Categories
Curriculum & Program

Practical training at Savonia

Students from Savonia university has to do practical training at a farm or company for 90 days during the summer period after their first year studies. The content of placement: 1/3 crop production work, 1/3 animal husbandry work and 1/3 other work (for example forestry work, agricultural fair‐ visit, painting, fence repair)

The following requirements are imposed on the farm or company

  • Production should be large enough and developing;
  • There should be versatile work available;
  • Work safety and health should be in order;
  • Supervisor of the training should have agricultural; education and interest to teach and guide the trainee;
  • The farm should support learning and social development!
  • Salary/payment for student?

The application of companies/farms include:

  • Contact information;
  • Production, arable land, plant production, forestry;
  • Information about livestock, machinery, buildings, use of contractor;
  • Education, guidance, accommodation and meals, what kind of work available;
  • After improvement a contract is signed between Savonia and the farm/company for one or several years;
  • Placements are registered

The agreement between student and company includes:

  • Name of the company, name of the trainee;
  • What kind of work the trainee will do (plant production, livestock, other work, workload;
  • Accommodation, meals, payment, working period and working days);
  • The farmers commitment of guidance and give the information for the written tasks of training.

Preparation of Student’s placement

  • Second year students will present their placement experiences to the first‐year students;
  • They check the list of the companies;
  • Can go for pre‐training period to the farm (1‐2 weeks);
  • Have a short conversation with their teacher /supervisor about the placement and personal aims of their practical training;
  • Evaluation if the farm or company is suitable for their aims;
  • Make their own targets of the placement;
  • Write a CV and a motivation letter to the farm/company;
  • Contact and visit the farm /company;
  • Take part in preparation lessons about work/ labor legislation, work safety, protection against animal diseases and instructions for the written tasks of training.

Preparation of company of the placement

Information to the farms/companies will be sent by email before placement, and its content is:

  • Curriculum of the education;
  • Content and the purpose of the placement;
  • Labor legislation;
  • Assessment: include criteria, certificate to be full filled contract of employment to be full filled;
  • The length of placement is 90 working days (8 hours/day) during 5 months period (May‐ September);
  • The content of placement: 1/3 crop production work, 1/3 animal husbandry work and 1/3 other work (for example forestry work, agricultural fair‐ visit, painting, fence repair).

Responsibilities during the placement

After placement

  • Student finalizes written tasks in Moodle
  • Give feedback about the placement
  • Introduce his/her experiences, learning and the farm
  • company in seminar for the first‐year student


Categories
Vision & Ambition

Savonia university and Climate security

Jyri Wuorisalo, RDI Adviser in Human Security and Climate Security at Savonia University of applied science presented the vision of Savonia about climate security.

The awareness is increasing that humanity stands at a crossroads with regard to the legacy we wish to leave to future generations. Now is time to reform the story of mankind by creating a link between civilization and sustainable development. Other wise we will be we are swamped by some very big waves: the effects of COVID is small compared to climate change and the collapse of biodiversity. Just look at the IPCC report about climate change 2022 and there is only one conclusion possible: we have to act now!

Savonia’s strategy 2021-2030 is in line with this urgency. They want to be the most socially responsible and influential university of applied sciences through

  • co-development in education and RDI-activities,
  • maintaining a network and hub enhancing the competence network of business,
  • renewing their expertise through international activities,
  • being meaningful and productive and
  • taking care of the Students’ wellbeing by supporting the growth of tomorrow’s professionals.   

This strategy is realised through cooperation in several networks. For example the Human Security network in which human protection and empowerment are the main goals, the SDG are the central focus and the principles to leave no one behind and do no harm are important.  Another example is regional cooperation in which partners are working together on a roadmap to a carbon neutral Pohjois-Savo region.

Cooperation in national and international projects is also important for their strategy. PROGRESS is a good example of such a project in which partners learn together to grow towards a future proof sustainable school that is attractive for students.

Climate security is also implemented in the curriculum with a Master’s degree diploma Climate security with the following subjects: Climate security essentials, Health, Technology and Agriculture.

Are you interested in the PowerPoint upon which this blog pots is based? You can open it through this link.

Categories
Professional Development

E-learning at Savonia in Finland

Senior Lecturer in Business Economics and E-learning expert Hannu Viitala at Savonia university in Finland inspired the PROGRESS-parteners with his inspiration ideas and good practices in the field of E-learning.

Savonia teachers use all kinds of online tools during their lessons and COVID naturally enhanced their use but teachers were already used of using them. Tools like Microsoft teams, Moodle, Padlet, Exam and much more. But the pedagogy the teacher uses using these tools is far more important. It is not only about online learning but hybrid blended learning in which face-to-face learning is combined with online learning. At Savonia every class is a hybrid class.

Online learning is important for students and teachers. For students online tools are reasonable, motivational and practical that will also be important for their working life. Online tools make life easier for teachers and improve the quality of teaching.  Working life need employees who are willing and able to learn new things!

All Savonia courses are available in Moodle and teachers are trained to develop the courses by themselves. The analytics functions of Moodle are used to evaluate and improve the course. That is the normal way of doing things at Savonia. To make it more attractive students also have entrance to a video lecture library.

Are you interested in the PowerPoint upon which this blog pots is based? You can open it through this link.

Categories
News

Meeting in Iisalmi in Finland – Savonia University of Applied Sciences

This meeting in Ilesanmi in Finland from 7 till June 9 2022 was all about knowledge sharing about the education vision and strategy of Savonia Univeristy of Applied Sciences and their professionalisation approach.

June 7, 2022

During the fist day of the meeting we are welcomed in Iisalmi at the Savonia university of applied sciences by Petri Kainulainen with a presentation of the university. The university got the award Great Place to Work (2019 – 2023) because 91% of the students found a job after their study at this university. The university itself determines the curriculum. Jobs they train for in the agricultural sector are livestock farmer, herd manager, consultant, project managers, teacher in agro business and agricultural management. The Food Business area focuses on primary production, food processing, catering and gastronomic tourism. The university works a lot with innovative and intersectoral projects, for example a combination of agriculture and technology. This is also their most important strategy to professionalize teachers.

We proceed with a presentation from Hannu Vitala, e-learning expert with the online attendants Jolet Dingen (Terra), Lotte Skjaerbaek (Jordbrugets) en Nadine Pfennings (Yuverta). He pleads for more use of internet resources. He introduced ‘micro-learning’. A sort of appetizers: a slight taste of what the learner can learn when he/she will follow that course/training. These micro-learning units can be used very well in the recruitment of new students, also via podcasts. When asked whether there is an ideal division in your lesson of virtual or physical, Hannu indicates that there is none. However, it is very important that you create an atmosphere that makes the student feel as if he is actually in the classroom. Examples of tools that Hannu uses: Padlet, Peppi and many others. All those tools are ‘single-on’ systems: only a login is required. One needs good pedagogy then you don’t need many tools.

When asked how to get the teachers to use the tools, Hannu gives the following tips: time, money, updates, motivation. Make it easier for your fellow teachers to apply e-learning, help them!

Finalizing the first day Hilda Weges from the Netherlands talkes about the sustainable development goals and the role of teachers and students their competence to realise these goals. She stresses that professionalisation of teachers is important because they are role models: they need to act sustainable and not only present sustainable knowledge to their students. Therefore we have to keep in mind the importance of inner development goals.

June 8, 2022

Hilkka Kamarainen and her colleague Inka start the second day with a presentation of the agro and forestry education in Finland and the competences needed by farmers.

Yiry Wuorisalo (RD advisor, international relations officer, human and climate security at Savonia University in Kuopio) is our next speaker about the new course ‘climate security’ in which teaching and learning for a sustainable future is the main goal. They focus on SDG numbers 2, 7, 16 and 6 in this training.

After a short break, Inka provides a workshop: what are our future challenges? How circular economy and sustainability can help us to adapt the future. In a Padlet exercise, each partner writes down his/her ideas. The ideas are being categorised: blue – attitude, mind set; rose – food, demands of the consumers; yellow – climate changes; purple – soil.

During the discussion it became clear that people are a bit tired by the word sustainability. It would perhaps be better to talk about quality of life instead of sustainability. We need people doing something, not only spectators.

The last part of this day was used for a farm visit where students of Savonia university show us around and Inka learns us a lot about her research regarding soil and the role and function of worms.

June 9, 2022

We leave for Kuopio in the morning to be welcomed at the other location of Savonia University by the head International Projects. The vision of the university: to be the most socially responsible and influential university.

Harri Auvinen tells us about the international HOOP project about bio and circular economy. Cities like Murcia, Almere, Kuopio, joining HOOP, make bio based products from urban bio-waste and wastewater (urban circular bio economy initiatives).

After lunch, an Albanian teacher, also visiting Savonia, tells us about their professionalization of staff. Listen to the podcast on the website. Interesting!

We proceed with discussing the things we have learned during our visit and the professionalization tactics in the different partner countries.

In Finland Students learn mainly from teachers, work based learning, trainers, parents, friends and role models. Teachers teach the basics, create a path, stimulate and motivate the students. Teachers learn mainly from each other, the students, the environment and innovative projects. They attend seminars, lectures to keep themselves updated. They exchange knowledge and experiences with colleagues. They do pair teaching which is easier to do in Higher Education than in VET because of their flexible time tables. They receive feedback from their students and based on this, a development interview is held with the manager.

In Spain, training is being organised by a centre and all teachers can attend the courses they want. But… teachers are not all motivated any longer and don’t show.

Yuverta in the Netherlands has its own academy to train teachers. Staff with certain knowledge or skills, are invited to share this with their colleagues. They do that digitally or physical during lunch time so everybody is able to attend. When a fellow worker has a question, the academy develops a training about this question.

But, what does professionalization have to do with attracting new students? There is a direct link: innovations are attractive. Teachers should show what they do on social media! Advertise yourself as a teacher!

We close the official part of the meeting.

Thanks to all for a pleasant TPM!