Education and teachers

Hämeen ammattikorkeakoulu
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Education and teachers

Leading the Way in Pedagogy – over 50 years of teacher education

HAMK’s School of Professional teacher education is one of five state-recognised teacher education providers in Finland.

Pursuant to Finnish statute on teacher education, Häme University of Applied Sciences (HAMK), School of Professional Teacher Education (SPTE) is one of five state-recognised teacher education providers in Finland. We offer pedagogical qualifications and further education programmes for teachers and professionals in higher education, vocational education, upper secondary education, adult education and training, public sector organizations, human resources management, as well as industry.

We are proud of having received national awards in pedagogical quality and regional impact in industrial development. Our further education programmes are co-created with our client organisations based on a training needs analysis. ​​

Programme descriptions

HAMK School of Professional Teacher Education provides the following programmes in continuing teacher education:

International Teachers for the Future – Pedagogical Expertise Programme

Extent: 20 ECTS *

Duration: Six months in total (three-month programme in Finland, three-month development project at home institution)

The International Teachers for the Future – Pedagogical Expertise Programme (20 ECTS) is a continuing education Programme for teachers who have the ability to act as change agents, peer educators and messengers, and who wish to become pedago​gical experts. It is competence-based and multidisciplinary by nature, tailored for teachers of various subject fields and cultural backgrounds. The Programme combines theory and practice in student-centered teaching and offers an opportunity to benchmark the world’s best-renowned education system with colleagues around the world. The next programme begins in September 2016.

Upon graduation, the participants receive a certificate of participation and a transcript with details on content and extent. The ECTS system allows the participants to transfer credits later within European higher education system to any European higher education institution.

* The extent of the programme is presented in ECTS, which is the European Credit Transfer and Accumulation System standard. One ECTS equals appr. 26.7 student learning hours.​

Tailored Teacher Education programmes

Extent: varies

Duration: varies from one month to a year​​

​​Our tailored teachers training programmes are co-created together with our partner institutions based on the results of a training needs and organizational needs analysis, and can vary in length, extent and in implementation method. They are most suitable for educational institutions, educational networks, or governmental organizations aiming at reform and systemic change.

In our tailored programmes, the organizational support is essential part of the process. Teachers’ learning and organizational learning is combined to achieve educational innovation that leads to transformation. The process takes into account various stakeholders’ needs and interests, and often includes leadership and management training.

International Research Internship Programme with Pedagogical Qualification

Extent: 60 ECTS, plus hours devoted to research *

Mode of study for 60 ECTS: blended programme with contact teaching monthly, online work on Moodle and teaching practice

Duration: 13 months, the next programme begins 12 May of 2016 and ends in 2 June 2017

The International Research Internship Programme with Pedagogical Qualification is an exclusive programme for those professors or teachers who are interested in educational research or Doctorate-level research, need an innovative and international environment, and access to world-renown Finnish education system. The programme is thirteen months in total length and provides the following advantages:

  • 60 ECTS pedagogical studies, post-master level
  • Research opportunity in the field of education in Finland
  • Practical teaching training opportunity in Finnish educational institutions
  • Tailored opportunities to conduct research with Finnish experts, organizations, and educational institutions
  • International and multicultural peer learning environment in our International Professional Teacher Education Programme (IPTE)

Eligibility requirements: the applicant must have a Master’s degree at minimum, IELTS 6.0 in English, and a research idea related to education.​

* The extent of the programme is presented in ECTS, which is the European Credit Transfer and Accumulation System standard. One ECTS equals appr. 26.7 student learning hours.​

Consultation in competenc e-based education and curriculum development

Our team of education experts work around the world in projects related to the development of competence-based education. They evaluate curricula, look at the management of educational institutions, make recommendations and build tailored solutions. The consultation process begins with an administration of an analysis tool, which has been developed by Finnish educational experts, and leads to a development roadmap.​

Bolashak Internship Programme in Pedagogical Leadership and Management

Häme University of Applied Sciences HAMK offers Kazakhstani professionals carefully tailored development programmes funded through Bolashak. The internship programmes are organised during 2017 in Hämeenlinna, Finland. It is hard to think of any better place for developing pedagogical skills than Finland, globally known for the high standard of education.

Below you can find our internship programmes that are available now. Read more and apply for the Bolashak Scholarship to start your studies with us.

Do you wish to develop your leadership skills, knowledge of applied contemporary educational management and innovative thinking?

Take a chance to study for 2 months in the heart of Finland, city of Jyväskylä and Hämeenlinna. You will be hosted by Jyväskylä University of Applied Sciences JAMK and Häme University of Applied Sciences HAMK, known for top quality pedagogy and successful cooperation in Kazakhstan.

Programme: Internship Programme in Pedagogical Leadership and Management
Specialisation: Code 144T “Educational management”
Training type: Full-time studies
Length: 2‐month programme, weeks 36 – 43 in autumn 2017

Kazakhstani directors and managers of educational institutions have a great chance to participate in our carefully tailored professional development programme in Finland. This 2-month programme is funded through Bolashak.

The programme covers key areas of contemporary theory, practice and innovations in the field of pedagogical leadership and management such as leading pedagogical paradigms and learning environments, leadership in school organisations and educational networks, cooperation with employers as the key factor of employability, Finnish education system from perspectives relevant to Kazakhstani managers and directors of educational institutions, strategies and practices of modern education institutions and modes of quality management and continuous development of educational institutions.

This programme is designed for directors and managers of upper secondary schools, middle schools, technical and vocational colleges and schools and universities. During the internship programme, the participants will experience the Finnish education system through cooperation with their Finnish peer colleague.

The applied pedagogical competence is developed through theory and practice in the field of teacher development. The methods of teaching and learning used in the programme will model the full range of skills and methods applied in Finnish education system. The programme is provided by Häme University of Applied Sciences HAMK in collaboration with Jyväskylä University of Applied Sciences JAMK.

Why Finland?
It is hard to think of any better place for developing pedagogical skills than Finland. Finland is globally known for the high standard of education. Amazing learning outcomes in different levels of education are results of the quality of Finnish education system and world’s best teachers. In the highly respected teacher profession pedagogical qualification is expected. Furthermore according to researches, Finland is one of the world’s best places to live.

Our educational expertise is based on advanced pedagogical thinking and innovative approaches to teaching and learning. Our teacher education expertise especially in professional pedagogy is one of the keys to succeed in developing education with partners all over the world. The learner, who in this case might be you, and learners’ needs are always in the center of our education.

Implementation
This 2‐month programme will consist of a mixture of seminars, workshops, study visits, and teamwork led by experienced trainers. Programme will also include collaborative seminars between Finnish and Kazakhstani directors and managers of educational institutions, partnership schools and participants of the programme to share experiences.

The language of the programme is Russian and English (translated into Russian). Our modern learning environments and digital learning technology will be utilised during the studies.

Intended learning outcomes
By the end of the internship, participant has developed their skills and competencies in:

  • pedagogical leadership
  • leadership in school organisations and educational networks
  • developing educational institution
  • co-operation with employers, enhancing entrepreneurship and innovations
    quality management and assurance.

Please find the more detailed application information and application forms at Bolashak website. The links are listed below:

Please contact
If you have any questions, please do not hesitate to contact us. We will be glad to tell you more about the programme and studying at HAMK.

Requests for invitation letter and documents can be sent via email to: bolashak@hamk.fi

Hämeenlinna

You know what they say – practice makes perfect!

And Hämeenlinna has had plenty of practice over the centuries to make itself a real treasure, both for adventurers and for those who simply want to relax and enjoy everything the region has to offer. This includes its impressive castles, charming attractions and fascinating museums, in addition to its birdsong, the crunch of white snow under your step and unforgettably beautiful landscapes: for example, Aulanko’s forest parkland, the Evo hiking area and National City Park.

Read more >>

Bolashak Internship Programme in Teaching

Häme University of Applied Sciences HAMK offers Kazakhstani professionals carefully tailored development programmes funded through Bolashak. The internship programmes are organised during 2017 in Hämeenlinna, Finland. It is hard to think of any better place for developing pedagogical skills than Finland, globally known for the high standard of education.

Below you can find our internship programmes that are available now. Read more and apply for the Bolashak Scholarship to start your studies with us.

Do you wish to develop your teaching skills, knowledge of applied contemporary pedagogy and innovative thinking?

Take a chance to study for 2 months in the heart of Finland. You will be hosted by Häme University of Applied Sciences HAMK and Jyväskylä University of Applied Sciences JAMK, known for top quality pedagogy and successful cooperation in Kazakhstan.The programme is aimed at Kazakhstani teachers from technical and vocational colleges (TVET), universities as well as secondary and upper secondary schools.

Programme: Internship Programme in Teaching
Specialisation: Code 50T “Pedagogy and Psychology”
Training type: Full-time studies
Length: 2-month programme, weeks 43 – 50 in autumn 2017

Kazakhstani teachers have a great chance to participate in our carefully tailored professional development programme in Finland. This programme is designed for Kazakhstani teachers from technical and vocational colleges (TVET), universities as well as secondary and upper secondary schools.

The main focus will be on teacher development: applied pedagogy, curriculum and pedagogical innovations in schools. The 2-month programme will consist of a mixture of seminars, workshops, observations, study visits and teamwork led by experienced teacher trainers. Programme will also include collaborative seminars between Finnish and Kazakhstani teachers, partnership schools and participants of the programme to share experiences. Applied pedagogical competence is developed through theory and practice in the field of teacher development. The methods of teaching and learning used in the programme will model wide range of skills and methods applied in Finnish education system.

The programme is provided by Häme University of Applied Sciences HAMKin collaboration with JAMK University of Applied Sciences, both known for top quality pedagogy and successful cooperation in Kazakhstan.

Why Finland?
It is hard to think of any better place for developing pedagogical skills than Finland. Finland is globally known for the high standard of education. Amazing learning outcomes in different levels of education are results of the quality of Finnish education system and world’s best teachers. In the highly respected teacher profession pedagogical qualification is expected. Furthermore according to researches, Finland is one of the world’s best places to live.

Our educational expertise is based on advanced pedagogical thinking and innovative approaches to teaching and learning. Our teacher education expertise especially in professional pedagogy is one of the keys to succeed in developing education with partners all over the world. The learner, who in this case might be you, and learners’ needs are always in the center of our education.

Implementation
Teacher Internship Programme will take place in autumn 2017. These 2‐month studies will consist of a mixture of seminars, workshops, visits and teamwork led by experienced teacher trainers, placements in partnership schools. Programme will also include collaborative seminars between Finnish and Kazakhstani teachers, partnership schools and participants of the programme to share experiences.

The language of the programme is English, interpreted into Russian. Our modern learning environments and digital learning technology will be utilised during the studies.

Intended learning outcomes
During the programme the participants will gain:

  • updated skills as a teacher in learning and teaching and – skills to select and apply varied pedagogical and assessment methods
  • ability to evaluate and reflect own school practices in pedagogical innovations
  • capacity to develop school-based and practice-based research and development activities within the context of own school
  • enhanced communication skills in English in educational contexts

Please find the more detailed application information and application forms at Bolashak website. The links are listed below:

Please contact
If you have any questions, please do not hesitate to contact us. We will be glad to tell you more about the programme and studying at HAMK.

Requests for invitation letter and documents can be sent via email to bolashak@hamk.fi

Hämeenlinna

You know what they say – practice makes perfect!

And Hämeenlinna has had plenty of practice over the centuries to make itself a real treasure, both for adventurers and for those who simply want to relax and enjoy everything the region has to offer. This includes its impressive castles, charming attractions and fascinating museums, in addition to its birdsong, the crunch of white snow under your step and unforgettably beautiful landscapes: for example, Aulanko’s forest parkland, the Evo hiking area and National City Park.

Read more >>

References

Gira Mundo Finlândia Paraíba -Professional Development Programme for teachers form Paraíba State, Brazil (10/2016-5/2017)

Assignment name: ​​Gira Mundo Finlândia Paraíba  -Professional Development Programme

​Summary: 20 teachers participating training programme. Duration: 2+5months.

Gira Mundo Finlândia Paraíba  -Professional Development Programme is a continuing education programme for higher educatian and K-12 teachers.

The programme is divided into two parts. During the study months in Finland, the participants study in HAMK learning environments depending on their field of expertise. The programme provides both practical, hands-on experiences, as well as theoretical insight into the core components of applied learning.

The second phase of the programme concentrates on the practical application of the newly learned methods in the local learning environments.

Guidance is provided using modern e-learning methods.

The participants are awarded 12 ECTS credit points certificate on level seven Bologna frame of reference.

​Client: ​The Federal State of Paraíba

VET 3 Teachers for the Future - Professional Development Certi ficate for teachers from Brazil, (4/2016-12/2016)

​Assignment name: ​(VET 3) VET Teachers for the Future – Professional Development Certificate programme​(in cooperation with Tampere University of Applied Sciences TAMK)

​​Summary: ​Altogether 22 teachers participated the training. Duration of assignment (months): 3 + 5 months.

The VET Teachers for the Future – Professional Development Certificate is a continuing education programme for higher education and vocational teachers. It is competence-based and multidisciplinary by nature, and always tailored for teachers of various subject fields who wish to learn how to combine theory and practice in teaching their own field of expertise.

The eight-month programme is divided into two parts. During the study months in Finland, the participants study in HAMK or TAMK learning environments depending on their field of expertise. The programme provides both practical, hands-on experiences, as well as theoretical insight into the core components of applied learning.

The second phase of the programme concentrates on the practical application of the newly learned methods in the local learning environments. Each participant produces a development plan in collaboration and under the guidance of our Finnish experts, and in cooperation with the home institution. The practical part of the development plan is then implemented in the participant’s country of origin. Guidance is provided using modern e-learning methods.

The participants are awarded 20 ECTS credit points certificate on level seven Bologna frame of reference.

​Client: ​​The Brazilian National Council for Scientific and Technological Development (CNPq)​

Training Programme for Educators from SESI and SENAI, Brazil (10/2015)

Assignment name: ​​Training Programme for Educators from SESI and SENAI, Brazil​​

​Summary: Altogether ~36 teachers, coordinators and experts participated the training

The one-week Training Programme for Educators from SESI and SENAI provides a unique window to the Finnish student-centered approach in teaching and learning, with an aim to develop teachers’ professional skills in order to apply them in a variety of learning and teaching environments. The concentration of the programme is in the combination of theory and practice using collaborative learning methods and real-life examples from Finland. At the end of the programme, the teachers are required to complete a short personal development project in order to demonstrate their ability to apply the newly acquired knowledge in a classroom environment.

​Client: ​Serviço Nacional de Aprendizagem Industrial (SENAI) & Serviço Social da Indústria (SESI)​

21st Century Educational Management and Inspiring Leadership for managers of nursing institutions from Thailand, (03/2015)

​​Assignment name: ​Training and Workshop Program on 21st Century Educational Management and Inspiring Leadership

​Summary: Altogether ~50 directors participated the training

The training themes were:
COMPETENCE-BASED EDUCATION MANAGEMENT
• Student-centered approach and competence-based education in Finland
• Students’ and teachers’ role in education and learning
• Alignment in curriculum: learning objectives and outcomes, pedagogical practices, assessment, learning environment – aligned to assure quality in learning
• Developing school organization and management to support quality in learning
• Positive organizational behaviour in inspiration creation
• Blended learning for successful learning environment
• Organizing pedagogical management and leadership

THE BEST PEDAGOGICAL PRACTICES IN HEALTHCARE EDUCATION
• Curriculum in healthcare education
• Workshop in healthcare
• Simulation in nursing education
• Peer reflection/assessment of learning in project
• University-company/hospital cooperation
• How can managers support the above best practices?

​Client: ​Praboromarajchanok Institute for Health Workforce Development Ministry of Public Health, Thailand​

VET 2 Teachers for the Future – Professional Development Certificate for teachers from Brazil, (2/2015 – 12/2015)

Assignment: ​(VET 2) VET Teachers for the Future – Professional Development Certificate programme​(in cooperation with Tampere University of Applied Sciences TAMK)

​Summary: Altogether 16 teachers participated the training. Duration of assignment (months): 5 + 5 months.

The VET Teachers for the Future – Professional Development Certificate is a continuing education programme for higher education and vocational teachers. It is competence-based and multidisciplinary by nature, and always tailored for teachers of various subject fields who wish to learn how to combine theory and practice in teaching their own field of expertise.

The ten-month programme is divided into two parts. During the study months in Finland, the participants study in HAMK or TAMK learning environments depending on their field of expertise. The programme provides both practical, hands-on experiences, as well as theoretical insight into the core components of applied learning.

The second phase of the programme concentrates on the practical application of the newly learned methods in the local learning environments. Each participant produces a development plan in collaboration and under the guidance of our Finnish experts, and in cooperation with the home institution. The practical part of the development plan is then implemented in the participant’s country of origin. Guidance is provided using modern e-learning methods.

The participants are awarded 30 ECTS credit points certificate on level seven Bologna frame of reference.

​Client: ​The Brazilian National Council for Scientific and Technological Development (CNPq)​

VET 1 Teachers for the Future – Professional Development Certificate for teachers from Brazil, (8/2014 –05/2015)

Assignment:​ (VET 1) VET Teachers for the Future – Professional Development Certificate programme
(in cooperation with Tampere University of Applied Sciences TAMK)​

​Summary: ​Altogether ~14 teachers participated the training. Duration of assignment (months): 5 + 5 months.

The VET Teachers for the Future – Professional Development Certificate is a continuing education programme for higher education and vocational teachers. It is competence-based and multidisciplinary by nature, and always tailored for teachers of various subject fields who wish to learn how to combine theory and practice in teaching their own field of expertise.

The ten-month programme is divided into two parts. During the study months in Finland, the participants study in HAMK or TAMK learning environments depending on their field of expertise. The programme provides both practical, hands-on experiences, as well as theoretical insight into the core components of applied learning.

The second phase of the programme concentrates on the practical application of the newly learned methods in the local learning environments. Each participant produces a development plan in collaboration and under the guidance of our Finnish experts, and in cooperation with the home institution. The practical part of the development plan is then implemented in the participant’s country of origin. Guidance is provided using modern e-learning methods.

The participants are awarded 30 ECTS credit points certificate on level seven Bologna frame of reference.​

​Client: ​The Brazilian National Council for Scientific and Technological Development (CNPq)​

Library and life-long Learning for Librarians from Nazarbayev Intellectual Schools (Kazakhstan), (11/2014)

​​Assignment: ​Library and life-long Learning for Librarians from Nazarbayev Intellectual Schools

​Summary: ​Altogether ~16 librarians participated the training.

The Library and Life-long Learning programme provides an introduction to the library services in Finland and in Finnish educational institutions. The concentration of the programme is in the integration of library services to the lives of individuals in general to promote reading and life-long learning, as well as in the collaboration of libraries and educational institutions to promote pedagogical use of libraries, critical thinking, and research skills. In addition, the programme prepares the participants to draft a development plan for their own library networks.

​Client: ​Autonomous Educational Organization “Nazarbayev Intellectual Schools”

Bolashak International Scholarship/teacher training for upper secondary teachers from Kazakhstan (10/2013 – 07/2014)

​Assignment:​ ​Bolashak Scholarship – programme /Continuing education for teachers from Kazakhstan

​Summary: ​​​Altogether ~21 upper secondary teachers participated the training.

​The programme is a nine-month continuing education programme for upper secondary teachers which is implemented in Finland. The programme includes two parts: 1) English language training using the CLIL method (six months) and 2) Innovative Pedagogy Research Internship (three months), with periods of job shadowing and practice in Finnish schools. Entrepreneurship education, study guidance, special needs education and related themes are one part of the programme.

​Client: ​JSC Center for International Programs​

Training programme for Henan Taxation delegation (11/2014)

Training for Shangrao delegation (New Mayor)(09/2014)

Modern public management and HRM in Finland, Public officiers from Liaoning Province Administration, China (02/2014)

Kazakhstan Health Sector Technology Transfer and Institutional Reform (2014 – 2016)

​Assignment: ​Kazakhstan Health Sector Technology Transfer and Institutional Reform ​

​Summary: ​This World Bank project is implemented in collaboration with JAMK University of Applied Sciences, LAMK University of Applied Sciences and Laurea University of Applied Sciences. The aims of the project are:
– to introduce international standards and build long-term institutional capacity in the Ministry of Health and related healthcare institutions in support of key health sector reforms pursued by the Government of Kazakhstan in the context of the State Health Care Reform and Development Program,
– to provide educational programme development of applied bachelor degree in nursing,
– capacity building for medical college faculty and
– performance of professional competence study of medical colleges and university graduates in nursing.

​Client: ​Ministry of Health, Republic of Kazakhstan

Training Programme to develop Excellence in Skills for Brazil’s national Industrial Training Service (SENAI), (2013)

​​Assignment: ​Training Programme to develop Excellence in Skills for Brazil’s national Industrial Training Service (SENAI)​

​Summary: Altogether ~26 SENAI experts participated the training.

Training Programme to develop Excellence in Skills for Brazil’s national Industrial Training Service (SENAI) aims at teachers and experts working in SENAI with Skills competitions on both national and international level. The programme supports the coaching skills and the professional growth of experts in all skills, and it deepens the pedagogical thinking in their coaching work. The training gives advice and support on how to promote the attractiveness of vocational education and skills competitions in their country and in their institute.

The training includes benchmarking of the Finnish National Skills Competitions and meeting of Finnish Skills experts.

The training includes contact weeks in Brazil and in Finland as well as online learning between the contact weeks.​

​Client: ​Serviço Nacional de Aprendizagem Industrial (SENAI)

Anti-corruption programme - Commission for Discipline Inspection of Guangzhou (10/2013)

Two-day training for Chinese teachers (09/2013)

Chinese (Beijing Dongheng District) Principals' Training (06/2013)

The Chongqing International Investment Consultation Group Training (06/2013)

HR Training for Chinese Administration (09/2012)

Finnish Educational System and High School Studies - Zhejiang Headmasters (05/2012)

Finnish Educational System and High School Studies - Jiangxi Education Bureau and High Schools (11/2011)

HRM and Doing Business in Europe - State administration for Science, Technology and Industry for National Defense (SASTIND)(10/2011)

Surveying and Mapping, GIS and Urban Planning - Beijing Dongcheng Municipal Commission of Urban Planning (09/2011)

Surveying and Mapping, GIS and Urban Planning – Beijing Dongcheng Municipal Commission of Urban Planning (09/2011)

 

References – Projects

MAPPING/Hands-on methods and practice-based principles to implement individualized learning in VET, (2013 – 2015)

​Assignment: ​MAPPING – hands-on methods and practice-based principles for promoting individualized learning in VET

​Summary: ​The focus of MAPPING is on organisational context, pedagogy and the design of teaching sessions (didactics), aiming to achieve the following three results:

1. The first core result will be a MAP: A guideline containing models, hands-on instruments (methodical-didactical) and crucial principles for the optimal implementation and enforcement of IL. The guideline will be published in all partner countries´ languages.
2. The second product will be a qualification unit for teacher training based on the guideline, to be test run in England and in Slovenia as implementing countries.
3. Thirdly, the project will contribute with a multimedia documentary of best practice cases from pedagogical experiences in the four partner countries during the project period. The documentary is meant to visualize and inspire new users of IL-methodologies.

These results are aimed to contribute to the European strategy of improving the qualifications and competencies of teachers and trainers.​

​Partners: ​​​Mercantec (Coordinator), Denmark
Moeve aps, Denmark
Yale College of Wrexham, UK
Center Republike Slovenije za poklicno izobraževanje, Slovenia
ROC West-Brabant, The Netherlands
Ministeriet for Børn og Undervisning, UNI-C, styrelsen for it og læring, Denmark
Ministeriet for Børn og Undervisning, Denmark

DIAMEE (Dialogical Methodologies for entrepreneurs), (2013 – 2015)

​​Assignment: DIAMEE​​Dialogical Methodologies​ for entrepreneurs​

​Summary: ​The training themes were:
– The goal of the project is to develop the dialogical competence of entrepreneurship trainers and coaches through concrete methods.
– A concrete result will be the web service for further dissemination and exploitation, method descriptions of dialogue learning, training programme and other online material related to learning dialogue, including videos of training sessions (Youtube), as well as the minimax containing the methods developed in local languages (ES, SI, BG, EN, LT), with the exception of FI.

​Partners: ​Centro Europeo de Empresas e Innovación de Burgos, Spain (Coordinator)
Solski center Ptuj, Slovenia
Bulgarian Development Agency, Bulgaria
Cavan Institute, Ireland
PROFAT, VsI, Lithuania​

Training of Trainers for the Teacher Qualification Upgrading Program in Nepal (2013 – 2015)

Assignment: ​Training of Trainers for the Teacher Qualification Upgrading Program in Nepal

​Summary: HAMK Experts participate in project planning, implementation and evaluation. HAMK experts also belong to project board and work as experts in the project.
Effective implementation of the national School Sector Reform Plan 2009-2015 leading to quality education for all in Nepal.  Increased competence of Tribhuvan University  – Faculty of Education (TU-FoE) to implement the Teacher Qualification Upgrading Program for 13,000 working teachers in Nepal.
Following results will be expected:
1. A group of 62 Teacher Trainers and 7 ICTE experts from Regional Campuses trained through ToT to implement the training of 13,000 working teachers through ODL methods
2. TU-FoE Teacher Tutors and TU-FoE & regional campuses’ admin & management staff familiarized with procedures of an ODL training model
3. Production of Teacher’s Handbook for Teacher Trainers and of Self-Learning Materials (SLM) for 13,000 practicing teachers supported

​Partners: JAMK University of Applied Sciences (Coordinator),
Tribuvahn Univer​sity, Katmandu​

BOOST –Building Open Opportunities for Students and Teachers in Vietnam (2013 – 2015)

Assignment: ​BOOST –Building Open Opportunities for Students and Teachers in Vietnam

​Summary: ​HAMK Experts participate in project planning, implementation and evaluation. HAMK experts also belong to project board and work as experts in the project.
Quang Tri Teacher Training College (QTTTC) delivers quality training programs that reflect the local labour market needs and enhance regional integration.

Project Purpose: Through Finland-Vietnam teacher education development network, QTTTC’s competences are further strengthened in building diverse learning environments and labour market cooperation in the region
Following results expected:
1. Improved ICT & Learning Resource Centre (LRC) facilities supporting diversification of learning for students
2. Through project-based learning approach, a regional partnership network developed contributing to students learning and staff professional development
3. Working methods, results and immediate impact of the teacher education development network is monitored and assessed ​

​Partners: ​JAMK University of applied Sciences (Coordinator)
Quang Tri Teacher Training College, Ho Chi Minh University of Technlogy

OSPE project, developing a competence-based curricula for Finnish Higher Education (2012-2014)

​​​Assignment: ​OSPE

​Summary: ​The HAMK’s role is to coordinate the development work in Universities of Applied Sciences
• training and consultation on the development of the competency-based curricula
• evaluation and feedback on the progress of the curriculum design according to the goals of the Bologna Process
• general and field specific higher education forums for examining the contents and structure of the higher education degrees
• international networking in chosen fields to promote the European mobility in relation to the curriculum development for benchmarking the best practices
• publications and brochures;  a report for the Finnish HEIs on the alternatives of the higher education degree reform
The purpose of the project is to strengthen the competency-based approach of the Finnish higher education curricula. The project also contributes to the working life relevance into the practical curriculum and degree design.

​Partners: ​Among the partners of the project are Universities Finland UNIFI, The Rectors’ Conference of Finnish Universities of Applied Sciences ARENE, The National Union of University Students in Finland SYL and The Union of Students in Finnish Universities

Improving Educational Leadership and Management Capacity of the Quang Tri Teacher Training College (QTTC)(2011-2013)

Assignment: ​Improving Educational Leadership and Management Capacity of the Quang Tri Teacher Training College (QTTC)

​Summary: ​The purpose of the project was to enhance the educational management and leadership skills of Quang Tri Teacher Training College in order to better respond to the challenges that policy-level higher education sector reform causes in Vietnam. JAMK University of Applied Sciences was the coordinating institution and the project partners were Häme University of Applied Sciences (HAMK), Quang Tri Teacher Training College (VN) and Hue University (VN). The project addressed the needs of the administrative staff of QTTTC by supporting development of skills and tools to manage the change, in particular, in curriculum development and quality assurance. Furthermore, the teaching staffs’ pedagogical understanding, skills and use of new methods in implementing new curriculum were supported. For developing educational leaderships and management capacity among the whole staff of QTTTC, three training programmes were developed and development tasks to address the future change were assigned to the administrative and teaching staff. As concrete outcomes of the project 70% of the staff members successfully completed the training programmes, new leadership and management processes and tools are in use, new pedagogical methods and eLearning courses have been developed and piloted.

​Partner: ​Quang Tri Teacher Training College (QTTC)​

YVI project, national project for promoting entrepreneurship education in vocational education and academic teacher education in Finland (2010-2014)

Assignment: ​YVI project
(National project, Finland)

​Summary: ​YVI Project (2010-14) is a national project for promoting entrepreneurship education especially in vocational and academic teacher education in Finland.

YVI Project has four sub-targets:
• developing pedagogy in entrepreneurship education
• developing networks in entrepreneurship education
• developing the virtual learning environment for entrepreneurship education
• creating strategies and curricula for entrepreneurship education

Results and research produced in YVI Project have been presented in several seminars and conferences in different countries in Europe.

​Partners: ​Turku Teacher Training School of Turku University (Coordinator)
Lappeenranta University of Technology/ Centre for Training and Development
Oulu University of Applied Sciences
University of Helsinki, Ruralia-institute
University of Turku, Teacher Training Institute
Haaga-Helia University of Applied Sciences
University of Lapland
University of Turku, Teacher Training Institute
HAMK University of Applied Sciences, Professional Teacher Education Unit
Development Centre Opinkirjo
University of Jyväskylä
Rauma Teacher Training School of Turku University
Viikki Teacher Training School of Helsinki University
Oulu Teacher Training School of Oulu University
Turku University of Applied Sciences
University of Oulu, Teacher Training Institute
JAMK University of Applied Sciences, Professional Teacher Education Unit​

Deep Learning through Dialogue (2010-2013)

Assignment: ​DIALE
​Summary: ​The DIALE project concentrates on the transfer of unique and active pedagogical innovation, independent of the field of education and focusing on vocational teachers, trainers, tutors and the improvement of teacher education. In addition, the target group includes in-company trainers and teachers working in further education services. Skills in dialogue can be used in teaching and guidance work in classroom and distance education, work mentoring and cooperation, independent of the field of the activities. The goal of the DIALE project is to develop the competence of trainers, teachers, teacher trainers and in-company trainers in dialogue through concrete methods. Practical operations: – Translation of deep learning through a dialogue web service (EN) – Developing concrete methods in dialogue (4 sub-groups) – Piloting and testing the developed methods – Planning the training program for the development of competence in dialogue The DIALE project uses tools and applications of social media for development work as well as project planning and coordination. The project is coordinated by HAMK Vocational Teacher Education Unit and partly funded by the LLP/ Leonardo da Vinci programme.
• Overall project coordination
• Workshops and seminars
• Study visits
• Transfer of innovation
• New products and web-based tools
• Production of project report, informational and educational materials

​Partners: ​STOAS, Netherlands, Groen Horst College (NL),  CALMAR, Ireland CEEI. Spain TRISYS Ltd (CY)​

steLLa 2.0: Stimulation of eLearning for Lifelong Learning for adults (Belgium, Cyprus, France, Germany, Greece, Italy, Lithuania, Poland, Spain 2009-2011)

Evaluation of Swedish Teacher Education Programmes / Vocational Teacher Education (Sweden 2010)

ValoDi: Valorisation of Diversity Skills (2009-2010)

Assignment: ​ValoDi: Valorisation of Diversity Skills

​Summary: ​ValoDi, Valorisation of Diversity Skills was a Leonardo da Vinci project under the Lifelong Learning Programme (2009-2011). It was a continuation to the TforD, Tools for Diversity project (Leonardo da Vinci, 2006-2008), which dealt with multicultural issues. Multiculturalism is a growing value in the development of the personnel of different organizations in education and customer service. In addition to the development of the personnel in multiculturalism, ValoDi focused on enhancing multiculturalism in the operations and strategic planning of the management of the organizations.

Multiculturalism and equality in this case meant equality regardless of gender, health, mother tongue, ethnical background, age, religious beliefs, values and opinions.

The project emphasized individual’s legal rights and the integration to the society. The project aimed to create multiculturalism in a way that it would be seen as a competitive value, which can be categorized, evaluated, learnt and further developed. The project also aimed to develop teachers’, trainers’ and work place instructors’ multicultural skills in a way that they can systematically develop their own organization towards more multicultural and innovative direction.

​Partners: ​Tampere Vocational Adult Education Centre, Finland
Metropolia University of Applied Sciences, Helsinki, Finland
Florida Foundation and Florida Training Centre, Spain
IAL Piemonte, Italy
Business and Development Center, Poland
Eurofortis SIA, Latvia​

TrainerGuide: A Web-tool for In-company Trainers (2008-2010)

Assignment: ​The European TrainerGuide​

​Summary: ​The goal of this project is to develop a web-based tool – ‘TrainerGuide’ -, a digital handbook and toolbox for the primary target group in-company trainers. This guide will be based on the successful results of a Danish model project (Danish Ministry of Education, 2006), whose principles will be transferred to the partner countries’ needs and conditions.

A European TrainerGuide will be developed in English, which will be an overarching version for national guides in national languages. The European TrainerGuide will mirror the partner countries’ strengths, needs and development fields. In this way, other countries may benefit from the European TrainerGuide, which will be filled with best practice examples, and they may find inspiration for an own national guide.

Denmark will also profit directly from the project, by improving the Danish TrainerGuide with the partner countries’ best practice examples, tools and valorization initiatives. In this way, it is also expected to expand the application of the TrænerGuide to further sectors in Denmark, to adapt new practical training tools and to brand the Danish guide for training companies.

The partner countries in this project are countries with a dual VET system, or countries whose VET systems have needs and goals that could be supported by a TrainerGuide. The partner countries will end up with national TrainerGuide versions each in their own language. The long-term vision is to create a sustainable platform for an ongoing co-operation and co-ordination between the partner countries and other European countries. The European TrainerGuide may become a practical rotation point for this purpose.

​Partners: ​DEL The Danish Institute for Educational Training of Vocational Teachers  (Coordinator)
DIHK- Gesellschaft für berufliche Bildung, Germany,
BIBB – Bundesinstitut für Berufsbildung, Centre of expertise on vocational education, training and labour market for the technical field,
Muğla University, Technical Education Faculty​

EEWT: European Electronics Workshop Team (2008-2010)

Assignment: ​European Electronics Workshop Team promoting EuroSkills and national competitions (EEWT)​

​Summary: ​The aim of the project was to expand the international cooperation started during the ModVocPilot project and supporting projects before, spread the good practices of coaching. The project also compared, improved and unified the curricula to approach the European level in different European countries, to develop European training programme and training models and create opportunities for on-the-job learning for students of European countries. The project also enhanced the close co-operation between schools/ institutions and companies, which enabled expert exchange with the staff of the companies and visits in the educational establishments.

The main objective of the project was to support participants in the training and further training activities in the acquisition and the use of knowledge, skills and qualifications to facilitate their personal development. In the project activities, this meant preparing a competition task according to the trade description, which was based on EuroSkills regulation. The development and implementation of the task was done in cooperation with educational institutions and industry both at national and international level. Students, teachers and industrial experts from different European countries took part in the work. The participants for the EuroSkills 2010 competition were selected from an international cooperation group whose experts were trained in coaching for the skills competition, implementing and evaluating competition tasks. The material was also used in vocational education and national competitions of different countries from the beginning of the basic training phase.

​Partners: ​Turku Vocational Institute (Coordinator) (FI)
SkillsFinland Association (FI)
Teklab Oy (FI)
Teknologiateollisuus, The Federation of Finnish Techonology Industries (FI)
Malta College of Arts, Science & Technology (MT)
BureauTop (NL)
ROC Zadkine (NL)
Skills Netherlands (NL)
Stredna priemyselna skola elektrotechnicka, Presov (SI)
Swedish TelePedagogic Knowledge Center (SE)
Handan Hayrettin Yelkiikanat Anadolu Teknik Lisesi Ve Anadolu Meslek Lisesi (TR)

Eurotrainer I & II: Network to support VET trainers in Europe (Germany, Netherlands 2007-2010)

​​​​​​Eurotrainer I & II: Network to support VET trainers in Europe (Germany, Netherlands 2007-2010)

 

Propeto: Development of Systems for Vocational Teacher Qualification Improvement (2007-2009)

Assignment: ​Development of Systems for Vocational Teacher Qualification Improvement (PROPETO)

​Summary: This Leonardo da Vinci (Lifelong Learning Programme  2007-2009) project’s aim was to develop the systems of vocational teacher qualification improvement in project partner countries (Lithuania, Germany, Romania, Italy and Finland)

​Partners: ​​Vytautas Magnus University (LT)
University of Stuttgart (DE)
University of Pitesti (RO)​
Plan (IT)​

Development of Quality Assurance in Russian Higher Education (Russia 2006-2007)

Blended Learning Methods and Mobile Tools in Vocational Education (2005-2007)

RePro, Real Life Business Projects in Multicultural Student Centered Learning (Poland, UK, Latvia, Germany, Italy 2004-2007)

IntCultNet - Intercultural Learning in the Internet (2002-2005)

Professional Development of European Teachers and Trainers in the field of eLearning, eTTnet (2005)

WTW: Worth the Work (Belgium, Netherlands, Czech Republic 2001-2005)

VoTTiP: Vocational Teacher Trainees in Practice (Austria 2001-2004)

2018

The cooperation agreement on vocational education between HAMK and INFOTEP was inked at the ceremony of the Fourth National Graduation of the National Institute of Technical – Vocational Training (INFOTEP).  (20.11.2018)

“Finland and the Basque Country are the world leaders in technical vocational training thanks to the quality of their teaching approaches and practices. Hence, the agreements mentioned enable INFOTEP to improve the methodologies, techniques and information in the curricular management and the teacher training”, said Mr. Rafael Ovalles, Director of INFOTEP, referring to the agreement with HAMK. (20.11.2018)

Mr. Rafael Ovalles, Director of INFOTEP proposed to the business community to develop together a dual training program (a modality that combines theory and work practice) at the ceremony of the Fourth National Graduation of the National Institute of Technical – Vocational Training (INFOTEP). This model has been proven by countries such as Finland, Spain and Germany. (21.11.2018)

In the speech of Mr. Rafael Ovalles, Director of INFOTEP, at the ceremony of the Fourth National Graduation of the National Institute of Technical – Vocational Training (INFOTEP), he stressed the importance of INFOTEP’s agreement with HAMK. (20.11.2018)

Ms Maaret Viskari, Global Education Director of HAMK, received an interview with Listín Diario during the ceremony of the Fourth National Graduation of the National Institute of Technical – Vocational Training (INFOTEP). According to Maaret, adopting a competency-based model “is like thinking out of the box”, because it is to take into account the practical skills that the future requires and to create the bases for the adaptation to changes demanded by the markets. (10.12.2018)

HAMK experts will deliver the panel-conference “A Finnish Look at Curriculum, Teaching and Evaluation Management” organized by INFOTEP. The concepts and paradigms of innovation that will lead to the construction of new systems in the teaching-learning process will be presented. (28.11.2018)

HAMK experts were invited to the panel-conference “A Finnish Look at Curriculum, Teaching and Evaluation Management” organized by INFOTEP on November 30, 2018. The theoretical and pedagogical experience of HAMK experts were highlighted.  

At the panel-conference “A Finnish Look at Curriculum, Teaching and Evaluation Management” organized by INFOTEP, the importance of technical training was emphasized. HAMK experts’ contribution to developing the new pedagogical model for the National System of Professional Technical Training that regulates the INFOTEP was highly appreciated.(30.11.2018)

At the panel-conference “A Finnish Look at Curriculum, Teaching and Evaluation Management” organized by INFOTEP, HAMK experts presented the key elements to strengthen professional technical training in the country. (1.12.2018)

During the panel-conference “A Finnish Look at Curriculum, Teaching and Evaluation Management” organized by INFOTEP, HAMK experts Essi Ryymin, Pirjo Tuominen and Nana Niskanen explained that the curriculum of professional technical training is based on competencies. (1.12.2018)

The Paraiba State Education Secretary Aléssio Trindade, says that the Gira Mundo Finlândia program (basic education teacher training course for teachers of the state education network)  is the best existing project for Brazilian teachers, and a national reference.
http://www.paraiba.com.br/2018/08/23/15323-gira-mundo-escola-capistrano-de-abreu-recebe-projeto-pioneiro-com-professores-finlandeses (23.8.2018)

HAMK teachers awarded certificates to Gira Mundo 2017 participants in Paraiba, Brazil. “The projects developed by the participating teachers have proven to be very important, aiming to be beneficial to students and the community” said Seija Mahlamäki-Kultanen, the Dean of HAMK School  of Professional Teacher Education.
http://www.paraiba.com.br/2018/08/20/45908-governo-realiza-seminario-com-professores-do-gira-mundo-finlandia-e-lanca-edital-para-cursos-de-aperfeicoamento (20.8.2018)

A HAMK team of teachers led by the Dean of HAMK School  of Professional Teacher Education Seija Mahlamäki-Kultanen to participate to the Gira Mundo-program ceremony in Paraiba, Brazil August 20-22, receiving finanal competence demonstrations by graduating students and awarding certificates.
http://www.paraiba.com.br/2018/08/17/34610-professores-finlandeses-participam-do-seminario-gira-mundo-finlandia-em-joao-pessoa (17.8.2018)

The HAMK Gira Mundo – program graduate Anne Franciare de Queiroz was selected to participate in theCreativity Workshoporganized by the United States Embassy/RELO to be held in Brasilia from April 2nd to 6th.
http://www.ufpb.br/efopli/contents/noticias-ingles/teacher-from-paraiba-is-selected-to-represent-efopli-in-workshops-in-brasilia (11.4.2018)

Graduates of the HAMK Gira Mundo Finlandia program are selected put their knowledge to the services of national basic curriculum revision in Brazil.
http://paraiba.pb.gov.br/professores-que-participaram-do-gira-mundo-finlandia-utilizam-conhecimentos-para-elaboracao-da-bncc/ (27.3.2018)

Presentation of the Gira Mundo Finlandia program in Paraiba.
https://www.facebook.com/leomarlima89/videos/1940364382650001/

HAMK VET Teachers for the Future and FiTT- prorams graduate Julio Page participates in a debate on investment in education in Brazil and in Finland.

 

2017

Paraiba state governor met with the 38 Gira Mundo 2017 program participants. “Each time, we have more teachers capable of leveraging the indicatiors of  eduation in Paraiba, as they are assuming ther ole of leaders of this process” , the state education secretary concluded.
http://paraiba.pb.gov.br/governo-reune-professores-e-faz-avaliacao-do-gira-mundo-finlandia/ (19.12.2017)

A group of enthousiastic rectors from China studyed student-centered and active learning methods at HAMK, while bringing valiuable insight for the trainers.
https://yle.fi/uutiset/3-9968080 (9.12.2017)

HAMK School of Professional Teacher Education Dean Seija Mahlamäki-Kultanen and team meet with the Uruguayan delegation on vocational education to Finland, composed of the membes of ANEP, INEFOP and UTU, at the Embassy of Uruguay.
https://www.facebook.com/embajada.uruguay/posts/930230080477372

Instituto Federal Fluminense organises a training event on VET Teachers for the Future – program and it’s multiplication effect of the Finnish profesional education model.
http://portal1.iff.edu.br/reitoria/noticias/iffluminense-promove-evento-sobre-o-programa-professores-para-o-futuro (31.10.2017)

Within the Finnish Prime Minister’s Delegation visit to Colombia, Häme University of Applied Sciences representative visits Pontificia Universidad Javeriana in Bogotá.
http://www.javeriana.edu.co/noticias/noticias?aID=9142185&tID=22767#.WhPLKkqWY2z (25.10.2017)

Prime Minister Sipilä underlines the importance of education as a basis for peaceful development, during his visit to Colombia, in which HAMK participated in investigating educational solutions in the Colombian post-conflict context.
http://es.presidencia.gov.co/noticia/171024-La-educacion-es-la-base-para-el-desarrollo-pacifico-de-una-sociedad-Primer-Ministro-de-Finlandia (24.10.2017)

On the occasion of Prime Minister Sipilä’s visit, to who’s delegation HAMK participated, President Santos of Colombia speaks of taking example in Finnish education and teacher training (1:10-2:00) to bring Colombia’s education to the top of Latin America.

 

HAMK delegate on Prime Minister Sipilä’s visit to Colombia attends luncheon at the Presidential Palace, upon invitation by President Santos, Nobel Peace Price Winner 2016.
https://www.flickr.com/photos/finnishgovernment/37873450276/in/photostream/

HAMK joins the Team Finland delegation to Peru to investigate cooperation opportunities in education.
https://gestion.pe/politica/primer-ministro-finlandia-se-reunira-ppk-lima-esta-semana-2203167 (24.10.2017)

Häme University of Applied Sciences, part of the Finnish Prime Minister’s Delegation to Colombia, visits Tecnológico de Antioquia in Medellin.
http://www.tdea.edu.co/index.php/es/noticias/1604-finlandia-y-el-tdea-exploran-lazos-de-cooperacion-bilateral (23.10.2017)

HAMK, within the Team Finland delegation, lead by Vice-Minister Lehtomäki, is received by the Governor of Antioquia in Medellin to discuss cooperation in education.
http://antioquia.gov.co/index.php/component/k2/item/3080-antioquia-y-finlandia-estrechan-lazos-de-amistad (23.10.2017)

Instituto Federal Paraná signed a Memorundum of Understanding with Häme University of Applied Sciences during the Finnish Delegation’s visit
http://reitoria.ifpr.edu.br/?p=159654 (27.9.2017)

Finnish teacher student from HAMK  does her teacher training in Paraiba, Brazil, as part of the partnership signed between HAMK, TAMK and the State of Paraiba.
http://paraiba.pb.gov.br/professora-finlandesa-desenvolve-projeto-de-mestrado-em-escolas-da-rede-estadual-da-paraiba/ (6.9.2017)

Instituto Federal do Sul de Minas signed a Memorandum of Understanding with Häme University of Applied Sciences (HAMK), to further develop common programs and exchanges.
https://www.ifsuldeminas.edu.br/index.php/concursos-2/1520-convenio-finlandia (31.8.2017)

The Finnish model of education is a reference to those who seek to optimize the human and financial resources invested in education, noted INFOTEP director in introducing conference by Maaret Viskari (HAMK) in Santo Domingo (Dominican Republic)
http://www.listindiario.com/economia/2017/08/30/480307/el-pais-podria-emular-el-modelo-de-finlandia (30.8.2017)

The success of the Finnish Vocational Education system is highlighted by the fact that over 50% of youth have opted for Vocational Education in the last decade, explained international education expert Maaret Viskari (HAMK) invited by INFOTEP to give a conference in Santo Domingo
http://www.elcaribe.com.do/2017/08/30/la-rd-busca-emular-finlandia-materia-formacion-tecnica/ (30.8.2017)

One of the key factors of the high educational standards in Finland is the fact the teachers in charge of Vocational Education are extremely qualified, explained Maaret Viskari (HAMK) at her conference of Vocational Education in Dominican Republic
http://www.lainformacion.com.do/noticias/nacion/91455/experta-diserta-sobre-educacion-tecnico-profesional-en-infotep (30.8.2017)

Dominican Republic gets to know the best practices of Finland in education to serve as a source of inspiration at a conference organized by INFOTEP with Finnish expert Maaret Viskari (HAMK)
https://www.diariolibre.com/noticias/educacion/la-rd-conoce-detalles-del-modelo-educativo-tecnico-utilizado-en-finlandia-XF8034660 (30.8.2017)

INFOTEP sponsored a conference to over 1500 professionals of the educational sector in the Dominican Republic,given by the Finnish Education expert Maaret Viskari (HAMK)
http://diariodigitaldominicano.com/site/infotep-auspicia-conferencia-conocer-factores-exito-sistema-educativo-finlandia/ (30.8.2017)

“Good teachers are the only guarantee of good graduates” – The director of INFOTEP Rafael Ovalles presents international education expert Maaret Viskari from HAMK before a conference on Vocational Teacher Education in Santo Domingo (Dominican Republic)
https://presidencia.gov.do/noticias/infotep-auspicia-conferencia-para-conocer-factores-de-exito-sobre-sistema-educativo-de (29.8.2017)

Over 1500 persons participated to a conference by Maaret Viskari (HAMK) organized by INFOTEP to discover the Finnish example on Vocational Education
https://www.eldinero.com.do/46629/finlandia-un-ejemplo-para-la-formacion-tecnico-profesional-dominicana/ (29.8.2017)

International expert Maaret Viskari (HAMK) gave a conference in Santo Domingo on the impact of Vocational Education in the economic and social development in Finland
https://www.instagram.com/p/BYZ278xheC7/ (29.8.2017)

Jonathan D’Oleo resumes his view on Maaret Viskari’s (HAMK) conference: “Trough “Transplanting” educational models instead of “planting seeds” we can save decades in enjoying the results.”
https://www.youtube.com/watch?v=qJUCS8H_8BI (29.8.2017)

International Expert on education from Finland Maaret Vuskari (HAMK) speaks about the impact of vocational education in economic and social development at INFOTEP conference in Dominican Republic
http://eltapete.com/experta-internacional-maaret-viskari-dicta-conferencia (29.8.2017)

Maaret Viskari (HAMK), specialist in designing professional development programs in pedagogy and education, to give a conference on Vocational Education in front of the educational and labor institutions representatives in Santo Domingo. http://eldia.com.do/experta-finlandesa-disertara-sobre-el-impacto-formacion-profesional-en-el-desarrollo-economico-y-social/ (25.8.2017)

Finnish education expert Maaret Viskari (HAMK) is to give a conference related to the continuous improvement of Vocational Education, as one of the strategic axes of innovation and development defined by  INFOTEP (Dominican republic)
http://caribbeandigital.net/experta-disertara-en-el-pais-sobre-el-impacto-de-la-formacion-profesional/ (25.8.2017)

Marize Passos participates in the Finnish Train the Trainers (FiTT) –program in Finland, at Häme University of Applied Sciences (HAMK) and  Tampere University of Applied Sciences (TAMK), with the support of Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). http://cefor.ifes.edu.br/index.php/component/content/article?id=16863 (8.8.2017)

Bruno Pereira Garcês, IFTM chemistry teacher, was one of the 20 Brazilians selected to participate in Finnish Train the Trainers (FiTT) – program “My pedagogical practice changed completely”
http://www.iftm.edu.br/noticias/index.php?id=7604 (3.8.2017)

Paraiba’s Governor Ricardo Coutinho announces the amplification of the Giramundo –programme, inviting more teachers to international training dialogue with Finland: “We expect these teachers to contaminate in a positive way the whole state teaching network with the experience they acquire in Finland”
http://www.wscom.com.br/mobile/blogdowaltersantos/a+ousadia+da+paraiba+no+ensino+diante+dos+novos+desafios+da+politica+no+mundo-13922 (20.6.2017)

Finland’s new educational revolution to prepare students for the digital era.
https://g1.globo.com/educacao/noticia/a-nova-revolucao-educacional-com-que-a-finlandia-quer-preparar-alunos-para-era-digital.ghtml (10.6.2017)

Wlamir Soares, a teacher of the Instituto Federal de Sergipe returns to Finland to become a teacher trainer in Brazil and multiply spreading innovative methodologies.
http://www.ifs.edu.br/ultimas-noticias/209-intercambio/5687-docente-ifs (6.6.2017)

Prof. Luís Henrique M. de Melo, PRODEMA/UFPB, interviewed about his experiences studying at HAMK’s Gira Mundo Finlandia programme on October-November 2016 in Finland. Espaço Ecológico: Programa Gira Mundo, Edição Finlândia, é tema de entrevista no Espaço Ecológico (5.1.2017)

2016

Prof. Regina Lucia Pelachim Lianda talks about an Extension Project “Inclusive Education through Chemistry” which is implemented in Instituto Federal do Sudeste MG – Campus Barbacena in partnership with the Support Association for the Deaf (Associação de Apoio aos Surdos). Lianda describes how teaching needed to be adapted to be suitable for people with visual disabilities. IF Sudeste MG – Campus Barbacena: IF Sudeste MG – Campus Barbacena desenvolve Projeto de extensão sobre “Educação Inclusiva por meio da química” em parceria com a Associação de Apoio aos Surdos de Barbacena (13.12.2016)

“All students have talent”: What is Latin America learning about education in Finland. Dean of HAMK School of Education, Seija Mahlamäki-Kultanen shortly gives examples of success factors and indicators of Finnish education (e.g.) PISA, whereas Damione Damito, teacher from Instituto Federal de São Paulo, and Vilma Leitão, teacher from Ensino Fundamental e Médio em Patos, tell about their experiences of cooperation between Latin American countries and Finland in education, in HAMK’s programmes Gira Mundo Finlandia and VET Teachers for the Futureprogrammes. BBC Mundo: “Todos los alumnos tienen talento”: qué está aprendiendo América Latina de la educación en Finlandia (10.12.2016)

Announcement of the Finnish Teacher Trainer Diploma (FiTT) programme during the opening of the VET Teachers for the Future, Cohort III Final Seminar in Maceió: Formação de multiplicadores leva professores de volta à Finlândia (9.12.2016)

Brazilian teachers describing how they have applied what they have learnt in and from Finland in their own educational context. Experiences of HAMK’s Gira Mundo Finlandia and VET Teachers for the Future programmes by Vilma Leitão, teacher from Ensino Fundamental e Médio em Patos, Alexandre D’Andrea teacher Instituto Federal da Paraíba,and Damione Damito, teacher from Instituto Federal de São Paulo. BBC Brasil: Professores contam como estão aplicando no Brasil o que aprenderam na Finlândia (7.12.2016)

Announcement about the Final Seminar and the Certification of the VET Teachers for the Future, Cohort III participants in Maceió during the Connepi conference on 7-9 December 2016. Portal da Rede Federal de Educação Profissional, Científica e Tecnológica: Professores que estiveram na Finlândia serão certificados em programação no XI Connepi (1.12.2016)

Invitation by the the Brazilian Ministries of Education and Science, Technology, Innovation and Communication, and the National Council of Scientific and Technological Development (CNPq) to the VET Teachers for the Future, Cohort III Final Seminar on 7-9 December 2016 in Maceió during the 11th North-East Congress of Research and Innovation (Connepi). Portal MEC: Professores que estiveram na Finlândia descrevem experiência and Correio Braziliense: Professores que estiveram na Finlândia descrevem experiência (30.11.2016)

Dr. Rodrigo Duran, an Alumni of The VET Teachers for the Future -program, founded a national Science and Technology project promoting FabLabs in Brazil in co-operation with Intel Corpororation, U.S.A. Instituto Federal Mato Grosso do Sul: IFMS firma acordo com Intel para popularização da ciência (8.9.2016)

The participants of The VET Teachers for the Future -program, Azenaide Vieira, Izidro Lima Junior and Robson Felix, shared their experiences on educational innovations of Finland and established regional development in Brazil. Instituto Federal Mato Grosso do Sul: Docentes iniciam projeto institucional a partir de experiências na Finlândia (1.9.2016)

HAMK University of Applied Sciences: Enhanced Cooperation between Finland and Brazil. The Minister of Foreign Affairs of the Federative Republic of Brazil, Jose Serra and the Minister for Foreign Affairs of Finland, Timo Soini, agreed upon priorities between Brazil and Finland. The first one is education.  “To enhance and expand the cooperation in the field of vocational education and to enlarge “The VET Teachers for the Future” -program into a long-standing joint venture under the terms of agreement on Cultural, Educational and Scientific Cooperation between Brazil and Finland (1990)”. (30.8.2016)

Dr. Francisco Fechine Borges from Campus Santa Rita Paraiba Federal Institute (IFPB), an Alumni of The VET Teachers for the Future -program, and his team, were rewarded for their sustainable, scientific nnovations at the Fair of Innovation and Technology II (Expotec), Brazil. Ministério da Educação IFPB: Expotec: IFPB mostra inventividade e pesquisa ao público (26.8.2016)

Hämeen Ammattikorkeakoulu: Brasilia haluaa vahvistaa ammatillisen koulutuksen kehittämistä suomalaisyhteistyössä (18.8.2016)

Häme University of Applied Sciences starts new education programme to Brazilian K-12 teachers with Fundação de Apoio à Pesquisa (Fapesq) e a Secretaria de Estado da Educação (SEE), Paraiba, Brazil. Governo da Paraíba: Programa GPrograma Gira Mundo Finlândia é divulgado para gestores da 1ª e 3ª GRE (17.8.2016)

Mr. Wlamir Soares, an Alumni of The VET Teachers for the Future -program, shares his experiences on educational excellence of Finland and teacher education. Instituto Federal Sergipe: Cursos de capacitação promovidos pelo MEC possibilitam intercâmbio cultural (15.8.2016)

Experts of Häme University of Applied Sciences and the Alumni of The VET Teachers for the Future -program presented Finnish education and the teacher education in Finland House, Rio de Janeiro. Excellence in Education: Finland House in Rio Olympics – EEF members presenting Finnish excellence in education (12.8.2016)

Mr. Damione Damito, an Alumni of The VET Teachers for the Future -program, produces popular podcasts on student engagement and active learning to the Portuguese speaking world together with his students. Rádio e TV Instituto Federal: Câmpus Suzano recebe visita de professor e alunos do IFSP Salto. (17.5.2016)

Dr. Angela Kwiatkowski’s, an Alumni of The VET Teachers for the Future -program, students win international prizes in science in The Youth Science Meeting. Edição de notícias: Estudantes do IFMS tem pesquisa selecionada para o Youth Science Meeting (6.5.2016)

Hämeen sanomat: Brasilialaisopettajat värittävät katukuvaa (9.4.2016)

Terveiset koulutusvientimatkalta Brasiliasta, Opetusministeri Sanni Grahn-Laasosen julkinen Facebook-päivitys (1.4.2016)

Delegation of Häme University of Applied Sciences meets SESI-SENAI Brazil and plans future collaboration. Portal SESI-SP Servico Social da Indústria: Delegação da Finlândia visita unidades do Sesi-SP e do Senai-SP (31.3.2016)

The Minister of Education of Finland, Sanni Grahn-Laasonen, presents Finnish teacher education in Brazil. Carta Educação: Professor, o foco do sistema educacional finlandês (30.3.2016)

The Ministy of Education, Brazil, presents Finnish-Brazilian The VET Teachers for the Future -program and cooperation with Häme University of Applied Sciences. The Ministry of Education, Brazil: Universidade finlandesa adota projeto de professor brasileiro (12.2.2016)

Brazilian Exchange degree programme students of Häme University of Applied Sciences share their experiences on studying in Finland. Por Acaso: Jaraguaenses pelo mundo: como é ser intercambista na Finlândia? (1.2.2016)

2015

The Alumni of The VET Teachers for the Future -program, Dr. Joelma Kremer and Mr. Bruno Pereira Garcês reflect their teacher education in Finland. TAMK.today: Smiling is Universal (22.7. 2015)

The Brazilian teachers and researchers graduated from The VET Teachers for the Future -program organized an international seminar with the Federal Institute of Education, Science and Technology of Brazil, in João Pessoa, Brazil 9.-11.12. 2015: Workshop Internacional de Inovação na Educação Profissional​

Hämeen Ammattikorkeakoulun työryhmä Eduskunnan ulevaisuusvaliokunnan mukana suunnittelemassa koulutusyhteistyötä Uruguayssa ja Argentiinassa. Suomen Suurlähetystö, Buenos Aires: Tulevaisuusvaliokunta ja koulutuksen asiantuntijaryhmä Uruguayssa ja Argentiinassa (27.10. 2015)

Reporter Estela Benetti, Diario Catarinese: Dr. Essi Ryymin from Häme University of Applied Sciences presenting educational experiences of Finland in III Seminário Internacional de Educação of FIESC in Florianópolis: Aurora adquire empresa Cocari e outros destaques desta quarta-feira and Educação de alta qualidade é saída para o país no longo prazo (21.10.2015).

Ms. Fabiana Augusta presents her experiences of teacher education in Häme University of Applied Sciences, Finland, and her regional development work in education of entrepreneurship, and creative businesses in Brazil. The website of the state of Sertao Pernambucano: ​Professora Fabiana Augusta apresentou roda de conversa “Do Sertão ao Gelo”​ (13.8.2015)

Mr. Damione Damito, a Brazilian teacher and ICT-developer from the VET Teacher for the Future -program innovated a learning environment for sharing the best practices of student-centered and engaging learning. The podcasts introduce e.g. assessment and project-based learning: ​​​​​Pa​​po de Professor, podcasts

Talouselmän artikkeli Hämeen Ammattikorkeakoulun opettajankoulutuksen koulutusviennistä Brasiliaan.
Talouselämä: Suomalainen ammattikoulutus herättää kiinnostusta Brasiliassa​ (16.8.2015)

The Alumni of The VET Teachers for the Future -program, Dr. Fernando Pacheco and Mr. Diego Lieban present their experiences of teacher education together with Dr. Seija Mahlamäki-Kultanen, Director of The School of Professional Teacher Education, Häme University of Applied Sciences. News at website www.globo.com: Alta qualidade do ensino na Finlândia atrai até professores brasileiros​​ (15.8.2015)

BBC’s article of CNPQ’s (Conselho Nacional de Desenvolvimento Científico e Tecnológico do Ministério da Educação) and Häme University of Applied Sciences’ cooperation in teacher educaution and The VET Teachers for the Future -program. BBC Brazil: Oito coisas que aprendi com a educação na Finlândia​ (12.8.2015)

IF Sudeste de Minas Gerais News: Dr. Regina Lianda, graduate from The VET Teachers for the Future- program gives a presentation at III Fórum Mundial de Educação Profissional e Tecnológica, in Recife Brazil. Professora do Câmpus Barbacena, participante do “Programa Professores para o futuro – Finlândia. (12.6.2015).

2016

Antonio Petry, C. Santana Pacheco, F., Ribeiro Alves G. & Carlos Felgueiras M. Learning Objects for Demanding Themes in Eletronics Teaching. Paper presented at TAEE Conference (Technology, Learning and Teaching of Electronics), 22.-24.6. 2016, Sevilla.

Antonio Petry, C., Santana Pacheco, F., Lohmann, D. Correa A.G. & Moura, P. Project “Teaching beyond Physics”: Integrating Arduino to the Laboratory. Paper presented at TAEE Conference (Technology, Learning and Teaching of Electronics), 22.-24.6. 2016, Sevilla.

Chen, Z., Kunnari, I. & Ryymin, E. The Comparisons and Inspirations of Professional Teacher Education in Finland and China, approved

Chen, Z. & Eerola, T. (31.5.2016). Analysis of Finnish Skills Competition and Inspirations to China. HAMK Unlimited: Professional. Retrieved 5.6.2016 from https://unlimited.hamk.fi/ammatillinen-osaaminen-ja-opetus/analysis-of-finnish-skills-competition-and-inspirations-to-china

Chen, Z. & Joyce, B. Reason to Finnish Success in Education – from Learning and Teaching Aspects, submitted

Corado, C. & Mahlamäki-Kultanen, S. (2016). A reflection tool to enhance individual learning in the Finnish-Brazilian VET Teachers for the Future -Professional Certificate Programme. In Ryymin, E., Joyce, B. and Laurikainen, M. (eds.) The Future Makers – Professional Teachers Promoting Professional Change (pp. 15-24). HAMKin julkaisuja 2/2016, HAMKin e-julkaisuja 4/2016, Hämeen ammattikorkeakoulu. URN:ISBN:978-951-784-780-3

Correia, A. & Ryymin, E. (2016). Brazilian students of programming courses improve their motivation when placing them under student-centered learning and project-based learning approaches. In Ryymin, E., Joyce, B. and Laurikainen, M. (eds.) The Future Makers – Professional Teachers Promoting Professional Change (pp. 81-84). HAMKin julkaisuja 2/2016, HAMKin e-julkaisuja 4/2016, Hämeen ammattikorkeakoulu. URN:ISBN:978-951-784-780-3

Duran, R. & Susimetsä, M. (2016). A collaborative virtual classroom for game based-learning using immersive and free creative simulated universe in multiple scales. The Future Makers – Professional Teachers Promoting Professional Change (pp. 55-72). HAMKin julkaisuja 2/2016, HAMKin e-julkaisuja 4/2016, Hämeen ammattikorkeakoulu. URN:ISBN:978-951-784-780-3

Gresse von Wangenheim, C., von Wangenheim, A., Santana Pacheco, F. C. R. Hauck, J., Ferreira, M. & Dezan de Bona, D. Programe um Robô Super-Herói:  Ensinando Computação Física em Oficinas de Pais e Filhos, manuscript in pressKorhonen, A.-M., Kunnari, I. & Ruhalahti, S. How to deepen Competence Development through Authentic and Dialogical Learning in Digital Learning Environments?, approved presentation

Gresse von Wangenheim, C., von Wangenheim, A., Santana Pacheco, F.,  Hauck, J.C.R., Borgatto, A.F. & Missfeldt Filho, R. (2016). Computer Scientists Are Still Imagined To Be Nerds. INCoD – Brazilian Institute for Digital Convergence. Technical Report INCoD/GQS.02.2016.E.

Gresse von Wangenheim, C., von Wangenheim, A., Santana Pacheco, F. C. R. Hauck, J. & Ferreira, M. (2015). Design and Experiences with Teaching Physical Computing in Family Workshops. INCoD – Brazilian Institute for Digital Convergence. Technical Report INCoD/GQS.04.2015.E.

Keskisarja, V., Sivunen, J., Väänänen, M. ja Ryymin, E. (8.6.2016). Digiopettaja ja onnistunut verkkokurssi. HAMK Unlimited: Journal.  Haettu 19.8 .2016 osoitteesta https://unlimited.hamk.fi/ammatillinen-osaaminen-ja-opetus/digiopettaja-ja-onnistunut-verkkokurssi

Korhonen, A.-M. Learning is my Journey – Scaffolding Digital Personal Learning Environments in Teacher Education Context. Paper presented in The 8th Annual International Conference on Education and New Learning Technologies (EDULEARN 16), 4.-6.7.2016, Barcelona.

Kunnari, I. & Ryymin, E. Positive Approach for Developing Education – Building the Future. The Final Seminar of the VET Teachers for The Future Professional Development Programme and Workshop in XI Connepi Conference, 6.-9.12. 2016, Maceió.

Kunnari, I. & Ryymin, E. Successful Teacher Development in the Digital Era – The Role of Wellbeing and Networked Expertise. Paper presented in EAPRIL (The European Association for Practitioner Research on Improving Learning) Conference, 3.-25.11. 2016, Porto.

Kunnari, I. & Ryymin, E. (2016). The Pedagogical Concept of The VET Teachers for the Future. In The VET Teachers for the Future Professional Certificate Programme Alumni Publication (pp.20-21). Häme University of Applied Sciences. Kirjapaino Hermes Oy: Tampere.

Kunnari, I. & Ryymin, E. Joyful Teacher and School Development for Successful Change in Pedagogy. Paper presented in International Leading Passion – Motivation and Work in the Post-Industrial Era Research Conference, 19.-20.4. 2016, Porvoo.

Mahlamäki-Kultanen, S. Teacher Education Reform in Finland. Paper Presented in XI CONNEPI – IFAL Congresso Norte Nordeste De Pesquisa e Inovação, 6.-9.12. 2016, Maceió.

Mahlamäki-Kultanen, S., Viskari, M. & Mäenpää, T. (2016). Development of Teachers’ Competences when Working in Transnational Education. In Vanhanen, R. (Ed.) Export of Education by Finnish Universities  of Applied Sciences, Reflections on Best Practices (pp.66-75). JAMK University of Applied Sciences:  Suomen Yliopistopaino Oy.

Pacheco, F. & Joyce, B. (2016). Starting with a tinkering workshop and going beyond. In Ryymin, E., Joyce, B. and Laurikainen, M. (eds.) The Future Makers – Professional Teachers Promoting Professional Change (pp. 43-48). HAMKin julkaisuja 2/2016, HAMKin e-julkaisuja 4/2016, Hämeen ammattikorkeakoulu. URN:ISBN:978-951-784-780-3

Pelachim Lianda R.L. & Ryymin, E. (2016). An apprenticeship of a teacher – A description of a teacher’s professional development in a community of learning practitioners. In Ryymin, E., Joyce, B. and Laurikainen, M. (eds.) The Future Makers – Professional Teachers Promoting Professional Change (pp. 25-34). HAMKin julkaisuja 2/2016, HAMKin e-julkaisuja 4/2016, Hämeen ammattikorkeakoulu. URN:ISBN:978-951-784-780-3

Pelachim Lianda R.L.. Implementando abordagem centrada no estudante e metodologia abp em estudos de química orgãnica. Poster presented at Problem-Based Learning and Active Learning Methodologies, Pan-American Network For Problem-Based Lerning (PAN-PBL), 8.-10.9. 2016, São Paulo.

Pelachim Lianda R.L., Pereira, N.C., Fonseca Dinali, L.A., Oliveira de Paula, A.F., Dinali, W., Ryymin, E. & Joyce, B. Implementing Student-Centered Approach and Project-Based Learning (PBL) in Organic Chemistry Studies. Paper presented at  Problem-Based Learning and Active Learning Methodologies, Pan-American Network For Problem-Based Lerning (PAN-PBL), 8.-10.9. 2016, São Paulo.

Ruhalahti, S., Korhonen, A.M. & Ruokamo, H. (2016). The Dialogical Authentic Netlearning Activity  (DIANA) Model for Collaborative Knowledge Construction in MOOC. The Online Journal of Distance Education and e-Learning, 4, 2.

Ruhalahti, S., Kunnari, I. & Korhonen, A-M. How to Deepen Competence Development through Autentic and Dialogical Learning in Digital Learning Environments? Paper and workshop presented in EAPRIL (The European Association for Practitioner Research on Improving Learning) Conference, 3.-25.11. 2016, Porto.

Ryymin, E., Kunnari, I., Joyce, B. & Laurikainen, M. (2016). Networked Expertise Empowering Brazilian Teachers’ Professional Development and Pedagogical Change. International Journal for Cross-Diciplinary subjects in Education, 7(2), 2755-2760. DOI: 10.20533/ijcdse.2042.6364.2016.0375

Ryymin, E., Joyce, B., Laurikainen, M. (Eds.)., (2016). The Future Makers – Professional Teachers Promoting Pedagogical Change. HAMKin julkaisuja 2/2016, HAMKin e-julkaisuja 4/2016, Hämeen ammattikorkeakoulu. URN:ISBN:978-951-784-780-3

Ryymin, E., Kullaslahti, J., Mäntyneva, M., Ruusunen, M., Valokorpi, P., Turunen, H. & Joyce, B. (27.9.2016). Flexible and Agile Studying in Master’s Degree –  Experiences on Flipped Classroom in the University of Applied Sciences. HAMK Unlimited: Professional. Retrieved 1.10.2016 from https://unlimited.hamk.fi/ammatillinen-osaaminen-ja-opetus/flexible-and-agile-studying-in-masters-degree-ex

Ryymin, E. Learning in a Digital Age – A New Pedagogy or just a Tool? Key Note Speak in 25th European Forum of Technical and Vocational Education and Training (EfVET) 26.-29.10. 2016, Valencia.

Ryymin, E. Opettaja työelämän kumppanina ja tulevaisuuden osaamisen kehitäjänä.
Esitys Helsingin seudun kauppakamarin Ennakointikamarissa, 27. syyskuuta 2016, Helsinki.

Uebe Mansur, A., Ryymin, E., Joyce, B. & Ruhalahti, S. Project-Based Learning Applied in Brazilian Entrepreneurship Class: A Model from Finnish-Brazilian Case Study. Paper presented at ADVED16, The 2nd International Conference on Advances in Education and Social Sciences, 10.-12.10. 2016, Istanbul.

Ueber Mansur, A.F., Joyce, B., Biazus V. M.C. and Siqueira, E.L.G. Results Analysis from Peer Assessment for Entrepreneurship’s PBL class in Business Management Undergraduate Course (pp. 244-251). PAEE ALE 2016, The 8th International Symposium on Project Approaches in Engineering Education, 6.-8.7. 2016, Guimarãe.

2015

Chen, Z. (2015). The Differences of Schools’ Influencing Factors Acting on Chinese and German Learning Process. Göttingen: Cuvillier Verlag.

Chen, Z. (2015). The new analysis of differences among lifelong learning, lifelong education and learning society. Scholarly Research Journal for Humanity Science & English Language, 2015, 2(10), 2601-2607.

Chen, Z. & Sonawane, S. (2015). The new understanding and analysis of features and contents of grounded theory. Scholarly Research Journal for Interdisciplinary Studies, 2015, 3(19), 344-351.

Correia, A., Ryymin, E., Pacheco, F., Aarreniemi-Jokipelto, P. & Joyce, B. (2015). A Strategy to Increase Students’ Motivation and Decrease Dropout Rates on Computer  Programming Courses in a Public Institute of Education and Technology. In S. Carliner, C. Fulford & N. Ostashewski (eds.), Proceedings of EdMedia: World Conference on Eductional Media and Technology 2015 (pp.1267-1272). Association for the Advancement of Computing in Eduction (AACE).

​de Melo Filho, I., Gomes, A.S., Joyce, B., Korhonen A-M & Ryymin, E. (2015). Integration service development of informallearning activities within the distance education in Brazil​. In A. Suominen, H. Toivanen & M. Nieminen (eds.) Innovation policies for economic and social transitions: Developing strategies for knowledge, practices and organizations (pp. 414-418) . VTT oy: Espoo.

Gresse von Wangenheim, C., von Wangenheim, A., Santana Pacheco, F. C. R. Hauck, J. & Ferreira, M. (2015). Physical Computing Outreach at Exhibitions. INCoD – Brazilian Institute for Digital Convergence. Technical Report INCoD/GQS.03.2015.E

Kunnari, I. & Ryymin, E. Promoting Science and Education between Brazil and Finland by Applied Research. Presentation in Conferência Internacional de Educação Professional do IFPB Instituto Federal, 9-11.12. 2015, João Pessoa.

Mahlamäki-Kultanen, S., Joyce, B., Ryymin, E., Viskari, M. & Heikkilä, L. (2015). Brazilian VET teachers’ strategies to transfer their learning in a Finnish-Brazilian teacher education programme. Journal of Finnish Universities of Applied Sciences, 3, 2015.

Mahlamäki-Kultanen, S. (ed.) (2015). VET Teachers for the Future – Professional Development Certificate Programme in Häme University of Applied Sciences (HAMK) & Tampere University of Applied Sciences (TAMK). HAMK AOKK:n julkaisuja 3/2015.

​Majuri, M., Ryymin, E., Viskari, M. & Kokkomäki, J. (2015). Researching Professional Excellence Regionally, Nationally and Globally​. In Mustonen, L. (ed.) International Collaboration – Towards Joint Research Activities (pp. 11-16). HAMK Publications 6/2015. Tammerprint oy: Tampere.

Ryymin, E., Eerola, T. & Majuri, M. (2015.) Ammatillisen huippuosaamisen tutkimuksesta ja ammattitaitokilpailuista näkökulmia tulevaisuuden työelämän osaamisen kehittämiseen. Ammattikasvatuksen aikakauskirjan erikoisnumero, 17, 76-84.

Ryymin, E., Kunnari, I. & Viskari, M. Design-Based Implementation Research in Education Business. Paper presented in national AMK- ja Ammatillisen koulutuksen tutkimuspäivät -conference, 23.-24.11. 2015, Helsinki.

Ryymin, E. & Kunnari, I. (2015). Developing Networked Expertise for Educational Innovations – Brazilian Teachers in Finnish Learning Environment. Paper presented in International Conference of Education (LICE-2015), 9.-11.11. 2015,
London.

Ryymin, E. Teacher Education and Co-Operation with Enterprises and Industries. Paper presented in III Seminário Internacional de Educação, FIESC, 20.-21.10. 2015, Florianópolis.

Ryymin, E. Tulevaisuuden oppija. Paper presented at YAMK-koulutus vahvaksi TKI -vaikuttajaksi Seminar, 2.-3.12. 2015, Hämeenlinna.

Ryymin, E., Corado, C., Joyce, B., Kokkomäki, J., Kunnari, I., Laurikainen, M., Lianda, R & Viskari, M. (2015). Finnish-Brazilian Learning Process as an Experimental Path towards Pedagogical Change. Paper presented in NOLAN, The 8th Nordic Latin American Research Network Conference, 11.-13.6.2015, Helsinki.

Ruhalahti, S. How to Build 21st Teacher Education? Paper presented at Danish Learning Festival,  3.3.2015, Copenhagen.​

Ruhalahti, S. & Korhonen, A.-M. (2015). Wanted: MOOC Pedagogy. In EDULEARN15 Proceedings (pp. 1791-1795). 7th International Conference on Education and New Learning. IATED: Barcelona.​

2014

Correia, A.R. S., Iyoda, J.M. & Silva, C. (2014). From Requirements to Ready to Run Software: A Brief Thought on How to Mechanize The Software Development Process. International Journal in Foundations of Computer Science & Technology, 4, 17-26. http://wireilla.com/papers/ijfcst/V4N3/4314ijfcst02.pdf

Correia, A. R. S., Padmanabhan, R. Oliveira, M.C., Alves, J.L. & Menezes, L.F. (2010). Towards a Blank Shape Optimization: Enhancement of Procedure and FE Solver. In: 2nd International Conference on Engineering Opmization Book of proceedings (pp.187-187).

Koski, J. & Mahlamäki-Kultanen, S. (2014). Real-world pedagogical approach to the career planning of students at universities of applied sciences and support for professional identity. In K. Raiji (ed.) Learning by Developing action model. Laurea Publications 36. Laurea University of Applied Sciences: Vantaa.​

Kunnari, I., & Ilomäki, L. (2014). Reframing teachers’ work for educational innovation. Innovations in Education and Teaching International, (ahead-of-print), 1-12.
doi.org/10.1080/14703297.2014.978351

Mahlamäki-Kultanen, S. (2014). Махламяки-Култанен, С. Педагогическое образование для пре-подавателей в Финляндии. Журнал Вестник Московская университета Серия Экономика​ 6 (5), 102-113. Publishded in Russian. In English: Pedagogical education for university teachers in Finland. The Journal of the University of Moscow, Economic Faculty

Mahlamäki-Kultanen, S. (ed.) (2014). The Bolashak Fellowship Program in HAMK University of Applied Sciences Finland, 2013-2015. HAMKin e-julkaisuja 22/2014.

Ruhalahti, S. & Korhonen, A.-M. (2014). Pocket sized, autentich, dialogical and mobile learning.
SeOPPI eLearning Finland, 3, 2014, 18-19.​

Ryymin, E. (2014). Tulevaisuuden opettaja. Teoksessa Korhonen, A-M. & Ruhalahti, S. (Toim.) Oppimisen Digiagentit (pp.9-14).  HAMKin e-julkaisuja 40/2014. Hämeen Ammattikorkeakoulu.

Eerola, T. (ed.) (2013). Towards Vocational Top Expertise. HAMK University of Applied Sciences. Tammerprint oy: Tampere.

-2013

Hulkari, K. & Mahlamäki-Kultanen, S. (2008). Reflection through web discussions: assessing nursing students’ work-based learning. Journal of Workplace Learning 20 (3), 157–164.

Lianda, R.L.P. (2009). Perfil de Substâncias Fenólicas de Méis Brasileiros por Cromatografia Líquida de Alta Eficiência e Avaliação do Potencial Antioxidante​​​. ​Tese de Doutorado​. Seropédica: Universidade Federal Rural do Rio de Janeiro.

Lianda, R.L.P. & Castro, R.N. (2008). Isolamento e identificação da morina em mel brasileiro de Apis mellifera​. Quím. Nova [online]. Vol.31, n. 6, pp. 1472-1475.

Mahlamäki-Kultanen, S. & Majuri, M. (2013). A Transition in the Management of Vocational Education: from Rector Institutions to Partnerships. In Aaltonen, K., Isacsson, A., Laukia, J., Vanhanen-Nuutinen, L. (In.) Practical Skills, Education and Development – Vocational Training education and training in Finland. Haaga-Helia: Helsinki. 64-74.

Mahlamäki-Kultanen, S. (2006). Skills demonstrations – a possibility for meaningful cooperation with entrepreneurs in the internationalising vocational education. In A. Fayolle & H. Klantdt (eds.) Inter-national Entrepreneurship Education. Issues and Newness. Edward Elgar Publishing. Cheltenham, 155–167.

Ryymin, E. (2008). Teachers’ Intelligent Networks. Study of Relationship-based Professional Development supported by Collaborative Learning Technologies. Academic Dissertation. Acta Universitatis Tamperensis 1336. Tampere: Tampere University Press.

HÄME UNIVERSITY OF APPLIED SCIENCES