The HOW, WHERE and WHY for Applying to the University of Lapland
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Current Trends in Technology Education in Finland Ari Alamäki
19 Current Trends in Technology Education in Finland Ari Alamäki It is an old tradition in Finland to teach a school sub- tional strategies are encouraged by a 16 student per ject dealing with the use of machines, materials, technology classroom limit. processes, techniques, and tools. Since 1866, educa- In informal discussions between teachers and tional sloyd (handicraft) has been a compulsory teacher educators, technology education typically school subject for both boys and girls. Even today in includes more out-of-date technological processes, Finnish technology education, which is nowadays such as the making of wood and metal items, than called tekninen työ in the Finnish national curriculum modern technological processes. Studies by Alamäki guidelines, students still design and make products (1999), Kananoja (1997), Kantola (1997), Lindh (Kankare,1997;Kolehmainen,1997). (1996), Parikka (1998), and Rasinen (1999) come to Comprehensive schools provide compulsory basic similar conclusions. Thus, technology education education for pupils between the ages of 7 and 16. should be more connected to the modern technolog- Education beyond the age of 16 is voluntary, taking ical world, although it already covers activities related the form of either three years of study at a theoreti- to computers, construction kits, electronics, electric- cally oriented high school or a two-to five-year course ity, machines, and technical drawing. Technological in a vocational school. concepts, such as communication, construction, The activity of students is concentrated on prob- energy, manufacturing, and transportation should be lem-centered design projects (inventions) that tran- taught because they are an essential part of students’ scend the limitations of materials and techniques. -
A Short History of Educational Reform in Finland
A short history of educational reform in Finland Pasi Sahlberg1, PhD [email protected] April 2009 1 The views expressed in this chapter are those of the author alone and do not necessarily represent those of the European Training Foundation or any of the European Union institutions. - 1 - Abstract Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional market- oriented reform strategies prevalent in many other countries. Unlike many other education systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learning environments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools. -------------------------------------------------------------------- Pasi Sahlberg has worked since June 2007 as a Lead Education Specialist at the European Training Foundation, Torino, Italy. He was previously teacher, teacher educator, policy-maker and director in various positions in Finland before moving to work with World Bank in Washington, DC in 2003. -
Santa Claus Village Webcam Live
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Equity in Education Thematic Review
EQUITY IN EDUCATION THEMATIC REVIEW COUNTRY ANALYTICAL REPORT FINLAND Finnish Ministry of Education Mars 2005 TABLE OF CONTENTS SECTION 1: COUNTRY CONTEXT AND CURRENT EQUITY SITUATION .................................. 4 CHAPTER 1. CULTURAL AND SOCIAL FACTORS................................................................................ 4 1.1. Historical background..................................................................................................................... 4 1.2. Comprehensive school.................................................................................................................... 4 1.3. Confidence in the significance of education................................................................................... 5 1.4. Teachers’ social prestige................................................................................................................. 5 1.5. Social and cultural homogeneity..................................................................................................... 5 CHAPTER 2. THE EDUCATION SYSTEM IN FINLAND......................................................................... 6 2.1. Pre-primary education..................................................................................................................... 6 2.2. Comprehensive school (basic education)........................................................................................ 7 2.3. Secondary education...................................................................................................................... -
Santa Claus Village Activities Price
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Finnish and Portuguese Parents' Perspectives on the Role Of
education sciences Article Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement Cristiana Levinthal 1,* , Elina Kuusisto 2 and Kirsi Tirri 1 1 Department of Educational Sciences, University of Helsinki, 00100 Helsinki, Finland; kirsi.tirri@helsinki.fi 2 Faculty of Education and Culture, Tampere University, 33100 Tampere, Finland; elina.kuusisto@tuni.fi * Correspondence: cristiana.levinthal@helsinki.fi Abstract: The current educational reforms in Finland and Portugal require a holistic engagement of parents with learning, bringing parents and teachers together as partners. This qualitative study, which interviewed Finnish (N = 10) and Portuguese (N = 9) parents, aimed to explore parents’ views on the role of teachers in supporting parent–teacher partnerships and parental engagement with the school. Inductive content analysis was performed to analyze the interviews. From a general stand- point, three patterns were found in the parents’ narratives about the role of teachers in supporting partnership and engagement: communication, professionalism, and invitations to active parental participation. From a cross-cultural standpoint, Finnish parents evidenced partnerships and engage- ment grounded in little face-to-face contact but consistent online communication with the teacher, as well as trust in their professionalism and independent work. The Portuguese parents revealed rather frequent active participation within the school premises, more recurrent face-to-face communication with the teacher, and appreciation for teachers’ timely responses and support. Recommendations Citation: Levinthal, C.; Kuusisto, E.; Tirri, K. Finnish and Portuguese for a holistic approach of engagement and partnerships were brought forward within the context of Parents’ Perspectives on the Role of teacher education, such as the need to maintain simple but regular communication with parents and Teachers in Parent-Teacher the relevance of reconsidering the frequency of parental activities in the school. -
NORDIC COOL 2013 Feb. 19–Mar. 17
NORDIC COOL 2013 DENMARK FINLAND Feb. 19–MAR. 17 ICELAND NorwAY SWEDEN THE KENNEDY CENTER GREENLAND THE FAroE ISLANDS WASHINGTON, D.C. THE ÅLAND ISLANDS Nordic Cool 2013 is presented in cooperation with the Nordic Council of Ministers and Denmark, Finland, Iceland, Norway, and Sweden. Presenting Underwriter HRH Foundation Festival Co-Chairs The Honorable Bonnie McElveen-Hunter, Marilyn Carlson Nelson, and Barbro Osher Major support is provided by the Honorable Bonnie McElveen-Hunter, Mrs. Marilyn Carlson Nelson and Dr. Glen Nelson, the Barbro Osher Pro Suecia Foundation, David M. Rubenstein, and the State Plaza Hotel. International Programming at the Kennedy Center is made possible through the generosity of the Kennedy Center International Committee on the Arts. NORDIC COOL 2013 Perhaps more so than any other international the Faroe Islands… whether attending a performance festival we’ve created, Nordic Cool 2013 manifests at Sweden’s Royal Dramatic Theatre (where Ingmar the intersection of life and nature, art and culture. Bergman once presided), marveling at the exhibitions in Appreciation of and respect for the natural environment the Nobel Prize Museum, or touring the National Design are reflected throughout the Nordic countries—and Museum in Helsinki (and being excited and surprised at they’re deeply rooted in the arts there, too. seeing objects from my personal collection on exhibit there)… I began to form ideas and a picture of the The impact of the region’s long, dark, and cold winters remarkable cultural wealth these countries all possess. (sometimes brightened by the amazing light of the , photo by Sören Vilks Sören , photo by aurora borealis). -
Irmeli Halinen: the New Educational Curriculum in Finland
CHAPTER 6 by Irmeli Halinen THE NEW EDUCATIONAL CURRICULUM IN FINLAND This chapter was published in the book entitled: Improving the Quality of Childhood in Europe · Volume 7 (pp. 75-89) Editors: Michiel Matthes, Lea Pulkkinen, Christopher Clouder, Belinda Heys Published by: Alliance for Childhood European Network Foundation, Brussels, Belgium · ISBN: 978-90-8229-092-9 © 2018 Alliance for Childhood European Network Foundation private stichting (foundation) · Text: © 2018 the authors Design: © 2018 Studio Marsel Stoopen · Brussels, Belgium · [email protected] | Print: Printon AS · Tallinn, Estonia All chapters are available for download on the website of the Alliance for Childhood European Network Group: www.allianceforchildhood.eu/publications ABSTRACT The chapter examines the starting points as well as the main goals and guidelines of the extensive curriculum reform process at all levels of education that Finland has just completed. The reforms were based on the existing strengths of the Finnish education system. Simultaneously, these reforms were focused on working against negative trends in education as well as meeting the challenges of the rapidly changing world and the unknown future. The actual process of the reforms is described in this chapter. The process was equally important as the final products, i.e. the core curricula documents. The process has had a strong influence on how the changes are now understood and accepted by all stakeholders in education and society, and how people are committed to carrying these out. The focus of the article is on students’ roles and experiences, especially in compulsory education. In the text the word ‘student’ is used to refer to FINLAND IN CURRICULUM EDUCATIONAL NEW THE children and young people from early childhood to the end of upper-secondary education (at the end of upper secondary school students are 18 to 19 years of age). -
Finland Santa Claus Village Arctic Circle
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The Finnish Venture Capital Market Performance and Development
Aalto University School of Science Master’s Programme in Industrial Engineering and Management Julia Jutila The Finnish venture capital market performance and development Master’s Thesis Helsinki, April 5, 2021 Supervisor: Markku Maula, Professor Thesis advisor: Matias Kaila, M.Sc., Suomen Teollisuussijoitus Oy (Tesi) AALTO UNIVERSITY SCHOOL OF SCIENCE INDUSTRIAL ENGINEERING AND MANAGEMENT Author: ABSTRACT OF MASTER’S THESIS Julia Jutila Title of the thesis: The Finnish venture capital market performance and development Number of pages: Language: 90 English Major: Major code: Strategy and Venturing SCI3050 Supervisor and instructor: Prof. Markku Maula Thesis advisors: Matias Kaila, Director of Fund Investments at Tesi The Finnish venture capital (VC) market and startup ecosystem are booming. 2019 was a record year in terms of the amount of funding Finnish startups attracted and the amount fundraised by Finnish VC funds. However, research on the financial performance and development of the Finnish venture capital market is scarce. For limited partners (LPs) and general partners (GPs) the lack of data can cause inefficient capital allocation. This study focuses on assessing the development and the financial performance of the Finnish venture capital market. The financial performance of the market is studied in terms of returns and their distribution, value development of companies after the initial investment and the effect of staging an investment on returns. The literature review provides background to the development of the Nordic VC market and benchmarks the Finnish VC market against other venture capital markets. The empirical analysis is done employing the Finnish Industry Investment (Tesi) database, with annual data from 2005 to 2019. -
Education and Training Monitor 2019 Finland
Education and Training Monitor 2019 Finland Education and Training Getting in touch with the EU Europe Direct is a service that answers your questions about the European Union. You can contact this service: • by freephone: 00 800 6 7 8 9 10 11 (certain operators may charge for these calls), • at the following standard number: +32 22999696 or • by email via: https://europa.eu/european-union/contact_en Luxembourg: Publications Office of the European Union, 2019 © European Union, 2019 Reuse is authorised provided the source is acknowledged. The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). For any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought directly from the copyright holders. PRINT ISBN 978-92-76-09376-3 ISSN 2466-9989 doi: 10.2766/899636 NC-AN-19-009-EN-C PDF ISBN 978-92-76-09375-6 ISSN 2466-9997 doi: 10.2766/577427 NC-AN-19-009-EN-N Cover image: composition with images © istock.com EUROPEAN COMMISSION Education and Training Monitor 2019 Finland 2019 Directorate-General for Education, Youth, Sport and Culture EN Volume 2 of the Education and Training Monitor 2019 includes twenty-eight individual country reports. It builds on the most up-to-date quantitative and qualitative evidence to present and assess the main recent and ongoing policy measures in each EU Member State. It therefore complements other sources of information which offer descriptions of national education and training systems. Section 1 presents a statistical overview of the main education and training indicators. -
Santa Claus Village Best Time to Visit
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