Finnish Education Research Articles

Is digitalisation of public health and social welfare services reinforcing social exclusion? The case of Russian-speaking older migrants in Finland

Governments are rapidly digitalising public services to increase cost-effectiveness of the public sector. This study examines older migrants’ use of digital public health and social welfare services from the perspective of social exclusion. The study uses a mixed methods approach, drawing on representative survey data of Russian-speaking migrants in Finland and qualitative interviews with third-sector representatives who assist Russian-speaking migrants with digital service use. Our quantitative results show that a sizeable proportion of Russian-speaking older adults are excluded from digital services. In particular, those with lower socio-economic status, poor local language skills and without Finnish education are at higher risk of exclusion. Our qualitative results describe the multiple ways the exclusion from digital services intersects with other disadvantages in the everyday lives of Russian-speaking older adults. We argue that digitalisation of these services may foster social exclusion and endanger the realisation of these people's social rights.

Teacher Students’ Designing Media Education for Older People: Creative and Need-Based Pedagogies Emphasized

This study develops Finnish teacher education by exploring the perspectives of teacher student’s on older people’s media education and equipping teacher students to better support older people’s media literacies. Student teams designed media-literacy interventions in the context of a course, “Older People, Media Education, and Facilitation of Learning,” offered in separated teacher pedagogical studies at one Finnish University during the academic year 2019‒2020. Research participants included 22 teacher students and 15 stakeholders (older people and professionals working with older people). The research data consists of students’ designs and presentations on how media education should be implemented for older people as well as feedback from stakeholders. The research data was collected during the course and evaluation workshop organized at the end of the course as part of an ongoing project. Results indicate that creative and need-based pedagogies were emphasized and course development should be continued in light of the results.

Child–educator disagreements in Finnish early childhood education and care: young children’s possibilities for influence

ABSTRACT This study explores young children’s possibilities for influence in situations of child–educator disagreement in Finnish early childhood education and care (ECEC). Data were gathered from observations conducted in four ECEC groups of under three year-olds. A total of 112 child–educator disagreements were analysed qualitatively using reflexive thematic analysis. Children’s influence was rather limited in most disagreements, as these involved the established institutional order as manifested in the rules and norms of daily activities and educators’ control over children’s bodies and material resources. However, disagreements over social rules and the ongoing social situation often allowed children to negotiate and contribute to the outcomes. By identifying the difficulties young children may face in resisting the institutional order, the study highlights the importance of developing practices that enable discussion of the settled rules of ECEC and thus regard young children’s right to have their views heard and considered in matters affecting them.

Understanding teachers’ mental models of collaboration to enhance the learning community

ABSTRACT This study examined representations of Finnish basic education teachers’ mental models of collaboration to reveal the background features that enable or hinder changes in a school community and teacher collaboration. In this case study, we explored 41 teachers’ mental models of collaboration in a one-school community to identify and understand the features that enhance or challenge collaboration. The findings raise the question of how collaboration can support a school’s transition to a unified comprehensive school, when teachers are accustomed to working alone with a strong sense of autonomy and diverse mental models of collaboration. The findings revealed that collaboration is mainly limited to planning and sharing ideas and that teachers’ involvement in administrative work limits pedagogical discussions between teachers. Our findings suggest that the mental models examined may play a crucial role in building a school’s collaborative culture, promoting curriculum principles and developing a learning community.

Comparison of Indonesian and Finnish Education Curriculum

Abstract: Purpose: This study aims at describing the planning of the education system that will be adapted that it is necessary to make comparisons in order to improve the quality of the education system and contribute to the government in considering making policies to improve the Indonesian education system. Research methodology: The research design is used a case study to compare the education system between Indonesia and Finnish and literature review to collect relevant research. Results: The results of the study indicated that the Indonesian education curriculum is classified as low because it is based on five curriculum components, namely objectives, contents-materials, media, learning strategies, and learning process. Limitations: This study focuses on the five curriculum components in the Indonesian education system generally, so that there is a gap that can be filled by future researchers by discussing more deeply along with examples from other countries. Contribution: This research contributes to curriculum policyholders in the Indonesian education system because it can be a reference for improving the quality of the Indonesian education system. Keywords: 1. Curriculum 2. Indonesia 3. Finnish

Shared Narrative – Analysis on Finnish Socio-Educational Policy and National Broadcasting (YLE) Literacy during COVID-19 Variants 2021

This case study analyzed the Finnish National Broadcasting Company (YLE) literacy on socio-educational policies during the alpha and delta variant strategic turns 2021. The data comprised YLE releases, interdisciplinary global research, pandemic literacies, and statements of politicians/officials. Limitations occurred mainly in the data plenitude. Alpha variant caused socio-political responses maneuvered by politicians and officials. YLE supported without socially participating, competence-enhancing or motivating civic information. NPIs were linked to the political promises of national pandemic end during the summer. International pandemic studies were excluded from nationalized narrative, in which YLE strategically emphasized mutual experience, shared story, and approaching happy end. In August 2021, previously promised “liberation” was too close to change the narrative. Instead of delta mitigation, officials and politicians fortified the narrative towards the end. YLE conducted a closing story. Releases replaced international studies and responses with a small circle of domestic experts, who repeated the narrative they previously had manifested. No NPIs occurred, but remaining ones were lifted despite the rising incidence numbers. Conclusively, the lacking research in the YLE contributions indicated the absence of research literacy among politicians and reporters. Consequently, occurring sidetracks used modern nationalism rhetoric, supporting the main narrative. Children’s ‘absolute’ right was on-site schooling, regardless of safety research or practices developed abroad. In further studies, the post-pandemic status and goals of Finnish education need comparative reassessments other than a “trust”.

Diversity in CLIL as experienced by Finnish CLIL teachers and students: matters of equality and equity

ABSTRACT This article focuses on how Finnish CLIL teachers and students orient to and experience diversity in CLIL. The data consist of teacher and student interviews that were analysed using qualitative content analysis to identify recurrent themes with regard to diversity. The findings indicate that the theme of equality in the sense of ‘the same for all’ in both teaching, assessing and homework was readily brought up by both groups, reflecting the ethos of equality prevalent in Finnish education. Equity, however, was not similarly highlighted even though it is a guiding principle alongside equality in the Finnish Core Curriculum for Basic Education. Teachers were found reluctant to topicalise diversity, at least in the form of explicit differentiation. This applied especially to academic skills, with students’ different linguistic skills more readily addressed. Both teacher and student interviews construct CLIL students as high-achievers in comparison to peers in regular classrooms. The students, however, also criticised being treated as a homogenous group and expressed wishes for personalised support. In sum, the findings show tensions between maintaining equality and securing equity in that adherence to the same type of education for all may render invisible the varying competences, ways of learning and needs for support.

The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

This article explores the positioning of dual qualifications (DQs) in the Finnish education policy and the education system since the late 1980s. The analysis is carried out in the context of academic-vocational divide. At the end of the 1980s, Finland questioned the functionality of the strict academic-vocational divide in post-compulsory education, and a unified upper secondary education was initiated. DQ was the result of two contradictory political discourses: the aim to make education system more equal and the 1990s’ market oriented education policy. In the 2000s, although segregation at the upper secondary level was strengthened, the DQ simultaneously became an established study route. However, in 2007 due to changes in political power, the DQ was repositioned on the periphery of education policy and academic-vocational divide became stronger. The main focus as regards the functions of DQs until the end of the 2010s was on efforts to enhance the use of educational resources and improve the possibilities for individual and flexible education choices. The aim of the current government, elected in 2019, is to strengthen cooperation at upper secondary level, which is also expected to include DQs. However, the actualisation might be mitigated by the educational reforms of the previous government.

Human rights and children’s rights in worldview education in Finland

In this article we examine the profiling of human rights and children’s rights in religious education (RE) and its secular alternative in Finland. We use the term ‘worldview education’ to describe the combination of these subjects. We analyse what kinds of human rights and ethical issues are raised in Finnish worldview education. One specific focus is the explicit mention of human rights and children’s rights in the worldview education section of the Finnish national core curriculum (2014). We conclude that the curriculum gives plenty of space to human rights and children’s rights, and that this enables one to conceive of human rights as being an overarching ethical perspective in worldview education. Nevertheless, we indicate that the organisation of worldview education in Finland has some problems when it comes to the realisation of children’s freedom of thought, conscience, and religion.

Comparative Study and Enlightenment of China- Finland Basic Education System

In previous PISA evaluations on different topics, Finnish students have demonstrated outstanding results in reading, mathematics and scientific literacy. Finland has an extremely cold geography and culture, a history and culture that has suffered from colonization and bullying, a Lutheran religious culture that is justified by faith, a political culture that builds a welfare state, and a reading culture that all people participate in. Chinese education has a long history that can be traced back to the present, and there is a strong national culture that can be explored. Compared with Finland, basic education in our country is solid and strict. The comprehensive training in the Finnish education system and the concept of "common good" are worthy of in-depth study.

Theoretical aspects of school education reform in the Republic of Finland

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.

The experience of Finnish education: the artistic aspect

The experience of Finnish education: the artistic aspect

Психолого-педагогическое сопровождение школьников в системе образования Финляндии

The article reviews the ways of organizing psychological and pedagogical support for schoolchildren in Finland. The Finnish education system ranks highly in educational rankings (PEARLS, PISA) and is aimed at solving two problems: qualitative education, physical and mental health of students. The article analyzes programs aimed at ensuring the psychological health and well-being of Finnish schoolchildren: a three-stage support program for children with special educational needs, health lessons, including blocks on mental health, the Kiva anti-bullying program, the career guidance and counseling system, the work of nurses. It is concluded that psychological and pedagogical support in Finnish schools is carried out by a large number of specialists: teachers, professional consultants, nurses, health education teachers, psychologists, special teachers, tutors, consolidated in special working groups to solve specific problems.

Musical backgrounds and musical identity development in pre-service music education and primary education students: a narrative study

ABSTRACT This study examined Finnish first-and second-year music education major students and primary education students who participate 25-credits minor subject studies in music, childhood and adolescent musical experiences and musical paths. The participants (N = 30) were asked to write an essay on the topic ‘Music and Me’. Using holistic content analysis, five different composite stories were formed, each representing a different developmental path to a specific musical identity type: pop/jazz musician, ensemble musician, classical musician, leisure musician and music listener. Using self-determination theory (Deci and Ryan 2000) and a combined framework of personal and social identity development (Albarello, Crocetti, and Rubini 2018), it is proposed that versatility of instruction, consideration of basic psychological needs and fostering peer interaction are crucial to adolescent identity development, different musical identity types and pursuit of a musical career. Extended music programmes had a positive impact on participants’ identity development.

Religious Education as a 21st Century Practice: A Quantitative Study of the Perceptions of In-Service and Pre-Service Teachers Concerning New Learning Skills

This study compares quantitatively the perceptions of Finnish pre-service and in-service religious education (RE) teachers concerning future skills needed in the context of RE. The data consists of questionnaires (N = 157) collected from RE student teachers (n = 74) and practicing RE teachers (n = 83). Three groups of respondents were formed: students, established teachers and teachers in the induction phase. The perceptions of twenty-first century skills of the three groups were analyzed using the SPSS program. On the basis of the results, the different groups all saw different interaction-related skills as key skills for an RE teacher. Consideration of social issues and diversity in the context of RE was also seen as important. Religious literacy and the use of technology were anticipated to be emphasized in the future. In addition, critical thinking was interpreted as relevant in the context of RE. By contrast, for example, productivity and leadership were perceived as less relevant parts of religious education.

Finnish education system as seen from an Indonesian perspective

The aim of this paper is to discuss the Finnish education system from an Indonesian perspective, and consider what citizens, notably from middle-income countries, may learn from the Finnish system. The source material is the author’s book, which provides an Indonesian perspective on the Finnish education system, supplemented by discussions from webinars and weekly Instagram Live discussions on the topic. It is known that education is part of a country’s culture, thus the Finnish education system cannot simply be implemented as such in another place. Yet there certainly are elements that can be adopted to the local culture, in this case, in Indonesia. The different models of education in Finland and Indonesia are compared to conclude with lessons that we can learn from Finland, notably regarding a sustainable future and the possibility of learning simple daily life skills.

Characteristics of the Finnish education system: impact on social life

In this article, the authors highlight the achievements of the Finnish education system, the most successful at the moment, in all countries of the world. The practical significance of the research for the institutions responsible for education in the Republic of Moldova and Israel, about the activity the authors are informed, is significant. In both states we have fundamental problems with reforming the education system, developing and implementing new curricula. The authors emerge from the thesis about applying the principle of learning continuity, complete assimilation of information about the researched fields. Initially, this principle was realized in Finland. In conclusion, the authors mention: the country with a high level of economic development, with an economy open to inclusion, is distinguished by a level of education, a higher technological level. In such a country, the population benefits from advanced infrastructures, a diversity of quality services, long life, and a low birth rate.

The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland

In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in the 2010s. We discuss the processes leading to these reforms and the reforms themselves. In addition, we discuss their implications for the organization of the tiered support system. Finally, we highlight some challenges of reform implementation and the current education policy’s movements towards inclusive education.

Collaborative professional practice for strengthening teacher educator identities in Eritrea

ABSTRACT Strengthening the identities of teacher educators is critical to quality teacher education and implementing change in the education sector. This study examines the professional identities of Eritrean teacher educators and how these identities can be strengthened through collaborative professional practice in a challenging context currently under reform. The focus is on the professional capacity building activities at the College of Education in Eritrea, which were implemented in collaboration with Finnish education partners. The paper reports on findings from an action-research informed study of a semester-long series of professional development seminars and an interview study with individual teacher educators. The qualitative content analyses of seminar participants’ drawings, evaluations and interview data focus on: 1) identifying critical issues that support the formation of teacher educator identities, and 2) understanding how collaborative practice at the institutional level can support the strengthening of professional identities. The findings point to potential ways of creating critical colleagueship and more purposeful, contextually relevant approaches for professional development in teacher education. The need for strengthening the identities of teacher educators’ through bottom-up processes and in collaboration with international partners is highlighted.

International teacher education programme as a narrative space for teacher identity reconstruction

The paper investigates the processes related to professional identity reconstruction in the context of an International Teacher Education Programme (ITP). It focuses on how participating Indonesian teachers in a Finnish master's degree programme described their experiences and what kind of positioning processes found in the participants' narratives. Findings suggest that participants constructed ‘Birland’, as a narrative space representing ITP that includes Indonesian and Finnish education. Constructed narratively, this space offers novel options for repositioning as teachers. This supports the theoretical assumption that professional identity reconstruction is mediated by the subjective construction of narrative spaces which enable identity repositioning and knowledge acquisition.