Have you ever wondered what Earth looks like from outer space? When we look at our planet as a ‘blue marble’, we see our shared home, not the boundaries and borders between states, sectors or organisations. Systemic changes are needed to salvage our common future.
The University of Vaasa (UVA) passed the audit conducted by the Finnish Education Evaluation Centre (FINEEC). The university received praise from the audit team for diverse and vibrant cooperation with the industry in the region. The university benefits from the strong industry and work communities in the area. UVA provides excellent support services regarding student well-being and welcoming international students.
LAB University of Applied Sciences (LAB) received praise from the FINEEC audit team for the strategic goals set for the impact of its research, development, and innovation (RDI) activities and for the support for demanding innovation activities. LAB’s relations to the local actors in South Karelia and Päijät-Häme are close and interactive. However, the quality and adequacy of teaching and pedagogical solutions are to be carefully examined as a joint effort at LAB.
Humak University of Applied Sciences was praised by FINEEC’s audit team for its inclusive operating culture that encourages staff to experiment and engage in projects with partners. Humak has a clearly described RDI project process and its operations comply with agreed-upon operating procedures. Humak’s strengths also include its coaching pedagogy strategy and the coaching model based on it, which provide an effective framework for teaching and learning.
For the first time, higher education in the field of bioeconomy has been assessed at the national level. Bioeconomy degree programmes provide competence based on the needs of the work life. Bioeconomy education has responded well to changes in the environment, with topics such as climate change and biodiversity being added regularly to the teaching. However, there is a need to increase food chain thinking and digital green technology skills related to security of supply in the degree programmes.
The majority of natural and environmental protection and nature-based services students are adults and hold at least an upper secondary qualification. The strengths of graduates include competence related to sustainable development and social responsibility. However, there is room for improvement in students' entrepreneurial activities and digital skills. Educational institutes and employers also need to develop their cooperation.
The University of the Arts Helsinki (Uniarts) received special praise from the FINEEC audit team for its teaching that supports students' growth as artists already during their studies. The university promotes the bildung of the Finnish society, and actively takes part in the cultural policy debate and contributes to its renewal. The university community also has the will and courage to tackle different societal challenges.
The Ministry of Education and Culture has commissioned the Organisation for Economic Co-operation and Development (OECD) to carry out an external evaluation of the Finnish Education Evaluation Centre (FINEEC). The objective of the evaluation was to determine whether the FINEEC evaluations provide a reliable information base for policy-making and whether the recommendations for action produced by the evaluations are feasible. The evaluation's framework was based on three aspects: relevance, coherence and effectiveness.
There is much room for improvement in internationalisation competences in Finnish higher education, a new report reveals. There were large differences between Finnish higher education institutions and study fields, and students were not aware of the internationalisation opportunities available. The results show that international cooperation in higher education was surprisingly low.
Oulu University of Applied Sciences received special praise from the audit team for the use of the quality system in strategic management and steering of activities. The UAS has an inclusive and community-based way of working. The strengths also include the systematic development of competence-based and working life-oriented education.
