|
|
|
Project code: S21699
Project name: Guided towards the future of working life
Policy: 4. Education, professional skills and lifelong learning
Specific objective: 9.1. Improving services supporting transition stages and educational equality
Planned completion time: Start 1.8.2019 and end 28.2.2022
Operational status: Ended
Responsible authority: Centre for Economic Development, Transport and the Environment North Ostrobothnia
Official name of the applicant: Jyväskylän koulutuskuntayhtymä Gradia
Organisation type: Joint municipal authority
Business ID: 0208201-1
Street: PL 472
Telephone number: 040 341 5111
Postal code: 40101
City/town: Jyväskylä
Website: http://www.gradia.fi
Project contact person's name: Birgitta Mannila
Contact person's position in the organisation: Projektipäällikkö
Contact person’s email address: birgitta.mannila(at)gradia.fi
Contact person's phone number: 040 341 5594
Number of applicants or subsidy transfer:
The Finnish education system requires renewed personal career guidance, labour market orientation and individualisation of learning. As a result, a career is no longer shown as a linear continuum, but as a path that is constantly changing and renewable. The relationship between general upper secondary education and the world of work must therefore be thought of in a new way, which ties in better with career guidance, subject content, teaching and the personal motivation of each student. The main purpose is to identify the student's personal future orientation and to reflect on the ways in which school and working life can strengthen this process.
The project focuses on three different types of work:
• Exploiting the opportunities created by the new law on general upper secondary education to develop closer co-operation with working life
• Development of pedagogical models and methods supporting working life cooperation
• Create the students’ motivation profile to help with study guidance and career planning
The aim is to develop new models of working life in line with the objectives of the new law and to develop the curriculum. The second objective is to renew the education provision to support the development of students' future working life skills by innovating, piloting and modelling new, integrated pedagogical models. In addition to these, the aim of the project is to create policies that will enable young people to find their intrinsic motivation and to make it more personalised in terms of curriculum and career choices in relation to anticipated employment needs.
Measures
During the project, workshops will be held for the staff of general upper secondary education and the working and business community of the region, as well as to identify the possibilities for new integration of studies. The project provides the students with the frames and tools for finding, identifying and developing their own skills. The project will identify and develop a range of projects in cooperation with companies and universities. The project will create a model of work-oriented alumni activities and identify different platforms for students to document their skills. The project will develop the operational models used for guidance and the tools to be utilised. The RSMP motivation profile is used as the basis for guidance and motivation-based pedagogy. The project guidance staff is familiarised with the motivation profiling tool.
Results
Through the actions of the project, the new law and changes in the new curriculum will be visible and fully exploited in the activities of the general upper secondary schools. In addition, dialogue between the schools and working life are strengthened. The project activities will provide new models of project weeks and working life co-operation that are also made nationally available. As long-term results, the study and career paths of students become clearer and the skills of the graduating students are better suited to the needs of the working life. Students ' abilities to act in the changing working life of the future are strengthened. Both the curriculum and high school pedagogical methods support the needs of society and the world of work.
The project is a joint venture, and the project includes students from five different municipalities. The project is managed by the Jyväskylä Educational Consortium (Gradia) and is co-implemented by Kangasala (Kangasala general upper secondary school), City of Kuopio (Kuopio High Schools), Lempäälä municipality (Lempäälä general upper secondary school) and City of Mikkeli (Mikkeli general upper secondary school). The project will be carried out in close cooperation with representatives of working life.
Hankkeen kohderyhminä ovat:
• lukioiden opiskelijat
• lukioiden opetus- ja ohjaushenkilöstö
Hankkeen välillisinä kohderyhminä ovat:
• hankkeen työpajatoimintaan osallistuvat yritys- ja työelämän edustajat, erityisesti lukiot omat alumnit
• hankkeen toteuttajien yhteistyökumppanit ml. kodit ja vanhemmat.
• oppilaitoskumppanit mm. Viisiapila-verkoston hankkeen ulkopuoliset jäsenet Hämeenlinna ja Lahti, korkeakoulukumppanit mm. Jyväskylän ammattikorkeakoulu, Jyväskylän yliopisto ja XAMK
• toiminta-alueen muut työ- ja yrityselämänkumppanit mm. yritykset, yrittäjät, kuntien ja valtion työnantajat
• kolmannen sektorin toimijat ja muut yhteistyökumppanit esim. Keski-Suomen Yrittäjät
EU and State funding granted: 473 826
EU and State funding used: 439 607
Planned public funding (total): 631 769
Planned public funding used (total): 586 143
National project operations
Street:
Postal code:
City/town:
Planned: 22
Completed according to monitoring information: 13
Planned: 370
| Direct | Indirect | |
| Luonnonvarojen käytön kestävyys | 0 | 0 |
| Ilmastonmuutoksen aiheuttamien riskien vähentäminen | 0 | 0 |
| Kasvillisuus, eliöt ja luonnon monimuotoisuus | 0 | 0 |
| Pinta- ja pohjavedet, maaperä sekä ilma (ja kasvihuonekaasujen väheneminen) | 0 | 0 |
| Natura 2000 -ohjelman kohteet | 0 | 0 |
| Materiaalit ja jätteet | 0 | 0 |
| Uusiutuvien energialähteiden käyttö | 0 | 0 |
| Paikallisen elinkeinorakenteen kestävä kehittäminen | 6 | 8 |
| Hankkeessa kehitettävällä työelämäyhteistyön mallilla on vaikutus elinkeinoelämän kehittämiseen. Hankkeen toimenpiteillä lisätään lukiolaisten työelämätaitoja ja saadaan lukion käyneet nuoret nopeammin työelämään. Lukioiden työelämäyhteystyön mallilla saadaan lukiokoulutusta työelämälähtöisemmäksi, laadukkaammaksi ja edistetään resurssien järkevää käyttöä. | ||
| Aineettomien tuotteiden ja palvelujen kehittäminen | 5 | 7 |
| Sujuvat opinto- ja työelämäpolut ovat tärkeitä paikallisesti, maakunnallisesti, valtakunnallisesti ja globaalisesti. Osaamisen kehittäminen on hankkeessa keskeistä. Hankkeessa kehitetään opetus- ja ohjaushenkilöstön työelämäosaamista ja tulevaisuusohjausta tukevaa pedagogiikkaa. Samalla syntyy vakiintuneita käytänteitä lukiokoulutukseen nuorten, henkilöstön ja työelämän yhteistyöhön. | ||
| Liikkuminen ja logistiikka | 2 | 1 |
| Hankkeen matkat sekä alueellisesti että valtakunnallisesti tehdään pääasiallisesti joukkoliikennettä käyttäen. Hankeverkoston välisessä yhteistyössä hyödynnetään mahdollisimman paljon sähköisiä menetelmiä, mm. kokouskäytänteissä. Kuitenkin vaikutukset liikkumiseen ja logistiikkaan ovat välillisiä. | ||
| Hyvinvoinnin edistäminen | 5 | 6 |
| Opiskelijoiden hyvinvointi kasvaa työelämäyhteistyön ja tulevaisuusajattelun lisääntyessä opinnoissa. Nuoret saavat laadukkaampaa ja yksilöllisempää mutta samalla myös monipuolisempaa uraohjausta, joka tukee nuorten hyvinvointia ja tulevaisuuden suunnittelua sekä ehkäisee opintojen keskeyttämistä ja syrjäytymistä. Nuorten työelämätaitojen parantuminen nopeuttaa koulutuspolkuja ja lisää heidän mahdollisuuksia työllistyä. | ||
| Tasa-arvon edistäminen | 4 | 6 |
| Hankkeella edistetään tasa-arvon toteutumista toisen asteen koulutuksessa työelämän näkökulmasta. Sukupuolten tasa-arvoa pyritään edistämään sekä sukupuolinäkökulman valtavirtaistamisella että erityistoimilla tasa-arvon esteiden poistamiseksi kuten uravalintoihin liittyvä ohjaus ja eri ammatteihin hakeutumisen tukeminen sukupuolesta riippumatta. | ||
| Yhteiskunnallinen ja kulttuurinen yhdenvertaisuus | 5 | 6 |
| Lukioiden henkilöstön työelämäosaamisen ja ohjaustaitojen kehittymisellä tuetaan eri sosioekonomisessa asemassa tai eri kulttuuristaustoista tulevien opiskelijoiden yhdenvertaista kohtelua ja ohjauksen toteutumista työelämään tai jatko-opintoihin siirryttäessä. Uraohjauksessa huomioidaan yksilön tarpeet ja nuorten uratoiveet. | ||
| Kulttuuriympäristö | 1 | 1 |
| Hankkeen toiminta lisää ja tukee yhteisöllisyyttä. Lukioiden henkilökunta ja opiskelijat osallistuvat yhdessä hankkeen eri vaiheisiin. Kuitenkin vaikutukset kulttuuriympäristöön ovat välillisiä. | ||
| Ympäristöosaaminen | 0 | 0 |
The project developed new models of working life cooperation in line with the objectives of the new Upper Secondary School Act and the development of the curriculum and reformed the pedagogy of upper secondary schools to support the development of students' future working life skills by innovating, piloting and modelling new integrated pedagogical models that transcend subject differences. In addition to these, the project created operating models that enable young people to find their own natural motivation base and thus make more personal study and career choices in relation to projected working life needs. Through the project's measures, the new Upper Secondary School Act and the changes to the new curriculum were made visible and utilised in activities of the participating upper secondary schools.
The project was a joint venture, and the project involved upper secondary schools from five different municipalities. The project was managed by the Jyväskylä Educational Consortium (Gradia) and is co-implemented by Kangasala (Kangasala General Upper Secondary School), City of Kuopio (Kuopio High Schools), Lempäälä municipality (Lempäälä General Upper secondary school) and City of Mikkeli (Mikkeli General Upper Secondary School).
During the project, workshops were organised in upper secondary schools for upper secondary school staff and representatives of work and business life. The workshops discussed the obligations of the new upper secondary school act for working life cooperation between upper secondary schools in practice, future working life skills and the importance of cooperation. In upper secondary schools, the objectives of strengthening working life awareness were recorded in local curricula, and in Gradia upper secondary schools, for example, working life and entrepreneurship studies were compiled into a separate whole in the curriculum.
The dialogue between upper secondary school and working life on the competence needs of working life was strengthened. In upper secondary schools, cooperation with companies and associations was intensified and diversified. During the project, the possibilities of the new upper secondary school act for new integration of studies and models of working life cooperation were explored. Gradia upper secondary schools piloted collaborative projects with companies and mini-integrations that transcend subject differences. At Lempäälä Upper Secondary School, students' technology skills and especially programming were the focus of development. Cooperation with companies has been part of the Climate Warrior (Ilmastosoturit) activities at Lempäälä Upper Secondary school. The Mikkeli Upper Secondary School implemented working life-oriented pedagogical escape games. In Kuopio and Kangasala upper secondary schools, the integrations of several subjects are part of the implementation of the team period. The project introduced new project week operating models built together with companies, working life actors and universities. In Gradia upper secondary schools, first-year students (approx. 800) got to know working life for two days and solved three days of challenges posed by companies in teams. Gradia upper secondary schools piloted students' virtual introduction to working life with 17 cooperation organisations. At Kuopio Classical High School, innovation week was included in the team section. In Kuopio, the team period, which has been in use in upper secondary schools for several years, was further developed. At Kangasala Upper Secondary School, the team period was carried out for the first time.
The project promoted the model of working life-oriented alumni activities. In Jyväskylä, alumni activities were built at Gradia level, and the alumni activities of Kangasala Upper Secondary School were promoted with a mentoring pilot. During the project, Tiitus-based applications were introduced at Gradia upper secondary schools (Duuni Keski-Suomi) and Kangasala Upper Secondary School (Jobba), and the application was also tested in Kuopio. The apps work online, and students can record their skills easily and versatilely. In all Kuopio upper secondary schools, teachers' working life was introduced. In a smaller way, teachers' working life was arranged at Gradia upper secondary schools and Mikkeli Upper Secondary School. Training to strengthen working life skills and guidance skills was organised for the teachers of the project schools, for example coaching of team competence, motivational training and training in group guidance. The project carried out a series of five webinars on the key themes of the project.
The RSMP motivation profile was used as a tool for guidance and motivational pedagogy. The guidance staff was familiarised with Reiss' motivation theory and the use of the RSMP motivation profile as a tool for guidance. In Kuopio, Kangasala and Lempäälä upper secondary schools, the use of the RSMP was expanded and deepened. Gradia upper secondary schools and Mikkeli Upper Secondary School piloted the use of the RSMP tool and utilised the information already available to other members of the project network on the opportunities it offers. Guidance counsellors were trained as RSMP school motivation coaches and commissioned motivation profiles for a total of hundreds of students. A number of upper secondary school teachers received their own RMP profile and were able to participate in the training on the pedagogical utilisation of the motivational profile.