Archive for the ‘networking’ Category

Meine persönliche Erfahrungen mit der Wende – Part Two: Memories of Germany October 1990

November 3rd, 2019 by Pekka Kamarainen

In my previous post I shared some memories of my study visit to Germany in October/November 1989. However, I didn’t write the post primarily as a report of the study visit (with an account of my conversations at different stations). Instead, I wanted to give a picture, how I experienced the signs of change in East Germany (then DDR) when travelling in West Germany (BRD) and West-Berlin. As I mentioned in the post, I didn’t pay that much attention to the first signs of change but by the end of the journey it was clear that something bigger is happening. And a few days after I had returned, the Berlin wall and the borders elsewhere were opened. Now, it so happened that my next conference trip to Germany coincided with the German unification. To me, this is so closely linked to my memories of the October/November trip of 1989 that I prefer to write my memories of the latter trip now – rather than waiting for the 30th anniversary next year.

My participation in the “Hochschultage Berufliche Bildung 1990” in Magdeburg 1.10. – 3.10.1990

In the beginning of the year 1990 I had joined a research group “Curricular strategies for lifelong learning” that had some funding for participation in international conferences. As a follow-up to my study visit of the year 1989 I wanted to continue and deepen my exchanges with German researchers in the field of vocational education and training (VET). A special opportunity was provided by the nation-wide conference “Hochschultage Berufliche Bildung” (originally initiated by ITB in Bremen). The conference of the year 1990 had originally been given to another location but then relocated to Magdeburg. Here, it is interesting that a West-German conference was organised in East Germany. The decision was made with the idea that this helps to promote dialogue with East-German colleagues by approaching each other in the spirit of mutual learning. However, the wheels of history were spinning rapidly and the dates of the conference came to be the dates of the German unification.

The theme of the conference was “Schlüsselqualifikationen” (Key qualifications). I had come across the theme via literature – by reading Dieter Mertens’ future-oriented theses of the year 1972/1974. To me this gave rise to prepare a special paper on educational reforms in the Nordic countries and to reflect in what ways they may take up the theme ‘key qualifications’. To be sure, this last minute’s  contribution hadn’t been included into the program. Nevertheless, I had prepared something for eventual exchanges.

At the conference venue it became apparent that the theme ‘key qualifications’ was overshadowed by a major theme – the unification. And instead of discussing in terms of gradually approaching each other the participants from East and West had a common concern – the rapid implementation of West-German educational legislation in the East. This included the setting up of new federal states in the area of former DDR. This included also setting up the dual system of apprenticeship while privatising the state-owned companies and decoupling the vocational schools from the company structures. To be sure, the thematic sessions that had been planned, were carried out. But the challenges of the unification took major attention.

The conference started before the date of the unification and it was opened by the last minister of education of the last (transitional) government of DDR. He and his secretary of state were received as guests of honour, but it was clear to all that they will no longer have a major role in the future educational policies. Then, shortly after, the minister of education of the Federal Republic of Germany gave a speech. In his speech there was no sign of mutual adjustment. Instead, it sounded like the agenda of the colonial power in the newly colonised region. On top of it, he broke his promise (to stay for the discussion) and announced that he has to leave immediately. As a courtesy to him, the outgoing political representatives of the last DDR government left with him – and the participants were left to discuss with each other.

The Cedefop workshop on “Key qualifications and social competences in East and West”

During the first day of the conference I was introduced by an acquaintance from BiBB to the Cedefop project manager Norbert Wollschläger, who was in charge of a Cedefop-initiated workshop that sought to discuss the theme ‘key qualifications and social competences’ from the perspective of comparing East- and West-European views. He found my paper (that brought the Nordic perspective into discussion) interesting and worth including into the program of his workshop. When entering the workshop, I realised that it was more like a round table discussion among high-rankin speakers from Cedefop (the director and his predecessor) and from affiliated institutes, including a special guest from Soviet Union (an Estonian academician with whom Cedefop was preparing cooperation). Here again, the bigger picture of ongoing transformations in East Europe started to take over. Nevertheless, my input from the Nordic perspective was well received.

As a follow-up, I got an invitation to a Soviet-European seminar (organised by the Soviet Academy of Educational Sciences and Cedefop) later in the year. That was a more high-ranking event that took place at the advent of the collapse of the Soviet Union and the seminar was overshadowed by various expectations and interests in developing business relations linked to export of educational know-how. To me it was clear that I was not part of that game and neither was Finland looking for such cooperation with its Eastern neighbour.

I guess this is enough of my memories of the year 1990. On an anecdotal level I can add that the trip back from Magdeburg was characterised by traffic jams in Berlin and delayed flights. The seminar in Moscow was characterised by chilly cold weather and my trip was a round trip via Copenhagen (where I attended a Nordic event). This all belonged to my working into the Nordic and European cooperation – which then characterised my later career as a VET researcher.

More blogs to come …

 

Wrapping up the ECER 2019 experience – Part Five: Debates on VET research (past, present, future)

September 9th, 2019 by Pekka Kamarainen

With this blog post I conclude a series of posts on the European Conference on Educational Research (ECER 2019) that took place earlier last week in Hamburg, Germany. The first post focused on the Opening session of the VETNET network (including background information on VETNET and other networks). The second post focused on the sessions that discussed the ongoing TACCLE projects (in which I and my colleagues are working). The third post focused on presentations that have an immediate relevance for the TACCLE project. The fourth post gave an account on recent developments in the VETNET network. With this final post I give insights into debates on VET research at different phase of the development of the VET research community.

The earliest phase: From ‘who is who’ to ‘networking the networks’

In the earliest phase of the VETNET network (when the setting up of the organisational structures was moving slowly) we were in the process of finding ourselves. It appeared that we represented different academic backgrounds, institutional affiliations and research interests. Some of us were from discipline-based institutes carrying out individual research in national contexts. Some of us came from interdisciplinary and policy-linked institutes with complex research & development projects. Some of us were already at that time working primarily in European projects with comparative and/or collaborative research designs. This gave rise to different views on, what kind of research activities and results should be presented in the conferences. One of the issues was, whether we should accept only completed research projects presented final results or whether we should give room for ongoing research projects to present their way s to common approaches. Luckily enough we found a working consensus that provided a basis for mutual respect and learning from each other.

Concerning the European cooperation projects we (who were working in them or with them) tried to develop sessions that promote learning from each other. Firstly we had symposia that promoted dialogue between parallel projects with closely matching themes. In the next phase we had ‘meeting point’ events for networks and journals. At a later date we tried to work with ‘growth of knowledge’ symposia that re-examined completed projects and platform-oriented symposia that tried to develop knowledge sharing platforms for specific project areas. This all belonged to the phase of ‘networking the networks’. Looking back, these activities were niche initiatives within the research community, supported by digital tools that were in their infancy and in a very early evolutionary phase of European cooperation.

The transitional phase: From critique on European Qualification Framework (EQF) to search for new themes

In the subsequent phase the inner life in the VETNET network had got settled and the VETNET board was working as a collective team. The diversity of VET research was kept in mind with a set of descriptors (key themes) that were used to organise the conference sessions. However, at this phase role of European cooperation was changing. Instead of discussing their own innovation agendas they were becoming more dependent on European policies  and moving to new funding priorities. This brought into picture projects on making the European Qualification Framework (EQF), the European system of Credit Transfer in VET (ECVET), European models for e-Learning, evaluation frameworks for European projects and specific projects for ‘target groups’. Here I do not want argue that such themes couldn’t be innovative. Yet, the search for common grounds was taking place within policy-based priority areas.

However, during this period the community developed a culture of critical reflection on the policy concepts with which it was working. In several ECER conferences there were symposia in which we had critical discussions on the eclectic nature of the above frameworks. Also, we had analyses on the limited ‘unifying’ impact of qualification frameworks on VET cultures in countries that have similar frameworks. This prepared the grounds for moving to themes that look at new drivers of innovation and on the role of VET in contributing to change agendas.

The newest phase: Coming together to shape a European VET research agenda

Concerning the development towards the newest phase we need to note the achievements that I have mentioned in my previous blog post – the launch of the new journal IJRVET, the emergence of the new international conferences and the progress with book publications. Parallel to this the VETNET network initiated a global network under the umbrella of World Educational Research Association (WERA) with focus on internationalisation in VET research. This has broadened the range of participation and intensified the  international exchanges beyond Europe.  This has also contributed to a stronger conceptual orientation in European and international VET research. This can be seen in particular in a more differentiated and critical look at transfer of policies, VET arrangements and innovation concepts between different countries and global regions.

In this respect there has been an ongoing discussion on European VET research agenda in several ECER conferences. At ECER 2019 the discussion was guided by the challenge to promote integration of knowledge in VET research. On a more pragmatic level this discussion focused on a planning tool for VETNET sessions – how to bring different level (macro-, meso- and miro-level) in a common thematic area into dialogue with each other. Here we noted some progress in the sessions of this conference. Secondly, this challenge was discussed from the perspective, how to present ourselves and our messages to policy-makers and other stakeholders. Thirdly, this was discussed from the perspective of reviewing knowledge development in VET research in review articles.

Concerning the project work and conference sessions, this spirit has been present among others in sessions that focus on proactive preparation to new funding frameworks for innovation programmes. Also, this spirit has characterised sessions that discuss the role of researchers as catalysts of sustainable innovations and quality-awareness in larger R&D programmes. Finally, this spirit has become manifest in sessions on grassroot projects in which researchers study community-building processes that aim to improve pedagogic quality of VET.

I guess this is enough of the debates on VET research in the VETNET network. As I see it, we have come a long way forward from the very early phases of the community development. Thinking of the current phase, we are rather well prepared for future challenges. For me, as someone who has been involved from the beginning, this is very rewarding. Now that my time with ECER and active VETNET involvement is coming to an end, I can look forward to the future with an optimistic feeling. However, I have not finished my work yet and I have to put an effort to finish properly.

More blogs to come …

Productivity, innovation, learning and ‘Place’

September 3rd, 2019 by Graham Attwell

Fig 7Antiguo-cauce-del-río-Turia-3The UK Centre for Cities has been undertaking a lot of interesting research on the future of cities. In a recent article on their website, they look at ‘why place matters when thinking about productivity. Productivity has been persistently low in the UK and the article discusses “‘Place’, one of the pillars of productivity identified by the Government’s Industrial Strategy” and how it interacts with the other four pillars – ‘People’, ‘Ideas’, ‘Business Environment and ‘Infrastructure’.

Perhaps not surprisingly they find that. city centres offer inherent advantages to some businesses compared to those offered by rural areas. They also draw on previous research in finding that “broadly speaking, density is good for innovation…. the proximity of researchers to each other through co-location improves quality of output. Our work also finds that jobs in city centres are more productive than their counterparts elsewhere” although this preference is not universal.

Infrastructure’ , they say, “is the pillar where the impact of ‘place’ is the most obvious. Proliferation of public transport systems is the most efficient solution to get people around in dense city centres where as a private car is the best way to travel in the countryside.”

However it is the people pillar that I find most interesting and where I disagree with the article. “For the ‘people’ pillar, ‘place’ is indiscriminate – skill levels are the biggest determinant of outcomes everywhere.” The research has been taking place as part of the government drive to develop Local Industrial Strategies in England. Yet I do not think ‘place’ can be reduced to providing skills training courses. Our work in the EU funded CONNECT project suggests that as important, if not more so, is the promotion of opportunities for learning, through networks of different organizations including both the public and private sectors. Such organisations embrace cultural and social activities and adult education as well as formal skills training. And especially in dense cities like Valencia or Athens informal learning taking place in public spaces is critical. Such public spaces are frequently under pressure  from developers and policies need to be developed to preserve and extend such places. Thus any policy which looks at productivity and skills needs to take a wider viewpoint and in relation to cities, consider how public places play a role in sharing knowledge and developing social innovation.

 

Working for Europe – Celebrating Europe – Part Three: The Europa-Fete in Bremen

May 12th, 2019 by Pekka Kamarainen

I started a series of blog posts by mentioning that we celebrated the Europe-Day on Thursday, the 9th of May, here in Bremen. Then, In my first post I explained the background of the Europe-Day and then reflected on two periods of my career as a European researcher in vocational education and training (VET). In my second post I reflected on my encounters with expatriate communities and/or European initiatives in Thessaloniki (1995-2002) and Bremen (from 2005 on). Now it is time to get back to the celebration of the Europe-Day. Below I have selected some photos of the Europa-Fete at the central sqare (Marktplaz) of Bremen, surrounded by the old City Hall (Rathaus), the new City hall (Bürgerschaft), the churches and old buildungs.

Europa-Fete Bremen-1

Here the stage for performers (in front of the new City hall, to the left the St. Pete’s Cathedral)

Europa-Fete Bremen-4

Here cheerful and active expatriate Finns and Finland-friends with a Finnish flag …

Europa-Fete Bremen-7

… but representing the Bremen Lapland-initiative that focuses mainly on the Sami people on Russian territory.

Europa-Fete Bremen-9

And last but not least: The stand of the “Pulse of Europe” movement that has been active during the last few years. It has kept our European spirits up whatever has happened in the European politics.

I guess this is enough of this reporting. The next Pulse of Europe event will start in two hours. I need to get there in good time. But I will keep the European themes up while working and learning for Europe.

More blogs to come ...

Empower to Shape Change: Learning and Identities in the Changing World of Work

March 21st, 2019 by Graham Attwell

Empower-to-Shape-Change

As regular readers of this blog will know, Pontydysgu were members of a consortium in a project called EmployID, funded by the European Commission. The project focused on changing work identities in Public Employment services and how technology could be used to support Continuing Professional Development, including both formal learning and informal learning.

All too often such project produce a series of fairly unintelligible reports before they face away. We were determined not to replicate this pattern. Instead of producing a  series of annual reports for the EU based on different project work packages, for three years of the project we produced an an unified annual report in the form of an ebook.

And the EmployId Consultancy Network , formed out of the project has now produced a short book, designed for individuals and organisations interested in organisational transformations, changing identities and learning.

The EmployId Consultancy Network is a network of researchers, practitioners and trainers offering tailored services for solutions around facilitating staff development with the focus on professional identity transformation (among them are myself, Luis Manuel Artiles Martinez, Pablo Franzolini, Deirdre Hughes, Christine Kunzmann, John Marsh, Andreas P. Schmidt, Jordi Fernández Vélez, Ranko Markus, Karin Trier, Katarina Ćurković and Adrijana Derossi).

This is what the book is about:

The world of work is undergoing fundamental transformations.

For example, nurses have mostly chosen their job because they want to care for their patients, but their work now involves, to a large degree, computer-based documentation and quality assurance measures. Practitioners in public employment services turn from administrating unemployment benefits into coaches for their clients. And engineers need to make sense of large scale sensor data and assess the opportunities of artificial intelligence techniques for their companies’ future services.We see technological developments such as digitization and automation in an ever increasing number of sectors and intensity.

Are you embracing and shaping the change or are you being driven by it?

Companies and public sector organisations have to reshape their value creation processes and guide their employees to new job roles, creating an uncertain outlook. Ask yourself are you embracing and shaping change, or are you being driven by it? The ability to utilise modern technologies and methods is simply scratching the surface. Overcoming resistance to change, stressful conflicts, and lack of openness are major road blocks. We also need to look at a deeper level of learning. Employees need to rethink their job roles, their relationship to others, and what a successful working environment means to them.

Employees and Leaders need to take new approaches to match the new responsibilities

This indicates the importance of the professional identity of individuals and occupational groups. Employees are often not given opportunities to engage in reflective learning conversations. There is a need for workers to consider the emotional aspects of their work and identity. It is important that they also acquire the skills needed to work effectively with others to move from a problem focus to a solution focus and help each other in their learning process.

In this short book, we look at strategies to empower and shape change, including the role of technology and identity transformation for learning in the workplace.The contents of this book follow a deliberate path focusing on contemporary themes. It is aimed at practitioners, managers, researchers and policymakers.

You can download a free PDF copy of the book here. Or you can order the paperback version on Amazon for Euro 14.40.

Remembering Jenny Hughes – Part One: Personal memories on our cooperation

October 31st, 2018 by Pekka Kamarainen

Last Sunday we got from Graham Attwell the sad news: Jenny Hughes has passed away. As we know it, Graham is a long-time friend of Jenny over decades. In his blog Graham has already given us a picture what all Jenny has been up to during the years they have known each other (see Graham’s recent blog post). I have also known Jenny and Graham quite some time – our cooperation dates back to the year 1996 when I started monitoring EU-funded cooperation projects as a project manager of Cedefop (European Centre for the Development of Vocational Training). Little did we anticipate, what all we would experience together in the years to come and what kind of initiatives we could bring forward. Below I try to cover some of the main themes with which we have worked together in the field of vocational education end training (VET). In this context I will try to give a picture, how Jenny has contributed to European networking and community-development through all these years.

Jenny training the trainers in Bau-ABC

Professionalisation of teachers, trainers and VET professionals altogether

The first time I met Jenny (and also Graham) in Bremen in January 1996 in the kick-off meeting of the European cooperation project “Europrof”. The project was initiated by Institut Technik & Bildung (ITB), University of Bremen, but they chose to employ Graham as the coordinator. Jenny was representing the UK (Welsh) partner organisation. I was representing Cedefop – as an additional accompanying researcher. The aim of the project was to shape a new integrative framework for VET professionals – to overcome the divide between teachers (in school-based education) and trainers (in workplace-based training). The conceptual starting point inspired many European colleagues to join in at a later stage – as affiliated expert partners. However, the project had difficulties in working its way forward from a critical ‘state of the art analysis’ to a realistic change agenda that could be adjusted to different VET cultures. Yet, the work in the Europrof workshops prepared the grounds for a Europe-wide ‘invisible college’ and community-building process that was continued in other projects. In the beginning phase I remember that Jenny was critical about the ‘European English’ terminology that we (non-native English speakers) were using. It took some time for us to understand that we were not disagreeing on the underlying ideas but instead we were not aware of the connotative meanings in British English – that made our message weaker or diluted it altogether. Once we understood this, we were happy to work with Jenny on our side.

The Europrof project had tried to outline an integrative change agenda for promoting education and training for new VET professionals (covering the school-based and workplace-based VET). The successor projects tried to develop a differentiated approach – addressing teachers and trainers in VET as different target groups. The TTplus project (2006 – 2008) was initiated by Graham (now representing Pontydysgu and bringing Jenny with him). I joined this project as a freshman in ITB, based in Bremen. In this project we looked at the instances of change and interests that we could trace in different countries – in order to draw common conclusions. In this project Jenny provided insights into the training practices in Welsh organisations and outlined a framework for continuing professional development (for countries that did not have strong established frameworks at place).

A third phase of such European cooperation took shape in the European Consultation seminars 2007 -2008. The European Commission had decided to launch a consultation process based on six ‘regional’ workshops involving EU Member States and EFTA cooperation partners. The workshops had the task to bring different stakeholders to joint discussion on the role of European policies in promoting the professionalisation of teachers and trainers in VET. The project was led by ITB and supported by Pontydysgu. In the light of the difficulties that we had experienced in previous projects it was of vital importance that Jenny was able to shape a set of interactive workshops that kept the participants busy in common discussion instead of getting stuck with institutional and systemic differences.

Here some of the key points of this workshop concept:

  1. Mapping of concerns of teachers and trainers: What are the issues – what are common to both, what are different? The issue cards were written and set on the wall – illustrating the sense of commonality or relative distance between teachers and trainers.
  2. Witness sessions: Participants reported of recent reforms in their countries and of current European projects that they perceived as innovative.
  3. Problem and Solution cards: Participants wrote on one side of the card a pressing problem and on the other side a possible solution. These were then discussed in groups.
  4. Mapping policies: On a matrix the participant groups were asked to indicate, what European policies do more and what less and what national policies should do more and what less.
  5. Taking a message home: Participants were asked to formulate their own conclusions as messages to take home.
  6. Self-evaluation of the workshop: Participants indicated on flipchart, what had worked well and what was less well in the workshop process – and the process could be improved.

During the workshops the participants worked mostly in mixed groups and language support was provided on demand. Also, at different phases of the process that participants changed groups. In this way the workshop stimulated cross-cultural dialogue and knowledge sharing on key issues and emerging initiatives. The participants emphasised the value of such process and hoped that it would be continued. Unfortunately the Commission services were expecting the process to deliver a Common European framework that would make such exchanges gradually redundant.

From ‘distance learning’ and ‘e-learning’ to the TACCLE projects

Another key theme for Jenny has been the promotion of teachers’ and trainers’ competences in e-learning – remote learning, open distance learning, multimedia learning, e-learning, technology-enhanced learning – whatever it has been called at different times. The major flagship projects in this context have been the TACCLE projects (I will get back to this in my next blog) and the related TACCLE courses. In these projects and in the supporting courses Jenny had the chance to shape handbooks, web-based support materials and workshops that brought the e-learning competences ‘home’ to the work of different teachers and trainers. As a personal memory I can refer to the Multimedia Training workshops that Pontydysgu and ITB organised together for the full-time trainers of the training centre Bau-ABC Rostrup in Germany. The lively approach that Jenny radiated throughout the training made the construction sector trainers do their best to get something useful for them in their own work. At a later phase of the Learning Layers project these pioneering trainers served us the champions in introducing the digital toolset Learning Toolbox to their training. And later on they have served as peer tutors in their own organisation and multipliers in a wider context.

Networks, communities and real life wisdom

One important aspect in Jenny’s career has been her role in European networks and community-building processes. She may not have pushed herself into the representative positions but yet her contribution has been vital. I still remember the start of the European “Forum” network that was launched in 1995 as a ‘learning community’ for European researcher. This network tried to avoid premature institutionalisation. Instead, it developed a culture of regular thematic workshops – and included specific workshops for emerging researchers. Gradually, it became necessary to apply for funding and to develop a formalised structure for thematic knowledge development – and in this way the project-specific goals for producing publications in each work package took over the process dynamic. During this development Jenny was trying to maintain the culture of ‘learning community’ and resist the atomisation of the network.

Throughout her career Jenny has been remembered as an advocate of ‘real life wisdom’. She took seriously the challenges of academic knowledge development but at the same time she always work together with practitioners and supported their development. We have lost Jenny but her legacy inspires us from now on.

More blogs to come …

 

Back to Tampere – Back to the Work Research Centre (WRC)

June 9th, 2018 by Pekka Kamarainen

In my previous post I reported on my participation in the international conferences organised by Stockholm University in the beginning of May 2017 and 2018. In the middle of May I had another trip – this time to my old home town Tampere, Finland and to my old institute – the Work Research Centre (WRC) of the University of Tampere. It so happened that the WRC was celebrating its 30th anniversary and I had been one of the founding members. So, this was going back to the roots and via a long journey down the memory lane.

I was particularly happy to attend this event because 30 years before I had missed the founding festivities due to clash of dates with some other obligations. Also, I was looking forward to this event, since my ex-colleagues had asked me – half a year before – to write a text on the founding phase of the WRC for a national event that took place in Tampere. At that time I could only send the text, not knowing how it will be used and in what kind of setting it will be presented. So, I was exited to see, what had happened with my old institute, how many friends of  old I would meet and who are the champions of the younger generation that are continuing the work. But let us go back to the memories before we get to the event.

“How it all started” – what did I write down

The colleagues had asked me to write a text on the founding phase, because they new that I had been involved in a preparatory planning initiative  (1986-1987) and that this particular initiative did the seeding work that led to the decisive steps in 1988. For me this was of fundamental importance, because that planning task was my first job after graduation. And after the founding of the WRC I worked as a semi-senior researcher for laying the foundations for research on “Education and Working Life”. This work took me first to Nordic (Scandinavian) cooperation (1988-1992) and to European cooperation (1991-1994). In this process I got deeper involved in research in the field of vocational education and training (VET). And then, at the advent of the Finnish EU-Membership I was sent as a national seconded to the European Centre for the Development of Vocational Training (Cedefop), which at that time was located in Berlin. And after Finland joined EU, I got a job in Cedefop as a temporary official of EU and moved with Cedefop to Thessaloniki, where it was relocated in 1995. (And after my time in Cedefop I ended up – via a transitional phase – to my present job in ITB, University of Bremen.)

What could I then bring into discussion on the founding phase – having been there a relatively short while and then having been so many years elsewhere. Probably the best service I could do was to reconstruct the history of creation of the WRC as an achievement of an innovative movement that sought to upgrade the standing of research on working life in  the university structures and to stimulate interdisciplinary cooperation in theory and practice. Firstly this was sought by planning an interdisciplinary post-graduate Master programme for R&D in working life. In the planning of this concept I did my best to pass information on similar initiatives in Scandinavia and in Germany. Moreover, I tried to pass information policies and innovation programmes to improve quality of working life (LOM in Sweden and Humanisierung der Arbeit in Germany). Whilst, the post-graduate Master programme was not picked up as such, the idea to strengthen the institutional status of research on working life was taken seriously. At that time a new government coalition was being forged and the trade unions were heavily in favour of stronger support for specific research activities on working life. Also, the new management of the University of Tampere understood, what was coming up. Therefore, a decision was made to strengthen research on working life throughout the university faculties and to set up a special research unit – the WRC.

Whilst there were many processes that contributed to the founding of the WRC, the relatively young researchers who started there with project funding, had to develop the patterns of work and the modes of cooperation from scratch. But, for creative young researchers this was a source of inspiration rather than a factor of demotivation. And, given the strong winds from research policy and the support from Social partners, several flagship projects were launched already in the early years. Some of them were intensively working with the Social Partners – in particular the action research projects on quality of working life in municipal organisations or on the modernisation of work processes in textile and clothing industries. In the long run these projects provided the basis for a research tradition that has been continued later on. This was my message.

How was it received – reflections on the event in Tampere

I arrived early, so the first thing that I saw was a poster exhibition – consisting on three major posters. In the first one there was a brief description on the founding of the WRC with several photos of the early years. In the second one was my text nicely lay-outed. In the third one was a specific history of the action research projects with photos from different project generations.

When the event started, there was s short welcoming address on behalf of the University of Tampere, then some music played by a band consisting of young professors and researchers. Then, the interim manager Sirpa Syvänen (already involved in the earliest action research projects) gave a speech on the development of WRC. The very way that she relied – explicitly – on my text and drew upon the analysis when continuing to the newer phases – that gave me a good feeling. The researchers of WRC were telling their own history, how they made the WRC sustainable via their own work. And this was mirrored by a young researcher who reflected, how WRC could develop in the future.

Then, the event moved to a phase of two successive slots of parallel workshops, During the first slot I attended the workshop on dialogical innovation projects – referring to the flagship project “DINNO”. Here I was pleased to see that these projects are built on wider networks – involving other research institutes alongside WRC and involving regional universities of applied science (when the training of healthcare professionals is concerned). In the second slot I attended a workshop that discussed myths and facts on modern employment relations. Here the speakers were professors and researchers from the Faculty of Social Sciences – with affiliation with the WRC. They were referring to projects using national and Nordic statistics. Here I was pleased to see that the boundaries between the WRC and the faculty departments were easy to cross and that practical cooperation was everyday life practice.

At the end of the event the recently appointed new director of the WRC – a newcomer from a neighbouring university – was presented and she gave the concluding speech with a commitment to continue the good work in such a collaborative spirit as had been demonstrated in the event.

I guess this is enough of my memories and of this very special event. I was happy to see that I had been able to contribute something special for the preparation of the event. And I was even happier that the WRC could proudly celebrate itself as a thirty-year old research unit that had been built and carried on by project-based researchers relying on their own competences and on collaborative spirit. We agreed to stay in contact and I am looking forward to next encounters.

More blogs to come …

 

Bye bye “Pontydysgu Studio” – good luck Pontydysgu Ltd & Pontydysgu SL!

April 20th, 2018 by Pekka Kamarainen

Pontydysgu headquarters in Pontypridd, Wales and ‘Pontydysgu Studio’ as its filial in Bremen – that is how we have experienced it quite a long time. The name “Pontydysgu Studio” was used by Graham Attwell and Dirk Stieglitz when they worked with projects that had a radio program as its major contribution. Altogether, the years when that ‘studio’ was used, they were to a great extent characterised by multimedia, radio and video productions, e-learning … all this as a support for learning in the context of work. But then came the time for changes. Pontydysgu Ltd will continue as usual, but next to it there is the Valencia-based Pontydysgu SL. And alongside these changes the “Pontydysgu Studio” was closed. This week Graham and several friends have emptied it and closed that chapter of Pontydysgu history. Bye bye Pontydysgu Studio, good luck with Pontydysgu Ltd and Pontydysgu SL! I give the word to Paul McCartney to spell out his greetings:

Memories of the “Pontydysgu Studio” and of our joint activities of that era

My earliest memories on working in and with this Pontydysgu Studio go to the years 2004-2005 just before I started working in ITB and the University of Bremen (but had already got the status of Visiting Fellow). Graham had already become a renown blogger with his “Wales-Wide-Web” and he was promoting Open Source software in Education. We remember the pioneering project SIGOSSEE that brought several key actors together. And in the next phase the successor project Bazaar started to look at possibilities to spread out Open Educational Resources by different stalls under the common umbrella of the Bazaar. However, the greatest success story of this project was the radio program “Sounds of the Bazaar” that was continued in several successor projects. And it was then followed by other similar radio initiatives like the conference radio programs for Online Educa Berlin (OEB) or European Conference on Educational Research (ECER). During these years several radio interviews were also made with international guests visiting the Pontydysgu Studio – I still remember the interviews with Ji Li and Tien Je from Beijing, Nikitas from Athens, Lewis and Libby from Melbourne and several others.

But our cooperation was not only about multimedia, there were many research & development projects and initiatives in the field of vocational education and training (VET). Here it is worthwhile to mention that Graham had been recognised as a life-time Visiting Fellow (Gastwissenschaftler) of ITB. So, research in VET had a high priority. However, thanks to Graham and Dirk, the web and multimedia components started to play a greater role in these projects – one after another. And when these components started to become increasingly important, the projects became ‘learning laboratories’ for the research partners as well. Here I try to give a more or less comprehensive overview of projects or initiatives in which we (me and my ITB colleagues) have worked together with Pontydysgu during those years. After the acronym of the project and a nutshell description I have added in brackets the work with multimedia and web resources:

  • WLP – Workplace Learning Partnerships (Project website that was enriched with project blog, project wiki and a gallery of video interviews and external video clips);
  • TTplus – Framework for training of trainers (Conceptual and field-oriented project, summarised in a project wiki);
  • iKoopNet – Initiative for a networked project to introduce e-portfolios and digital tools to vocational learning (was given up because the leading industrial partner was hit severely by the economic crisis);
  • “Trainers in Europe” (EuroTrainer 2) – A network activity based on a Europe-wide consortium to promote networking among workplace trainers and trainers of training centres (Creation of a network platform with many communication and sharing functions);
  • “Consultation seminars” – Europe-wide series of ‘regional’ consultation seminars (for different stakeholders) to discuss the role of common frameworks for promoting professional development of trainers (Web platform to bring together the results of different regional workshops; enriched with video material from the latest workshops);
  • Euronet-PBL – promoting practice-based learning as a work-related learning component in higher education with focus on three domains – engineering, business management, vocational teacher education (Web platform enriched with project blog and a number of video interviews with partners and students);
  • Politics – promoting learning about politics by means of storytelling, media commentaries and informal learning (Creation of a single platform with sections using multiple languages and with different kinds of ‘educational resources’, ‘competitions’ and storytelling components);
  • Coop-PBL in VET – transnational project for sharing knowledge on problem- and project-based learning in VET with support of specific learning software and ‘virtual community’ section (Pontydysgu was not a partner but supported me in producing a large section of video interviews into the ‘virtual community’);
  • Learning Layers – Major European research, technology and development (RTD) project funded from EU FP7 with a several technical, research-oriented and intermediate partners as well as application partners from two pilot sectors (construction and healthcare); the aim was to support learning and knowledge processes in SMEs with the help of widely usable digital tools (that networked web resources and were available as mobile apps). (Pontydsygu was leading the work package in which the digital toolset “Learning Toolbox (LTB” was initiated, developed and piloted in a highly participative and interactive process).

I guess this is enough of the memories and of the project history. A lot of working and learning was involved in those activities that in many respects were linked to this famous “Pontydysgu Studio” (and to its extension, the “Pontydysgu Meeting Room” further down at Horner Strasse). Those were the days, but times – they are a-cha-anging as the old song tells us. So, we say goodbye to the Pontydysgu Studio with good memories in our minds and wish all the best to Pontydysgu Ltd and Pontydysgu SL in the new situation.

More blogs to come …

 

“Mein Koffer in Berlin” – Part Two: Refreshing memories and catching up with friends of old

April 12th, 2018 by Pekka Kamarainen

In my previous post I started a series of blog entries focusing on my recent visit to Berlin and on the chances to refresh my memories from the mid-1990s when I was working and living in Berlin. My motto is the same as with many famous artists who have left Berlin and long for getting back – “Ich habe noch einen Koffer in Berlin” – as the old song tells us. In the first post I told you how I was dealing with my luggage of memories while walking around Berlin and seeing the well-known sights. In this second post I shift the emphasis to meetings with friends and colleagues of old time – many of which I had not seen in 15 – 20 years. So, there was a lot of sharing and catching up with different groups of good friends.

Treffpunkt “Mutter Hoppe” – catching up with Sabine and John

In my first lunch meeting the venue itself was part of the memories. But let us begin from the start. I had met Sabine Manning already during my first weeks working at Cedefop. then in Berlin. I knew of her research interests in comparative educational studies. In particular I knew that she had studied initiatives that ingrate general/academic and vocational learning into dually oriented qualifications (Doppelqualifizierende Bildungsgänge). When Cedefop – my employer organisation – moved from Berlin to Thessaloniki I got the chance to monitor an accompany European cooperation projects. This led to a long-term cooperation with Sabine who was leading a set of such projects and my beloved Johanna (who became my partner in life) who was leading another set. This cooperation was continued in the annual ECER conferences and in the VETNET network for European research in vocational education and training.

So, coming back to the restaurant “Mutter Hoppe” – this old-styled restaurant at the Alexanderplatz had served as a meeting point for me, Johanna, Sabine and her husband John some ten years ago. Since then we had mostly contacts via phone and e-mails, but not via face to face meetings. So, this time it was very convenient for us three to meet at Mutter Hoppe (and keep Johanna present in our talks). To some extent we discussed the recent news of the VETNET network (to which Sabine contributes via her mailing list and newsletter) and the forthcoming events. But as family friends we shared a lot of family news. I told  of our experiences working as expatriates (me in Bremen, Johanna in Tampa, Florida). And we had a lot of news to share of the adult children pursuing their careers as expats, returners or home-bound. And of course we talked about grandchildren. So, we had a nice lunch in a very convenient location (see photos of the restaurant) that I totally forgot to take photos of ourselves.

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Treffpunkt “Hellas” – ‘Klassentreffen’ with veterans of BiBB and affiliated friends

Another meeting took place on the same evening after I had been walking around in Berlin (see my previous blog). This meeting was agreed with two friends of old (including their spouses – also good friends of old), but they had managed to spread the news and some more friends came along. So, we were a nice group – just like a “Klassentreffen” (a school class reunion). And here again, the venue was part of the memory. The restaurant “Hellas” was very close to the building of Cedefop (European Centre for the Development of Vocational Training) when it was located in Berlin. (Now I was surprised to see that the building serves as the cultural department of the embassy of a non-European country.) And given that Cedefop (and me with my employer organisation) had moved to Thessaloniki, I was pleased to refresh my memories of Greece in a Greek restaurant.

Thinking of my friends who were there, I had learned to know Gerhard Zimmer already during my first visits to Germany 1989, 1990 and 1993 and he had visited Finland in 1990. And during the years 1994-1995 we had a lot of sharing knowledge and experiences, including leisure activities involving also his wife Brigitte and my daughter Paula (who visited me in Berlin every now and then). At thar time Gerhard was working in the Federal Institute for Vocational Education and Training (BiBB) in Berlin. After my years in Thessaloniki I had a chance to bring a group of vocational teacher educators to Germany in the beginning of the year 2004 and then we visited Hamburg, where Gerhard was now a professor in the Helmut-Schmidt-Universität. Again, it was a good encounter with several common themes.

With Reinhard Selka my cooperation started shortly after the move of Cedefop to Thessaloniki. On top of my duties in research cooperation in the field of vocational education and training (VET) I had taken a temporary responsibility on the project ‘Teachers and Trainers in VET’ since the earlier project manager had left Cedefop. During the transitional period Reinhard (as the expert on ‘training of trainers’ in BiBB) was a great help and a great friend as well. During our cooperation in this period I was happy to receive him in Thessaloniki and to visit his place in Berlin. His spouse Monika with her Greece-expertise was a natural ally in these talks. And it was a great experience to attend the concert of the Dubliners in the Tempodrom tent (next to Haus der Kulturen der Welt) with Reinhard, Monika and my son Antti (who was at that time a teenager). When handing over the transitional responsibility on that theme ‘training of trainers’ our cooperation came to an end and shortly afterwards Reinhard retired from BiBB.

With Johannes Koch I got acquainted in the same conferences as Gerhard Zimmer and as the neighbour of Reinhard. Johannes had been for a long time a prominent representative of accompanying research (Begleitforschung) attached to pilot projects (Modellversuche) in the field of VET. Johannes had been the prominent promoter of pilots with self-organised learning supported with instructional scripts (Leittexte) and analysed the importance of appropriate working & learning tasks in the field of VET. With Johannes our cooperation went further, including my first years in the ITB (when we were in charge of promoting networks and consultation processes across Europe).

With Bent Paulsen I had been in cooperation during the early stage of the European action programme Leonardo da Vinci. Bent had become the head of the Leonardo coordination unit in BiBB and I was working my way into the realm of European cooperation. Our discussions in Berlin (before the move of Cedefop) and afterwards, during my visits to Berlin, gave me a lot of support and solidarity.

So, altogether we were like a group of classmates after many years’ break. And just continuing from what we had had as common topics, we managed to pay attention to critical incidents. But, after all, I hope that the picture above has been appropriate and yet appreciates the contribution of the expert musicians from wherever they come. In this meeting we got ourselves into a special feel for Greece that it merits to be presented below. And here again, we forgot to take photos. So, here we come! As a compensation of the photos, let us take as a common denominator our interest in Greece and Greek culture and let us call Maria Farantouri to express that!

Treffpunkt “Raymons” (Spandau) – Refreshing memories on Berlin and Thessaloniki with Alison & Gerd

My final meeting of this type was with my former Cedefop colleague Alison Clark (from Scotland, but a real Berlin oldtimer) and her husband Gerd Romeike (a native Spandau inhabitant). I had learned to know Alison as the cheerful coordinator of the Cedefop translation service and as the natural meeting point hostess for the afternoon tea for the more or less British tea-drinkers in the Berlin time. After the move to Thessaloniki the afternoon tea break with Alison’s teapot helped us to put away with all kinds of monor inconveniences of the beginning period. And when we started to get settled, Gerd was also seen there as a frequent visitor to join the family of Cedefopians. Also, with Alison I got involved into the Caledonian society of Thessaloniki as a quasi adopted Scotsman and that was a great musical and cultural experience.

After my temporary contract in Cedefop came to an end my friends among colleagues prepared a special farewell song to me – “The melting snowman” – and Alison and Gerd were involved there as well. So, after all these years, it was a great pleasure to have a private catch-up after they had left Thessaloniki behind and got both settled to Berlin. Indeed, there was a lot of talk on Berlin, Thessaloniki and friends of old – as well as of experiences of travelling around the world. And I was happy to get Alison with me to join my main activity during this Berlin visit (see my next blog post). We had an enjoyable lunch session at a lakeside restaurant Raymons in Spandau and as they were both shining in the photos. Good for them!

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I think this is enough of these meetings and of the magic of being back in Berlin with friends of old – as if the years in between had not been there and as if it had been just a couple of days since we met last time. This was very encouraging and empowering. Yet, the best of all was to come after these encounters – but that is a topic for another blog entry.

More blogs to come … 

 

 

“Mein Koffer in Berlin” – Part One: Refreshing memories of 1990s and walking around

April 12th, 2018 by Pekka Kamarainen

Ich habe noch einen Koffer in Berlin” (I still have a piece of luggage in Berlin) – this is the way that old Berliners express their longing for getting back to the home town they have left behind. The first one (if remember correctly) to record the song was Marlene Dietrich, and many others have done it after her. I am not a singer but I share this feeling although my time in Berlin was relatively short – from June 1994 to September 1995. But that was long enough to get familiar with the mega-city consisting of different kinds of districts (Bezirken) that had once been independent municipalities. And the history of Berlin (East and West) has left its traces, as well as the unification and the rebuilding and remodelling of the capital of the unified Germany. So, now that I had a chance to spend three days in Berlin, I got back to my luggage of memories just like Marlene Dietrich in her song.

Walking in Berlin – the sights “um de Ecke” (round ‘e corner) in East Berlin

To me, walking in Berlin was an endless series of expeditions in different parts of Berlin in the years 1994 – 1995. At that time I was working as a national seconded expert at Cedefop (European centre for the development of vocational training) – during that last year and a half before the centre was relocated to Thessaloniki, Greece. But this is not a story of my work but of my memories of Berlin. So, I kept visiting firstly the centres of West Berlin and East Berlin – the divide into two was still there and the construction sites in the border zones were only taking shape. And with the tube (U-Bahn) I travelled to all surrounding districts and collected impressions. So, I learned to love the city and felt bad about the thought that we had to move elsewhere. (But that, again, is another story – not for this blog entry.)

So, now that I had quite some spare time, I was there again, walking in Berlin and visiting the sights of the centres. I started from East Berlin, since my hotel was there (for reasons to be told later). And the obvious point to start was the Alexanderplatz (‘Alex’, as the locals call it). During my years in Berlin it remained pretty much the same as it was after the unification, but major changes were to come in the near future. So, the central buildings of the DDR-regime were to be demolished and completely new buildings were to be built, in particular due to the move of the capital city (Hauptstadtumzug) that was still on its way. Now, most of that rebuilding work had been done, but yet there was quite a lot of construction work going on around the Alex. This can be seen from the photos that I took there.

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What we don’t see any longer in these pictures, is the former parliament of DDR, Palast der Republik, also called by some locals as “Erichs Lampenladen” (Erich’s lamp boutique) due its luxurious lighting from inside and outside. But, as we see it, the respectable fellows Karl Marx and Friedrich Engels are still there and observing, what all is going on.

Demonstrating in Berlin – “Berlin brennt” (Berlin is burning)

During my years in Berlin in the 1990s I experienced a lot of demonstrations – including the techno event Love parade that was officially a demonstration. This time the overarching trade union of employees in (public and private) service occupations – ver.di – had strikes (that didn’t have an impact on my travels or stay in the city). I didn’t see any great mass demonstration BUT I saw a very special demonstration of the fire fighters in front of the city hall of Berlin (Rote Rathaus). The fire fighters raised issues on health and safety, working hours, retirement arrangements, outdated equipment … . And they had found effective ways to present their message as we see it from the photos. I was happy to support them by signing their petition and by giving a statement that was recorded on a video. I hope that the authorities will count on the fire fighters when something starts burning – rather than on the old pal Poseidon, who was placed near them. (BTW, the red building in the final picture is not from Alex, it is the headquarters of ver.di close to my hotel on the other side of the river Spree.)

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Berliner Dom – Unter den Linden – Brandenburger Tor – Reichstag

Probably the best way to get a feeling for the history of Berlin and for the critical moments is to proceed from Alex via the Berliner Dom to the main street Unter den Linden up to Brandenburger Tor (the Brandenburg gate) and to the old parliament building Reichstag. When moving between the gate and the old parliament building one cannot help thinking, how deeply the years of separation and the wall between the two parts had torn the people apart from each other. Here some photos of the Dom, Brandenburger Tor and the Reichstag.

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Bahnhof Zoo – Gedächtniskirche – Ku’damm

But, to be honest, at the time when I was working in Berlin, most of us (me and my colleagues) still perceived the centre of West Berlin as the real and living centre of Berlin. And accordingly, the Kurfürstendamm (or shortened as Ku’damm) counted as the main street for business and tourists. The centre of East Berlin (Mitte) was perceived more like the historical centre that was a bit out – or to some colleagues very much out (as the phrase ‘jott-wee-dee’ meaning ‘janz weit draussen’). Now, visiting shortly the central places of West-Berlin, I got the impression that that part is now being squeezed by the new buildings and the ongoing construction work. Obviously, the railway station Bahnhof Zoo and the ruin church (Gedächtniskirche) with its memorial building remain as clear landmarks. But the legendary Kranzler-Ecke – and the cafeteria that gave the name for that corner – have been squeezed into minor diminutives. Well, times – they are a-changing – as we know it from the old song.

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Ach weh! So many memories are creeping to my mind just when writing this and adding the photos. But I guess this is enough for this blog post. In my next post I will give insights into the meetings with friends of old and how we refreshed our memories when having lunch or dinner together.

More blogs to come …

 

 

 

 

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