Tampereen Aikuiskoulutuskeskus hakee stipendiä Suomen Valimotekniseltä Yhdistykseltä valimoalan koulutuksen järjestämiseksi keväällä 2025. Rahoituksella on tarkoitus järjestää valimoalan koulutusta SVY:n jäsenistölle. Alustavasti koulutuksen sisältö on seuraava: • valutuotteiden laatu • valuvirheet • laadunhallinta • valujen tarkastus Tarkempi sisältö sovitaan SVY:n kanssa myöhemmin.

In this digital competences for educators project, we want to enhance the personal learning path of teachers/trainers and stimulate an innovative climate for educational organisations. The project is based on the DigCompEdu framework, which is the European Framework for the Digital Competences of Educators. In this project the framework is utilized to support the transnational and national development of educators’ digital competences in innovative ways. The project provides three outputs in order to enhance digital skills and competences in educational organisations on the one hand and aims to create an innovative climate on the other hand. All these outputs contain tangible and specific results, which can be utilized in open access during and after the project:1. As a first output, we want to create a 360° assessment tool to measure the digital skills and competences of teachers, based on the DigCompEdu framework. Using the made to order Comet tool (web-based Competence Measurement Tool), students/trainees, teachers/trainers and supervisors assess the competences of the teachers. The analysis of digital competences will expand extra team role behaviour (Belbin) and learning styles (Kolb) analysis, to have a better insight into the personalities of teachers/trainers, to stimulate innovation and cooperation/peer learning among the teaching staff, in addition to the fulfilment of an innovation favourable organisation culture.In partner organizations, Human Resources management and teacher coaches will be involved in this project, to stimulate the continuity of this output after the project lifetime. 2. DigCompEdu is a very important framework, also when recruiting new staff. In addition to the 360° analysis of the digital competences of teachers, it is very important to create a personal learning path for every new teacher within the organisation. New teachers should be oriented and should be involved in a personal learning path. Supervisors and teacher coaches should be aware of the needs and ambitions of staff in order to create specific innovative learning activities. The Learning Path will be integrated in the LMS of every educational organisation and we will analyse the added value of Learning Analytics in this output.3. The DigCompEdu also suggests a progression model to help educators assess and develop their digital competence. It puts forward six different stages. On a day to day base, it is hard to reach the highest levels: Leadership and Innovation. In this output, we want to take the educational organisation and teacher/trainer staff to the next level and stimulate innovation in the organisation and between the project partners. In this output therefore we will create a framework to create an innovation culture and the exchange of best innovative practices. The 360 analysis of teacher/trainer staff will be needed to develop this output. In this way, we have a better view on the strengths of the teacher staff, how they want to learn new skills and collaborate.Partner organisations will involve key decision makers from management, HR, teachers and coaches. All partner organizations are in a different stage of digital development, and this is why transnational networking and collaboration will be an interesting development opportunity. Every organisation has a possibility to reflect, compare their stage and status related to the digital transition of their organisation and make the educational organisation ahead of the curve.

"""Five by five"" stands for five educational institutions which decided to join together in a network with the following objectives: (1): To contribute to the adaptability and innovation-readiness of the project partner organisations (2): To increase organisational know-how related to the five main themes of the project (3): To identify, document and disseminate best practice related to the five main themes of the project (4): To create a sustainable network of like-minded education institutions. The five main topics are: (1) Migration, forced migration, recognition of prior learning, labour market transition (2) Digitisation, preparing the world of education for the future world of work (3) Shifting from input oriented to outcome oriented education and training, incl. ECVET (4) Adopting new media didactics: the use of social media, micro-learning, game-based learning and other new media types in training and education (5) Adopting new learner centred didactics: the use of agile and problem based approaches in training and education For each of the five topics, members of the partner organisations will form a knowledge community for collaborative research and exchange of best practice examples. The knowledge community will break down the topics into specific sub-topics and select the most relevant ones for further discussion. At three-day short term staff training events (one event per topic) two persons of each partner organisation will meet in person for further intensive work. The results and findings will be documented in short video or text and disseminated internally and externally. At the end of the project, a consolidated compilation of identified best practices and a checklist for ""best-practice-readiness"" for each topic will be published as well. The project will reach estimated 1200 persons through internal and external dissemination. Impact: At the organisational level, the capacity to address the key challenges related to migration, digitalisation and modernisation of VET will be increased. The participating organisations will have formed a knowledge community (one per topic) that can easily be sustained beyond the duration of the project."

In Digi4Adults, Adults Acquiring Digital Skills (Erasmus+ K2), there are five adult learning organisations in the partnership, two of which provide vocational adult education i.e. Tampere Adult Education Centre (Finland) and BFI Wien, Vocational Training Institute Vienna (Austria) and three of which basic and secondary adult education i.e. VUC Storstrøm (Denmark), Sundsvalls Kommun Adult Education (Sweden) and CEPA San Bartolome de Tirajana (Spain). The objective of Digi4Adults (Adults Acquiring Digital Skills) is to create an international on-going collaborative grassroots approach for trainers in adult learning in developing and sharing methods of teaching different aspects of digital competence to adult learners in need of such competence to improve their skills for life and their employability. The aim is to enhance the digital competence of trainers and their ability to apply methods of teaching digital competence. The project collects and develops methods adapted to adult learning which allow the development of various aspects of digital skills, and which are suitable for being embedded in most types of adult education. The approach integrates digital skills in learning the actual learning content and has similarities to content and language integrated learning, (CLIL), which in our case would turn to Content and Digital Competence Integrated Learning, CDCIL. In addition, the project pays attention to the organisational level knowledge management issues by adopting a model of a peer support in taking on new skills. The novelty of Digi4Adults is to adopt a wider (not focusing only on technical skills) and context and needs driven. in a way more functional, definition of digital competence which emphasizes its’ transversal nature. This approach brings the needs of the trainers to the light as a starting point. Generally, the focus and training for enhancing trainers digital competences is less transversal and needs focused. Digi4Adults in innovative in taking a grassroots approach in supporting the acqusition and develpment of digital skills together with peer teachers/trainers in other partner countries. Trainers work in transnational peer pairs using English not necessarily part of their local work routines as a trainer in adult learning. The need for enhancing digital competence is noted e.g. in the European Commision’s Open Up Education Initiative (2013) which points out that 70% of teachers wish to get more training in developing their ICT-skills and that there are not yet enough teaching content and applications in differrent topics in different European languages. Teachers and trainers are the primary target group of Digi4Adults. As teachers gain more confidence and competence, adult learners benefit in acquiring skills required in increasingly more digital working life. Trainers in adult learning organisations can play a key role in helping to meet the needs of the 64% of disadvantaged people i.e. aged 55+, low educated, unemployed or inactive who have insufficient level of digital skills. They give training in basics skills not only for inclusion in society but also to improve the employability of adults. Digi4Adults addresses the lack of collaborative methods on learning digital skills, which are predominantly conveyed in a manner of conventional staff training. In addition, the trainers are encouraged to develop content and digital competence integrated learning methods in collaboration with the adult learners, hence supporting the teacher's role shift from a leader to a facilitator where applicable.As the main output, the project produces the Digi4Adults Caselet Track, an ongoing blog-based and peer-supported collection of caselets (mini-cases) including methods for content and digital competence integrated learning, available for all interested trainers in all project languages. The blog is linked to European open educational resources on adult learnings (Open Education Europa and EPALE). A Digi4Adults Training Scheme and Digi4Adults Model for Digital Competence Development (as chains of peer trainers) with focus on systematic organisational competence development are also available through the blog. The Digi4Adults project activities towards the implementation of the intellectual outputs are designed so as to integrate the impact on digital competence development at various levels (local, regional, European), on various target groups and audiences throughout the project implementation not only at the final stage of the project. The impact is aimed at becoming sustainable by implementing some activities several times in order to create continuity, on the one hand and, to increase familiarity, on the other hand. Sustainability is built in the project design and implementation towards the completion of outputs.

The Digitalized Learning Path for Educational Organizations (Learning Path) project was based on the European Framework for the Digital Competence of Educators (DigCompEdu). The framework was used as a transnational reference providing a common framework, which was helpful for the cooperation, as project partners were able to compare and assess each other’s results. The project focused on 3 development paths for enhancing digital skills and competences in educational organizations. All paths contain concrete results, which are available on the project website eulearningpath.com.1)The Organizational Learning Path focused on organizational strategies, “road maps”, and each project partner developed their own organizational road map. The road maps focused on enhancing the organization’s digital capacity and defining focus areas and competence levels for teachers’ digital competence development and CPD activities. Partners tested various CPD activities and based on the experiments created/updated their strategies. The DigCompEdu framework helped focus on relevant competence areas, instead of specific digital tools/programs. This was crucial, as digital tools and programs change sometimes quite fast, whereas the competence areas are more constant. Another important aspect was the involvement and commitment of top management. This ensured that the development work was integrated into the core operations of the organizations already during the project and would continue also after the project.2)The Personal Learning Path for teachers/trainers focused on developing a model for individual competence development based on existing skills/competences and designing the path onwards according to individual needs and interests. The personal path is developed on top of org. requirements and starts from individual competence assessment. Based on self-assessment and current proficiency level, the teachers designed their personal paths with individual objectives and suitable CPD activities. Experiments of various CPD activities included in-house-trainings, online trainings, mentoring, facilitated workshops etc. and they utilized service design approach, in which the end-users were involved in the development of their own CPD activities. Based on these experiments each organization developed their training scheme for digital competence development.Proceeding with small steps, sharing experiences and developing together were essential factors in succeeding and creating motivation to go further. Validation of developed competences can be difficult in informal education and here the experimentation with Open Badges proved rather interesting. Open Badges (micro-credentials) can be rewarded for acquiring certain competences and the validation can be a motivational factor for pursuing the next goals. 3)The third development path focused on stakeholders. The project platform, eulearningpath.com, was established already at the beginning of the project to continuously engage interested parties and share development steps and results in real time. The Platform is an open online resource and will remain so also after the project. Final models and best practices are described on the website, as well as e.g. blog postings on development steps and activities taken. The best practice models can be used as such in other educational organizations, but can also be adapted and implemented in any type of organization. Therefore the dissemination activities also focused on workplace instructors, cooperative companies and HR-reps of business organizations. At the start of the project all 5 partners were in different stages of digital development and with the common framework and cooperation had a possibility to reflect and compare their stages and receive valuable feedback and insights from each other. The partners tested and evaluated different competence assessment tools and concluded that the DigCompEdu-tools SELFIE and CheckIn are most suitable for educational organizations. The work of the project group was efficient and rewarding. The structure of the project, agile & flexible development, was considered suitable as it enabled continuous monitoring of progress and quick reactions to needed adaptations.The involvement of top management proved to be crucial, as all partners are now even more committed to the continuous development of digital capacity, skills and competences. The teachers involved gave positive feedback for being able to participate in the design and experimenting of their own CPD activities and emphasized the importance of management’s support and provided possibilities. The common consensus after the project was that the Learning Path models are practical, current, and can be used as a basis for digital competence development in any organization. Developing teachers’ digital competences step-by-step according to individual needs and interests, on top of organizational minimum requirements, is efficient and motivative.