{"id":1243,"date":"2022-12-30T10:50:08","date_gmt":"2022-12-30T08:50:08","guid":{"rendered":"https:\/\/blog.hamk.fi\/hamk-beat\/?p=1243"},"modified":"2022-12-29T11:03:06","modified_gmt":"2022-12-29T09:03:06","slug":"developing-foresight-competence-in-forestry-in-a-partnership-between-finland-and-uruguay","status":"publish","type":"post","link":"https:\/\/blog.hamk.fi\/hamk-beat\/developing-foresight-competence-in-forestry-in-a-partnership-between-finland-and-uruguay\/","title":{"rendered":"Developing foresight competence in forestry in a partnership between Finland and Uruguay"},"content":{"rendered":"

What are the competences our s<\/span>tudents will need <\/span>in the<\/span> course of<\/span> their career<\/span>? First <\/span>immediately upon graduating to find employment for which they have the adequate skills set, and <\/span>later on<\/span> in life to be able to adapt to changes and have the <\/span>need<\/span>ed<\/span> abilit<\/span>ies<\/span> for life-long learning<\/span>? <\/span>This is the key question for anyone developing curricula. One of the ways to find an answer is to run a foresight process.<\/span><\/span><\/p>\n

Foresight process can be defined as \u201ca <\/span>networked process of <\/span>foresighting<\/span> for example regional professional skills, competences and training needs<\/span>\u201d<\/span> (<\/span><\/span>Ojala<\/span> et <\/span>a<\/span>l.<\/span> 2<\/span>0<\/span>22<\/span><\/span><\/span><\/a>)<\/span>. <\/span>Th<\/span>e<\/span> foresight<\/span> work is not a prediction of the future, but an attempt to outline alternative future development<\/span> scenarios<\/span> and the<\/span> related<\/span> opportunities and challenges they <\/span>bring to the industry<\/span> and training <\/span>in a<\/span> region<\/span> or country<\/span>.<\/span><\/span><\/p>\n

There are undoubtedly several ways to <\/span>proceed for foresight work. <\/span>One of the most practical ones is one used at South-West Finland Foresight <\/span>A<\/span>cademy and in which Finnish teachers of different professions are invited to train themselves in. <\/span>In Finland the training<\/span> is <\/span>supported by the National <\/span>A<\/span>gency of Education<\/span> and <\/span>its aim is <\/span><\/span>described <\/span>as \u201c<\/span>to strengthen the foresight skills of teaching and guidance staff by familiarizing them with the future <\/span>of work<\/span>, the methods of foresight competence, sustainable development and the effects of technology and <\/span>digitalization<\/span> on education\u2026 t<\/span>he participants will receive concrete tools for planning and<\/span> implementation of <\/span>future-oriented teaching<\/span>\u201d<\/span> (<\/span><\/span>HAMK, <\/span>n<\/span>.d<\/span><\/span><\/a>)<\/span>.<\/span><\/span><\/p>\n

This methodology was chosen to be further deepened and tested in an international setting as a collaboration project between the tertiary forestry studies of Universidad de <\/span>Tra<\/span>b<\/span>ajo<\/span> del Uruguay (DGETP-<\/span>UTU) and <\/span>H\u00e4me<\/span> University of Applied Sciences (HAMK), in tight collaboration with the Association of Forestry producers of Uruguay (Sociedad de <\/span>Productores<\/span> Forestales<\/span> (SPF), as the collaboration between education institutions and world of work is a paramount ingredient of a successful foresight process.<\/span><\/span><\/p>\n

\"\"
Finnish-Uruguayan Forestry Foresight coordination team planning the process online. Screen capture.<\/figcaption><\/figure>\n

Before this project, important steps have been taken in the fundamental processes that sustain the foresight work. First, in reviewing the <\/span>pedagogical<\/span> and curricular foundations of forestry education at UTU. Second, in creating the formal link between education and the world of work in an organized framework, by creating a Technical Committee in Forestry (Mesa T\u00e9cnica <\/span>Forestal<\/span>), between the key educational actors and the industry representative associations. Th<\/span>ese<\/span> steps were taken during the three<\/span>–<\/span>year project \u201cTalents and Skills for the Agroforestry <\/span>Sector in Uruguay\u201d financed by the Inter-American<\/span> Development Bank (IADB). The project also created and consolidated the partnership between HAMK and UTU and laid the ground for this type of efficient and smooth collaboration the <\/span>ex<\/span>e<\/span>cution<\/span> of a cross-border foresight process training and implementation requires. The project is financed by Team Finland Knowledge <\/span>fund <\/span>of the <\/span><\/span>National Agency of Education<\/span> of <\/span>Finland and<\/span><\/span> is expected to increase the competence for implementing and training in foresight processes for tertiary education both for HAMK and UTU. Its application onto the forestry sector was a natural choice given the collaboration between the two institutions in the field, and the strategic importance of forestry in both countries. However, <\/span>it is clear that the<\/span> learnings of the process can later be applied in any sector or sub-sector<\/span>, and thus the results of the process are genuinely sustainable.<\/span><\/span><\/p>\n

\"\"
Student at HAMK Evo Forestry Campus. Photo: Sara Kaloinen.<\/figcaption><\/figure>\n

The key element of success of the foresight process lays in collaboration, and the choice of participants, that need to include experts on forestry education, and experts of competencies in chosen fields of forestry from the industry side. The collaborative methodology is divided into three main stages, and the participants, once divided into groups, are guided through the process, step by step, by HAMK and <\/span><\/span>South-West Finland Foresight Academy experts. The theoretical framework of Participatory Action Research (PAR) lays the foundation for sustainability in the project. It ensures that project actors and stakeholders are engaged and take responsibility in the processes, and that development activities are co-created and co-owned.<\/span><\/span><\/p>\n

Th<\/span>e foresight<\/span> process <\/span>methodology training and pilot implementation <\/span>is in our opinion a true opportunity for any country or sector willing to improve their graduates\u2019 chances to a decent and <\/span>moreover<\/span> rewarding <\/span>professional <\/span>life, and a good career start<\/span>. <\/span>It is the first step <\/span>to fix the gaps between the needs of the world of work and education, one sector at a time<\/span>, and prepare the ground for future evolution of skills and sectors<\/span>.<\/span><\/span><\/p>\n

\"\"<\/p>\n

\n

Author<\/h2>\n

Nana Niskanen,<\/strong> Education Development Project Manager, HAMK Global Education<\/p>\n","protected":false},"excerpt":{"rendered":"

What are the competences our students will need in the course of their career? First immediately upon graduating to find employment for which they have the adequate skills set, and later on in life to be able to adapt to changes and have the needed abilities for life-long learning? 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