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1
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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Palmgren, Helena, Päivi Jalonen, and Simo Kaleva. "Health Education and Communication in Occupational Health Services in Finland." Archives of Industrial Hygiene and Toxicology 59, no. 3 (September 1, 2008): 171–81. http://dx.doi.org/10.2478/10004-1254-59-2008-1888.
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Health Education and Communication in Occupational Health Services in FinlandThis article discusses health education and communication in Occupational Health Services (OHS) based on a questionnaire study conducted in Finnish OHS in 2005. The study focused on educational activities carried out by OH professionals and directed at individual employees, work communities and groups, and representatives of client organisations. The questionnaire was sent to 1132 OH professionals - physicians, nurses, physiotherapists and psychologists - working in 130 OHS units, and representing different OHS providers in Finland. 635 respondents (162 physicians, 342 nurses, 96 physiotherapists, 35 psychologists) returned the questionnaire. The overall response rate was 58 %. There were statistically significant differences in educational activities by different professional groups; differences were also related to the length of working experience in OHS. For all OH professionals, individual employees were the primary clients of health education and communication. Education was less often directed at work communities and representatives of client organisations. However, many issues related to health and well-being at work are not within the reach of individual employees. The impact of health education would be more evident if it also reached those organisational stakeholders with discretion in decision-making. Furthermore, OH personnel should pay attention to the social aspect of learning and work more with groups and work communities.
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Hilander, Markus, and Sirpa Tani. "Meaningful Encounters with the Built Environment as the Basis for Urban Environmental Education." Education Sciences 12, no. 3 (March 12, 2022): 203. http://dx.doi.org/10.3390/educsci12030203.
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As the majority of people in the world now live in cities, it makes sense to question the state of urban environmental education and how it could be developed going forward. In this article, we suggest a way forward based on the essays written by Finnish university students. The students reflected on their relationship with an environment that is meaningful to them. In the essays selected for this case study (n = 25), the built environment of Helsinki—the capital of Finland—and its characteristics are in focus. In this qualitative research, inductive content analysis was used for processing the essays. Many students described the connections between urban nature and built environments, but the results also show that the built environment is especially significant because of its social and cultural aspects. Students described the importance of social bonding and how meeting different sorts of people supports their acceptance of diverse perspectives. Personal experiences and meanings attached to the city, as well as their lack, were mentioned; that is, without these personal bonds, meaningful relations to urban environments cannot be developed. Architecture, aesthetics, and soundscapes were also mentioned. In addition, it was expressed that feeling safe in the built environment is important. In urban environmental education, it is therefore important to pay attention to the social and cultural aspects, too, and not just to the ecological dimension. It is crucial that children and young people have access to the city in order to construct their personal relationships with the built environment.
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Jarva, Erika, Kristina Mikkonen, Janicke Andersson, Anna-Maria Tuomikoski, Maria Kääriäinen, Merja Meriläinen, and Anne Oikarinen. "Aspects associated with health care professionals’ digital health competence development – a qualitative study." Finnish Journal of eHealth and eWelfare 14, no. 1 (April 14, 2022): 79–91. http://dx.doi.org/10.23996/fjhw.111771.
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Health care professionals need continuous education to maintain the competencies required to provide high-quality care; in today’s world, this means an understanding of digital health services. Insight into health care professionals’ experiences of which aspects influence their digital health competence development is therefore highly relevant. The objective of the study was to examine which aspects influence the digital health competence development of health care professionals (nursing workforce and allied health professionals). In-depth, semi-structured interviews were conducted with 20 health care professionals (Finland n=15, Sweden n=5) from various health care settings between May 2019 and July 2020. Interviews were audio-recorded, translated verbatim and analysed with inductive content analysis. Health care professionals perceive that digital health competence development is influenced by aspects related to digital health adoption, co-workers and the work community, their manager, and opportunities for continuous education and orientation. The participants agreed that digital health competence is an important part of a health care professional’s overall clinical competence. Continuous education geared towards digital health competence should be systematically designed, and potentially integrate the resources available on social media platforms. Additionally, managers and supervisors should take a stronger stance towards learning about digital health services so they can serve as role models to their employees and genuinely promote digital health competence development.
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Anis, Merja, and Kati Turtiainen. "Social Workers’ Reflections on Forced Migration and Cultural Diversity—Towards Anti-Oppressive Expertise in Child and Family Social Work." Social Sciences 10, no. 3 (February 25, 2021): 79. http://dx.doi.org/10.3390/socsci10030079.
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Social work in Finland, like in many other countries, has faced various challenges after the large scale of forced migration in 2015. Although working with migrants is not a new area in social work, the exceptionally large amount of asylum seekers in the Finnish society caused a need for improved social work expertise. Our article deals with Finnish social work practitioners’ reflections on multicultural, multilingual and transnational issues with a client group, which is in a vulnerable situation after forced or other forms of migration. The practitioners participating in our study have either attended a specializing education of child, youth and family social work or taken part in peer group discussions in order to develop multicultural expertise. All attendants worked in child and family social work during the study periods in the years 2018–2020. Applying a qualitative methodology by using thematic analysis, we analyze the social workers’ texts and discussions in order to find out the challenges and possibilities as well as needs and tools towards anti-oppressive practice in social work. The identified challenges are connected to differentiated local services, social workers’ uncertainty of their expertise in working with forced migrants, nationally defined welfare services and communication skills in client encounters. Some ways ahead were recognized in structural social work and further education to improve knowledge and skills. Social workers emphasize the need for self-reflection on their prejudices and in developing anti-oppressive practices, which contain human rights aspects and client-oriented practices. Specializing education and reflective group discussion gave a platform to social workers for reflective professional discussions and writings, which seem to have broadened their expertise in multicultural social work.
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Cavalli, Alessandro, and Roberto Moscati. "Academic Systems and Professional Conditions in Five European Countries." European Review 18, S1 (May 2010): S35—S53. http://dx.doi.org/10.1017/s1062798709990305.
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Despite the tendency to create a European Higher Education and Research area, academic systems are still quite different across Europe. We selected five countries (Finland, Germany, Italy, Norway and the UK) to investigate how the differences have an impact on a number of aspects of the working conditions of academic staff. One crucial aspect is the growing diversification of professional activity: reduction of tenured and tenure tracked position, the growing number of fixed-term contracts for both teaching and research, including the growing recruitment of academic staff from external professional fields. These changes are connected with the changing functions of higher education systems and signal the growing openness of higher education institutions to their outside social and economic environment. To understand these trends one has to take into consideration the different degree in which systems distinguish between teaching and research functions. A second aspect has to do with career paths, their regulation, their length and speed. Here, the history of recruitment and career mechanisms in different countries are of particular importance because the different systems went through different periods of change and stability. Also connected to career is the willingness and the opportunity to move from one position to another, both within and outside the academic world. A third aspect deserving attention that is connected to mobility is the professional satisfaction among academic staff in the five systems considered.
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Özcan, Burcu, Nurdan Kalaycı, and Ting Li. "A Comparative Analysis of the Institutional Quality Evaluation Processes in Turkish, European, and American Higher Education Systems." Yuksekogretim Dergisi 12, Suppl (November 30, 2022): S85—S98. http://dx.doi.org/10.2399/yod.21.816017.
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Changing economic, cultural, political, and social conditions worldwide have a big impact on higher education. Under the influence of changing conditions, the functional scope of higher education institutions has expanded and new functions have been added. In addition to these changes, the demand for higher education institutions is increasing day by day in terms of education, research, and service to society. The expanding functions of higher education and its deepening impact on society call for quality activities of higher education institutions. Therefore, institutional quality evaluation processes are carried out in higher education institutions. This study aims to analyze and compare institutional quality evaluation processes applied in Turkish, European, and American higher education systems. The findings obtained are important as they will contribute to the Higher Education Quality Council of Türkiye, quality commissions in higher education institutions, and other researchers who will conduct scientific studies on this subject. It is a descriptive and qualitative study whose sample consists of institutional quality evaluation agencies from Türkiye, England, Norway, Finland, and the United States of America. The data in the study were collected and analyzed by applying the document analysis method. The findings indicate that institutional external evaluation or audit models are used in Türkiye, England, Norway, and Finland while an institutional accreditation system is used in the USA. Although the quality evaluation processes applied are generally similar in terms of basic objectives, assessed dimensions, assessment approach, people involved in the implementation of the assessment, and assessment type, there are differences in aspects such as the management, coordination, and recognition practices of the countries’ higher education systems. Taking into account national circumstances, the institutional quality evaluation processes in the Turkish higher education system should be organized and implemented in a systematic way to ensure quality higher educational practice.
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Taylor, Jonathon, Salla Jokela, Markus Laine, Juho Rajaniemi, Pekka Jokinen, Liisa Häikiö, and Antti Lönnqvist. "Learning and Teaching Interdisciplinary Skills in Sustainable Urban Development—The Case of Tampere University, Finland." Sustainability 13, no. 3 (January 23, 2021): 1180. http://dx.doi.org/10.3390/su13031180.
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Developing the economic, environmental, and social sustainability of urban environments is challenging due to the complex and interconnected nature of the context and objectives. In order to be successful in this challenging environment, professionals working in the urban development arena should have a holistic understanding of the different pillars of sustainable development, as well as various competencies and skills. This paper looks at sustainable urban development (SUD) from the perspective of the skills and competencies required and identifies effective pedagogic practices that could help educate future professionals. In particular, we explore interdisciplinary and transdisciplinary learning, reflective thinking, and experiential learning, which are needed for understanding various aspects of a complex phenomenon, collaborating with professionals from different fields and coming up with novel and constructive ways of solving complex problems. We first examine these through reviewing and analyzing relevant literature on education for sustainable development, with a focus on SUD. Then, we explore the application of these approaches in practice by describing and analyzing a newly introduced degree program at Tampere University, Finland.
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Podstawski, Robert, Marta Żurawik, Krzysztof Borysławski, Aneta Anna Omelan, and Anatolii Tsos. "Working conditions of physical education teachers in European higher education institutions." Physical Activity Review 10, no. 2 (2022): 111–26. http://dx.doi.org/10.16926/par.2022.10.26.
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Aim: One of the problems of modern higher education is the so-called "New core curricula", which oblige PE teachers to make many changes in the way they work. PE teachers face several restrictions to provide PE programs that improve students' physical fitness, cognitive development, and overall health. The research aimed to investigate the working conditions of university PE teachers in selected European tertiary institutions. Materials and Methods: The quantitative research employed purposive sampling. Five academics volunteered to collect information on 66 European tertiary institutions located in Poland, Slovakia, Serbia, Hungary, Czech Republic, Slovenia, Turkey, Spain, Montenegro, Croatia, Bosnia & Hercegovina, Finland and Kosovo. Quantitative data were collected using questionnaires with a set of questions concerning characteristics of tertiary institutions and various aspects of working conditions of university PE teachers. Results: Two thirds of the university PE teachers held master's degree in PE since in over 42% of surveyed institutions, a master's degree in physical education was required to conduct PE classes. The majority of PE teachers (84.4%) were employed full-time, and on average worked 38.6 days in an academic year. Significantly more PE teachers with masters and doctoral degrees (p = 0.012) were employed full-time, or fixed term in public, middle size HEIs (p <0.001). In HEIs in cities with less than 500,000 residents, PE teachers were more often encouraged for participation in CPD (p = 0.049). Significantly more public HEIs fully or partially covered the costs of CPD or conferences (p <0.001), whereas in non-public or small HEIs significantly more PE teachers had to finance the costs of CPD. Moreover, significantly more (p =0.037) universities implemented specific PE teachers’ evaluation criteria with a personal record of their achievements. Conclusion: There is a pressing need to improve qualifications of university PE teachers, as many European HEIs do not support PE teachers in CPD. Furthermore, lack of CPD opportunities, low salaries and lack of career promotion perspectives combined with lower psychological resilience, may result in professional burnout syndrome.
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Yli-Panula, Eija, Eila Jeronen, Salla Koskinen, and Sanna Mäki. "Finnish University Students’ Views on Climate Change Education and Their Own Ability to Act as Climate Educators." Education Sciences 12, no. 3 (February 28, 2022): 169. http://dx.doi.org/10.3390/educsci12030169.
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Climate change (CC) has widespread impacts on human and natural systems and thus threatens the future of contemporary youths. Only a few studies on climate change education (CCE) have been published in Finland, and no research has been conducted on upper secondary education. Thus, this study investigated Finnish university students’ views on CCE in upper secondary schools. According to them, the most common goals in CCE are increasing and structuring knowledge, developing thinking skills, and encouraging action both today and in the future. The respondents considered preconceived notions and opinions stemming from their inner circles, the media, and social debate to be the most difficult factor in teaching about CC. CCE was perceived to provide either a weak or relatively weak capacity to follow a climate-friendly lifestyle. By increasing and diversifying teaching and strengthening multidisciplinarity, climate-friendly lifestyles can be improved. The respondents’ views on current and future CCE differed most clearly concerning motivation and inclusion, which are not prevalent in contemporary teaching. The results indicate, however, that the university students were motivated to increase and develop CCE, and according their answers, their own capacity to address different aspects of CCE was relatively good.
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Elfadl, Wiam, Eero Lilja, Natalia Skogberg, Katarina Selling, and Anu Castaneda. "The Association between Pre- and Post-Migration Wellbeing Factors with Integration among Russian, Somali, and Kurdish Origin Women in Finland." Finnish Yearbook of Population Research 55 (January 11, 2021): 45–59. http://dx.doi.org/10.23979/fypr.95509.
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Pre- and post-migration related factors are likely to influence integration outcomes of migrants. This study aimed to investigate which pre-migration factors (basic education and potentially traumatic experiences) and post-migration wellbeing factors (quality of life and loneliness) are associated with integration outcomes (employment status, language skills, voting, media use, having host country’s native friends, participation inleisure activities) of migrant background men and women. The Finnish Migrant Health and Wellbeing Study (Maamu) was used, including working-aged adults of Russian, Somali, and Kurdish origin. Each integration outcome was analysed by each predictive factor with logistic regression, separately for the three groups and separately for men and women. The integration outcomes were somewhat differently associated with pre- and post-migration factors in the different groups. All these aspects are important to be taken into account in integration discourse to promote both integration and social wellbeing.
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Mari, Salminen-Tuomaala, Haasio Ari, and Naka Hajime. "Meaning of the family and family communication — Experiences of Hikikomoris." Clinical Nursing Studies 9, no. 2 (June 18, 2021): 1. http://dx.doi.org/10.5430/cns.v9n2p1.
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The originally Japanese phenomenon of hikikomori, or being socially withdrawn, has been identified in several countries across the world. This qualitative study describes meanings ascribed by self-defined hikikomoris to family and family communication. The study aims at producing knowledge that can be used by professionals in education, health care and social services to support and counsel the socially withdrawn individuals. The data were collected in May 2020 from an anonymous forum for self-defined hikikomoris or socially withdrawn people in Finland. Inductive content analysis was used to analyze the data. The socially withdrawn people had both positive and negative experiences associated with their families. Some of the hikikomoris appreciated the support and encouragement from their families, while others associated their failures in life with poor family dynamics, abusive experiences and lack of communication in the family. Counseling and support are required to improve interaction, dialogue and other aspects of family dynamics.
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Hautamäki, Ja, and A. I. Podolskiy. "The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs." Психологическая наука и образование 26, no. 3 (2021): 94–101. http://dx.doi.org/10.17759/pse.2021260306.
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The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs.
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Lindén, Jyri, Mikko Kanninen, Reijo Kupiainen, and Johanna Annala. "Sensing the Same Space – Spatial Understanding and Engagement in Higher Education." Dansk Universitetspædagogisk Tidsskrift 14, no. 27 (October 4, 2019): 83–97. http://dx.doi.org/10.7146/dut.v14i27.112640.
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The aim of this theoretically oriented review is to examine the role of space and spatial thinking in the changing teaching and learning environments in higher education. The starting point is that educational space is not a pre-set institution or only a physical space but a social construction. As such, space is a crucial element in the learning process and student engagement.
In the paper, basic concepts of educational space and spatiality are discussed. The complexity of the relations between spatial understanding and student engagement is demonstrated by referring to a specific drama and theatre course as a case example. The case was a joint master-level course between two European universities (in UK and Finland) where multiple online platforms were used.
By the means of the learning space in the case, we discuss the nexus of spaces, comprising a dynamic spatial plurality across the learning environments. Blurring boundaries between formal and informal spaces seems to give room for meaningful and embodied experiences - social, situational and emotional connectedness with students in different places. Formal ICT solutions of digital learning do not automatically pay enough attention to spatial aspects of learning and engagement. Understanding the connections between spatial thinking and the meanings of engagement and senses of belonging brings vital elements to the development of digital learning and learning environments. Parallel with the discussions of the distinctive role of interaction and communication in digital environments, spatial understanding can offer an important contribution to increase understanding of personal meanings of learning. Based on the theoretical reflections of the presented case, bodily experiences of the sense of “sharing a space” appears to interrelate with the feelings of belonging and ownership in learning.
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Levinthal, Cristiana, Elina Kuusisto, and Kirsi Tirri. "Exemplar Parents’ Practices of Engagement with Their Children’s Learning in Finland and Portugal: A Multiple-Case Study." Education Research International 2022 (February 10, 2022): 1–13. http://dx.doi.org/10.1155/2022/2991438.
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Parental engagement is a central aspect of children’s holistic education, i.e., schooling-related and nonschooling-related learning. Parents’ role in supporting such integrative learning is increasingly necessary to develop students’ social, emotional, and intellectual skills. Nonetheless, it remains unclear which parental practices support holistic learning. The purpose of this qualitative multiple-case study was to identify and describe the current practices of engagement with learning of four exemplar parents in Finland (N = 2) and Portugal (N = 2). These four parents of primary-school-age children were individually interviewed, and abductive content analysis was performed to analyze their narratives. Our results evidence four patterns of exemplar practices: showing active interest in the child, supporting autonomy, building a partnership with the teacher and the school, and visiting the child’s school. The study concludes that even though exemplar parents use a variety of specific engagement practices, they support holistic learning through their ownership of action in such interactions, clear awareness about their parental role, and consistency in their intentions. Exemplar parental engagement within different cultural contexts was discussed. Recommendations for teachers’ pedagogy are presented regarding the benefits of digital communication, goal-oriented invitations to school, and promotion of family time in the home for enhancing children’s holistic learning.
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Tuominen, Leena, Helena Leino-Kilpi, and Riitta Suhonen. "Older people’s experiences of their free will in nursing homes." Nursing Ethics 23, no. 1 (December 8, 2014): 22–35. http://dx.doi.org/10.1177/0969733014557119.
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Background: Older people in institutional care should be allowed to live a meaningful life in a home-like environment consistent with their own free will. Research on actualisation of older people’s own free will in nursing home context is scarce. Objectives: The purpose of this study was to describe older people’s experiences of free will, its actualisation, promoters and barriers in nursing homes to improve the ethical quality of care. Research design: Fifteen cognitively intact older people over 65 years in four nursing homes in Southern Finland were interviewed. Giorgi’s phenomenological method expanded by Perttula was used to analyse the data. Ethical considerations: Chief administrators of each nursing home gave permission to conduct the study. Informants’ written informed consent was gained. Findings: Older people described free will as action consistent with their own mind, opportunity to determine own personal matters and holding on to their rights. Own free will was actualised in having control of bedtime, dressing, privacy and social life with relatives. Own free will was not actualised in receiving help when needed, having an impact on meals, hygiene, free movement, meaningful action and social life. Promoters included older people’s attitudes, behaviour, health, physical functioning as well as nurses’ ethical conduct. Barriers were nurses’ unethical attitudes, institution rules, distracting behaviour of other residents, older people’s attitudes, physical frailty and dependency. Discussion: Promoting factors of the actualisation of own free will need to be encouraged. Barriers can be influenced by educating nursing staff in client-orientated approach and influencing attitudes of both nurses and older people. Conclusion: Results may benefit ethical education and promote the ethical quality of older people’s care practice and management.
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Ikonen, Kirsi, Anni Hirvonen, Risto Leinonen, Mikko H. P. Kesonen, Jesse Hietala, Pekka Hirvonen, and Mervi Asikainen. "Gender and the STEM Fields in Education- and Career-Related Discussions between Finnish Parents and their Adolescent Children." Journal of Research in STEM Education 6, no. 2 (December 31, 2020): 115–37. http://dx.doi.org/10.51355/jstem.2020.93.
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Occupational gender segregation in Finland is high and persistent in the fields of science, technology, engineering, and mathematics. Previous research has concluded that, rather than differences in aptitude, gendered educational and vocational choices originate from more complex system of attitudes, self-concepts, motivations and both direct and indirect social influences, all of which shape young people’s future goals. In the sphere of social influences on career choice, parents play a special role in adolescents’ education and career exploration. This study explores two interrelated areas: firstly, the ideas expressed by Finnish adolescent children’s parents about the role of gender in education and career choices, and secondly, parent-child discussions about such ideas, especially with regard to STEM career pathways. The research data (N=103) was collected by means of an online survey. Almost half of the parents reported having had discussions about STEM careers with their children. Problematically, many parents considered that they had too little information about these careers. Our results indicate that mothers are more aware of the societal and individual consequences of occupational gender segregation than fathers are. The results also suggest that parents should be provided with up-to-date information on STEM careers and on the consequences of occupational gender segregation in order to enhance parents’ readiness to support their children in their future exploration of education and careers. Greater collaboration between homes, career counseling, teachers and relevant organizations concerned with the economic world, working life and entrepreneurship would be beneficial in promoting awareness of these aspects during adolescents’ career development.
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Numgaudienė, Ariana, and Birutė Žygaitienė. "Content Analysis of Technology Teacher Training Programmes of Some European Countries." Pedagogika 113, no. 1 (March 5, 2014): 112–22. http://dx.doi.org/10.15823/p.2014.1755.
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The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.
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Malenkov, V. V. "Functions of civic education: Teachers' priorities." Education and science journal 23, no. 3 (March 17, 2021): 35–57. http://dx.doi.org/10.17853/1994-5639-2021-3-35-57.
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Introduction. A wide range of valuable and active aspects related to citizenship remain not relevant, which leads to the atomisation of society, weakening of the institutional foundations of the state. Today, the development of the civic education system is an important social issue. Therefore, turning to the experience of other countries, including in terms of building their priorities in this area, contributes to the solution of both theoretical and practical problems in national education. It is customary to associate the civic component in the Russian educational system with the implementation of state educational standards aimed at obtaining formal knowledge about society and the state by schoolchildren, as well as with the systematic educational work carried out in educational institutions, focusing on the development of patriotism. As a result, the structure of youth civic orientations is dominated by intentions to consciously distance oneself from politics, the state, a narrowly formalised understanding of citizenship as a set of rights and obligations fixed by law, and patriotism mainly in its protective-military form.The aim of the present research was to comparatively study the opinions of teachers in 22 countries (including Russia) on the priorities of civic education in schools.Methodology and research methods. A secondary analysis of the data of the International Civic and Citizenship Education Study, implemented under the auspices of the International Association for the Evaluation of Educational Achievements (IEA), serves as a research method. The empirical base of the study is a questionnaire survey of teachers from 22 countries (including Russia). The total sample size was 36674 respondents - 8849 teachers (24% of the sample size), implementing programmes of social sciences, 27825 teachers (76% of the sample size) not directly involved in civic education.Results and scientific novelty. As a result of the comparative study undertaken, the specificity of the opinion of teachers in Russia and other countries regarding the importance of certain areas of civic education in schools was revealed. The answers to a special question were analysed, suggesting the choice of the most priority options from the proposed ones. At the first stage, a ranking procedure was implemented, which allowed to identify the structure of priorities in each country. In most of them, the formation among students of independent, critical thinking occupies the first position in the ranking. This goal is especially significant in the Scandinavian countries, as well as in Finland. In Russia, the level of support for this priority is one of the lowest (36%) - less than only in South Korea (24%). At the second stage, the target settings of teachers involved in civic education are classified. Using cluster analysis, the types of orientations are determined, that is, a combination of various combinations of answers, and their prevalence among civilian educators. Seven types of orientations have been identified and described: critical, socialisation, social studies, participatory, environmental, conflictological, particularistic. The features of their representation in different countries are described.Practical significance. The results and conclusions presented in the article, the proposed typology can be used in the process of further development of the issues of civic education, training and education of citizenship, including in other empirical studies. The quantitative data provided can be used as an information base for the development of civic education programmes at various levels, as well as the design of curricula and content of disciplines of civic studies.
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Coetzee, Stephanus, and Karen Puren. "Towards safe campus environments through environmental design: two universities as case studies." Challenges of Modern Technology 7, no. 4 (December 30, 2016): 28–46. http://dx.doi.org/10.5604/01.3001.0010.8799.
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Universities are often considered to be safe sanctuaries. However, many higher education institutions have increasingly been confronted with crime and unrest. Violence and other crimes on campuses are currently an international concern. This paper reports on a study that investigated student’s perceptions of safety on two campuses namely Lahti University of Applied Sciences in Finland and the North-West University in Potchefstroom, South Africa. Theories from Environmental Psychology and Urban Planning are combined in this study in order to incorporate aspects of the individual, social setting and spatial environment. Increasing people’s safety help to optimise their experience of their environment and can in turn create an enabling context for people to flourish and improve their quality of life. The research followed a qualitative research approach. In this study, 21 participants from a Finnish university and 16 participants from a South African university were selected through purposive sampling. Data were generated through semi-structured interviews supported by visual data of the spatial environment. All data were transcribed verbatim and analysed through qualitative content analysis. The literature and findings of the research both support that the spatial and social environment influences safety. It is therefore recommended that safe campus environments require a multi-disciplinary and integrated approach to proactively develop a Comprehensive Safe Environment Plan (CSEP). From a planning perspective, students’ perceptions of campus environments’ safety may include the creation of compact dedicated campus areas, land uses, building placing and orientation, territoriality, landscaping, visibility, control over fear-inducing activities, maintenance, security measures and pedestrian orientated areas.
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Veromaa, Veera, Hannu Kautiainen, Ulla Saxen, Kirsi Malmberg-Ceder, Elina Bergman, and Päivi E. Korhonen. "Ideal cardiovascular health and psychosocial risk factors among Finnish female municipal workers." Scandinavian Journal of Public Health 45, no. 1 (November 10, 2016): 50–56. http://dx.doi.org/10.1177/1403494816677661.
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Aims: Ideal cardiovascular health has been defined by the American Heart Association as the absence of disease and the presence of seven key health factors and behaviours. However, little is known about the mental aspects associated with ideal cardiovascular health metrics. The objective of this study was to assess the relationships between psychosocial risk factors and ideal cardiovascular health metrics among Finnish women at municipal work units. Method: A cross-sectional study was conducted in Finland among 732 female employees (mean±SD age 48±10 years) from ten work units in 2014. Ideal cardiovascular health metrics were evaluated with a physical examination, laboratory tests, medical history and self-administrated questionnaires. Psychosocial risk factors (social isolation, stress, depressive symptoms, anxiety, hostility and type D personality) were assessed with core questions as suggested by the European Society of Cardiology. Results: The prevalence of having 5–7 ideal cardiovascular health metrics was 183 (25.0%), of whom 54.1% had at least one psychosocial risk factor. Anxiety (31.3%), work stress (30.7%) and type D personality (26.1%) were the most prevalent of the psychosocial risk factors. The prevalence of depressive symptoms ( p<0.001) and type D personality ( p=0.049) decreased linearly according to the sum of ideal cardiovascular health metrics after adjustment for age and years of education. Conclusions: Even women with good cardiovascular health are affected by psychosocial risk factors at municipal work units. Although the association is possibly bidirectional, screening and treating depression and dealing with type D personality might be crucial in improving cardiovascular health among women.
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Lehto, K. "Finland ∙ Environmental and Social Aspects of Public Procurement in Finland." European Procurement & Public Private Partnership Law Review 12, no. 3 (2017): 346–51. http://dx.doi.org/10.21552/epppl/2017/3/15.
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Keskitalo, Pigga, Kaarina Määttä, and Satu Uusiautti. "Sámi education in Finland." Early Child Development and Care 182, no. 3-4 (April 2012): 329–43. http://dx.doi.org/10.1080/03004430.2011.646723.
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Sassi, Markku J., and Sakari J. Moberg. "Special Education in Finland." International Journal of Disability, Development and Education 37, no. 2 (January 1990): 91–98. http://dx.doi.org/10.1080/0156655900370202.
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Kivijärvi, Sanna. "Equity in music education in Finland." Nordic Research in Music Education 2, no. 1 (April 6, 2021): 20–45. http://dx.doi.org/10.23865/nrme.v2.3027.
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This article illustrates how a social innovation, Figurenotes, has contributed and can contribute, through conceptual change, to the advancement of equity in Basic Education in the Arts (BEA), Finland’s publicly funded system of extracurricular music education. BEA has traditionally been characterised by structures and pedagogical practices–such as the use of Western standard music notation–that influence the accessibility of music studies. The theoretical framework for this interview study consists of change-theoretical concepts: namely, social innovation, multiple streams, and policy windows. The findings are presented at two levels. First, the innovation process of Figurenotes is described to explain social innovation development. Second, three different strands of discourse on the concept of special music education expose the educational policy change generated by this innovation. The findings suggest that the use of Figurenotes has raised awareness of inequity in the institutional agenda and has encouraged this problem to be addressed through the public policy process. The opening of this policy window is critically discussed in relation to the establishment of the field of special music education, and in relation to inclusion and equity policies as well as exclusion.
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Kirichenko, I. "Finland's Innovation Policy: Sociohumanitarian Aspects." World Economy and International Relations 65, no. 12 (2021): 61–67. http://dx.doi.org/10.20542/0131-2227-2021-65-12-61-67.
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Modern society faces large-scale challenges associated with the digitalization of economic and social processes, especially at its new stage – the development and implementation of artificial intelligence (AI) technologies. The point is that the use of AI entails great ethical risks, since creates an opportunity for non-observance of human rights to privacy. In Finland, a country that has been pursuing an innovation policy closely linked to socio-economic policies that responds to social challenges for several decades, this problem is widely discussed and strives to minimize and even eliminate the above risks in decisions on research and development (R&D) policy. Therefore, R&D in the field of AI technologies is carried out in Finland at the intersection of computer, mathematical and humanitarian sciences, since one of the most important issues of its application is the question of how moral and ethical its results will be. In this regard, the analysis and understanding of Finland’s experience in this area is important and necessary. Finland has traditionally in recent decades prioritized the humanitarian component in the formation of innovation policy. The technological component was viewed through the prism of social problems that should be resolved in the course of economic development, the main driver of which is innovation processes. This approach is determined by the country’s social development model. The openness of public administration, the high role of the country’s citizens in making the most important strategic decisions, the social responsibility of business, taking into account the opinion of the expert community leads to a balanced promotion of technologies in the economy. Of course, opportunities for innovative development “with a human face” from time to time run into economic constraints – which was clearly manifested, for example, during a pandemic. Nevertheless, when it comes to digitalization and the use of AI, the Finnish state and society continue to strive to ensure the presumption of morality and ethics in the implementation of these technologies. The country is conducting humanitarian and sociological research in this area, as well as developing mechanisms for managing the ethics and morality of AI. The country strives to become a leader not only in AI technologies, but also in developing the principles of preserving the humanitarian and moral values that Finland shares with Europe.
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Järlström, Maria, Tiina Brandt, and Anni Rajala. "The relationship between career capital and career success among Finnish knowledge workers." Baltic Journal of Management 15, no. 5 (July 22, 2020): 687–706. http://dx.doi.org/10.1108/bjm-10-2019-0357.
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PurposeThis study aims to advance a holistic and integrated view to understand the relationship between career capital and career success among knowledge workers.Design/methodology/approachThe study examines the associations of three forms of career capital – human, social and psychological capital – on career success. Career success is measured through a subjective evaluation of career satisfaction and an objective evaluation of promotion. The data are drawn from 624 knowledge workers from Finland with an academic degree in business studies. The model is tested through structural equation modeling.FindingsThe results stress the importance of psychological capital as an important career resource among knowledge workers. Therefore, our findings contribute to career research by supporting the argument that context and/or occupational group matters in the relationship between career capital and career success.Research limitations/implicationsThe cross-sectional data partly restrict our ability to delimit an impact. Further research using a longitudinal design would be required to confirm longitudinal effects. The respondents were a relatively homogeneous group of knowledge workers, and thus, the results are not generalized to other samples. The Finnish context (e.g., a high-quality education system, welfare society, dual-earner model) may also include special aspects that may have an effect on results limiting generalization to different contexts rather than Nordic ones.Practical implicationsCareer capital is an important element of taking charge of one's career, which is expected in current working life scenarios. Given psychological capital has an impact on employees' career success, employees' psychological capital could be supported in organizations to help them to adapt to career changes. Employers benefit from individuals who are willing to invest in their work, and therefore, the employers should be aware of the individual factors that affect employees' career success.Social implicationsThe meaning of career success may be context and culture related, as might its predictors. Hence, perceived career success may benefit and spill over to several stakeholders such as employers, family members and friends through its effects of positive energy and well-being. Career counselors could place more emphasis than currently on developing the psychological capital of their clients. The findings are important for other practitioners as well, such as human resource (HR) professionals who might consider dedicated programs fostering psychological capital qualities, which seem to relate to career success among knowledge workers.Originality/valueA research model that considers career capital as an integrated entity is presented rather than focusing on a single form of career capital. Contextual issues were included by focusing on knowledge workers who represent careerists in a welfare society. These findings could advance career theory and provide developmental guidelines to help employers, HR and career-oriented individuals to build successful careers.
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Milovanova, Natalia G. "Social Aspects of Information Education." Tyumen State University Herald. Humanities Research. Humanitates 2, no. 4 (2016): 212–21. http://dx.doi.org/10.21684/2411-197x-2016-2-4-212-221.
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Vančo, Ildikó, and Dmitry Anatolyevich Efremov. "REVITALIZING SAAMI THROUGH EDUCATION IN FINLAND." Yearbook of Finno-Ugric Studies 14, no. 4 (December 25, 2020): 617–27. http://dx.doi.org/10.35634/2224-9443-2020-14-4-617-627.
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The article deals with the institutional aspects of how indigenous minority languages are taught in Finland, with particular attention to sustainability and revitalization issues among the Saami minority. The source material for the research project was obtained during field work organized by the International Research Group on Bilingual Education of the Faculty of Central European Studies at Constantine the Philosopher University (Nitra, Slovakia), conducted in Finland in 2019. The aim of the expedition was to study strategies for revitalizing the Saami language in Finland in the context of code switching. The authors of the article want to highlight how legal regulation can take into account educational problems that arise in different situations. In Finland, on a legislative basis, two languages (Finnish and Swedish) are taught, so all citizens, regardless of nationality, learn both of them. The law guarantees access to Saami education, i.e. it is optional for everyone. The education system offers opportunities for learning the Saami language in preschool educational institutions, in general education schools, as well as for individual groups, adult citizens. At the same time, the authors emphasize the fact that although state regulation centralizes education in the European Union, and in particular in Finland, the revitalization program of minority languages is still being successfully implemented, mostly due to the fact that program coordinators take into account the diversity and variety of cases and, as a result, adopt certain normative acts to solve different situations. Only society, political decision-makers, self-operating and self-conscious civil activity can help developing a successful national education system where bilingualism is reachable for minorities with significantly different backgrounds.
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Kop, Yasar. "One of the Countries That Turkey Models: Finland Secondary Education Social Studies Curriculum." International Education Studies 10, no. 2 (January 30, 2017): 15. http://dx.doi.org/10.5539/ies.v10n2p15.
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Teaching of social studies has basis of education dynamism that governments maintain to raise qualified and efficient citizens. That’s why; being examined programs in question has importance for the global citizen concept which comes up with globalization. Therefore, how to be raised efficient citizens who build both governments’ and world’s future is going to be determined. Turkey has chosen some countries as guides in education to keep up with globalization world standards. One of these countries is Finland. “Core Program” which is in force in the country is has been taken as basis in this study in which secondary education Social Studies curriculum occupying an important place in Finland education system is reviewed. Geographical and historical features and education system of the country are described (have been depicted shortly so as to ensure to be understood better the program in question. When we look at Finland education system in general, it can be said the tradition of sublimating the common objectives in Finland culture slows down the reflection of liability to bring individuality forward on implementation. School programs aims to equip the youth with knowledge and skills they will need in the social life naturally as well as aiming to transmit the basic values of Finland culture to the students. Equality of entire community is taken into consideration while doing this. Concerning available general program, it has been confirmed that general goals of “secondary education Social Studies curriculum” are to equip learners with talent to analyze current events efficiently and critically and prepare them to join social activities.
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Wahlbeck, Östen. "Entrepreneurship as Social Status: Turkish Immigrants’ Experiences of Self-Employment in Finland." Migration Letters 5, no. 1 (April 1, 2008): 53–62. http://dx.doi.org/10.33182/ml.v5i1.58.
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The article discusses the experiences of self-employment among immigrants from Turkey living in Finland. The immigrants are mainly active in the restaurant and fast food sector in Finland, primarily in small kebap and pizza businesses. The article argues that both economic and social aspects explain the experiences of self-employment. Despite economic hardship, the freedom and social status connected to entrepreneurship is highly valued. Self-employment provides a positive self-understanding and a good social status, which the immigrants from Turkey find it difficult to achieve by any other means in Finnish society
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Bilyk, Valentyna, Sergii Girenko, Hryhorii Dzhahupov, Natalia Miloradova, and Victoria Dotsenko. "Neurophysiological Aspects of Natural Science Training of Future Psychologists in Higher Education Institutions in Finland and Sweden." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 1 (March 2, 2022): 112–31. http://dx.doi.org/10.18662/brain/13.1/271.
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The relevance of the study of the natural science training of future psychologists for the presence of neuroscientific knowledge in the content of education lies in the fact that neurosciences have penetrated all spheres of socionic areas of training and are a synergistic component for the humanitarian aspects of human psychology. The aim of our article is to investigate the content component of psychological education in the universities of Finland and Sweden in order to determine its relevance to the modern interdisciplinary humanities and natural sciences paradigm, in particular the application of neuroscience in the training of psychologists. It was found that the neurophysiological aspect of psychological education (in parallel with the environmental) at the universities of Finland and Sweden is implemented through the implementation of disciplines, focused on the study of the neurophysiological nature of higher nervous activity (compulsory disciplines) and mainly neurophysiological diagnostic and cognitively oriented selective disciplines. There is a difference in the approach to planning the training of future psychologists: in Finland, lists of variable disciplines are approved, in Sweden only compulsory subjects are regulated, and in the variable component students have full academic freedom. It has been established that higher psychological education in Sweden and Finland is fully consistent with the tendencies of today’s society, in which there is a "blurring" of boundaries between scientific fields and an orientation towards building a student's personal educational space.
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Saarela, Jan, and Fjalar Finnas. "Social Background and Education of Swedish and Finnish Speakers in Finland." European Journal of Education 38, no. 4 (December 2003): 445–56. http://dx.doi.org/10.1111/j.0141-8211.2003.00160.x.
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Andersson, Jan Otto. "Explaining Finnish Economic and Social Success – And Happiness." Studia Europejskie - Studies in European Affairs 26, no. 4 (January 1, 2023): 177–98. http://dx.doi.org/10.33067/se.4.2022.7.
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This article explores the reasons behind the high economic and social rankings for Finland. It also refl ects on why Finland is considered the “happiest” country in the world (according to a World Happiness Report). Using empirical data from two studies – an article comparing high-andlow-tax countries, and the aforementioned recent World Happiness Report – it compares Finland with its Nordic neighbours and other Western, especially Anglo-American, countries. The essay outlines a so-called “Finnish model’ and looks for the roots of this model. Comparing measures in several dimensions – effort, culture, institutions, and economic and social outcomes – the essay tries to find characteristics that are particular for Finland. Education, innovation, and economic security, as well as trust, gender equality, resilient conflict solutions, and geo-historical luck, are crucial to Finland’s success. Three notable Germans – Luther, Hegel, and Marx – have influenced Finnish culture and society in different ways. Is Finland the country that comes closest to the ideal – “From each according to his ability, to each according to his needs” (Marx, 1875).
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Moroshkina, Marina, Lidiya Murashkina, and Marina Utistyna. "Evaluation of social and environmental entrepreneurship development in Russia and Finland." E3S Web of Conferences 258 (2021): 06007. http://dx.doi.org/10.1051/e3sconf/202125806007.
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The presented article explores aspects of the development of social entrepreneurship within the border areas of Russia and Finland. The aim of the study is to assess the opportunities for the development of social entrepreneurship. The object of the research is the consumers of the service sector in Russia and Finland. The research method is a questionnaire survey, as a result of which the formed questions provide information about the development of the entrepreneurial sector. The study analyzes the needs and opportunities for the development of social entrepreneurship in the border areas. The assessment of the development of the sphere of social entrepreneurship uses the method of focus groups, which allows getting the analysis of the situation from the experts from Karelia and Finland. As a result of the research the differences in separate directions of development of the entrepreneurial sector in the Republic of Karelia and Finland have been revealed. The differences in the expectations of young people of the countries under consideration and the fears of Russian and Finnish respondents were determined. The obtained results allow us to determine the differences in social and economic policy of the states
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Manger, Tatyana, Yulia Vasileva, and Svetlana Shankina. "Special aspects of social education in additional education institutions." Tambov University Review. Series: Humanities, no. 178 (2019): 93–99. http://dx.doi.org/10.20310/1810-0201-2019-24-178-93-99.
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The importance of social education in institutions of additional education is revealed. The concept of social education, taking into account the features of the modern stage of development of society. Stresses the importance of using cultural codes, allowing to transfer information saved by generations, to generate in students a “worldview”, world outlook, patriotic consciousness. We formalize the role of additional education institutions in society with increasing changes in the socio-economic system. The use of information and communication technologies as a communication tool for teachers and project participants, including network ones, is considered on the example of the social education model “circle”. The analysis of statistical data has proved an increasing share of the use of digital economy technologies as tools of educational processes. This determined the need to adapt students to the activities in the expanding “information flow”. The advantages of the use of social networks in the implementation of the project method in the social education of patriotic feelings methods of folk art. The risks analysis of use new communi-cation tools in educational and educational activity is carried out. The result of the study are rec-ommendations to teachers on the use of new communication technologies in social education, the formation of communication culture.
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Brunila, Kristiina, and Arto Kallioniemi. "Equality work in teacher education in Finland." Policy Futures in Education 16, no. 5 (August 22, 2017): 539–52. http://dx.doi.org/10.1177/1478210317725674.
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Equality work is often conducted as education and teaching, and both are an intrinsic part of equality work. In this article, we focus on equality work and challenging heteronormativity by contextualising our focus both on the educational system as a whole but especially on teacher education. The promotion of equality in teacher education began in Finland in the 1980s with nationwide experimental projects, and Finnish universities undertook active efforts to promote equality in the 1990s as a result of the strengthening of women’s studies and discussions on gender equality. We show what kind of persistent problems promoting equality and challenging heteronormativity in education in Finland faces, but we also indicate how it is possible to promote equality and challenge heteronormativity by focusing on teacher education. This article is based on student teachers’ essays (N = 51) written as a part of their study in a course on social justice. The essays were analysed based on a discursive reading of the data.
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Suwalska, Arleta. "Values and Their Influence on Learning in Basic Education in Finland — Selected Aspects." Roczniki Pedagogiczne 13, no. 2 (August 16, 2021): 141–54. http://dx.doi.org/10.18290/rped21132.10.
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The article analyzes the context of the values that have been embedded in the learning process of both students and teachers in their professional development. The author presents the coherence of pillars based on solid theoretical foundations (J. Dewey), which made it possible to adapt the education system, and consequently schools, to learning based on values. In this scientific perspective, the article pays attention to values, which could be perceived as pillars of learning in basic education in Finland. In addition, the article concentrates on the phenomena of equality and trust, conception of learning and collaboration among teachers in Finnish basic education.
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Kmak, Małgorzata. "Social Trust as a Development Factor – Selected Aspects." Studia Humana 10, no. 2 (May 1, 2021): 23–30. http://dx.doi.org/10.2478/sh-2021-0009.
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Abstract The aim of the article is to present selected relationships between social trust and the development of a territorial unit. Social trust affects the level of cooperation in society and decides about the competitiveness of a territorial unit [12, p. 7]. The main thesis of the article is the author’s conviction that there is a significant correlation between social trust and the activity of citizens, the consequence of which is the development of territorial units. This relationship applies to different categories of units, the article mainly focuses on municipal units. The conclusions presented are a consequence of the analysis of information sources and surveys carried out in three cities: Cracow, Helsinki and Valletta. The socio-economic situation of Poland, Finland and Malta is varied, also due to historical and political conditions. Social trust in these cities depends on different factors. Everywhere, however, significantly affects the direction of urban development, accelerating and stabilising it. Trust is a component of social capital, which translates into the ability to build an innovative and modern economy. In countries where citizens trust each other, a sense of security increases which significantly affects well-being.
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Aprielieva, I. V., and Yu V. Syrova. "SOCIAL PARTNERSHIP IN PRESCHOOL EDUCATION: LEGAL ASPECTS." Pedagogical Sciences: Theory and Practice, no. 1 (2022): 237–42. http://dx.doi.org/10.26661/2786-5622-2022-1-36.
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TAKALA, TUIJA, and PEKKA LOUHIALA. "Healthcare Ethics in Finland." Cambridge Quarterly of Healthcare Ethics 12, no. 3 (July 2003): 256–60. http://dx.doi.org/10.1017/s0963180103123067.
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Finland is a country in Northern Europe with a population of approximately 5.1 million people. It lies between Sweden and Russia and has a border with Norway too. It is part of the European Union and also belongs to the European Monetary Union. It is a welfare state in the sense that healthcare services, schools, universities, and social services are for the most part paid for by tax-based funding. In terms of basic healthcare, the state, through local municipalities, provides comprehensive coverage to all residents, and this is utilized by both the wealthy and the poor.