1. 1 (20) Critical Competences for Adult and Lifelong Learning Markku Markkula Director of Lifelong Learning Institute Dipoli, Helsinki University of Technology TKK Member of Finnish Parliament 1995-2003 - Committee for the Future - Committee for Science, Education and Culture Secretary General of IACEE, International Association for Continuing Engineering Education 1989-2001 Chairman of the Board of TIEKE, the Finnish Information Society Development Centre Chairman of the Board of TEK, the Finnish Association of Graduate Engineers Chairman of the Board of SoL-Finland, Society for Organizational Learning © Markku Markkula Individual Work Organization University Professional Development Focus of this presentation – Critical competences in developing innovative learning and teaching solutions – the triangle model

2. 2 (20) Competence Development – Examples by EDEN 2005 So Far ??CREATING CONCEPTS AND LEARNING PROCESSES FOR COMPETENCE DEVELOPMENT AT ALL NECESSARY LEVELS?? Umberto Paolucci: Personal productivity & Business intelligence & Software development Competences for Knowledge Creation Maruja Gutierrez Diaz: Learning and Employability Competence development & Access as a personal issue Walter Kugeman et al: Pedagogical psychology computer-assisted assessment system Reflecting and evaluating own performance

3. 3 (20) Digital Workstyle Improving personal productivity Unified & integrated communication Software will learn how we work, understand our needs, help to set priorities Optimizing supply chains Team collaboration & more effective meetings Pattern recognition & adaptive filtering Spotting trends for business intelligence Insights & structured workflow Umberto Paolucci

4. 4 (20) ICT helps us to go deeper, but so far not to go wider Still need to increase number of learners and range of content Focus on jobs; little focus on personal growth, self-esteem and society Attitudes are important: ‘the joy of learning’ Need to support individualised learning, in a learning society Policy Observatory for Lifelong Learning and Employability: Access as a personal issue European CommissionDG Education and Culture Maruja Gutierrez Diaz:

5. 5 (20) Walter Kugeman et al:

6. 6 (20) Starting Point = Cornerstones of Competitiveness: Case Finland – Lessons Learned 1.Why networking? It combines the best possible knowledge and competence Cross-technological cooperation and internationalization require networking 2.Why cross-technological cooperation? It helps to find new competitive advantages It makes industrial structure more versatile 3.Why long-term commitment? It creates the basis for research and development It brings forth competence and experts 4.Why innovativeness? It speeds up the commercialization of technologies It renews the industrial structure and competence base 5.Why productivity? It is the precondition for competitiveness and welfare The sound application of technologies increases productivity

7. 7 (20) Digitalization: ”e” Is Not Just Technology is the drivin g force Digitalization It is people who make the change. Conclusion: We Need to Focus on Collaboration ”e” = ? emotional and empowerment with interoperability Focus on Knowledge Creation Processes: Development of new ”real eLearning” and ”blended learning” models… with a strong focus on collaboration! Look at this from different perspectives:

8. 8 (20) Collaboration between several actors Networking Interaction Focusing on communities Financial support for development projects from the government CURRENT STAGE OF DEVELOPMENT Innovation Multidisciplinary processes Value chains and value networks An open culture of working together Simultaneous presence of learning communities and the individuals’ passion for learning The role of public administration in generating eLearning markets FUTURE = NEW WORK CULTURE Innovative social networking solutions Change in Work Culture – Focusing on the Future © Markku Markkula

9. 9 (20) Organizational Level: Process to Support Competence Development Organizations that are successful share the following features of a learning organization: 1. Common strategy and vision. 2. Supportive management. 3. An open and trusting atmosphere. 4. The organization and work structure supports continuous learning. 5. Transfer of information. 6. Individual working habits and teamwork. 7. Advanced working processes. 8. Performance goals and feedback. 9. Education and training. 10. Individual and team development. Competence Development through Cooperation Individual EmployerEducation Provider Government of Finland, Report to the Parliament, 1997 © Markku Markkula

10. 10 (20) Individual competences Renewal capital Process capital Organizational competences Types of human and structural capital Customer capital Developer networks Subcontractor networks Types of relations capital Financial capital TKK Dipoli capital types (metaphore frame) The growth of these types of ’capital’ is an objective having a decisive impact on organisational structure. Its materialization is followed up by means of measurements. Task descriptions and the definition of the level of requirements is linked to the objectives set by means of the capital frame. © Markku Markkula

11. 11 (20) © Markku Markkula Learning Organization and Systems Intelligence Management of Processes, Competencies and Quality Innovation Management and Foresight Management of Innovative Working and Learning Environments Effective CEE Management and Leadership TKK Dipoli: Four core competencies needed for managing change TKK Dipoli Organizational Core Competences

12. 12 (20) The Concept for Creating Renewal Capital Environment Policy goal Core concept Measures Central players Organisation of developmental work Normative foundation of actions National development approach Central means Planning parameters Role of regions Global An internationally competitive society of expertise and wellbeing A combination of quality of life and experiences that accepts competitiveness, innovativeness, diversity and differences Programmes specific to a network and/or problem - an issue being the common denominator Groups organising themselves around issues - negotiating practice Learning networks of developers Competitiveness, learning and renewal, genuine interests, values, ethics and morale Innovative environments, diversification and differentiation Management of processes and networks - the management of networks originating in issues Programmes as the strategic for a for cooperation processes and processing different approaches Nodes or hubs in national/global networks

13. 13 (20) Management Challenges for Self-Renewing Development ICT as an Enabler Knowledge Creation Processes Mental Modelling Team Learning Personal Mastery Systems Thinking Shared Vision Strategic and Visionary Management of Networks Knowledge Management Resource Management Management of Work Organization © Markku Markkula Players Networks Timing Collaboration Knowledge Management Leadership

14. 14 (20) Focus Areas of Self-Renewing Development The five basic requirements for an innovative environment, (i.e. self-renewing development of an organization) are: 1.Players: identity, sense of belonging and charisma 2. Networks: links, trust and mutual dependencies 3.Knowledge management: information flows and communication 4.Collaboration: new culture of working and learning together 5. Mastering timing: situation awareness and the courage to act © Markku Markkula

15. 15 (20) Learning Needs of Finnish Engineers Source: TEK 2004

16. 16 (20) This is adapted from Dr. Ilkka Tuomi: Emerging Research Topics on Knowledge Society, TEKES 116/2001 Systems & Production New Competence Areas in the Systems of Production Domain The new organization: Knowledge management The new economy: Environment, ethics, and social sustainability Entrepreneurial ecologies: Networks of innovative production Work in knowledge society: work as home, quality and nature of knowledge work The new design: Human-centric, emotional, and resilient technology

17. 17 (20) TYÖYHTEISÖN ERILAISET IHMISET EMPLOYEES WITH DIFFERENT INTERESTS Concept for Continuing Professional Development & Organizational Development Work Processes Leadership of Innovative Environments and Organizations Motivating and Incentives for Organizational Development Knowledge Management Developer Networks Creative Tension Innovative Milieu Systematic Professional Development VALUESVALUES VALUESVALUES © Markku Markkula

18. 18 (20) Creative Tension as a Critical Competence The ability of self-renewal cannot be generated or maintained by external control but rather born spontaneously of the creative tension generated by interaction and leadership: –Tension refers to … a state that is characterised by excitement and fascination along with anticipation of the future bringing along something new and different, and/or a state of anticipation characterised by insecurity as to the consequences of future events and action. –Tension is born … of opposite or sufficiently diverse forces existing simultaneously and calling into question the prevalent modes of thinking and/or operation and the status quo between two or more phenomena. In the development of regions, the said phenomena may include, for example, relations between organizations or the difference between present and future development with regard to a tangible matter. –Creativeness entails … producing unprecedented and original products, processes, ideas and modes of operation utilising information in a manner that creates new and diverse ways of observing and interpreting familiar issues and phenomena.

19. 19 (20) The role of the universities’ adult education must be enhanced in view of performing the following basic tasks: 1. To develop and maintain mechanisms for the dissemination, transfer and internalisation of university-generated knowledge, and to develop and maintain knowledge management methods so as to enable the generation and use of new knowledge in all working life sectors. 2. To develop and maintain professional development systematics based on collaboration between various education and training providers, so as to enable the provision of high-quality modular training for the various occupational groups in all sectors. 3. To process the knowledge people produce in their own universities and knowledge generating institutions into a form suitable for practical professional use as teaching material, in a way that enables the various instructors and teaching support personnel to use it economically in their own work. Development of European University Adult Education Answering the Lisbon Strategy: Bologna & e-Bologna © Markku Markkula

20. 20 (20) Conclutions: The Role of Public Sector in Education 1.Ensures that all citizens receive good basic education, 2.Develops national competence policy using the possibilities provided by ICT, 3.Finances research and development activities, 4.Anticipates the progress of Knowledge Society development, 5.Leads the way through its own example, 6.Generates favourable development environment for techno-structural and socio-cultural collaboration and through that for innovations, 7.Is partly responsible for financing of key development projects. © Markku Markkula

21. 21 (20) My Message SHARED NATIONAL VISION Enormous human potential exists. Networking and knowledge management are the cornerstones for competence development. Besides technological innovations, we need social innovations. This can be achieved only by creating new combinations. Computers and multimedia are changing the whole educational system from teaching to active learning.