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Learner-centered digital ecosystem of competence development Mid-term review seminar December 4th Compleap is a 2-year long (12/17-11/19) EUproject funded by DG Connect as part of creating the Digital single market Creating services for learners with learners.

COMPLEAP PARTNERS WELCOME VIDEO Olli-Pekka Heinonen Director General EDUFI https://youtu.be/ 1trAN-QS58w WHAT IS OUR VISION

Supporting endusers in lifelong personal development helping to find individual learning paths based on existing skills and competences - leading up to new opportunities for competence development THREE SERVICES AS OUTCOMES 1) An Opportunity for Users to Plan Own Learner Pathway - personal services to map

competences throughout their life 2) Visualisation through Data Analytics to provide the user with insights out of data 3) The Learner Centered Service Framework - to be of EU-wide use THE LEARNER PATH Lead: EDUFI DISTINCT MODULES FOR THE LEARNER PATH The CompLeap Modules

include a Competence Profile, which ties together user competences, skills and interests, with possibilities of guidance and comparing existing education opportunities COMPLEAP TOOLS DEMO Co-creation

Co-validation https://projects.invisio napp.com/d/main#/co nsole/15984253/3315 38759/preview ANALYTICS Lead: University of Oulu THE GOAL FOR USING ANALYTICS IN COMPLEAP Personalizing the user experience

Providing competence visualisations and education recommendations based on traces of user data and user information Evoking user reflection on his or her competences, interests and future learning possibilities WHAT HAS BEEN DONE? A conceptual data model showing how information flows in the Compleap services

User requirements for learning analytics Descriptions of needs for visualising competences services WHAT NEXT? Testing / piloting visualisation ideas with end users to get feedback Checking available data sources and metadata classifications Starting agile development process of the services based

on analytics requirements DEPICTING THE SERVICE FRAMEWORK Leads: CSC & EDUFI WHAT IS THIS FRAMEWORK ARCHITECTURE THING? The framework architecture's purpose is to describe the learner's pathway at a very generic level so that the framework can be deployed across the member countries of European Union.

The holistic approach takes into account all stakeholders to build an ecosystem and helps digitalizing the learners pathway without information boundaries The Framework architecture describes learners pathway from different perspectives: business, information and applications Architecture work method is based on global standards. Includes an example how this framework is implemented in Finland. THE LEARNERS VALUE STREAM Planning Anticipation of needed

skills Education Mapping Acquiring Competence Using Competences Admissions

Pre Education Personal Competence Development Planning Personal Competence Development Planning Guidance Digital services for learners learners pathway

EXAMPLE: HOW THIS FRAMEWORK CAN BE IMPLEMENTED IN FINLAND CO-CREATION AND PILOTING Leads: Gradia & EDUFI WORKING TOGETHER 2018 2019 Reference Group Webinars

Evaluation Impact Evaluation Study November 2019 Shadowing Ohjaamo Helsinki Reference Group Workshops Associate Partner

Workshops Surveys Stakeholder Seminars Testing & Piloting with the end-users from the different user groups WORKING WITH Stakeholders

Reference groups Associate partners End-users Aim: User-centered testing and piloting of the modules PILOTING TIMETABLE Mock-up from September - validating ideas and needs HTML from January 2019 - user testing of functionalities Limited beta later

- small number of functionalities that actually work and are integrated with analytics, etc. Reference Group Workshop on Mock-up and HTML Kick off Oct 10th, 2018 in Helsinki Associate partner workshops from 2018-2019 for tackling piloting and user testing Impact Evaluation Study by November 2019 - Including user testing in Fall 2019 USER GROUPS FOR PILOTING These to be defined according to partner interests and supply: - NEET

- Graduates - Between jobs - Recent Immigrant SHADOWING Testing one-on-one 20-30 minutes per user/applicant. Users actions followed within use of service. STUDENT UNION PERSPECTIVE INTERNATIONAL VIEW DIGITAL SERVICES FOR LIFELONG LEARNING

New A modern service platform for citizens Background In 1998, the European Commission & Cedefop set up the European forum on transparency of vocational qualifications to bring together social partners and national training authorities around the issue of transparency. A European CV Certificate Supplements to vocational qualifications In 2002 the Copenhagen Declaration called for one single framework of the

existing tools. In 2004 a Europass Decision National Europass Centres established Promotion and development of Europass tools In 2018 a New Europass Decision Time to move on! The New Europass Decision in two nutshells 1/2 The Decision establishes a European framework to support the transparency and understanding of skills and qualifications acquired in formal, non-formal and informal settings, including through

practical experiences, mobility and volunteering Europass consists of web-based tools and relevant available information, including information supporting the European dimension of guidance Tools and information are provided through an online platform and supported by national services The New Europass Decision in two nutshells 2/2 Europass is intended to help users to better communicate and present skills and qualifications and to compare qualifications. Europass is targeted at:

1. individual end-users, such as learners, job seekers, workers and volunteers, and 2. relevant stakeholders, such as education and training providers, guidance practitioners, employers, public employment services, social partners, youth work providers, youth organisations and policy makers, social partners and national training authorities around the issue of transparency. Mission Europass will offer open, accessible, multi-lingual web-based tools that support documentation and communication of information on skills and qualifications. Europass will also offer information to enhance the use of the web-based tools and support career

management and lifelong learning choices. 16 Guiding Principles 1. Continuity: replacing of several existing European portals. 1. 2. Cooperation: Europass will be developed and implemented

through pro-active cooperation National services: the role and expertise of the relevant national services will be considered at all stages 2. 3. Communication and outreach: Europass will be implemented through a strategic communication approach

Protection of personal data: ensuring individuals have direct ownership and control over their own data. 3. 4. Efficiency: using latest technology in data sharing to enhance existing practices and minimise administrative burdens Quality: the quality of all content and functions will be

ensured, including testing and other quality checks 4. 5. Free-of-charge: all tools and information will be made available free-of-charge to all users Relevance: the Europass framework will be updated, as necessary, in line with user needs, technological advancements, changes in labour markets and education

5. 6. Inclusion and Accessibility: all individuals (including people with disabilities, elderly and other disadvantaged groups) regardless of their level of digital can use Europass. Subsidiarity and proportionality: Europass will focus on value adding activities that cannot be sufficiently achieved by Member States but can be better achieved on Union

level. 6. Transparency: The Commission will provide transparent information to Member States and stakeholders on the implementation of Europass. The Europass platform itself aims to provide end users and stakeholders with transparent, reliable and useful information. 7.

User-focus: The Europass framework will be user-friendly and all development and updates will focus on user needs. 7. Interoperability: ensuring interoperability with other services 8. Life-long learning: Europass supports communication of skills and qualifications acquired throughout formal, nonformal and informal learning in all settings, by all ages, and

for all purposes 9. Multilingual: Europass web-based tools shall be delivered in the official languages Role of the networks The three networks (Europass, Euroguidance, EQF-NCPs) engage into the development of the new Europass; Cooperation nationally and internationally, support to development, making and maintaining of the new Europass, communication and

promotion, networking and contacts, (digital) tools supporting guidance and internationalization. Europass Centres Europass supplements, communication&promotion Euroguidance in particular the European dimension of guidance, targeting guidance practitioners National Coordination Points for the EQF (NCP) Building the #NewEuropass Europass Advisory Group, networks (Europass, Euroguidance, NCPs), expert workshops. For each module of the new Europass, the development process can be described in five main phases: analysis, design, development,

test&release, maintenance. Three expert workshops: digitally signed credentials, ePortfolio, interoperability Launch in January 2020. So whats up next? Engage with with us: propose cooperation, share ideas, give feedback Follow us on Twitter twitter.com/EuropassEurope All three networks welcome your feedback! Thank you! Susanna Krki,

The Finnish National Agency for Education [email protected] JOIN US IN OUR WEBINARS ONLINE SESSIONS FOR PROTOTYPE DEFINITIONS: Session 2: Wednesday 5 December at 9:30 - 10:30. REGULAR WEBINARS Webinar 6: Wednesday 16 January 2019 at 9:30 - 10:30. Webinar 5: Wednesday 19 December at 9:30 - 10:30 You can join our webinars and sessions by accessing: https://connect.funet.fi/compleap/

STAY IN TOUCH https://www.compleap.eu/ [email protected] https://wiki.eduuni.fi/display/csccompleap/Refe rence+Group+Webinars+and+Workshops Jatkuvan oppimisen reformi 02/08/2020 41

Jatkuvan oppimisen Suomi Osaamisen tulevaisuuspaneeli Matti Kajaste, OKM Osaamisen tulevaisuuspaneeli Mukana: Nimitetty syyskuussa 2017 Toimii vaalikauden

loppuun Puheenjohtaja: Anne Brunila, Hanken Jsenet: Cristina Andersson, AiRo-hanke Olli-Pekka Heinonen, OPH Martti Hetemki, VM Kaarle Hmeri, Helsingin yliopisto Sanna Jrvel, Oulun yliopisto Jari Kaivo-Oja, Turun yliopisto

Esko Kilpi, Esko Kilpi Oy Paula Laine, Sitra Anita Lehikoinen, OKM Lauri Lyly, Tampereen kaupunki Ilkka Paananen, Supercell Petri Rouvinen, Etla Riitta Salmelin, Aalto-yliopisto Sihteerit: Matti Kajaste, OKM Kari Nyyssl, OPH Tehtvt

Tarkastella uuden teknologian kehityst ja vaikutuksia osaamistarpeisiin Ennakoida koulutuksen kehittmis- ja muutostarpeita ja tehd niit koskevia ehdotuksia Edist teknologian kestv hydyntmist koskevaa korkeakoulujen, tutkimuslaitosten ja yritysten yhteistyt Edist teknologian yhteiskunnallisia vaikutuksia koskevaa laajempaa yhteiskunnallista keskustelua. Suomen tulevaisuus rakentuu jatkuvalle oppimiselle Tyn murroksen takana monia ajureita: Digitalisaatio, tekoly, robotisaatio, automatisaatio, arvojen ja asenteiden muutokset, elinkeinorakenteiden muutokset jne. > Nopeasti muuttuva talous ja sirpaloituvat tyurat

Monenlaisia haasteita mys suomalaiselle yhteiskunnalle Uudenlainen osaaminen tarpeen ja sit on pystyttv tarjoamaan nykyist joustavammin Joustavasti uutta osaamista Nkyviss on tilanne, jossa ihmisten on kouluttauduttava tai pivitettv osaamistaa useaan otteeseen elmns aikana tyelmn muuttuessa Ei koske vain tmn pivn lapsia ja nuoria, vaan kaikkia, nyt jo tyelmss toimivia.

Koulutusjrjestelmn reagoitava Kehitettv lyhyell aikavlill monialaisia joustavia opintokokonaisuuksia, joista ihminen voi valita tarvitsemansa elmntilanteesta riippumatta Erilaisia ammatillisten oppilaitosten, korkeakoulujen, vapaan sivistystyn tai yritysten tarjoamia koulutuspaketteja. Osaamisen tunnistaminen ja tunnustaminen Murros aiheuttaa tynantajille ja koulutuksen jrjestjille kasvavia paineita oppia tunnistamaan ja tunnustamaan hankittu osaaminen

Ei vain koulutusjrjestelm Osaamista ei hankita tyhjiss. Sosiaaliturvaa, verotusta sek tyn ja oppimisen yhdistmisen puitteita on tarkasteltava uudessa valossa Mys yritysten ja kolmannen sektorin on otettava vahvempi rooli jatkuvan oppimisen mahdollistajana Yksiliden vastuu kasvaa Jrjestelm ei ratkaise kaikkea Mys yksiliden on jatkossa otettava nykyist vahvemmin oma vastuunsa osaamisen kehittmisest ja pivittmisest.

Eriarvoisuuden kasvu merkittv uhka Polarisoituvassa maailmassa tuloerojen merkittv kasvu voi list eriarvoisuutta ja osattomuutta. Ne maat, jotka pystyvt ensin uudistamaan jatkuvan oppimisen rakenteensa, tulevat prjmn parhaiten tyn murroksessa. Julkiset panostukset koulutukseen prosentteina BKT:sta 2015 6.5 6.0

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uudistamistarpeet Rahoitusta kohdennettava huomattavasti nykyist enemmn aikuisvestn jatkuvaan oppimiseen: julkinen rahoitus, yritykset, yksilt Kehitettv julkisen ja yksityisen sektorin yhteisrahoitusmalleja joustavuus! Yliopistojen ja korkeakoulujen rahoitusmallissa huomioitava jatkuvan oppimisen resurssointi -> suuret volyymit Oppijoille aikuiskoulutuksen tuki yhden luukun periaatteella: opintoseteli, koulutustili Teknologia mahdollistajana

Digitaaliset oppimisalustat ja ympristt tarjoavat mahdollisuuden oppia tehokkaasti ajasta ja paikasta riippumatta Mahdollisuus kouluttaa valtavia mri ihmisi suhteellisen edullisesti Ainoa realistinen tapa selvit kynniss olevasta valtavasta koulutushaasteesta Digitaalinen osaamiskaksonen Kynniss olevista digitaalisista koulutuksen ja osaamisen alustoista koottavissa digitaalinen kaksonen Online palvelualusta, jossa tiedot yksiln koulutuksesta, todennetusta osaamisesta, toiveista, koulutus- ja oppimismahdollisuuksista, tymarkkinoiden tarpeista

yksilllinen online neuvonta ja mentorointi Jo olemassa olevilla teknologioilla mahdollista aktivoida jatkuva oppiminen yksiltasolla Mutta Digitaalisessa oppimisessa kyettv ottamaan paremmin huomioon ikkt, matalasti koulutetut ja muut ryhmt Teknologian tukema oppiminen ei saa list mahdollisuuksien eptasa-arvoa tai jtt jotain ryhm ulkopuolelle Viel muutama seikka

Verkossa tapahtuva oppiminen ei sovi kaikkeen koulutukseen ja kaikkiin tilanteisiin Vuorovaikutus- ja viestinttaidot jatkossa yh vahvemmassa osassa Valtavat tutkimukselliset mahdollisuudet Parhaimmillaan digitaaliset oppimisympristt voivat tuoda valtavasti dataa siit kuinka ihmiset oppivat ja miten oppimisen strategiset taidot kehittyvt Selvityksi aiheesta Sitra: Mill Rahalla? Katsaus elinikisen oppimisen rahoitusvirtoihin

Gaia: Transformation of work and its impact on education system (taitossa) Owal Group: Jatkuvan oppimisen rakenteet kansainvlinen vertailu (valmistuu 2018 lopussa) #osaamispaneeli JATKUVAN OPPIMISEN YMPRILL TAPAHTUU PALJON OKM/OPH Compleap + Opintopolun kehittminen TEM: Tymarkkinatori ja ohjaustaverkossa.fi VM:n AuroraAI esiselvityshanke 2/2019 loppuun

SITRA:n kolmivuotinen uusi elinikisen oppimisen avainalue (10/2018 alkaen) Korkea-asteen kehittmishankkeet Korkeakoulutuksen visiotyn jalkauttaminen ja jatkuva oppiminen Europass kehittminen Suomen Tilaajavastuu Oy Digitaalinen tyllistyminen Osaamis-/koulutustili (AKAVA:n ehdotus jolla mahdollistettaisiin taloudellisesti jatkuva oppiminen) 02/08/2020 62 SAK ja Google jatkuva oppiminen Paneelikeskustelu

Opetushallitus / Opintopolku: Pekka Matikainen TEM / Tymarkkinatori: Anna Toni, Henriikka Kokkola Suomen Tilaajavastuu Oy: Petri Tuomela VM / AuroraAI: Aleksi Kopponen Korkea-aste: Petri Lempinen, Arene Paneelikeskustelu Oppijalhtinen, hallinnonrajat ylittv digitaalinen palvelukokonaisuus - miten thn pstn? Paneelikeskustelu

Kokonaisarkkitehtuuri yhteistyn tukena (Compleap viitekehys esimerkkin) - onko siit hyty ja miten arkkitehtuurityt tulisi tehd? Paneelikeskustelu Kohtaannon ja osaamisen kysynnn ja tarjonnan matchaamisen etiikka ja mahdollisuudet - Onko tm yliptn tavoittelemisen arvoista tai mahdollista? Paneelikeskustelu Muut palveluiden linkittmisen liittyvt reunaehdot

(Osaamisen luokittelu, ESCO, tunnistautuminen/identiteetinhallinta, MyData jne.) - mit kysymyksi on ratkaistava jotta palvelukokonaisuus olisi mahdollinen? Paneelikeskustelu Miten digipalveluiden roolia jatkuvan oppimisen keskusteluissa nostetaan - nyt j vahvasti esim. rahoituskeskustelujen alle Paneelikeskustelu Kansainvlinen yhteisty ja verkostot - voitaisiinko

Suomessa rakentaa palvelukokonaisuutta joka olisi mys kansainvlisesti kiinnostava? Projektien jo olemassa olevat kv-kontaktit? Compleap viitekehyksen edistminen EU-tasolla? Paneelikeskustelu Jatkoyhteisty?

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