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Through voluntary network co-operation to customer-oriented service solutions and comprehensive product provision – national service models Timo Karkola.

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Presentation on theme: "Through voluntary network co-operation to customer-oriented service solutions and comprehensive product provision – national service models Timo Karkola."— Presentation transcript:

1 Through voluntary network co-operation to customer-oriented service solutions and comprehensive product provision – national service models Timo Karkola Principal Amiedu Union of Vocational Adult Education Centres Conference 29th - 31st March 2006

2 Vocational adult education centres 44 separate adult education centres 115 units around Finland 4,500 vocational adult education professionals 174,000 students a year and 29,500 a day 6,560,000 student days a year Over 19,000 qualifications Combined turnover of 300 million per annum Key figures for the year 2004

3 The necessity for change Existing competence, operating models and service products lead to existing results. And these are not enough either for customers or for society or the organisers of education.

4 Forces for change in vocational adult education 1.Ministry of Education –Personalisation, licences to organise supplementary training as well as the task of developing and serving working life –Calculation of unit prices, pay service activity –Qualifications positioning working group –Renewal of National Board of Educations operating model 2.Ministry of Labour –Strengthening of proactive measures 3.Ministry of Finance, controller unit –Education efficacy and productivity meters 4.Municipal and service structure reform –The significance of business policy activity in the area

5 10 years of competence-based qualifications, a threat or an opportunity?

6 Competence-based qualifications for adults The skills test is a flexible way to take a qualification designed for adults in particular. In competence-based qualifications professional skill can be shown by tests regardless of whether the graduate has gained his or her knowledge and skill at work, through study or in leisure activities. The central value point of departure and implementation principle of the competence-based qualifications system is working life- centred professional skill and its assessment as well as effective co-operation based on tripartite representation. The organising of competence-based qualifications is a process in which players from education and working life analyse their understandings of professional skill and its assessment.

7 Young peoples skills tests, i.e., demonstrations of professional competence Skills tests are being incorporated into vocational basic education. The purpose of skills tests is to improve the quality of vocational basic training, harmonise student assessment and develop students control and support services. In a skills test, the student demonstrates command of vocational study modules. Assessment of competence is carried out by a representative of working life together with the teacher and student.

8 Government bill HE 40/2005 vp

9 Licences to organise vocational education Two acts, two fundamental organising permits Licences to organise vocational basic education are based on the Act on Vocational Education Licences to organise vocational supplementary education are based on the Act on Vocational Adult Education Paragraph 6 has been added to § 1 of the Act, defining working life development and service activity as competence development services to be supplied to enterprises and public corporations, in particular small entrepreneurs. The organiser of education can incorporate into its application for an organising licence a strategic plan for implementing the working life development and service task

10 Concrete products and services survey services relating to the development of enterprises business activity, its processes and quality and of vocational competence personnel development systems specific to the work organisation planning and tailoring of sector (e.g., retail business student) and work organisation training work organisation training and welfare at work plans notification of the opportunities for exploiting publicly funded education career and recruitment services business idea development consulting and business incubator services safeguarding of change of generation in enterprises educational and pilot plant services and prototype workshop services

11 What is changing? The viewpoint of the adult education centre will in future be the viewpoint of the producer of tailored services and developer of the work organisation rather than that of the supplier of basic professional skill and educator… …i.e., instead of the viewpoint of the provider of education the viewpoint of the developer of the enterprises business activity When we enter a business the frame of reference and starting point for activity are the position, tasks and identity of the entrepreneur and employees in the sector in question, rather than the educational establishments own position and identity

12 Efficacy and efficiency are what count! The adult learner: competence, labour market value The work organisation: development of business activity Regional development: competitiveness, well-being …but it all begins with credibility and desirability!

13 Pay service activity In 2006, some 60,000 Finns took a competence-based qualification; at the same time there are approx. 1,600,000 people at employee level on the labour market The states financing frameworks will not expand in the next few years… …rather the opposite Disparity from the viewpoint of renewing the workforce in employment Pay service activity or personnel training are an opportunity On the other hand, it will no longer suffice in future merely to organise education

14 Case: Ketju the adult education centres response to the challenge thrown up by customers and society!

15 The objective of the AEC chain is to develop competitiveness to create forums for co-operation at sector and department level to launch mutual co-operation for implementing the working life service and development task to create national, quality, known and commensurate education products to develop adult education centres as a noteworthy national and regional partner to create readiness for close co-operation between adult education centres and other players

16 Ketju is an opportunity! The Ketju project is goal-conscious co-operation between independent and autonomic decision-makers, organisers of education and educational establishments. The organisers of education and educational establishments take part in other kinds of co-operation besides Ketju such as regional networks with vocational institutes, polytechnics and liberal adult education. National and regional activity are not mutually exclusive but complementary phenomena. Each partner takes part in Ketju co-operation to the extent and in the timetable that suits it.

17 Practical action PURPOSE a working life development and service centre MANAGEMENT forums, networked work method BSC SUPPLEMENTARY EDUCATION OPERATING MODEL joint competence basis efficacy and efficiency the NÄYTTÄVÄ project NATIONAL SERVICE PRODUCTS a joint basic range the KATTAVA project CONTROL OF NATIONAL CUSTOMERS joint customer promise, national service locally produced

18 Case: KATTAVA development of small businesses – an operating and service model for vocational supplementary education A joint development project by the Federation of Finnish Enterprises and the vocational adult education centres for

19 KATTAVA objectives 1.To plan and document a new, national operating model serving the development of small enterprises 2. To supply entrepreneur clients with concrete services developing business competitiveness and personnel competence. 3. To introduce and establish a national development system produced by the adult education centres and recognised and certified by the entrepreneur organisation

20 KATTAVA players Tavastia education centre, adult education Kouvola adult education centre Western Lapland vocational institute Mikkeli adult education centre Oulu adult education centre Paimio adult education centre North-Karelia adult college Northern-Finland education centre Pori adult education centre Raahe adult education centre Oy Raisio vocational college Timali Rovaniemi adult education centre Salo adult education centre Savo adult college Savonlinna adult education centre Seinäjoki adult education centre Tampere adult education centre Turku adult education centre Work Efficiency Institute adult education centre Vaasa adult education centre Valkeakoski adult education centre Ylä-Savo vocational college Adulta Oy Amiedu, co-ordinator Edupoli Edukai, Kajaani Forssa vocational adult education centre Huittinen adult education centre Hyvinkää-Riihimäki adult education centre Innofocus Innova Jalasjärvi adult education centre Kalajokilaakso adult education centre Kankaanpää adult education centre Karis kurscenter Kemijärvi adult education centre Keski-Pohjanmaa adult college Kiipula adult education centre Koillismaa adult education centre Korsnäs kurscenter Kotka vocational education centre, adult education Salpaus 2005 education centre

21 KATTAVA – how the process advances CO-OPERATION BETWEEN THE ADULT EDUCATION CENTRES ENTREPRENEURS National KATTAVA File Product A Product B Product C AECs local activity KATTAVA local/ regional development KATTAVA national working groups Local, regional and national products

22 Content of file Work book Product card Financing options The educator keeps a product card in line with education co- ordination instructions National KATTAVA File Product A Product B Product C The entre- preneur answers the questions in the work book CO-OPERATION BY ADULT EDUCATION CENTRES YAT/ YEAT Co-ordination instructions

23 Products from the KATTAVA launch phase 1.Survey of small business development 2.Develop your business idea 3.Systematic marketing – from idea to practical measures 4.Customer service and customer satisfaction 5.Sales – sales work for consumers and experts 6.Product development 7.Work organisation training 8.Finance 9.Result by pricing 10.Change of owner 11.SME entrepreneurs information technology

24 Is there life after the KATTAVA project? MEASUREMENT AND ASSESSMENT: How can competitive customer quality and, at the same time, national uniform quality be ensured? IMPROVEMENT: How are the national operating model and national, regional and local services to be developed on the basis of customer feedback received? COMMODITISATION: How is the national service range to be supplemented, according to what criteria are useless services to be abandoned? COMMERCIALISATION: How are the services suited to being the adult education centres pay service activity, i.e., will it be possible to broaden financing base?

25 PASSION adult education centres, specialised competence ® ©

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