Abstract
External organizations offer schools projects with different content, so-called external school projects. This type of external projects is mainly implemented by people or an organization outside of the school. The projects may be within the framework of a nation's political aspirations. The educational goals of the projects are often far-reaching, focusing on personality or attitudes. This article questions whether external school projects can achieve such far-reaching goals. The aim of the research is to explore the views of young adults regarding how participating in an external project influenced them. In-depth interviewing were used when eleven young adults, at the time 25 years old, were asked about their opinions of an external project in entrepreneurship , implemented as an optional course, ten years after taking part. They were asked how they considered the course have influenced them, their choices and their attitudes. The statements of the informants show that the project had some long-term impact. The results of the research provide insight into whether an external temporary school project may have long-term educational values.
Highlights
1.1 The Research QuestionThe discussion of how to better prepare people for work have become an everyday question for each educational level within the Finnish educational system
This article questions whether external school projects can achieve such far-reaching goals
As an answer to the broader view of human capital it has become increasingly common that external organizations or groups of interest offer schools projects with different content, for instance, about being an entrepreneur
Summary
1.1 The Research QuestionThe discussion of how to better prepare people for work have become an everyday question for each educational level within the Finnish educational system. As an answer to the broader view of human capital it has become increasingly common that external organizations or groups of interest offer schools projects with different content, for instance, about being an entrepreneur This is not always perceived to be merely positive by the educational experts involved, because they sometimes perceive it as a distrust against their expertise and independence. One important aspect to this may be the relatively unclear or not clarified division of responsibility for educational questions between educational experts, on the one hand, and the public and political understandings of educational purposes and values, on the other This may appear as a competition of space and form of activities within the school activities and subjects, and maybe even between the teachers
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