The EDIFY-EDU project will implement a training programme to develop the leadership skills needed in a changing society, especially in terms of equality, diversity and inclusion.
The curriculum of the training is based on international frameworks (LifeComp, EntreComp and DigComp) as well as on the surveys conducted in the project. The surveys conducted in Ireland, Italy, Greece, Germany and Finland produced new knowledge and understanding of the EDI (equality, diversity, inclusion) themes in management education and the labour market. An international summary report was also compiled.
Finland: EDI – the practical needs and realisation of competence in education and training provision
The country report illustrates the practical needs and realisation of EDI competence in Finland’s education offering and national labour market conditions from the perspective of EDI themes. The report examines both undergraduate courses and continuing learning courses through European reference frameworks (EntreComp, DigiComp and LifeComp).
The competence areas that the current training provision targets were: Assessment of the significance of diversity and inclusion; Understanding multiculturalism; Knowledge of the causes and effects of inequality and income distribution and, Application of principles of human behaviour and leadership. The management training education and professional education had slightly different emphasis in their training provision. The current training provision analysed for this report was mostly focusing on the competencies of LifeComp and EntreComp.
In the Finnish context, the term EDI is not used in practical language. Instead, the different concepts equality, diversity and inclusion appear as separate concepts, sometimes overlapping. Main barriers to embedding EDI in organizations include lack of time, lack of methods and work culture. The competencies that were considered relevant for tackling EDI challenges in practice were, for example emotional competence, conflict management, cultural competence, listening, proactivity and appreciating others. There is a need to involve and embed EDI principles and requirements in the organizational culture. Identified good practices for this were to promote the experience of psychological safety and a safe space. In addition to knowledge, the value of embodied and holistic knowing were identified.
In Finland, the identified discrepancies in the labour market concern the gendered labour markets and the persistent gender wage gap; care tasks’ unequal division (e.g. parental leaves) and gender equality in corporate management.
European EDIFY-EDU report
The report provides an overview of the history and development of management education related to EDI themes, tracing its roots to classical management theory and scientific management. It also analyses EDI in the curriculum and its effects on the labour market and gender. Despite globalisation and advances in the way of doing business, undergraduate business management education continues to perpetuate labour market segregation and discrimination based on gender and other intersectionalities. Women continue to experience significant barriers in employment, particularly in leadership roles.
Based on the results, it is time to develop education and activities towards a more equal, diverse and inclusive future. The results of the study and frameworks will be used when the EDIFY-EDU project implements a curriculum and trainings that develop skills related to the EDI themes of management students and SME managers.
Workshops and interviews were also utilized in the surveys
Project partners arranged also workshops and did interviews, focusing on EDI themes, related experiences, and needs, and highlighting the good practices already implemented.
The results were utilised in the survey work, and they provided a good perspective on e.g., country-specific differences and needs.
All the project’s objectives, outputs and news can be found on the project’s international website.
