GOOD PRACTICES
for implementing
THE YOUTH GUARANTEE in the Turku Region
Good Practices for Implementing the Youth Guarantee in the Turku Region Publisher: The project OPEDA – Showing consideration for students’ specific characteristics and the development of pedagogical leadership 2011–2014. Editors: Jaana Kilpinen, Matti Mäkelä and Anu Parantainen the Project Management Office, Education Division, City of Turku, (matti.makela@turku.fi) Pictures: Mia Gästgivar Layout: Mia Gästgivar Printing place: Edita Prima 2014 The project OPEDA – Showing consideration for students’ specific characteristics and the development of pedagogical leadership 2011–2014 was funded by the European Social Fund, The Finnish National Board of Education and the vocational institutes of South-West Finland involved in the project. ISBN xxx-xxx (nid) ISBN xxx-xxx (pdf)
GOOD PRACTICES
for implementing
THE YOUTH GUARANTEE in the Turku Region
Youth Guarantee is Worth Fighting for The Turku region in Finland has been a pioneer in establishing comprehensive youth guarantee schemes. The Youth guarantee In Finland means that each young person under 25 and recently graduated people under 30 will be offered a job, a traineeship, a study place, or a period in a workshop or rehabilitation within three months of becoming unemployed. The youth guarantee includes training guarantee, which means that each young person who completes their basic education has the opportunity to attend further education in upper secondary school, vocational education, apprenticeship training, a youth workshop, rehabilitation or a place in some other form of study. Education is one of the most effective means to prevent the social exclusion of the young. According to Finnish estimates, every youngster who permanently drops out of school and the job market will cost society at least one million euros before reaching retirement age. Moreover, because of the aging population in Europe, it is vital that our young people obtain an education and enter working life. You can`t measure everything in money. Youth guarantee is also about equality and justness in Europe. For example, in Finland youth guarantee is seen as a part of the Finnish model, where equal opportunities and safety nets for the weaker members of society are in themselves values worth fighting for.
GOOD PRACTICES
for implementing THE YOUTH GUARANTEE in the Turku region
The good practices for implementing the Youth Guarantee in the Turku region, in South-West Finland presented in this publication, are based on development work done over the years in the educational institutions and various youth guidance and support services of the area. The good results are based on the responsibilities, tasks and work distribution defined together, and cooperation based on the mutual values and insights from educational institutes, the officials guiding young people, and the voluntary sector. A large section of the practices presented in this publication came about as a result of the numerous networking projects active in the 2000s, such as the development work done in the project OPEDA – Showing consideration for students’ specific characteristics and the development of pedagogical leadership 2011–2014.
Good practices are based on •• flexibility •• team work •• guiding is everybody’s responsibility -principle •• cooperation between different authorities •• empowerment/inclusion •• challenges are there to be solved •• putting the customer first
GOOD PRACTICES
for implementing THE YOUTH GUARANTEE in the Turku region
Contents
Good Practices and Models... » before entering secondary level education ....................................... 6 » of the transitional stage between basic education and secondary level education ...................................................................12 » in secondary level education ........................................................................18 » of the transitional stage between secondary level education and working life ..............................................................................32 And All These Good Practices and Models Are Based on... .....................................................................................................................44 Background Material:
The Finnish Education System ...............................................................................50
Good Practices and Models before Entering Secondary Level Education
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GOOD PRACTICES
for implementing THE YOUTH GUARANTEE in the Turku region
All young people are guaranteed the guidance and support they need at every level of education. Special attention will be given to those in need of special
support as well as young immigrants. Every young person is offered support in a timely manner and in accordance with their needs to help them mature and develop their studying, learning and school-going skills.
General, intensified and special support in basic education General support is a part of regular school work, and it is based on every student’s right to receive high quality education, guidance and support at school every day. General support takes into account the students’ readiness and strengths. The teaching and possible support measures will be planned and carried out accordingly. Different forms of support for learning and school-going include remedial education, part-time special needs education, guidance, an assistant’s efforts, student welfare services, differentiated instruction, co-teaching and the flexible grouping of learning groups. Support forms are tailored to the individual, and a student can also be provided with a personal study plan. Intensified support: If learning does not proceed in the expected manner despite general support systems, a student can be given intensified support, a form of support that is more intensive and long-term in nature than general support. The main goal of intensified support is to guide and teach the student in such a way that the student can return to the scope of general support. Special support is provided for students who do not achieve their objectives of growth, development or learning through other support measures. The objective of special support is to provide comprehensive and systematic support in a way that allows the student to complete their compulsory education and become eligible for further education. A decision to provide special support can be made before or during pre-school or basic education without going through intensified support. This is the procedure if a psychological or medical evaluation indicates that a student’s education requires special support.
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| before entering secondary level education
Every comprehensive school will adopt effective operational models to strengthen a sense of community, prevent bullying and develop social skills. Bullying significantly increases the risk of social exclusion, unemployment and mental
health problems. It is typical for young people who are bullied to be socially excluded from group situations and to have few social contacts. Good social skills and the ability to put oneself in someone else’s shoes prevent both bullying and becoming the target of bullying. The school community must also be rigorous and prompt in intervening in bullying.
KiVa school KiVa school is a programme that was developed in 2006–2009 by the University of Turku as a joint effort between the psychology department and the Centre for Learning Research. The programme was funded by the Ministry of Education and Culture, and it is targeted at comprehensive schools. In addition to individual students, the measures included in the programme are targeted at classrooms, schools and parents. Special characteristics of the KiVa school programme include versatile and practical material, utilising virtual learning environments and influencing the whole group. The programme includes both general and targeted measures.
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GOOD PRACTICES 
for implementing THE YOUTH GUARANTEE in the Turku region
Education must meet the needs of different types of learners. Young people
may need different ways of studying and diverse learning environments. For instance, functional and work-based learning methods are good alternatives for young people who require special support in their education.
Flexible basic education Flexible basic education is targeted at young people who are at risk of being excluded from basic education without completing comprehensive school. In flexible basic education, teaching takes place alternately at school and at the workplace. Other learning environments are also utilised flexibly. In addition to a special needs teacher, a youth instructor also works in the classroom. Students study in small groups of up to ten students. Each student receives a learning plan, or, if necessary, a personal plan concerning the teaching arrangements.
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| before entering secondary level education
Students in basic education are offered the chance to learn more about upper secondary education and different occupational options. Providing students in basic education with more information about educational options at secondary level adds to their knowledge of existing educational options. It also dispels wrong conceptions about the opportunities offered by vocational institutions and enhances the students’ understanding of working life, different occupations and working life skills.
Tutoring at Turku Vocational Institute
TET (period of work experience)
Every year, Turku Vocational Institute trains approximately 120 students as tutors, who represent the institute’s fields of study extensively. The tutors receive and guide new students at the beginning of the autumn term, together with group leaders and guidance counsellors. In addition to this, they visit comprehensive schools to give ninth graders information sessions together with career planners. Tutors represent and promote their own field and educational institution.
The purpose of a TET period is to introduce students to working life. The purpose is to give the students a chance to participate in diverse tasks in a supervised environment, to observe professionals at work and to assist them. This way, young people can test their social skills in a real work environment and increase their self-knowledge and possibly even clarify their future educational and occupational choices. TET weeks take place during eighth and ninth grades at comprehensive school.
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GOOD PRACTICES 
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School trial
Mathematics bank
Students in comprehensive schools have an opportunity to familiarise themselves with vocational education and training through school trials that last between one and five days. School trials are targeted at those students in their final year of comprehensive school who have not yet made their decision about further education and/or who need an opportunity to familiarize themselves with a specific field of study in order to confirm their goals. Students who take part in a school trial must have a realistic chance of studying in the field in question.
The teachers at Turku Vocational Institute have gathered sample assignments from different vocational fields in the Math bank, which operates on a Moodle platform. The bank contains assignments on the essential content of almost all areas of vocational mathematics along with their solutions. The assignments can be used in math lessons at basic education level as well as in student counselling, when the transfer to upper secondary education is being considered. The student can use the material to learn more about math teaching in the vocational field they find interesting, and to consider whether they are ready to move to study in that field. A need for this arose from basic education. The training officers and teachers at the educational institute consider the Math bank a concrete tool for co-operation between basic education and vocational upper secondary education. The Math bank also serves as a marketing tool for vocational education. Learning about the roles of maths introduces the student to vocational studies in advance, and renders the transfer to vocational education easier.
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Good Practices and Models of the Transitional Stage between Basic Education and Secondary Level Education
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GOOD PRACTICES 
for implementing THE YOUTH GUARANTEE in the Turku region
The transition from basic education to upper secondary level is a major change for young people. For some of them, the leap is a challenge because of the
difficulty of choices, uncertainty about the future, or lack of motivation. Some need more support in the development of their life management skills and preparedness for study before progressing along their educational path.
A transition phase career advisor In Turku, a transition phase career advisor assists guidance counsellors and special needs teachers who are in charge of young people in their ninth and tenth years at comprehensive school. The role of a career advisor during the stage between basic education and the upper secondary level is significant, especially as an aid to those young people who encounter difficulties at school. The career advisor acts as the personal support person for young people in the transition phase between basic education and upper secondary education. The advisor also acts as their liaison between these two education levels. He/she continues to supervise the young people in his or her care during the first phase of their further education.
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| transitional stage between basic education and secondary level education
Low threshold guiding The low threshold at this guidance and counselling point supports the transition of young people from basic to secondary education, with guidance organized for young people without a study place after the comprehensive-school stage. It also serves young Turku people who have discontinued their studies at the upper secondary level. A young person who has discontinued his/her studies is often transferred from the vocational institute to this guiding service on the referral of a career advisor, and sometimes he/she may also be accompanied by the counsellor. Discussion of future study and practical training alternatives between the young person and careers counsellors may, and often does, continue after the young person has been transferred to these services. One of the services is the provision of guidance in the applications process, where the current situation and career aspirations of the young person are assessed. In practice, the help takes the form of finding suitable study places and assisting in writing applications. After the additional application period, contact will be kept with those young people who remain without a study place in vocational or preparatory education after this round of application process. They are also helped to post-application study places at institutes in the autumn, if any are available.
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GOOD PRACTICES 
for implementing THE YOUTH GUARANTEE in the Turku region
In reducing drop-out rates, it is vital that information required for the arrangement of studies and support services can be transferred from primary to secondary education. The solutions were meetings for the transfer of
information, permission to transfer information (form) and description for the transition of students and defined responsibility in region.
Transfer of information between basic and further education When it is felt that a young person completing his/her basic education will need special support at upper secondary level, a member of the teaching or counselling staff meet with the pupil and his/her parent/guardian to fill in a description of the pupil´s situation. This includes the possible need for support, models for support and guidance that proved successful in basic education, and also any special skills that the young person has. Once the young person`s study place in further education has been confirmed and the new school year begins, the description will be transformed to secondary level. If a need for information and experience on the young person`s basic education emerges during upper secondary level studies, the guidance counsellor contacts the guidance counsellor at the school where the young person completed basic education. During the final year of basic education, all young people and their parents/guardians are asked for written permission to transfer such information. This ensures that the transfer of information is possible even at a later stage.
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| transitional stage between basic education and secondary level education
Immigrant youth are at a significantly above-average risk of being socially excluded in the transition phase between basic and secondary. Compared
to the native population, the risk of becoming excluded from education and remaining unemployed is approximately twice as great among immigrants. However, there are great differences between groups: The risk is especially great among first generation immigrants from a non-EU background, and within this group, girls are at greater risk. We must also pay attention to the language skills and education of young people who have immigrated later in life, because directing them to existing education paths is often very difficult.
The education path of immigrant youth Because the education path for young immigrants may include several transition phases, experts in Turku have compiled all the available training opportunities into one comprehensive picture, an education map. This has been of great help in defining the responsibilities of different parties and developing supervision and foresight systems. Forming a joint picture of the education path has also helped actors to see where the path has gaps and what new training programmes/services are required.
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GOOD PRACTICES
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Good Practices and Models in Secondary Level Education
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GOOD PRACTICES
for implementing THE YOUTH GUARANTEE in the Turku region
The purpose of grouping is to help the members in a group get to know each other and establish a safe and encouraging atmosphere within the group. A well grouped class improves the participants’ own learning ability and prevents
social exclusion. In order to carry out grouping, the staff must first be offered training (theory and practices), and they must be committed to the principles of grouping. In order to make the grouping work as a process and make sure it respond to different occurrences that happen in a group, making an annual clock is recommended.
Functional grouping models In vocational education, the first academic year is often the most important one, in terms of forming group cohesion, as the students are all unknown to each other. Contentment with the group, educational institute and one’s studies begins with getting to know the group and the learning environment. The first academic year is also significant when it comes to dropping out, as drop-outs usually occur in the early stages, and contentment with the group supports the advancement of studies. Different functional grouping and activity days are organised at the start of the first academic year. During the second academic year, it is important to maintain and develop the team spirit of the existing groups. The group dynamics are reinforced through different projects, as well as team and themed days throughout the academic year. A functional group that students enjoy supports the advancement and passing of studies. In the third academic year, the dynamics of the group are still supported, and the group’s activities are completed in an organised manner. During the final year, the group’s significance changes, as the students spend long periods learning in the workplace. The group has a significant role in building professional identity through sharing the experiences accumulated during on-the-job learning periods.
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| in secondary level education
The voices of young people should be heard and they should be able to participate in all matters that relate to them. Participation and influence are
themes that have been given a key role in many city strategies in Finland. It is important that every resident, including young people, has the opportunity to be heard and the chance to influence decision-making in society. Young people’s point of view has a particularly significant role when planning services directed at them. Young people who have gained experience in participation and advocacy grow up to be active members of society.
Student representation
The group’s representative
The everyday life of the educational institute includes several different ways in which the students can get their voice heard. They can have representatives in the work and development groups and on executive committees of the educational institute. Either the students or their chosen representatives can have a say in specially organized hearings, as well as in feedback and opinion surveys directed at the students. It is essential that the issues that arise in the hearings along with possible corrective measures and development suggestions are written down, so their implementation can be monitored. The students should also be informed about progress without delay.
A representative is chosen from each group in the educational institute, and their job is to represent their group in common events (e.g. events and meetings organised by the student union, headmaster and head of training) by making their opinions and developmental suggestions known. They will also inform the members of their group about issues regarding their shared studies and act as an intermediary between the form teacher and the group.
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GOOD PRACTICES 
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The coordinator of student activities
Tutors at the educational institute
The coordinator of student activities at Turku Vocational Institute is present in the everyday life of the students, either directly or indirectly. In addition to coordinating tutor activities and the annual training of new tutors, the coordinator plays an active role in the activities of the student union. The working year of the coordinator of student activities is filled with organising various events aimed at increasing the institute’s community spirit and helping the students enjoy themselves.
Tutors are chosen annually among the second or third year students of vocational institutes, and their job is to act as representatives of their professional field and as a link between the educational institute and new as well as old students. They guide, advise and help new students get acquainted with the educational institute and each other. The tutors also act as marketers of their own field and the educational institute to groups visiting the educational institute as well as future students and their families. Acting as a tutor also benefits the student in several ways. Every new tutor receives training that provides him/her with additional information on how to lead a group and group dynamics, and teaches them the performance skills and confidence needed to market their own field.
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| in secondary level education
The co-teaching model boosts learning and improves the student´s ability to combine the content of different subjects. Co-teaching means that two or more
teachers are teaching the group in the same room simultaneously.
Making learning more efficient through co-teaching less often, because the student`s skills can be evaluated in practice through different subjects. For example, skills in mathematics can be assessed in connection with work performance: can a student easily measure out the ingredients if the cake has to be made twice as large as stated in the recipe?
By making use of co-teaching, two subjects can be taught at the same time in different ways; the group can be split into two, or the teachers may take turns to teach the whole group. Separation and support for weaker students is easier when there are more adults in the group than one. Implementation of the model has not incurred additional costs, as the hourly rates paid to teachers have remained the same. This means that the weekly number of hours for students has been slightly reduced.
Co-teaching may sometimes confuse students if they are not used to it. They are, however, often more amazed by the lack of tests and the practical ways in which they can demonstrate their skills. Students are used to demonstrating their skills in a test, then leaving it at that. In the model presented, traditional tests and exams are held as rarely as possible, and things students have already learned are revised later in order to deepen the knowledge and view things from different perspectives, just as in working life.
Co-teaching supports student evaluation, as evaluation discussions can be held with a colleague teaching at the same time. The model therefore places different requirements on the co-operation between teachers than normal pedagogical models. Traditional tests and exams can be held
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GOOD PRACTICES 
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Co-teaching is often associated with special needs education, but it can also be organised in a group where there are no students needing special support. As an example, there is a model in teaching immigrants where to a Finnish teacher is paired with another teacher, supervisor or other suitable person from an immigrant background. Turku Vocational institute has used all these alternatives, depending on the group. Through practice, students have found coteaching to be sensible, and improved learning outcomes have led to increased use of the model.
Action pass – learn anywhere you want Action pass includes tasks from various areas in life (studying, internship, free time) that encourage students to learn the language and gain knowledge about society while outside the educational institution. The basic idea is to encourage those who study Finnish as a second language to use Finnish in their everyday life, both in and outside school. In addition to helping them speak Finnish actively, the aim is for the students to get to know the place where they live and the services and recreational activities available in their region. The tasks also direct students to continue their studies and to look for work. The Action pass was originally planned for the use of the teachers and instructors of training programmes for immigrants, but it can also be adapted as teaching material for other training programmes. There are two versions of the pass, a plain-language one and a regular one for more advanced Finnish speakers.
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| in secondary level education
The objective of student evaluation is to produce information for the student about their abilities at that time, and to encourage them to learn more. Self-evaluation is a skill that can be learned and developed just like any other, and developing the skill serves to encourage and motivate student.
Mobile devices as an aid for self-evaluation Mobile devices are used as a tool for students’ self-evaluation in one of campuses at the Turku Vocational Institute. An electronic textbook for the study course has been made for mobile devices. In the textbook, the evaluation criteria for central content have been opened as tasks corresponding to work performance. This helps the student to understand what is expected of them in concrete terms. The students describe each other’s work performance and make notes on the issues they have learned. Using a mobile device in learning requires a new kind of attitude from both the teacher and the student. The student must act as an active reflector of their own learning, and the teacher must try to un-learn old-fashioned lecture-style teaching and teacher-based learning evaluation. During evaluation discussions, having learned to regularly describe their own abilities makes it easier for the student to discuss their own learning at different stages. The student will have a positive attitude towards guidance and evaluation they receive when they guide their own learning process every day towards the best possible results. As the learning progresses, the student’s self-guidance increases, and their skills improve. The use of mobile devices and the electronic textbook are especially good for aiding the learning of immigrant students and students who require special support.
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Every young person is offered support and guidance in a timely manner according to their needs. This support helps them mature and supports their studying, learning and school-going skills. The goal is to help young people find their own place in society and working life. Special attention will be given to those in need of special support and to young immigrants.
Support team in upper secondary vocational education and training The support team at Turku Vocational Institute consists of three psychologists, two curators, two career planners and a student activities coordinator. They work in close cooperation with guidance counsellors, teachers and public health nurses. They act as a support to teachers, and as their partner in situations relating to student welfare. The support team’s work includes the following tasks: •• consultations with teachers •• information events and training for teachers and staff •• early intervention groups •• individual discussions to promote and support learning and coping •• student welfare groups •• internal and external networking at school •• guiding young people to activities and services •• cooperation with basic education and other actors in the transition phase.
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| in secondary level education
Peer support groups of students have been developed in the student welfare services at Turku Vocational Institute. These groups deal with subjects
related to the life of young people, from the use on money to anxiety and from gender roles to the challenges of job hunting.
Mood management skills training One example of these groups is the mood management skills course, a psycho-educational course based on the Depressiokoulu (depression school) exercise book, in which ways to prevent and self-treat depression are studied in a small group. The course is mainly targeted at young people who are at risk of suffering from depression but have not yet been directed to municipal mental health care services. For them, the course provides the resources to recognize and control symptoms of depression. Another aim is to try to prevent the social exclusion related to depression. The course looks at social skills and the ability to talk about difficult matters. It may function as an alternative to visiting the institute psychologist or as a treatment extension for those who have already made the visit. Individual visits do not suit everyone, and it can be difficult for some to make the commitment. Peer support helps young people to commit to the course. Motivation to attend is also improved by the fact that students are granted two credits for their free-choice studies.
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Group just for boys
Becoming independent with the Kotiovi course
The idea of establishing a group just for boys came about when it was noticed that boys tended not to participate in the institute´s mood management skills courses. The need for a group providing peer support did, however, also exist among boys. The plan was to interlace discussion and activity so that a meeting with the focus on activity would be followed with one where discussions were held, and so on. The topics of discussion for the weekly boys` group included not only items of common interest but also themes related to being a man. The small size of the group and the similar experiences of the participants, who previously did not know each other, created an atmosphere that encouraged everyone to discuss difficult matters too.
The Kotiovi (home door) course is a life management course planned by the social worker of Turku Vocational Institute and the Coordinator of Student Activities, and it is directed at those students who urgently need to plan an independent life for themselves. The course looks at matters concerning independence and living on one’s own, and its completion entitles participants to one credit for free-choice studies. During the course, participants study such matters as the use of money, nutrition, being active in one´s own environment, and questions concerning the rights and obligations of young adults. In addition to discussion, the meetings may also include e.g. out-of-school visits and a cooking class.
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Girl power in the field of technology The idea of an all-girl group in the engineering campus was born as a result of brainstorming between the female students and the Coordinator of Student Activities. Girls are a small minority among engineering students, and they seldom meet other girls during their studies. This is especially true for girls who happen to be the only female students in their department. There was therefore a clear need for girl-only activities to increase contentment among female students, make their studies run smoother and increase the sense of community in the everyday life of the male-dominated school building. In practice, the group organised 4–5 functional after-class meetings annually, and the girls themselves had an influence on their content. They were also encouraged to meet up in their free time – the objective was to increase participation and study motivation through peer support.
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Competition for study places in vocational education has heated up and it has become increasingly difficult for those who have graduated from special needs classes to enter further education. These young people also have
an above-average risk of dropping out of upper secondary education. Furthermore, because of the competition, quick pace and demanding tasks prevalent in working life, young people who require special support have difficulties finding employment.
Cooperation model between general and special vocational institutions (YTY project) The aim of the cooperation model is to support the individual education paths of students requiring special support at general vocational institutes. The project has made teachers at general vocational institutes more aware of the support forms and services connected to vocational studies and employment that are meant for those with partial work capacity. The project has also improved the learning efficiency of those students in general education who require special support, and it has helped support individual education paths from transition phases all the way to employment.
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| in secondary level education
In many cases, dropping out from upper secondary education significantly increases the risk of social exclusion. Despite this, it is important to keep in mind that
for some young people, dropping out is not necessarily a negative event. It may be a necessary transition phase on the way to clearer plans and increased motivation. For this reason we must ensure that young people receive the needed guidance and support as well as information about their options and opportunities after dropping out.
Rästipaja activities Rästipaja (group for catch-up work) is a place where young people can catch up on their schoolwork, practice for tests, do their homework and make up for their absences. The activities of Rästipaja are supervised and organized by one or more appointed persons and take place in a reserved space. Rästipaja is a place where students can easily come in to catch up on work. A visit to the group is recorded into the school’s student information system, and it is not recorded as an absence from other lessons. Rästipaja may be open to all students, or it can be targeted at a specific target group. Its aim is to support the students’ study progress and, if necessary, offer them a more peaceful work environment.
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Career planner’s job description During their studies, students may face times when they require additional support in order to keep going and progress through their studies. Turku Vocational Institute employs two career planners who work to support students and help them complete their studies. In the event that a student drops out, the career planners provide information and guidance about new options. In addition to their career planning work, they are involved in transition phase cooperation with all the upper comprehensive schools in Turku. Their cooperation partners include the guidance counsellors in these schools as well as special needs teachers and public health nurses, when necessary. Students can contact a career planner themselves if they have motivational problems, consider dropping out, changing fields, or require guidance on job search.
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Good Practices and Models of the Transitional Stage between Secondary Level Education and Working Life
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Young people need to grasp the various realities of working life in cooperation with educational institutions, workplaces, companies and representatives from labour market organizations. Learning is often theoretical, while the ground rules in working life are subject to change. When young people know the basic rules of working life, companies will be more willing to employ them for summer jobs, work try-outs or apprenticeship training.
Education must also meet the needs of different types of learners. For instance, functional and work-based learning methods are good alternatives for young people requiring special support in their education and transition to working life. On the other hand, talented students can be offered additional challenges with the help of diverse learning environments.
Junior achievement Young Enterprise 24hr Camp Practical learning in the Young Enterprise 24hr Camp will follow the “learning by doing” principle. The supervised programme is comprised of group lectures and information sessions/bulletins as well as small and large checkpoint assignments, which form the core of the camp. The camp lasts for 24 hours and can be organised e.g. at the premises in an educational institution. The camp programme is a concise package that comprises the basics of entrepreneurship, external lecturers, establishing a company, marketing and public speaking. The camp can be organised as a part of entrepreneurship studies. Tutoring will be carried out by students who have participated in the camp earlier and who have completed camp leader training. Company programme In the Young Enterprise – Company programme, students will establish practice companies for the duration of one school year. These companies use real money and produce services and/ or products. The students carry out business operations on a small scale, on an educational
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| transitional stage between secondary level education and working life
institution’s premises, for the duration of one school year, paying rent and operating expenses for the products. The small-scale/practice company serves as a learning path, which helps students improve their entrepreneurship skills, interpersonal skills, problem solving skills and teamwork. It also teaches them to take initiative, handle various responsibilities and improves other skills that are necessary in working life. Each practice company has a business mentor who is responsible for supporting the students in issues relating to running the practice company.
Workshop studies as a part of vocational studies
Expanded on-the-job learning
The recognition that there are students with different ways of learning has continually increased in vocational education. Because of this, educational institutions are in a situation where they have to consider how and where else learning is possible. One alternative learning environment is a youth workshop, where the students can improve their skills by using work-based methods which emphasise reflection, independence and individual support. Tasks and activities completed at a workshop are evaluated according to the contents of the curriculum, and they can be included in the qualification in basic vocational education.
A more extensive utilisation of on-the-job learning in vocational studies increases career orientation, work-based learning and orientation towards practice in basic vocational education and training. This model makes it possible to obtain special expertise and current information from working life, which is especially significant in constantly developing fields. Because this model integrates theoretical learning and practical skills, it offers a motivating and individual way of learning a vocation to students who learn best by doing.
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4+1 on-the-job learning model
2+1 Model
In order to improve the working life skills of immigrant students who study in preparatory training programmes for basic vocational training, educational institutions combined studies that take place at the educational institution with on-the-job learning. Both types of learning start immediately when students begin their studies. In accordance with the 4+1 implementation model, the autumn term included four days of contact teaching at the school and one day of onthe-job learning every week. The model efficiently promotes language learning and brings flexibility to learning environments and methods. Because students are introduced to various professions at workplaces early on in their studies, they can think about their vocational orientation more realistically and find a study place for themselves earlier.
In the 2+1 model, students complete the final year of their vocational education through an apprenticeship. The extent of an apprenticeship varies from four months to a year. This model is targeted at students who have completed the core subjects in the qualification and who have either found or can find an apprenticeship. This model improves the students’ chances of finding employment and – just like expanded onthe-job learning – offers a work-based and practical way of learning a profession.
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| transitional stage between secondary level education and working life
The multi-employer model of youth apprenticeship learning In the spring of 2013, the Turku Apprenticeship Office and the Practical Nursing training program at the Turku Vocational Institute started developmental work on a new model to encourage youth finishing their basic education to start studies in curriculum-based apprenticeship training. The objective was to lower the employer threshold for making an apprenticeship agreement with young people by developing a model where the responsibility for teaching during studies is shared between several different employers. The model was named the multi-employer model. Apprenticeship placements for the pilot group were charted in advance by the Apprenticeship Office with both municipal as well as private childcare providers and services for the elderly. Before the studies for the pilot group started in the autumn, several apprenticeship placements in childcare had been secured.
through an apprenticeship agreement. The students’ willingness to choose the apprenticeship path was also charted. In terms of the success of the pilot, it was deemed essential that the students who did choose the apprenticeship path had the option to switch to school-based studies if the apprenticeship-based model did not suit them. Later on the pilot group can also include those students in the school-based alternative for whom apprenticeship-based studies would be a more suitable alternative for completing their degree. Before the final selection for the pilot group was made, the students were interviewed by representatives from their future employers as well as the educational institute and the Apprenticeship Office. In the autumn, a pilot group of twelve people started apprenticeship-based studies to become a Practical Nurse. The group was supervised by their own teacher. The studies began with an orientation period that was held simultaneously with the school-based group. The period’s central objective was to establish group cohesion in the pilot group and orientation to future studies. The first
During the spring, the students and the parents of students who had applied for practical nursing studies at the educational institute through the normal joint application system and selection process were informed about the chance to complete the degree
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GOOD PRACTICES 
for implementing THE YOUTH GUARANTEE in the Turku region
period in the working world started in nurseries in early September. In practice, the students spent four days at the workplace every week, while Wednesday was a theory day at the educational institute. This way, the young people had a chance to meet their fellow students at least once a week. The educational institute has, for its part, supported the students’ workplace instructors by offering them training on supervising and evaluating young people. The pilot has had a successful start, and it has been continued and expanded with two groups starting in the next academic year. One of these groups will be completing the Practical Nurse degree with an apprenticeship according to the multi-employer model, whereas in the other the model has been expanded to a degree in catering and hotel and restaurant services.
Completing an upper secondary school diploma in cooperation with a vocational institute Students in upper secondary schools have the opportunity to showcase their skills and interest in practical and art subjects through upper secondary school diplomas. Like other separate skill demonstrations related to upper secondary school studies, these diplomas supplement the skill level indicated in the upper secondary school and matriculation examination certificates. Because vocational institutes have suitable classrooms and the pedagogical expertise for completing diplomas, different institutions in Turku have joined forces to experiment with offering studies on the premises of a vocational institute and the Turku University of Applied Sciences. Contents of the studies have been tailored in cooperation with upper secondary education.
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| transitional stage between secondary level education and working life
Workplace instructor training In addition to school, future professionals learn their skills at the workplace. Employers have an increasingly important role in the vocational growth of young people. If a company or an organization receives trainees for on-the-job education, it needs a skilled person to facilitate the learning process and act as a contact between the workplace and educational institute. A workplace instructor is a host company/organization employee who is responsible for guiding on-the-job learners. In a training offered by the local vocational institutes, workplace instructors gain expertise in trainee orientation, guidance and learning evaluation. The training also enables the instructor to evaluate trainees in a fair and objective manner, providing valuable feedback. A good workplace instructor helps in creating a positive image of the employer, ensuring future workforce availability. By working with a skilled instructor, the trainee gains optimal benefits in terms of readiness for working life.
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GOOD PRACTICES 
for implementing THE YOUTH GUARANTEE in the Turku region
The work life mentor Work life mentoring is a service provided by the Turku Vocational Institute. Its aim is to support the student’s shift from learning and studies to actual working life. The work life mentor knows recruitment practices and the practices concerning forms of employment support, and offers assistance to the young person between the workplace and the educational institute. Teachers act as the experts in their own field, and always carry the main responsibility for learning taking place in the workplace. The support provided by the work life mentor has more to do with guiding and supporting young people in terms of life skills and the rules of working life. Work life mentoring consists of the following stages: charting the strengths and possible challenges faced by the student, assistance in finding a place for the on-the-job learning periods when necessary, providing support for on-the-job learning periods, evaluating and reinforcing life skills, and making and implementing a follow-up plan together with institute staff and the student. A work life mentor also supports the workplace instructor during an onthe-job learning period of a special needs student, if necessary.
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| transitional stage between secondary level education and working life
The task of an educational institution is to recognise the process of transitioning to working life or further education, and to guide young people in this transition phase. When planning guidance and support measures, educational institutions must take into consideration the different needs of young people graduating from different types of schools (comprehensive schools, upper secondary schools, vocational schools, institutions of higher education). A successful transition phase process shortens the transitioning time between school and working life, increases social productivity and prevents social exclusion.
Job-search classes in upper secondary school
Guidance towards further education: Spring is coming, are you ready?
The VaSiTe project has organised jobsearch classes in Turku for students in upper secondary school. The students receive one credit for completing the course. The contents of the course have been developed to cover the entire job-search process: recognising your own skills and their significance in job searching, job-search skills, preparing documentation, preparing for a job interview as well as the interview itself. The project has also produced materials for teachers and instructors. The objective of the course is to teach practical skills relating to job search and provide information about working life.
Spring is coming, are you ready is a theme week organised at the Salo Region Vocational College, during which students receive comprehensive information about working life and its ground rules. Participants who come and introduce themselves during the theme week include the Employment and Economic Development Office, trade unions and companies in different fields. Students are also encouraged to make sure that they can graduate, and they are given additional support to help them complete their studies.
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GOOD PRACTICES
for implementing THE YOUTH GUARANTEE in the Turku region
In order to promote the Youth Guarantee and improve young people’s chances of finding employment, campaigns have been started in different regions. The campaigns encourage employers to participate in realizing the Youth Guarantee.
Hire a young person -campaign One of the national campaigns, The Pestaa Nuori (hire a young person) campaign, operates in Southwest Finland. The opening event for the campaign was held at local shopping centre in Turku in spring 2013. Participants at the event included employers, educational institutions and organizations. Employers can challenge other companies to take part in the campaign through the campaign’s website. The website also features job advertisements and introductions to education that are offered to young people.
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| transitional stage between secondary level education and working life
Guidance and support services will be offered to young people who are unemployed, did not get a study place after comprehensive school, or have dropped out of upper secondary education. Many young people do not
know how to take advantage of available help and services. Young people between 15 and 20 are in the searching phase of their growing up process, which makes it difficult for them to find their educational and career path without support. Early support reduces the need for expensive special services later.
Outreach youth work Outreach youth work is a special form of youth work. Its purpose is to interact with young people and offer them the chance to have safe and confidential contact with an adult. Outreach youth work helps young people find solutions to their problems and questions, and reach the services they need. The primary purpose of outreach youth work is to help those young people under 29 who are not in education or employment, or who need support to reach the services they need. Outreach youth work offers young people early support if they themselves want it. Services offered by outreach youth work include •• support for making comprehensive plans for their life •• help in finding the right services and assistance in them •• mobile outreach work (e.g. street work, cooperation with schools) •• individual guidance Outreach youth work is currently conducted in almost 300 municipalities in Finland.
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GOOD PRACTICES 
for implementing THE YOUTH GUARANTEE in the Turku region
Youth counselling and guidance service point NuortenTurku NuortenTurku is a service offered by the City of Turku Youth Services Centre to all young people under 29. It is a service point that offers information, counselling and guidance. At the information and counselling service point, young people can look for information independently or they can ask for assistance from staff. The service point offers brochures and other materials. There are also three computer terminals for public use, a copy machine, a fax and a telephone. The equipment is available for use free of charge. NuortenTurku answers questions relating to hobbies, working life, studies, looking for a place to live, recreation, international opportunities and income security, or whatever young people need information on.
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And All These Good Practices and Models Are Based on‌
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GOOD PRACTICES 
for implementing THE YOUTH GUARANTEE in the Turku region
Arrangements are made in city and regional levels to combine, manage and coordinate youth services. In connection with this, they will also come to an
agreement on coordinating the realisation of the Youth Guarantee. However, establishing cooperation networks or preparing plans is not enough, and municipalities must come to an agreement about joint operational goals, success indicators and the responsibilities of different actors.
Realisation of the youth guarantee To coordinate the realisation of the youth guarantee, the City of Turku established a steering group in spring 2013 to monitor progress. In addition to representatives from the city’s different branches, representatives from the Centre for Economic Development, Transport and the Environment, and the Employment and Economic Development Office were also invited to sit on the steering group. The steering group came to an agreement about 27 development measures, which were divided into preventive, supportive and corrective measures.
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| and all these good practices and models are based on…
Cities and regions decide on each actor’s responsibilities in youth guidance (e.g. guidance in transition phases, guiding young people who have dropped out). The important thing is that the actors have common values and
principles, which they commit themselves to. In addition, the communication between actors must work seamlessly and every actor must have a defined role in guiding young people. All actors must be aware of each other’s roles, which helps to ensure safe transition for youngsters in transition phases.
MAST – provincial guidance model The guidance model developed in the MAST project is based on cooperation between educational institutions, workshops, basic education and upper secondary education, the adoption of a provincial youth supervision system and new pedagogical guidance models, as well as increasing the cooperation between different actors. The measures connected to the guidance model make it possible to help young people move forward on their education path, reduce drop-out rates and help more students complete their studies.
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GOOD PRACTICES 
for implementing THE YOUTH GUARANTEE in the Turku region
Guidance model for young people in Turku Turku utilises a guidance model for young people, which defines who takes responsibility for guiding young people after they complete comprehensive school. The model defines what role each actor has, when the guidance takes place, and how the operating model works when a young person is excluded from education. In brief: Guidance counselling in comprehensive schools is responsible for guiding young people until the results of the joint application are published. If a young person is admitted to an educational institution, the institution in question assumes responsibility for guiding the student. They have the responsibility for guiding the student even in the case where the student decides to drop out. The responsibility for guiding young people who have not been admitted to an educational institution belongs to youth services and their outreach youth work.
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| and all these good practices and models are based on‌
Pedagogical leadership consists of several different elements and procedures in which all the members of an educational education may participate. A common vision on the current state, future and development needs of one’s
own organisation are born from discussion and the chance to have an impact. The leaders of an educational institute must offer all actors, both teaching and guidance staff, as well as the students, opportunities to participate and chances to have an impact.
Pedagogical team Working groups for pedagogical development have been founded in several vocational institutes. The make-up of these pedagogical teams and working groups is different in each institute. The common denominator is the task preparing practical procedures and taking them forward to meet the objectives of pedagogical development, as defined together. Founding a working group does not mean the end of individual pedagogical development work and responsibility. The groups develop the pedagogy of the organisation together with the staff and the management. They may also further the development needs and ideas arising from individuals in the educational institute. Pedagogical mornings and afternoons, trainings and other information events serve to promote the visibility of the work done by the groups. These can be used to inform people about the activities of the groups, to spread and implement their results as well as collect feedback on them. While these activities are usually quite informal, they must, however, be led and organised. This is how the working group claims its place as a part of the established activities of the organisation.
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GOOD PRACTICES
for implementing THE YOUTH GUARANTEE in the Turku region
49
| the Finnish education system
Background Material:
The Finnish Education System The Finnish education system offers everybody equal opportunities for education regardless of their, for example, gender or social or ethnic background. Basic education and also most qualifying education, including university level education, are all free of charge. Key words in Finnish education policy are quality, efficiency, equality and
internationalization.
The Finnish education system has no dead-ends. Learners can always continue their studies on a higher level of education, whatever choices they make in between. Both general and vocational upper secondary certificates provide eligibility for further studies. The practice of recognition of prior learning has been developed in order to avoid unnecessary overlapping of studies.
The joint application system to general and vocational
upper secondary schools is a national procedure that Finnish educational institutions use when selecting new students. 50
16 15 14 13 12 11 10 9 8 7 6
4
Universities
Universities of Applied Sciences
3 2 1
Years
3 2 1
for implementing THE YOUTH GUARANTEE in the Turku region
Upper secondary schools
Vocational education
3 2 1
Years
Years
5 4 3 2 1
Years
GOOD PRACTICES 
One year training in transition phase (optional)
Basic education (9 years)
Pre-school education
Age
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| the Finnish education system
Finland is renowned throughout the world for high quality education. Good results are based on the following factors: •• highly educated teachers •• the nearest school principle •• the heterogenic classes •• the support measures of learning •• the co-operation between school and family •• the learning plan •• arranging guidance •• the remedial instruction •• students`welfare and support systems at school •• the support for special needs students
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More information: www.koulutustakuu.fi/training-guarantee
GOOD PRACTICES
for implementing
THE YOUTH GUARANTEE in the Turku Region
The good practices for implementing the Youth Guarantee in the Turku region in South-West Finland, presented in this publication, are based on development work done over the years in the educational institutions and various youth guidance and support services of the area. The good results are based on the responsibilities, tasks and work distribution defined together, and cooperation based on the mutual values and insights from educational institutes, the officials guiding young people, and the voluntary sector. A large section of the practices presented in this publication came about as a result of the numerous networking projects active in the 2000s, such as the development work done in the project OPEDA – Showing consideration for students’ specific characteristics and the development of pedagogical leadership 2011–2014.