduction to the PVTD Twinning project
 Pekka Räsänen

7. 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.

8. Intelligent Machines Finland -Cluster Program
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9. 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

10. The Finnish National
Board of Education
(FNBE) Research:
The impact of Global
changes in industrial
production, skills
requirements
entrepreneurship
New Technologies
Networking =>
Ecosystems
globalization
life-long learning
Industry
1)
Previous studies
& reports
Work
2)
Survey, Interviews,
Group Discussions
3)
Conclusions:
- Key skills
- best practices?
(teaching,
projects, etc.)
- Ideas for Action
(curricula,
learning material and
environments)
Skills &
Competences
VET Institute
Learning material
Learning environments
Clusters
Forums
From projects to
processes and structures

11. The impact of Global changes in
industrial production, skills requirements

12. 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

13. Future of education and training

14. 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 immigrants
http://www.oph.fi/english/education/vocational_upper_secondary_education_and_training

15. 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

16. Future visions of vocational education
and training (Volmari, Helakorpi, Frimodt)
In future there will be more:
recognition and emphasis on informal learning
collaboration within and between educational institutions and world of work
networking of institutions and with local and regional stakeholders
international perspectives in training
use of ICT and digital networks
need for holistic perception
need for learner autonomy and self-directed learning
competence requirements for pedagogical, networking and communication skills for
teachers and trainers
use of new media in education and training
interaction between education and the society
organisational competence development
In future there will be less
emphasis on individual competence development
formal training
fixed and inflexible systems
hierarchy
classroom teaching
differences and lower barriers between general, vocational and higher education and
training

17. 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 training
6.Do you have a good cooperation between industry and education
Work in groups of about 3-5 members (6 groups)
One main question / group
40 minutes discussion, main results to flip chart or paper format
Presentations of the results: max 5 minutes / group

18. 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 groups
results shortly to paper
30 minutes discussion about the results tomorrow morning

19. 2. Day (Monday)
Monday Nov 11
9:00 – 12:00
at STI
Monday Nov 11
12:00 – 15:00
at STI
Monday Nov 11
15:00 – 17:00
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&CEI
STE Mr Timo Rainio
Mr Pekka Räsänen (MS RTA)
Mr Fady Salah (RTA Assistant) / Interpreter
Workshop and discussions
Mr Abdelbaset Zahran (BC RTA Counterpart),
-similarities and differences (compared to the and/or Ms Madiha Rafaat Mohamed (BC
Finnish study)
Component 3 Leader)
-Preparing short presentations about
16-24 participants from VTCs, zones, STI, TCC
situation in Egypt
and/or C&CEI
o COMPREHENSIVE REPORT
STE Mr Timo Rainio
“ASSESSMENT OF THE PVTD
Mr Pekka Räsänen (MS RTA)
TRAINING CENTERS” –survey
Mr Fady Salah (RTA Assistant) / Interpreter
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
Wrap-up of daily activities
Analysis & next steps
STEs & MS RTA

20. 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)

21. Visions of the future technologies

22. 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

23. 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

24. Technical skills
- Factory of the future

25. Factory today
http://www.youtube.com/watch?v=BBC2oswnrt0&list=UUn0t14b9G3PHyyRWXY
Source: Fastems
http://www.youtube.com/watch?v=bKKZH3TYnDM

26. Factory of the Future ICT Vision
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
Factory productivity
• Less waste
• Less energy use
• Faster time-to-market
• Better quality
Supply-chain productivity
• High-value products
• Keep jobs in Europe
• Process transparency
• IPR security
• Lower CO2 footprint
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
Source: Reijo Tuokko, TUT
Design productivity
• Reduce design errors
• Better & efficient products
• Less waste + rework
• Faster time-to-market

27. 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

28. COMPETENCE FRAMEWORK FOR VET
PROFESSIONS study, specializations

29. FNBE Survey:
Impact on the
Impact on teaching
knowledge and skills (curriculum) and its
requirements
methods (learning
New Technology
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
environments)
Examples &
cases

30. FNBE Survey:
Impact on the
Impact on teaching
knowledge and skills (curriculum) and its
requirements
methods (learning
Networks & business Ecosystems
environments)
Globalization and
internationalization
New kind of industrial value
networks
Service business
Opensess -thinking
Social media in business and
education
Examples & cases

31. FNBE Survey:
Impact on the
knowledge and skills Impact on teaching
(curriculum) and its
requirements
methods (learning
environments)
Examples & cases
General vs. special knowledge
& skills, mathematical & fysical
knowledge, etc
Industry-Schoold-Developers
-co-operation
Life-long Retirement, skilled labor, tacit
learning knowledge, wellbeing at work
Entrepre Internal and external
neurship entrepreneurship

32. 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

33. 3. Day (Tuesday)
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&CEI
STE Mr Timo Rainio
Mr Pekka Räsänen (MS RTA)
Mr Fady Salah (RTA Assistant) / Interpreter
Tuesday Nov 12
12:00 – 15:00
at 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 material
o development of learning enviroments
and materials, case examples
o 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&CEI
STE Mr Timo Rainio
Mr Pekka Räsänen (MS RTA)
Mr Fady Salah (RTA Assistant) / Interpreter
Tuesday Nov 12
15:00 – 17:00
Wrap-up of daily activities
Analysis & next steps
STEs & MS RTA
Tuesday Nov 12
9:00 – 12:00
at STI

34. 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

35. 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 ?

36. Professional Learning Process
Knowing
theory
School
To know
To understand
Motivation
Reflection
To Will
Feeling of know - how
Instructor
Thinking
Encouraging
Questioning
Setting a target
Instructor
Feedback
Experiencing
Source: Jouni Suominen

37. Cooperation between school and
industry

38. 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

39. (e)learning environments

40. 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

41. elTRIO – concept
I O- g y
TR olo
n
c h o ra m
Te og
pr
Controll & IT
Mobile working
machine
pedagocical & IT
support
Industry
STUDENT
Coordination
Welding
networking
Machine Vision
FMS systems
etc..
Development groups
Learningmaterial
databank
Education
organizations

42. FMS Training Center
•
•
•
•
•
•
“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)

43. FMS Training Center –wiki
http://www.fms-ajokortti.fi

44. FMS Training Center in Second Life

45. 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 ?

46. Sandbox
http://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)

47. 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

48. 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

49. 4. Day (Wednesday)
Wednesday Nov
13
9:00 – 12:00
at STI
Workshop: Next Step
Wednesday Nov
13
12:00 – 16:00
at STI
Workshop: Next Step
-Teams for planning and development
-Development areas?
o Curriculum and content
o Learning environment and material
o Training of trainers, teachers and
developers
o 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&CEI
STE Mr Timo Rainio
Mr Pekka Räsänen (MS RTA)
Mr Fady Salah (RTA Assistant) / Interpreter
Wednesday Nov
13
15:00 – 17:00
Wrap-up of daily activities
Analysis & next steps
STEs & MS RTA
-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&CEI
STE Mr Timo Rainio
Mr Pekka Räsänen (MS RTA)
Mr Fady Salah (RTA Assistant) / Interpreter

50. 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)

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

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

53. ADDIE
http://
www.learndash.com/addie-model-explained-infographic

54. Innovation and learning

55. 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

56. 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
1. Gather together at your workplace your superiors, colleagues and
subordinates to a workshop
2. Share with your own departments outcomes of the week and
decide together your organization activities in this learning
(environment) development project
3. Work to be lead by Ms. Madiha (component 3 leader)
4. Outcomes to be delivered by ?? to ?? (xx@xx-xx)

57. 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

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

59. Timo Rainio
http://www.dooid.com/timorainio
Hermia Group
timo.rainio@hermiagroup.fi
+358 500 7366 05
http://www.hermiagroup.fi
http://www.slideshare.net/timorainio
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