Futures of education and learning
Ongoing research and development projects:
The DEEM project responds to the identified needs of the Mekong HEIs to:
1) create sustainable energy engineering curricula
2) improve the sustainable energy knowledge and promote innovative pedagogical approaches and skills to foster research oriented learning
3) improve the international, national and regional networks and knowledge exchange
The project aims to integrate futures and sustainability thinking, promote innovation and entrepreneurship, build public-private partnerships and include innovative teaching methods. Associate partners from the national governments and civil society provide guidance on most relevant challenges and skills needed.
The wider objective is to ensure that the partner HEIs are able to respond to the capacity and employment needs of sustainable energy development in Cambodia, Laos and Myanmar. The objective will have a direct link to strengthening the integration of sustainable energy goals into national level energy policies, provide qualified energy experts into the local, national and regional labor markets and foster greater collaboration between the traditionally siloed public and private sectors and increase regional level cooperation and mobility in research, entrepreneurship and innovation.
The possible direct short term impacts include modernisation and internationalisation of HEIs, and in long term the project will contribute to sustainable energy policies, mitigation of climate GHG emissions and climate change, energy security and better access to energy for all.
DEEM is implemented by a large consortium of European and Mekong HEIs during 2016 to 2019, with University of Turku as the coordinator.
Mika Korkeakoski, Noora Vähäkari and Jyrki Luukkanen
Futurists talk about future consciousness, but what is it, actually? How does a future conscious person or organization look like, what kinds of features or traits do they have?
Further information: Sanna Ahvenharju & Matti Minkkinen
FLxDeep is a six-partner initiative led by Finland Futures Research Centre at Turku School of Economics – University of Turku in cooperation with futures literacy experts at UNESCO. It is funded by EIT Climate KIC and aims to co-create and implement processes that introduce, develop and actively apply the capability called futures literacy to support climate-related social, business, and technological innovation.
Further information: Nicolas A. Balcom Raleigh, Finland Futures Research Centre
The Myanmar Energy and Environment Education (MEEE) project directly contributes to the development of sustainable and inclusive socio-economic growth in Myanmar by enhancing capacities of Myanmar partner institutions to provide quality education on environment and sustainable energy for growing societal and energy sector development needs.
Myanmar is currently in a critical time in its energy transition. To be able to attract investors in the renewable energy sector and to re-investigate the government’s RE targets, enhancing access to energy and electrification, as well as reducing CO2 emissions and environmental pollution from fossil fuels there is a dire need for nationally grounded energy expertise.
Partners of the project:
- Yangon Technological University
- Europa-Universität Flensburg
- Wageningen University
- University of Yangon
- University of Turku (coordinator)
- Tampere University
- Myeik University
- Mandalay Technological University
Project is funded by the Erasmus+ Programme and participating institutions during 11/2019–11/2022
Further information: Jyrki Luukkanen, Mika Korkeakoski, Noora Vähäkari & Osku Haapasaari, Finland Futures Research Centre
Vocational education and training (VET) in Finland is undergoing a change towards personalised studies and degrees. This means also identifying and acknowledging of previously acquired skills. The importance of skills is growing in work life and both students and staff in vocational education institutions need tools in organizing studies to support the development of valid personal skill sets.
OSATA project produces understanding of the development of skill-related identities needed in the changing work life. The results will be used to build future-oriented tools and pedagogical models to support the students in becoming future professionals.
Sari Miettinen, Johanna Ollila, Anne Nieminen & Anne Arvonen
The project focuses particularly on producing easily approached and practical educational materials for gender and culture sensitive career guidance. The aim is to raise awareness, and to transform the awareness about the gender and culture bias in career guidance into good practices to counteract it. The results of our development work will be disseminated in educational institutions and in guidance services nationally.
In this project, segregation is approached via an intersectional approach, taking into account the people’s multiple social differences and how they jointly constitute social positions. Educational and vocational choices differ even based on age, ethnic background and social class. In order to combat segregation, there is a need for a holistic gender and culture sensitive approach to career guidance. Our perception of gender is diverse, taking into account gender minorities.
The project will be carried our during 2019–2021 and is partly funded by European Social Fund via Ministry of Social Affairs and Health.
Potential is created by
- Finland Futures Research Centre/University of Turku (coordinator)
- Häme University of Applied Sciences
- Oulu University of Applied Sciences
- JAMK University of Applied Sciences
- Finnish Youth Research Society
- Foundation for studies and education research (OTUS)
Further information: Sari Miettinen, Johanna Ollila, Anne Nieminen & Anne Arvonen
UNESCO Chair in Learning Society and Futures of Education project is part of the global Futures Literacy network coordinated by UNESCO. The project develops futures education contents and methods for informal and formal education that can be utilized worldwide.
Markku Wilenius & Laura Pouru