Relevant bibliographies by topics / Education – Social aspects – Finland

Academic literature on the topic 'Education – Social aspects – Finland'

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Published: 10 March 2023

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Journal articles on the topic "Education – Social aspects – Finland"

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Reunamo, Jyrki, and Liisa Suomela. "Education for sustainable development in early childhood education in Finland." Journal of Teacher Education for Sustainability 15, no. 2 (December 1, 2013): 91–102. http://dx.doi.org/10.2478/jtes-2013-0014.

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Abstract In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed
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Kosenchuk, Yu. "Theoretical aspects of school education reform in the Republic of Finland." Pedagogical education: theory and practice. Psychology. Pedagogy 1, no. 37 (2022): 82–87. http://dx.doi.org/10.28925/2311-2409.2022.3712.

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The article attempts to theoretically investigate the theoretical aspects of school education reform in the Republic of Finland. According to the results of research, the stages of reforming school education in Finland are analyzed. The relationship between the needs of society to solve economic and social problems and the improvement of the education sector and the features of legal regulation of educational changes in the political and administrative environment of Finland are revealed. The relevance of the study is due to the fact that the education sector of the Republic of Finland has a high rating among the indicators of international education quality assessment systems such as PISA, PIRLS and TIMSS, which is closely related to the modernization of school education for six decades. Finnish education is characterized by quality, accessibility and innovation. Particular attention is paid to the correlation of education reform with the economic development of Finland. The stages of economic development of the country in the postwar period are presented, in particular: increasing the level of opportunities in education simultaneously with the transition from agrarian to industrial society; reforming public secondary education along with the growth of the services sector and raising the level of technology in Scandinavian society; improving the quality of basic education and improving higher education at the same time as globalizing the country. The transformation of the concept of “equality” of school education from the quantitative basis to the quality of education is revealed. Attention is paid to the main drivers in the modernization of education in the context of flexible economic change. Emphasis was placed on the fact that the leading role in economic recovery was: strong social cohesion, strong security system and educational system. Organizational and content changes, features of structural innovations in the field of education are characterized The stages of reforming Finnish school education, which are reflected in many works, in particular in the works of Pasi Sahlberg, are analyzed. Emphasis is placed on the need for consistent and flexible actions to modernize the theoretical and methodological foundations of the education sector, improve the effectiveness of structures and management in education.
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Korhonen, Vesa. "International Degree Students’ Integration into the Finnish Higher Education and Labor Market." Journal of Finnish Studies 17, no. 1-2 (March 1, 2014): 126–53. http://dx.doi.org/10.5406/28315081.17.1.2.07.

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Abstract Highly educated immigrants are an important and conflicting question in the labor market in Finland. The Finnish labor market traditionally has been fairly closed, and even advanced degrees have not necessarily guaranteed job opportunities for immigrants corresponding to their qualifications from the countries of departure. This article examines how international degree students integrate into the academic community in Finland and into Finnish society. The results of the mixed-method study strengthen the idea that if one wants to understand international degree students’ integration more comprehensively, attention must be paid to all aspects of integration: cultural, social, academic, and career. There is a general satisfaction with Finnish higher education and its quality; however, the reserved social culture is considered as a primary reason for weaknesses in cultural or social integration. According to the students’ views, language barriers and a lack of social networks are the main obstacles. Hence, if other areas of international students’ integration can be improved, such as cultural, social, and academic, in higher education and beyond, this would also improve the international students’ possibilities for employment in the Finnish labor market.
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Gardin, Matias. "Building Social Capital Through Civic Education in VET: A Comparative Study of Finland and Luxembourg (1960–1970)." Nordic Journal of Educational History 3, no. 1 (May 24, 2016): 75–94. http://dx.doi.org/10.36368/njedh.v3i1.68.

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Whereas social scientists and educationalists often make different assumptions about education, common to both groups is to render schooling responsible for the development of citizenship rights. Yet, a comparison of Finnish and Luxembourgian curriculum strategies in relation to building social capital – understood in the context of civic education in VET – has not been explored. Then, this study analyses these aspects during 1960–1970, for the period is regarded as the starting point for democratisation of education after WWII. The justification for the countries is based on their differences. However, both countries also experienced similar pressures to democratise education – especially regarding their VET – which need to be investigated, since little attention has been paid to the question of how the reforms of their former structures were legitimated by civic education. The conclusion addresses the importance of general education for the future of vocational careers.
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Budarina, A. O., I. N. Simaeva, O. V. Parakhina, A. S. Chupris, and V. A. Shatokhina. "THE FEATURES OF TEACHER PROFESSIONAL TRAINING IN FINLAND." VESTNIK IKBFU. PHILOLOGY, PEDAGOGY, AND PSYCHOLOGY, no. 4 (2022): 102–15. http://dx.doi.org/10.5922/pikbfu-2022-4-10.

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An overview of the distinctive features of teacher training in Finland, which has had high international student assessment scores for more than 20 years, is presented. The authors adapted the interdisciplinary method of PEST analysis to identify the political, economic, and social aspects of teacher training that enable students of Finnish schools to get high scores in PISA. Several generalized categories of the national education system in Finland are highlighted for analysis in the research. They are the main stages or levels of education, the features of educational policy and standardization of education, the methods of teaching, the content of education, the goals and values of teacher training and the development of a teacher’s personality. The following features of teacher training at Finnish universities have been identified: orientation towards alternative educational policy in contrast to unifying global education reforms; decentralization of planning, content and focus of the curricula in teacher training as a reflection of university autonomy; the significant prevalence of practical and research components over theoretical training of pre-service teachers. The main goal of teacher training is stated by universities and the professional expert community in general; it is supported by the parliament and is defined as training a reflective responsible teacher-researcher capable of making independent educational decisions within the framework of different models and principles of teaching.
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Värri, Alpo Olavi, Ulla-Mari Kinnunen, Päivi Pöyry-Lassila, and Outi Ahonen. "The national SotePeda 24/7 project develops future professional competencies for the digital health and social care sector in Finland." Finnish Journal of eHealth and eWelfare 11, no. 3 (May 5, 2019): 232–35. http://dx.doi.org/10.23996/fjhw.77605.

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The SotePeda 24/7 project, financed by the Finnish Ministry of Education and Culture, aims at increasing competencies in developing digital services in the health and social care sector, and to create digital pedagogical solutions to support multidisciplinary learning. The national project, encompassing practically all the relevant universities of applied sciences educating health and social care workers, and two universities in Finland, defines the required eHealth skills and develops educational material, pedagogy and learning environments for the participating organizations. The project covers also eHealth service design skills, management skills, co-developing and the ethical aspects in the new digitally supported health and social care environments.
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KOUTSOGEORGOU, ELENI, FREDRICA NYQVIST, MIKAEL NYGÅRD, MILDA CERNIAUSKAITE, RUI QUINTAS, ALBERTO RAGGI, and MATILDE LEONARDI. "Social capital and self-rated health among older adults: a comparative analysis of Finland, Poland and Spain." Ageing and Society 35, no. 3 (January 9, 2014): 653–67. http://dx.doi.org/10.1017/s0144686x13001025.

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ABSTRACTThe aim of this paper is to investigate the association between structural and cognitive aspects of social capital and self-rated health among adults aged 50 or more, living in three countries: Finland, Poland and Spain. The study, which was based on data from the European Social Survey (2008/09), was a part of the EU research project COURAGE in Europe. More specifically the paper assesses the association between social capital indicators – informal social network and general trust – and good self-rated health through single-level and joint effects analyses. The results showed that Finland was a country of high social capital, in terms of both social networks and general trust, while Spain showed low levels of general trust and Poland low levels of informal social networks. As to the association between social capital and self-rated health, high levels of general trust and high networks were found to be associated with good health among all countries' respondents. Older persons living in partnerships, with higher education, higher levels of engagement in informal networks and general trust, were found to be more likely to show good self-rated health. Our comparative analyses revealed different associations between social capital and health according to country.
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Žygaitienė, Birutė, and Evelina Buivydaitė. "A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?" Pedagogika 129, no. 1 (April 25, 2018): 268–85. http://dx.doi.org/10.15823/p.2018.18.

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The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics. 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.
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Cai, Yuzhuo, and Bing Zuo. "From the Finnish Experience to the Chinese Path: Review and Reflections on Chinese Research on Finnish Education." ECNU Review of Education 2, no. 2 (June 2019): 217–33. http://dx.doi.org/10.1177/2096531119852251.

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Purpose: The purpose of this article is (1) to provide a critical analysis of the Finnish experience of education reforms based on published Chinese research on Finnish education and (2) to discuss how such experience can serve as a model as China embarks on its own path toward educational reform. Design/Approach/Methods: This article is based on an analysis of the research on Finnish education contained in the Chinese National Knowledge Infrastructure database from 2000 to 2017. Findings: The analysis shows that although the various aspects of Finnish education have been extensively studied in China, the content of prior studies has generally been similar and is insufficiently in depth. In particular, current research (1) lacks effective exploration of the successful experience of Finnish education reform and (2) devotes insufficient attention to the social culture perspective and core concepts that serve as the basis of education in Finland. Originality/Value: This article extends the authors’ recent review of Chinese research on Finnish education and places special emphasis on the discussions regarding how China can learn from Finland’s experience with educational reform. It also identifies gaps in the current research in the field and calls for a change in the future research agenda from examining the successful elements of Finnish education to focusing on how the experience of Finnish education is relevant to reforms in China.
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Segersven, Otto, Ilkka Arminen, and Mika Simonen. "Exploring Groupness—A Mixed Methods Imitation Game Inquiry." International Journal of Multiple Research Approaches, no. 12(1) (April 30, 2020): 96–109. http://dx.doi.org/10.29034/ijmra.v12n1a3.

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This article describes the use of a mixed methods research approach to explore the dynamics of social group construction with Imitation Game experiments. More specifically, we analyzed in which ways, and how effectively, people draw boundaries in social interaction. That is, we studied ways in which people distinguish between group members and outsiders. Our study included a group of active Christians (n = 20) and non-religious individuals (n = 19) in Finland. We conceptualized the Imitation Game as a mixed data collection instrument because it combines both qualitative and quantitative data in an integrated manner. As part of our analysis, we introduce an indicator called the Sequential Identification Ratio (SIR), which is an indicator of how accurately participants draw boundaries in the Imitation Game. The results based on the SIR indicate that group boundaries are established with 4 different strategies: experiential, epistemic, axiological, and linguistic. Finally, we show how a mixed methods researcher can conduct a form of quantitizing to use both quantitative and qualitative aspects of Imitation Game data.
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Dissertations / Theses on the topic "Education – Social aspects – Finland"

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Edelsward, L. M. 1958. "Sauna as symbol." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63982.

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Kilpi, Elina A. "The education of children of immigrants in Finland." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:9ae6dfc5-bda6-4d6f-8780-c97abab350e9.

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This thesis considers the education of children of immigrants in Finland, focusing on attainment and transitions around the age of 16. It is the first detailed representative study on the topic in Finland. Compared to international research it is amongst the ones to most fully explore the different aspects of education around this age. For the most part, it is limited to studying structural explanations for differences between students and ethnic groups. The majority of the analyses in the thesis are done using register data. Statistical modelling of this data is done using multivariate regression analyses. The results are supplemented with evidence from interviews with both majority students and children of immigrants. With regards to school achievement at the end of comprehensive school, many immigrant-origin groups are seen to have lower average grades than the majority. However, this is explained by lower parental resources. After controlling for parental resources, very few disadvantages remain. On the other hand, the gender gap evident amongst the majority is not found amongst many immigrant-origin groups. Looking at continuation to upper secondary education compared to dropping out, most children of immigrants are seen to have a higher probability of dropping out than the majority. This is explained by their lower school achievement and higher parental non-employment. Nevertheless, the difference between children of immigrants and the majority remains evident at the very low end of the achievement scale. Considering the choice of upper secondary school type, children of immigrants can be seen to be more likely than the majority to continue to vocational school. Yet, after controlling for prior school achievement and parental resources, almost all immigrant-origin groups are more likely than the majority to continue to general rather than vocational school. Interviews suggest that when considering their school choices, majority students tend to be driven by their interests and see their decision making as being independent of others. On the other hand, children of immigrants tend to have more specific future plans and to take the wishes of their parents more into consideration.
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Roman, Raluca Bianca. "Kaale belongings and evangelical becomings : faith, commitment and social outreach among the Finnish Kaale (Finnish Roma)." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/10314.

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Grounded in a theoretical debate between anthropological studies on Roma/Gypsies and anthropological studies of Christianity, the focus of this thesis is on the experience of social and religious life among members of a traditional minority in Finland, the Finnish Kaale/Finnish Roma, a population of approximately 13.000 people living in Finland and Sweden. Over the past decades, the processes of urbanisation and sedentarisation have led to shifts in the ways in which the social lives of Kaale families are lived. A shift towards individualisation is interlinked with the continuous importance placed on family and kin belonging, which come together in a re-assessment of people's central attachments in the world. At the same time, over the same period of time, a large number of this population have converted to Pentecostal and charismatic movements in the country, leading to subtle changes in the shape of social relations within and outside their own community: between believers and non-believers, between Kaale and non-Kaale. Making use of participant observation, interviews, conversion stories and individual life histories among Finnish Kaale living in the capital city of Helsinki and in Eastern parts of the country, this ethnography provides an insight into the multiple, overlapping and complex ways in which Kaale belonging is understood and into the ways in which Pentecostal religious life takes shape among born-again Kaale. Furthermore, looking specifically at the practice of Evangelism and missionary work, which defines the life of Pentecostal Kaale believers, the role of faith as an enhanced engagement with the world is analysed. A conversation therefore emerges also on the role of Pentecostal belonging in mobilising believers in relation to the world around them and, more specifically, on the way in which Pentecostal faith provides an avenue for a further social engagement and social mobilisation of individual Kaale believers.
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郭國全 and Kwok-chuen Kwok. "The political economy of educational investment: a review and an appraisal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.

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Kastner, Andrea Frances. "Lifelong education and social policy : ideals and realities." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28080.

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Many claims have been made about the potential of Lifelong Education, when implemented as a social policy, to bring about a more just society. However, the assumptions underlying these and similar claims have seldom been critically scrutinized. For this reason, there is in the literature a concern that the concept of the "learning society" simply means lifelong schooling and is the rhetoric of social control. In this view, the potential of Lifelong Education as a transformative force for the development of a participator}' democracy and a more equitable distribution of resources remains a Utopian vision. In this work, an analysis of the assumptions, it was expected, would bring to light the ideological position embedded in Lifelong Education as a social policy tool. This research therefore, offers a systematic critical analysis of the expected outcomes of Lifelong Education policies. This required the development of a theoretical framework which built upon: 1.) Paulston's model of social change; 2.) Rawls' and others' concepts of justice and equality; and 3.) perspectives on the role of education in society outlined by Aronowitz and Giroux. This framework was employed to analyze 1.) selected publications of UNESCO on Lifelong Education, 2.) Canadian Association for Adult Education and Canadian Commission for UNESCO documents, and 3.) contemporary Canadian federal and provincial education policies. The findings of this analysis were compared with various models of social policy. Five principle findings emerged from the study. First, the literature, for the most part, reflects a view of society characterized by homogeneit3' and consensus. The model of social change is evolutional, and avoids the structural conflict perspectives. Second, a number of assumptions are made concerning some elements of a theory of justice, but no unified comprehensive theory of justice supports the literature's claims. Third, adopted in the literature is an ideal view of the role of Lifelong Education as a means of producing change in society. The absence of a critical perspective leaves Lifelong Education in the role of reproducing inequalities in society, vulnerable to application as a mechanism of manipulation rather than emancipation. Fourth, the social policy models implied by the literature are not models which are significantly redistributive in their aims. Finally, projected normative outcomes such as "the good society", "improved quality of life", and "a more just society" lack precise definition thereby leaving unexpressed the ideological position on which they are premised. This deprives the field the means of evaluating these policies. It is argued that if the role of educators in the development of democratic active participation of citizens in the collective formation of public policy is to be taken seriously, the ideological position of Lifelong Education must be more carefully defined and developed so that citizens can reflect on its principles, compare them with alternate ideological positions, and make their choices from this more informed position.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Festeu, Dorin. "Social learning programme through physical education lessons in Romania." Thesis, Bucks New University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714447.

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Mills, Jared G. "Social studies and global education: viewing economic, social and political aspects of the civil war through multiple perspectives." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407404987.

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Angelis, Desi. "Adult numeracy, mathematical education and social meanings." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17496.

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Bibliography: pages 74-83.
In sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.
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Pålsson, Jimmy. "Uppfattningar bland svenska och finska lärarstudenter." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35844.

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This study sets out to research the effects of perceptions regarding teacher education as well as the teacher profession in general amongst college students studying to become teachers. The aim of the study is to get a better understanding in what perceptions that constitutes the foundation of the aspects that may affect the students of education by interviewing students about how they perceive their education. The study relies on a sociocultural perspective to analyze the data as well as justify the relevance of the study. The method for researching this will consist mainly of interviews and literature studies. Four students of education, where two are Swedish and two are Finnish, will act as the main source of empiric information. The study will also perform two interviews with college teachers, which will help in the analysis of the data.The result of this study show a significant difference in how the Swedish and the Finnish students perceive their profession and their education, where the biggest distinction is in the field of work markets and status. A possible explanation for this difference could be found in the requirements for becoming a teacher in each country.The interviews also show areas where the students have great similarities in perceptions, for example in questions regarding the quality of the education they have received.
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Ermakov, D. S. "Education for sustainable development: social ecological and economic aspects of the environment." Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23455.

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Books on the topic "Education – Social aspects – Finland"

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Krzysztof, Zieliński, Duquenoy Penny, and Kimppa Kai, eds. The information society: Emerging landscapes : IFIP International Conference on Landscapes of ICT and Social Accountability, Turku, Finland, June 27-29, 2005. New York: Springer, 2006.

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Palonen, Osmo. Aspects of musical life and music education in Finland. 2nd ed. Helsinki: Sibelius Academy, 1993.

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Kruhse-Lehtonen, Ulla. Empirical studies on the returns to education in Finland. Helsinki: Helsinki School of Economics, 2006.

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Brettschneider, Gunvor. Socialutbildningen i Finland och Sverige: Tillbakablick och jämförelse. Helsingfors: SSKH, 1989.

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Sandlund, Tom. Bilingualism in Finland. Helsinki: Universitetsförlaget, 1991.

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MacBeath, John E. C. Personal and social education. Edinburgh: Scottish Academic Press, 1988.

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Education. London: Longman, 1986.

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D, Van Scotter Richard, and Van Scotter Richard D, eds. Social foundations of education. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Oglesby, Carole A. Psycho-social aspects of physical education. Reston, Va: American Alliance for Health, Physical Education, Recreation, and Dance, 1987.

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Elżbieta, Hałas, ed. Education and social change. Frankfurt am Main: P. Lang, 1998.

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Book chapters on the topic "Education – Social aspects – Finland"

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Seppänen, Piia, Terhi Pasu, and Sonja Kosunen. "Pupil Selection and Enrolment in Comprehensive Schools in Urban Finland." In Finland’s Famous Education System, 193–210. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_12.

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AbstractThere is a pervasive myth that education policy for comprehensive schooling in Finland is non-selective, meaning that all children attend similar schools (peruskoulu) catering for the children who live nearby. Following from this is the idea that the Finnish education system must be relatively uniform and fair, since there is no obvious ability-grouping by tracks or streams for pupils under the age of 15. In this chapter we challenge these claims by analysing the ways in which public comprehensive schools select and track their pupils through different admission criteria for different teaching classes within schools. We argue that schools’ selection of pupils and the enrolment policies of cities vary nationally in a way that raises questions about the opportunities of attending ‘one school for all’. Our results indicate that selection processes for admission to emphasised teaching classes are fierce with schools not just evaluating pupil’s aptitudes for certain subjects but applying numerous criteria when enrolling pupils to emphasised teaching. Ways of testing, and the means by which they include and exclude pupils, may include aspects which reproduce existing social and economic inequalities in comprehensive schools.
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Kolstø, Stein Dankert, and Mary Ratcliffe. "Social Aspects of Argumentation." In Argumentation in Science Education, 117–36. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6670-2_6.

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Ennser-Kananen, Johanna, Erja Kilpeläinen, Taina Saarinen, and Heidi Vaarala. "Language Education for Everyone? Busting Access Myths." In Finland’s Famous Education System, 351–67. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_22.

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AbstractFinland has, rather successfully, promoted an image of itself as a model of educational excellence and linguistic equity. This chapter problematises this image by analysing Finnish language education policies at the comprehensive school level. For our analysis we use a three-fold understanding of access as; (a) having the opportunity to participate in language education (getting in); (b) participating in education that is meaningful and effective for the pupil (getting it); and (c) receiving credentials that are societally legitimate and valuable assets (getting out). We elaborate on each aspect of access by debunking three myths for the Finnish context that: (a) Multilingualism is politically valued; (b) the curriculum promotes multilingual education; and (c) the education system offers equal opportunities to all, regardless of language. We conclude with a mixed picture. While initiatives have been put in place to expand participation in language learning and develop multilingual pedagogies, the societal status of national languages and constitutional bilingualism have also, somewhat paradoxically, strengthened monolingual ideologies. Such ideologies have contributed to the erasure of Indigenous and autochthonous languages from education and minimise the position of allochthonous (migrant) languages in curriculum and education. We propose several reforms in teacher education and a more systematic, long term, national supervision of (language) education policy in the service of equitable multilingual education.
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Välimaa, Jussi. "Social Dynamics of Higher Education Reforms: The Case of Finland." In Higher Education Dynamics, 245–67. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3411-3_15.

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Barreto Torres, Luana Dandara, Gabriela Farias Asmus, and Sônia Regina da Cal Seixas. "Social Engagement Aspects of Sustainability." In Encyclopedia of Sustainability in Higher Education, 1474–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_31.

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Barreto Torres, Luana Dandara, Gabriela Farias Asmus, and Sônia Regina da Cal Seixas. "Social Engagement Aspects of Sustainability." In Encyclopedia of Sustainability in Higher Education, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_31-1.

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Themelis, Spyros. "Quantitative Aspects of Social Mobility." In Social Change and Education in Greece, 111–31. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137108616_7.

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Dahlin, Bo. "The Social and Political Aspects of Education." In SpringerBriefs in Education, 113–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58907-7_6.

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Martínez García, José Saturnino, Eriikka Oinonen, Rafael Merino, and Graziela Perosa. "Education and Inequality in Finland, Spain and Brazil." In Towards a Comparative Analysis of Social Inequalities between Europe and Latin America, 105–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48442-2_4.

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AbstractFinland, Spain and Brazil are three very internally complex and heterogeneous realities, with contradictions and permanent reforms to their education systems. In a first quantitative approach each country can be placed in a continuum of the education system that goes from most successful in terms of reaching a high level of education all across the population, in conditions of equity and facilitating youths’ incorporation into the labour market, to least successful, with Finland and Brazil occupying either end of the spectrum respectively and Spain occupying an intermediate situation. Although there are differences, they share certain tensions in their respective education systems. On the one hand, about the conception of education, ranging from more utilitarian, human capital theories, to the more humanist and civic-minded perspective. On the other hand, the challenge of comprehensiveness between an academic and a vocational path. In addition, there is also the challenge of improving the education level of the population while also improving equality. The tensions differ from country to country, since their education traditions and cooperation and conflict strategies between the education agents, with varying levels of resources and different alliances with political actors vary, as does the social consensus.
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Thrupp, Martin, Piia Seppänen, Jaakko Kauko, and Sonja Kosunen. "Introduction." In Finland’s Famous Education System, 1–16. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_1.

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AbstractOver recent decades, the Finnish education system has become regarded by many as the best in the world, generating international fascination. This introductory chapter begins by explaining that while many accounts have mainly set out to explain Finland’s success, this edited book seeks to offer a ‘warts and all’ account of education in Finland. Drawing especially on sociological and education policy perspectives, it covers diverse aspects of comprehensive schooling in Finland and is intent on addressing the challenges facing education in this Nordic country in a rigorous and balanced way. The chapter goes on to provide a general background to Finnish schooling and a description of the comprehensive school system. It looks at the place of Finland in global policy debates, considers debates about schooling that go on within Finland, and notes some of the concerns of Finnish educational researchers and scholars. Finally, this introduction also provides a brief overview of the chapters in this 28 chapter book.
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Conference papers on the topic "Education – Social aspects – Finland"

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Hosseini, Zahra, and Sirkku Kotilainen. "THE ROLE OF COMMUNICATION AS THE DRIVE FOR IMMIGRATION: A CASE STUDY IN FINLAND." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end083.

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Recently many studies have remarked migration issues. Thus, in countries such as Finland, having a governmental strategy for increasing the number of migrants, especially educated immigrants or encouraging international students to stay, is highly important. While Finland is recognized as the happiest country, it would be arguable why it is not included in the list of top destination countries for immigration. The literature shows communication is one of the most issues for immigrants and international students, particularly those from Asian countries. Therefore, this study aims to understand how technology-based communication such as the use of social media influences international students' decision to immigrate. Respectively, 23 Iranian tertiary-level students were interviewed as the case of the study. Uses and Gratification theory was employed to investigate the role of media usage among the participants. The findings showed that although there is high desire among the participants to immigrate to Finland, the difficulty and unpopularity of the Finnish language and culture of distance in Finland reduces the motivation to emigrate and made the participants feel being the outsider in the university and society. The use of communication media has facilitated university admissions and communication with family, friends, compatriots and other international students, but has not been able to connect them to Finnish society. While educated immigrants in every country are human resources, the results of this study draw our attention to explore different aspects of communication, identifying motivating factors and reducing frustration among international students for immigration. These results emphasize on the development of strategies and tools for harnessing the potential of media and technology to connect international students as future educated immigrants in the host community.
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Zhao, Yue. "Perspectives of Finland Female Design Education based on Finland Design Development." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.548.

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"Education and social aspects." In 2018 IEEE Industrial Cyber-Physical Systems (ICPS). IEEE, 2018. http://dx.doi.org/10.1109/icphys.2018.8390753.

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"ICPS Education and Social Aspects." In 2019 IEEE International Conference on Industrial Cyber Physical Systems (ICPS). IEEE, 2019. http://dx.doi.org/10.1109/icphys.2019.8780284.

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Denchev, Stoyan, and Tereza Trencheva. "INFORMATION ENVIRONMENT - EDUCATIONAL AND SOCIAL ASPECTS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1139.

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"ICPS Education and social aspects [breaker page]." In 2020 IEEE Conference on Industrial Cyberphysical Systems (ICPS). IEEE, 2020. http://dx.doi.org/10.1109/icps48405.2020.9274777.

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Hosseini, Zahra. "ACADEMIC AND SOCIAL CHALLENGES ENCOUNTERED BY IRANIAN STUDENTS IN FINLAND: A PHENOMENOGRAPHIC STUDY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end064.

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"This study aims to examine the experience of international students studying in Finland based on a phenomenographical approach. Due to the nationality of the researcher Iranian students were selected as the research sample and 25 tertiary-level students from various Finnish universities were interviewed through semi-structured interviews. The collected data were assessed and interpreted based on the theory of Anxiety-Uncertainty Management (AUM). The results showed that the Finnish academic system, such as teaching/ learning strategies, assessment methods, and university facilities, reduces participants’ anxiety/uncertainty. The participants noted fundamental differences between characteristics and teaching style of Finnish and Iranian teachers in universities. However, this unexpected situation not only did not make them anxious, but also made them feel more comfortable than when they were studying in Iranian universities. In contrast, Finnish culture, and communication issue associated with language barriers and lack of job opportunities increase participants' anxiety/uncertainty. Many participants did not consider themselves members of Finnish society, and some felt they were strangers. The findings highlighted the important role of communication as an AUM thematic principle and propose a set of axioms to AUM theory that focuses more on the different dimensions of communication in an intercultural context. Given the importance of context in the study of communication issues, further studies are recommended to understand the intercultural issues of students of other nationalities in different contexts."
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Yu. Guryanova, Tatyana, Lilia A. Metelkova, Elena L. Zaitseva, and Olga V. Zarubkina. "E.ZOLA’S “L’ASSOMOIR”: ASPECTS OF THE ANALYSIS." In INTCESS 2022- 9th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.51508/intcess.202214.

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Bednarikova, Marie. "SOCIAL WELFARE ASPECTS OF A COMPANY." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.108.

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Konyukhov, V. Yu, T. A. Oparina, R. S. Zott, and P. N. Konovalov. "Aspects of Modern Engineering Education." In Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hssnpp-19.2019.97.

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Reports on the topic "Education – Social aspects – Finland"

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VASYUKOV, O. G., V. M. BOLSHAKOVA, and P. YU NAUMOV. THEORETICAL AND PRACTICAL ASPECTS OF FORMING SOCIAL RESPONSIBILITY OF STATE CIVIL EMPLOYEES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-0-615-67324-0-4-12.

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Target. Currently, the development of professional values and official behavior of civil servants are relevant for training personnel for the public authority system. One of the ways to form the personality of a civil servant who is a professional is to increase the real level of his social responsibility. The article is devoted to the study of the phenomenon of social responsibility of civil servants. Method or methodology of the work. The systematic, activity-based and axiological approaches were used as methodological principles in the work. The research methods were analysis and synthesis, movement from the general to the particular, comparison and analogy, movement from the abstract to the concrete, complex generalization and classification. Results. The main results of the study include the concretization of the concept of «social responsibility of civil servants», the identification of the essential properties of social responsibility, the determination of the features of its functioning, the formulation of urgent problems for further research in this aspect. Scope of the results. The scientific results of the article can be applied when conducting psychological and pedagogical research and organizing classes in educational institutions of higher education.
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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
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Huynh, Diana N., and Johannes Lidmo. Nordic overview of national support initiatives in urban planning. Nordregio, December 2022. http://dx.doi.org/10.6027/pb2022:7.2001-3876.

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The Nordic countries share many cross-sectoral targets at the national level to meet ambitious environmental, social, sustainable, and innovative development goals and targets. However, in the context of spatial planning, central governments in the Nordic countries often have limited ability to influence local and regional level priorities. As the Nordic region seeks a greener, more competitive, and socially sustainable future, understanding the diversity of ongoing national interventions and mechanisms in local and regional land use and spatial planning is needed. The focus on Nordic national support initiatives is therefore to understand both the regulative and national support aspects (top-down) and the actual needs (bottom-up) to achieve national cross-sectoral targets as these relate to green and inclusive urban development. This policy brief presents a mapping of the relevant initiatives across the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden).
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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Birch, Izzy. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/k4d.2021.005.

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The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being
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Kud, A. A. Figures and Tables. Reprinted from “Comprehensive сlassification of virtual assets”, A. A. Kud, 2021, International Journal of Education and Science, 4(1), 52–75. KRPOCH, 2021. http://dx.doi.org/10.26697/reprint.ijes.2021.1.6.a.kud.

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Figure. Distributed Ledger Token Accounting System. Figure. Subjects of Social Relations Based on the Decentralized Information Platform. Figure. Derivativeness of a Digital Asset. Figure. Semantic Features of the Concept of a “Digital Asset” in Economic and Legal Aspects. Figure. Derivativeness of Polyassets and Monoassets. Figure. Types of Tokenized Assets Derived from Property. Figure. Visual Representation of the Methods of Financial and Management Accounting of Property Using Various Types of Tokenized Assets. Figure. Visual Representation of the Classification of Virtual Assets Based on the Complexity of Their Nature. Table. Comparison of Properties of Various Types of Virtual Assets of the Distributed Ledger Derivative of the Original Asset. Table. Main Properties and Parameters of Types of Tokenized Assets. Table. Classification of Virtual Assets as Tools for Implementing the Methods of Financial and Management Accounting of Property.
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McGinnity, Frances, Emma Quinn, Philip J. O'Connell, Emer Smyth, Helen Russell, Bertrand Maître, Merike Darmody, and Samantha Arnold. Monitoring report on integration 2016. Edited by Alan Barrett, Frances McGinnitty, and Emma Quinn. ESRI, March 2017. http://dx.doi.org/10.26504/bkmnext330.

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This report examines migrant integration in Ireland in the areas of employment, education, social inclusion and active citizenship, and includes a special theme on migrant skills and competencies.The report presents a range of findings, including that a significant proportion of immigrants in Ireland are now Irish citizens, income poverty is higher among non-Irish groups than Irish, and employment rates are lower among African nationals than any other nationality grouping. The report uses indicators to measure different aspects of immigrant inclusion in Irish society, using the most recently available data.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Haider, Huma. Mainstreaming Institutional Resilience and Systems Strengthening in Donor Policies and Programming. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.101.

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This rapid review synthesises evidence on key aspects of mainstreaming institutional resilience and systems strengthening in donor policies and programming in FCAS (Fragile and Conflict-affect States) contexts, particularly in nutrition (food security), health, WASH and the economic sector. Institutional resilience is the ability of a social system (society, community, organisation) to absorb and recover from external shocks, while positively adapting and transforming to address long-term changes and uncertainty. Investing in strong, well-functioning and adaptable social systems, such as health, education and social protection systems, can build resilience, as this help to cushion the negative economic and social effects of crises. While development actors have established guidance on how institutions can be made more effective, inclusive and accountable, there is much less literature on institutional resilience and how development actors can help to foster it. Much of the literature notes a lack of systematic evidence on applying the concept of resilience. These gaps extend to a dearth of guidance on how development actors can mainstream institutional resilience and systems strengthening into their policies and programmes. This rapid review draws on common factors discussed in the literature that are considered important to the strengthening of resilience and particular systems. These may, in turn, provide an indication of ways in which to mainstream institutional resilience and systems strengthening into development policy and programming
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