Vantaan kaupunki, esityksen tekij채
1
3.12.2014
Keimyung College University Visit 14.12. –21.12. 2014 Sunday 14.12. Arrival to Finland Welcome Dinner Hosts Principal Mr. Pekka Tauriainen Vice Principal Mrs. Vuokko Vänskä Coordinator Veera Lanttola Monday 15.12. Keuda Group Vocational Education and Training Host Coordinator Katriina Lammi-Rajapuro
Tuesday 16.12. OMNIA, The Joint Authority of Education in Espoo Region Host Head of International Affairs, Mrs Seija Heikkinen Wednesday 17.12. International Forum Kuusijärvi Lake Thursday 18.12. Visiting Tallin Friday 19.12. Visiting on-the-job-learning places Saturday 20.12. Sunday 21.12. Leaving to Soul
16.12.2014 Keimyung College University’s visit to Omnia 10.00
Arrival to Omnia, Kirkkokatu 16 A, Espoo Introducing Omnia Mrs. Seija Heikkinen, Head of Interantional Relations
12.00
Lunch at Restaurant Henricus
13.00
Meeting continues
14.30
Visiting nursery School Palttina
15.30
Meeting Korean students at Finns Finnsinmäki 6, Espoo
4
International Forum on VET Cooperation Between Finland and South-Korea 17th December 8.30 a.m. – 15.30 p.m. HEUREKA – Finnish Science Centre 8.30
Registration and Coffee
9.00
Welcome speech Elina Lehto-Häggroth, Deputy Major City of Vantaa Welcoming address Kim Pilwoo, Councelor Internationalisation of VET at policy and practice level – Case Finland Hanna Autere, Counsellor of Education, Finnish National Board of Education The NCS - National Compedency Standard Ko, Byung Ho Lunch
9.15 9.30
10.15 11.00 12.00 12.15
12.45
13.30 13.45
15.00
The Certificate of Honor Professor Grand Master Hwang Korean Vocational Education from a Finnish Point of View Helena Rajalinna, Teacher trainer, Learning solutions specialist. OMNIA Teaching-Learning system of Keimyung University College : Focused on VET support Mrs. Dr. Song Yeong Ju Digital Learning Environments in Varia Speaker will be specified Supporting staff in the use of new technologies: case Keuda Mr. Kari Honkonen, Network Communication and Pedagogy Developer Keuda Group Vocational Education and Training. Closing of the Forum and Coffee
Welcome! Laila.brocker@vantaa.fi
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School meals in Finland School meals are important to children’s and young people’s wellbeing. A school meal is more than nutrition, contributing to learning, healthy growth and development. Finnish legislation guarantees pupils and students the right to free meals during school days from pre-primary and basic education until the completion of upper secondary education.
A good school meal is seen as an investment in the future
others and take a break from teaching.
also offer a snack to children taking part
People in Finland are generally
in school clubs.
proud of the country’s long and unique
In Finland each pupil and student from
Regular meals constitute significantly
pre-primary to upper secondary educa-
to children and young people’s wellbeing,
history of providing free school meals.
tion can enjoy a free school meal. Nearly
their ability to learn and to their healthy
The law that ensures a free school
830 000 pupils and students are entitled
growth and development. Meal breaks
meal for all children dates back to 1943.
to free school lunch. In addition to this,
should allow pupils and students to enjoy
The aim was to support the wellbeing
some 60 000 children taking part in
their meals in a calm, enjoyable and
and learning of children.
before- and after-school activities get to
unhurried manner. Breaks also give pupils
enjoy a snack. Some education providers
and students a chance to interact with
A good lunch is more than nutrition. It is something that gives pleasure, relaxes,
School meals generally consist of typical Finnish foods. A good school meal consists of ▪ a warm main course
▪ a side of vegetables
▪ bread and table spread
▪ a drink
▪ water to quench thirst
Finnish National Board of Education | School meals in Finland | FNBE/2014
refreshes, maintains the ability to work
and effectiveness of school catering
diet specifically differs from recommen-
and helps children grow healthy. A good
should be monitored continuously as
dations. Special diet meals are served
school meal is seen as an
part of the overall evalua-
according to the student’s diet plan,
investment in the future.
tion of education. It is also
list of unsuitable food items or medical
important to give students
certificate submitted to school. List of
the chance to actively par-
ingredients is generally made available
ticipate in the evaluation
for special diet meals so students can
and pay attention to their
make sure that the meal is suitable for
feedback and suggestions.
their diet.
School meals generally consist of typical Finnish foods. A good school meal consists of a warm main
School meals are part of education
course, vegetables, bread and table spread and a
Individual nutritional and
Snacks in schools should be
health issues are taken into
healthy
account
Children taking part in before- and
School meals are organised in coopera-
after-school activities are entitled to a
tion between the school and personnel
snack. Similarly to school lunches snacks
responsible for meals. Support needs and
are used as a pedagogical tool in teaching
monitoring concerning pupils’ individual
children about proper nutrition, table
National and local regulations form the
nutritional needs are agreed on in coop-
manners and food culture. Snacks are de-
basis for school meal practices. Education
eration between the pupils concerned,
signed to offer variety and take into con-
acts and decrees along with national core
their parents and school health care staff.
sideration Finnish nutritional guidelines
drink. Government guidelines offer more detailed support for planning and serving school food. School meals support learning of health, nutrition and table manners
curricula and local curricula are central
Students’ allergies, ethics and religion
as well as children’s individual needs. A snack may
documents governing
also be offered to
school lunches.
children taking part
Local and school-level
in school clubs.
principles of arranging
Snacks can either
school catering. The
be provided by the
curricula also describe the
school kitchen free
objectives for education
of charge or for a fee, Kuva: Mikko Lehtimäki
curricula define the central
in health, nutrition and manners. The health-related and social role of school meals, the objectives of nutritional education and learning of manners as well as the recreational aspect of lunch breaks is taken into account when arranging school
are taken into considera-
meals and snacks offered during the
tion when planning school
school day.
activities and meals. The
Pupils and students are encouraged to participate in improving school meals
objective is to ensure the basic diet suits as many students as possible. Support needs and mon-
Parents are consulted about vending machines and marketing
or children can bring their snack from home. According to the recommendations sweets, sugary drinks and energy drinks should not be
made regularly available in schools and educational institutions. Vending machines and school kiosks should offer healthy and nutritious products. Foods that are rich in fat, sugar and salt are not recom-
Municipalities and other education
itoring concerning pupils’
providers are responsible for the prac-
individual nutritional and
tical implementation of school meals.
health issues or treatment
They also allocate resources for school
of an illness are agreed in cooperation
about acquiring vending machines or set-
catering. Legislation, norms and rec-
between the pupils concerned, their par-
ting up school kiosks. Parents also have
ommendation require that operations
ents and school health care staff.
the right to decide what kind of market-
are evaluated and developed on the school level. The implementation, quality
Special diet meals must meet com-
mended as daily choices. Parents are consulted
ing their children are subjected to.
mon nutritional guidelines unless the
Finnish National Board of Education | School meals in Finland | FNBE/2014
Quality assurance in vocational education and training in Finland – education providers key players In Finland the quality of education and training is seen as a key factor related to the efficiency of education and training as well as the equality of individuals. In vocational education and training quality is also a factor influencing the attractiveness of training. Local autonomy in education is extensive. Education providers are responsible for implementing national guidelines, practical teaching arrangements as well as the effectiveness and quality of the education provided. Therefore also quality assurance is mainly the responsibility of the education providers.
Quality assurance builds on self-
to evaluate their performance and its
and training and its funding are also
effectiveness, participate in external
important steering mechanisms. The
evaluations as well as publicise their
funding mechanisms that aim at raising
The evolution towards today’s system
results. The education providers decide
the quality of training include the perfor-
started already in the early 1990s when
on the methods used and the frequency
mance-based funding model and quality
the education administration was de-
of the quality assur-
centralised. Until the early 1990s, quality
ance measures.
evaluation, external evaluation and steering
assurance was largely based on norms and inspections.
External evaluation comprises
The focus today is on strengthening
the evaluations of
prizes introduced
The main responsibility for the effectiveness and quality of the education lies with the education provider
in the 2000s. The quality prize is awarded to education providers who
quality assurance at all levels. At national
learning outcomes
level the responsibility regarding quality
and thematic
management is to set the objectives and
evaluations. For
ensure that they are reached. Quality
external evaluation
assurance in Finland comprises the
of education there
quality management of education pro-
is an independent
viders, the national steering of VET and
evaluation body
external evaluation. Quality assurance
under the Ministry
in vocational education and training is
of Education and
also developed on the basis of common
Culture. External evaluations are used to
research, authorisation to provide educa-
European guidelines and tools to increase
provide evidence for development, not
tion granted by the Ministry of Education
comparability and transparency.
ranking institutions.
as well as the requirements of qualifi-
The legislation obliges the providers
The statutes that govern education
have systematically developed their provision in line with education policy. In addition to these, quality in VET is steered by the Development plan for education and
cations issued by the Finnish National
Finnish National Board of Education | Quality assurance in general education: steering instead of control | FNBE/3
Board of Education. Further, the quality
of work participate in the national steer-
The joint assessment of the skills
of VET is influenced by the qualification
ing and qualification committees. These
demonstrations by the teachers, rep-
requirements of teaching staff as well as
committees participate in ensuring that
resentatives from enterprises and the
the development
the quality of the
student aim at ensuring the validity and
and information
training matches
reliability of the tests in relation to the
the needs of the
set objectives and the level of proficiency
labour market
required by the labour market.
steering by the national education administration. A current example of national steering is the Quality assurance strategy 2010–2020. Its
The national quality assurance strategy strengthens the focus on quality in education and training.
aim is to ensure that all providers apply effective quality
institutions, skills
assurance systems and that their ed-
demonstrations were
ucation personnel have the necessary
introduced into all vo-
competences and commitment. The
cational qualifications
commitment of other stakeholders is also
in 2006. The skills
essential. The strategy obligates educa-
demonstrations tie up
tion providers to have effective quality
with the VET reform
systems by 2015.
in 1998, in which the
In addition, systematic and long-term support will be given to VET providers at
biggest change was the introduction of
and the national objectives set. To promote
The learners’ performance in the skills demonstrations provides an indicator of the quality of learning outcomes at
the dialogue be-
national level. The results from these
tween the labour
assessments are analysed and published.
market and the
The analysis is not sample-based, but based on the out-
The dialogue between the world of work and education providers ensures relevance of training
comes of all students. These are complemented by thematic evaluations by the external evaluation body. VET providers use the information as a benchmark for their own performance. They are also required
different stages
to collect data from
of QA work in
the skills demonstra-
developing their quality management by means of self-evaluation and peer learning, as well as peer review, recognition and incentives.
Quality assurance is based on the ideology of continuous development, peer support and exchange of good practice.
Cooperation with the world of work – the core of improving quality
systematic work-
tions for the Finnish National Board of
based learning
Education for the national assessment of
and enhancing
learning outcomes. Thus national author-
the collaboration
ities can evaluate leaning outcomes and
and dialogue
identify areas for improvement.
with the world of work. The primary
Further information: Quality strategy for VET 2011–2020 http://www.minedu.
objective has
fi/OPM/Julkaisut/2011/Ammatillisen_
been to ensure
koulutuksen_laatustrategia_2011_2020.
and develop the
html?lang=fi&extra_locale=en
quality of vocational training and to im-
Quality Management Recommendation
prove the quality of student assessment.
for Vocational Education and Training
A vital part of QA is the cooperation
The reform aimed at bringing the world
http://www.oph.fi/english/
between the education providers and
of work and the education institutions
publications/2008/quality_
world of work. The providers are respon-
closer to each other and to ensure that
management_recommendation_for_
sible for reaching the objectives set in
the education fulfils the objectives set
vocatinal_education_and_training
the national qualification requirements
and that the education and training is
in collaboration with the enterprises. In
relevant concerning the needs of the
addition, the representatives of the world
labour market.
Finnish National Board of Education | Quality assurance in general education: steering instead of control | FNBE/3
Teacher education in Finland Finland’s high level of education and competence is based on high-quality teacher education. The profession of a teacher is regulated, and the qualifications required from teachers are defined in legislation.
The statutes in question list the studies,
kindergarten teachers, whose qualification
of independent problem-solving and
qualifications and work experience estab-
requirements include a bachelor’s degree.
have the capacity to utilise the most
lished as qualification requirements for
In Finland, teacher education is a popu-
recent research in the fields of education
different teaching posts. In Finland,
lar field of study, and higher education
and the subjects taught. Using these skills,
the majority of teachers (some 88%) fulfil
institutions are in a position to select the
the teacher is able to independently de-
the requirements set for their position.
most well-suited and the most motivated
velop both him or herself as a teacher and
The Finnish National Board of Education
applicants for their programmes.
his or her work community in cooperation
issues decisions concerning the recogni-
Higher education institutions decide
tion of foreign teaching qualifications in
on student admissions and admission
Finland.
criteria independently. Entrance tests of
Predominantly female profession
with the rest of the staff of the educational institution. Teacher education offered at
universities are used to assess aspects
universities provides the student with
such as academic studying skills and
capabilities for acting independently as a teacher, instruc-
aptitude for the
tor and educator.
Approximately 63,500 teachers work in
profession. In the
basic education and the upper secondary
admissions process
level (general upper secondary school and
for professional
vocational education and training) and
teacher education,
in liberal adult education. The majority
the areas assessed
of teachers are women. Out of teachers
include competence
working in basic education, more than
and expertise in
70% are women; the corresponding figure
the specific field of
for vocational education and training is
teaching, to be dem-
slightly more than a half. The majority of
onstrated through
teachers are employed by municipalities.
work experience and qualifications.
Higher education institutions
In Finland, higher education insti-
of teaching taking into account develop-
tutions decide independently on the
ments in the world of work and different
contents of teacher education. The link
professions.
decide on student admissions and the contents of the education
Higher education institutions decide independently on the contents of teacher education.
The objective of professional teacher education is to provide the student with the skills and knowledge to guide the learning of different students and
between teaching and research is em-
the capabilities to develop his or her field
All teacher education also involves
themselves
phasised in the education. The objective
pedagogical studies and guided teaching
In Finland, teachers are required to have
is to produce teachers with a research-
practice, which is implemented in the
a master’s degree with the exception of
orientation in their work who are capable
universities’ own schools for teaching
Ministry of Education and Culture | Teacher education in Finland | 1/2014
practice or other schools nominated for
content of teacher education include
Regular in-service education
the purpose. Guided teaching practice
the teaching and guidance of students
The work performed by teachers is
involves the giving of lessons, guidance
requiring a greater level of support, the
demanding and requires regular in-
discussions and familiarisation with tasks
development of learning environments,
service education and the opportunity
and responsibilities related to various
the utilisation of information and
for further education. The parties
issues arising in the everyday life of
communication technology, issues related
responsible for the in-service education
schools. The aim is for students in teach-
to a multicultural society, cooperation
of teaching staff are the teachers
er education to become independent and
between school and home and
themselves and their employers, most
responsible teachers and learn self-devel-
cooperation with the world of work.
commonly municipalities. The employer
opment, become increasingly proficient in their own subject and learn to develop
is responsible for education based on the
The work of teachers is very
collective agreement for public servants;
the work community in cooperation with
independent
other members of teaching staff.
In Finland, teachers have many profes-
is three working days outside of school
sional freedoms and opportunities to
days per academic year.
Teacher education is developed constantly
the minimum duration of this education
In addition to the employer, also
impact their work and the development of their work community. Teachers have
the Ministry of Education and Culture
The qualitative and quantitative
the power to decide which teaching
supports the in-service education
development needs of teacher
methods and learning materials they
of teachers. The objective of state-
education are explored regularly
want to use. The Finnish system is based
financed in-service education is to
through various evaluations, forecasts
on trust in teachers and teacher educa-
provide principals and teachers with
and data collection.
tion. In Finland, no national evaluation or
equal opportunities to develop their
registration of teachers takes place.
competence.
Focus points in developing the
Applicants who took part in phase 1 entrance test for Finnish-language class teacher education and those selected for class teacher education 2011 2012 2013 Applicants who participated in the national test Applicants selected for the education
8 856
811
11 976
12 493
879
886
Ministry of Education and Culture | Teacher education in Finland | 1/2014
The Youth Guarantee in Finland provides employment, training and a customised service
Young people in Finland are mainly well
measures adopted function, and in
has just completed comprehensive
educated. However, among 20–29 year
addition what needs to be improved.
school a place in further education or
olds, around 110 000 have completed
training.
only comprehensive school. 55 000 young
What is the Youth Guarantee?
people are unemployed jobseekers. Youth
The youth guarantee will offer everyone
More study places in vocational education
unemployment is on the increase.
under the age of 25, as well as recent grad-
An additional 1 700 study places have
There are estimated 40 000 un-
uates under age of 30 an employment,
been created in vocational education in
trained young people who are not work-
a study place, a place in the on-the-job
areas where there were fewer study places
ing or taking part in education or training
training or in a rehabilitation within three
for people in this age group than elsewhere.
programmes. Such exclusion among the
months after becoming unemployed.
This makes it easier for young people to
young costs the state approximately 300 million euros a year. The intention of the youth guarantee
The youth guarantee consists
tion, cutting the numbers of those who are
employment, educational guarantee, a
excluded from educational courses.
is to ensure that young people have ac-
young adults’ skills
cess to education, training and employ-
programme, a youth
ment and prevent them from being
workshop, and out-
excluded from the society. The cross-ad-
reach youth work.
ministrative youth guarantee takes effect
The Finnish Ministry
from the start of 2013.
of Education and
The Finnish youth guarantee is to
Culture will be
be based on the Public-Private-People-
responsible for the
Partnership model, where young adults
guarantee of educa-
are themselves the actors, responsible for
tion and training,
their own future. Youth guarantee is a pri-
the young adults’
mary goal of the Government Programme
skills programme,
and will be implemented throughout the
the youth workshop
government’s term of office.
and outreach youth
The youth guarantee promotes inclu-
move into vocational training and educa-
of various elements: a guarantee of
work. The project is
The intention of the youth guarantee is to ensure that young people have access to education, training and employment and prevent them from being excluded from the society.
New selection criteria The selection criteria in vocational education are undergoing a change, with those who have completed comprehensive school and those without upper level vocational qualification being given priority to study for such a qualification.
sion of the young people through three
being implemented
approaches:
in collaboration with the Ministry of
• help these young people back into
Employment and the Economy and the
Local authorities responsible for
Ministry of Social Affairs and Health.
counselling services
education, training or employment • develop youth services to promote social inclusion • create a context for collecting feed-
How will the Educational Guarantee be implemented?
Student counselling during basic education ends when basic education ends. The aim is that local authorities will be
back from young people how the
The educational guarantee as part of the
obliged to offer counselling services for
services work for them, and how the
youth guarantee will offer everyone who
the comprehensive school graduates.
Ministry of Education and Culture | The Youth Guarantee in Finland | 2012
Supporting language learning of the
Workshop activities and outreach
education, training or employment or
young immigrants
youth work as means of support
Compared with the population as a
Workshop activities and outreach youth
the services that are right for them. The
whole, young immigrants account for
work represent early intervention in
Finnish Youth Act has laid down provi-
a greater number of those who do not
youth exclusion. The work is targeted
sions on outreach youth work and multi-
apply for, have not been selected for, or
at young people who are inactive and
disciplinary cooperation at local level
who have quit or dropped out of study
who need other support (NEETs = not in
since 2011. The Youth Guarantee will be a
places. The situation is especially chal-
employment, education or training). Both
way to make these activities available all
lenging for those who have arrived in
types of activity will be expanded in the
over the country.
Finland in the final stages of the basic
period 2013–2016.
education. More language training for
The main tasks of the youth work-
who need support, and refer them to
How is youth employment to be
immigrants will be offered in folk high
shop are to strengthen young people’s
supported?
schools and adult education centres to
life skills and social empowerment, pro-
Youth employment is to be supported
promote the young immigrants’ compe-
vide early support, and promote greater
by making the ‘Sanssi Card’ a permanent
tence to study and their language skills.
feature of the system. The Sanssi card is a model designed to promote wage
Employers to receive a higher compen sation for apprenticeship training be developed to make it more suitable also as son’s education or training. Employers will receive a higher
threshold for hiring young people. Wage
Ministries: employment, educa on, social and health
The apprenticeship system will
a form of young per-
subsidy and it has lowered the employer
Municipali es, educa on ins tu ons, other service providers
subsidy enables employers to benefit from a contribution of 670 euros a month that is to compensate their employment costs. Enterprises and other employers
There will also be more youth services and career guidance provided at the
compensation for
Employment and Economic
apprenticeships
Development Offices, and
offered to young
new forms of entrepreneur-
comprehensive
ship are to be developed
school graduates.
through training, advice and Third sector
Social partners
start-up grants.
Young adults’ skills programme For those aged between 20 and 29 who have completed only basic education before
Youth organisa ons, student organisa ons
Funding The government has agreed that the Youth Guarantee is to receive 60 million euros a year. Approximately half
the Educational Guarantee takes ef-
of this sum will go to the administrative
fect, a young adults’ skills programme will
sector of the Ministry of Education and
provide better opportunities for applying
Culture, and the rest to the equivalent
for vocational education and training
steady social awareness and learning by
branch of the Ministry of Employment
leading to a degree or other qualification.
doing. The workshop is an opportunity
and the Economy. Furthermore, the
The program will be organised during the
for young people to participate in super-
young adults’ skills programme will
period 2013–2016.
vised, subsidised employment schemes,
receive 27 million euros in 2013 and 52
follow a tailor-made educational/train-
million euros in the years 2014–2016.
In the programme, young people will be able to gain an upper secondary
ing path, or find employment on the
vocational, further vocational or specialist
open labour market. The Youth Guaran-
able for youth workshop activities and
vocational qualifications. It is hoped that
tee is a tool for improving the quality of
outreach youth work: the appropriation
annually 36 000 people will start in the
workshops and strengthening coopera-
for years 2013–2015 will increase to 19.5
programme.
tion between them and educational
million euros, and to 11.5 million euros
establishments on a young person’s
in 2016.
Through the programme guidance and counselling on how to apply for study places and how to proceed in studies will be increased.
There will be more funding avail-
educational/training path. The task of outreach youth work is to help young people who are not in
Read more: http://www.nuorisotakuu.fi/ nuorisotakuu?s=5038&l=en
Ministry of Education and Culture | The Youth Guarantee in Finland | 2012