Abstract
This paper describes work in progress to develop a process for international collaboration between the participants of a vocational teacher education programme in Finland and the Teaching Qualification for Further Education (TQFE) in Scotland. The aim of this work is to engage vocational educators in discussions with international peers, to enhance their understanding of the nature of learners in different contexts and expand opportunities for developing global education competencies. This paper explains the rationale for the collaboration design and outlines a process that is currently under trial. It outlines plans for the evaluation of learners’ and tutors’ experiences following implementation.
Highlights
Internationalisation in Finnish higher education has been articulated at national level in a strategy document from the Ministry of Education which includes five primary aims: “Building a genuinely international higher education community, increasing the quality and attractiveness of higher education institutions, promoting the export of expertise, supporting a multicultural society and promoting global responsibility” (Finnish Ministry of Education, 2009, p. 11)
Finnish higher education institutions have expanded relevant programmes and support to increase the number of Finnish students travelling abroad as well as the number of international students studying in Finland
In the Scottish context, the need for intercultural competencies is suggested in the Professional Standards for Lecturers in Scotland’s Colleges (Morrison, 2012)
Summary
Internationalisation in Finnish higher education has been articulated at national level in a strategy document from the Ministry of Education which includes five primary aims: “Building a genuinely international higher education community, increasing the quality and attractiveness of higher education institutions, promoting the export of expertise, supporting a multicultural society and promoting global responsibility” (Finnish Ministry of Education, 2009, p. 11). In the Scottish context, the need for intercultural competencies is suggested in the Professional Standards for Lecturers in Scotland’s Colleges (Morrison, 2012). These emphasise the need for consideration of social and cultural diversity in aspects of practice, including the planning and facilitation of learning and provision of guidance and support. Lecturers need to enhance or develop intercultural competencies – knowledge, skills and attitudes that allow them to get along with, work and learn with people from diverse cultures (Higher Education Academy, 2014) – in order to support their learners to develop their own skills for working in the global economy
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