16 COMPETENCE IN RESEARCH AND DEVELOPMENT (2 CR)
According to Updated National Road map for Research, Development and Innovation by Ministry of Education and Culture
in 2021, It is obviously highlighted goal as 4% RDI (Research, Development, Innovation) expenditure to be increased
by 2030 recognition of "competences, partnership and public sector's innovation " .
RDI work is linked to promote in higher institutions such as universities and universities of applied sciences with adaptation of needs on international talents. Funding from Business Finland and Academy of Finland were one of impacts to attract International experts, students into higher institutions as well small business network for research participation. International talents experts and students's mobility were one of actions and results to modify change from higher educational institutions in order to follow national road map for RDI's goals such as graduated international students amounts should be triple from present by 2030, 75% of international students graduated in higher education in Finland driven to employments by 2030 according to Updated National Road map for RDI.
Additionally added above mentioned road map shown that partnership model has been changed to be flexible for long term to attract international point of research and investment. As one of partnership models are flagship programme from Academy of Finland, Business Finland's funding and private RDI's cooperation to activate companies commitments on research and developments. Those are mainly provided to open research infrastructures and innovation environments in Finland with fully equipped with national infrastructure road map and evaluation. In Finland, data management and computing by different sectors were main key to make security on national research infrastructure to be ensured as an innovation environment as mentioned in road map below:
"iii. Ministries, funding providers, research organisations and IT Centre for Science (CSC) will develop a research and innovation environment for data management and computing (including high-performance and quantum computing) and its services for the RDI needs of higher education institutions, research institutes and companies. The national research infrastructure for data management and computing will be updated, taking into account European (including EuroHPC) developments."
Public sector's innovation leadership and cooperation among Ministry of finance, Ministry of employment and economy, Ministry of education and culture are to motivate higher institutions, companies, ministries to participate in cooperation for utilizing of EU programme, expending network and funding and so on. And renewal of public sector has driven result to establish on KEINO which is network-based competence center for Sustainable and Innovative public procurement in Finland since 2018.
Situational summary of Vocational Education and Innovation and Production Development was written by Laura Jauhola ja Mia Toivanen in 2016 (Finnish National Agency for Education). In 2016, Vocational education's perspective was that significant role in innovation system in Finland. However in general terms of RDI (research, development and innovation), in Finnish so called TKI shown weak position with questioning assignment to improve in vocational education especially when reviewing national and EU's strategies and policies. Role and work of vocational education were undertaken to develop professionalism to work with manpower ability in innovation system. According to summary, cooperation between vocational education and companies are seen as regional developer in innovation system. Cooperation between vocational school and higher education institution's are undergoing with necessary to have concrete cooperation in the future.
Vocational education is still need for promotion to have regional innovative development. And the Finnish Association of development for vocational Education and Training (AMKE) provides significant guideline and open network system with organised events for education organizer, stakeholders and state administration representatives for example, field of human resources management and development, international activities, digitization education, management, working life and business network communication, restaurant service, data protection service, real estate and space network etc. The PRALINE project via AMKE association provided commitment to expend networks among EU partnership members to promote adult learning education. AMKE association's action to change social decision making procedure is assisting to provide operative environment for competence and workforce reconsideration of VET's funding, regulation and degree system in Finland.
Universities of applied sciences is actively working in regional and national development with networks and received international funding. RDI activities are related in teaching in higher education especially in universities of applied sciences by participating thesis project for workplace and project contentiously connected to work life.
Research of innovation and knowledge to working life written by Ella Pitkänen, Petri Lempinen and Eerikki Vainio indicated that funding sectors in Finland are mostly dependent to national funding and international funding although such Akatemia of Finland and Business Finland are cooperating as RDI promotion to make networks between higher education institutions and companies. Nevertheless national funding and international funding are available to be benefit to RDI in universities of applied sciences in Finland, role of universities of applied sciences for innovation is difficult to implement caused by weak recognition of their potential considering national research and innovation policies according to above mentioned research.
It is resulted in position of universities of applied sciences to search funding international perspectives rather towards national funding although they are highly competing to get funding. Research shows that higher education in universities of applied sciences take action to specialized in certain RDI regional development and network's forming for long term. Specialization on certain RDI topic gave impact to expend their RDI skills, technologies and further funding as well.
Teacher has important role to connect different sectors and partnership to keep and improve results by doing cooperation with RDI activities regionally, nationally and internationally. RDI activities fields influenced to vocational school and higher education depending on specializing fields such as robotics, social & well being services, mobility, printing technique, AI etc.
RDI activities are integrated into teaching and curriculum in higher education. Universities of applied sciences are offering students for opportunity to involve in project for their professional skills development in working life and create to workplace and chance to be offered employments.
page 4 from Report of innovation and knowledge to working life
RDI Individual learning task
My own field in sociology was specialized in migration, inequalities, social identity changes perspectives with transnationalism in Bielefeld University as master degree student. As subject teacher of social studies in Finland, awareness of social studies research field is inevitable and essential. Here I found an interesting ongoing research project from Helsinki University link as below as an example :
https://www.helsinki.fi/en/researchgroups/ethnic-relations-and-nationalism/research-projects
Their research project on social production and survival in times of collapse (LIFEMAKE, 2023-2026) started with plan to undertake research question with
"what makes social life continue when lives are breaking?"
Their perspectives of labor of social reproduction is focused by feminist political economic literature. Method used by observation and in-depth interview at multiple ethnographic cites consisting of three ethnographic cases.
For example,
"1. Ukrainian migrant communities in Warsaw,
2. Belarusian political refugees in Lithuania,
3. volunteer groups hosting Ukrainian refugees in their homes in Finland."
It seems their research's goal is to have an insight to think about norm of social reproduction of refugee in Russian invasion of Ukraine as feminist approach. Role is both researcher and sociologist to approach labor of social production as feminism approach. Their three different cites to have in depth-interview with people background of Ukraine, refugees, asylum seekers, volunteers are necessary to have social contacts and relationship to do observation and ask for interview in details as well. To do in-depth interview, it is crucial to speak their languages or interpretation is needed. As researcher, mother tongue and other language skills are an extra asset to undertake research smoothly as competences.
Their network is not only depending on such principal investigator and own project group based on Centre for Research on Ethnic Relations and Nationalism, CEREN, University of Helsinki in Finland but also local facilities and social connections in Warsaw, Lithuania and Finland.
Their funding is granted by Kone foundation from 2023-2026 consisting of three members in project working group. Kone foundation is well known as independent organization to promote academic research, culture and arts with awarded grants, prizes, donations total value of 55 euro millions in Finland.
Perceiving labor of social production in geographically different zones can give diverse explanations towards phenomena to consider of current facts and view of work volunteerism, meaning of paid and unpaid work, refugee's perception etc. I am looking forward to follow their ongoing project results and publications for the future. Their Research is still ongoing until 2026 year. Relevant publication and seminar series by other institution globally have done during research procedure.
My own finding is that academic research is one of ways to promote subject teacher's RDI competences including clear research question, strong theological knowledge, methodologies, research plan, project work, literature reviews and collaboration skills as long as needed.
Thanks to individual task, I have learnt undergoing research project additionally where to apply for funding awards or advice in Finland as either individual or working group via for example Kone foundation or Research council of Finland.
For instance, It is crucial to be aware of granted funding amounts via Research council of Finland are 10 times higher than Kone foundation's awarded funding amounts. It is symbolic to know different sectors such as companies, organization, national and international funding capacities are changeable to support RDI or their adhering goals to support to RDI is oriented in certain fields.
In closing, teacher's competence is not only to have teaching skills to own subject field, but also competence in research and development skills are required to promote innovation in society as main communicator's role among companies, students and higher education institutions. Teacher's development skills, needs, desire for research or developments should be highly recommendable and suggestible by doing collaboration with teacher's workplace and higher education institutions. And subject teacher of social studies's point of views, understanding of resisting country's histories, cultures, social policies plus, academic reviews, critics and discussion specialized in theological perspectives to certain social phenomena should be locally understood by academically open minds to consider potential research in the future.
References
https://okm.fi/documents/1410845/22508665/Updated+RDI+Roadmap+2021.pdf/2ddb19a7-0e2e-a24f-69b8-51638dcaea02/Updated+RDI+Roadmap+2021.pdf?t=1642765048947
https://www.hankintakeino.fi/en/about-keino
https://www.amke.fi/en/about-us.html
https://www.oph.fi/sites/default/files/documents/178306_ammatillinen_koulutus_ja_innovaatio_ja_tuotekehitystoiminta_tiivistelma.pdf
https://tki.fi/research-development-and-innovation-rdi-in-universities-of-applied-sciences/
https://www.arene.fi/wp-content/uploads/Raportit/2019/TKI_raportti/Innovaatioita%20ja%20osaamista%20raportti%202019.pdf
page 4-18
https://www.aka.fi/en/about-us/what-we-do/what-we-are/who-gets-the-funding/
https://www.helsinki.fi/en/researchgroups/ethnic-relations-and-nationalism/research-projects
Comments
Post a Comment