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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 Even today in includes more out-of-date technological processes, Finnish technology education, which is nowadays such as the making of wood and metal items, than called tekninen työ in the Finnish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. -
The HOW, WHERE and WHY for Applying to the University of Lapland
2007 – 2009 The HOW, WHERE and STUDY IN WHY for Applying to the University LAPLAND of Lapland. 1 STUDY IN LAPLAND 2007 – 2009 2 2007 – 2009 STUDY IN LAPLAND 3 STUDY IN LAPLAND 2007 – 2009 Editor: Pia Seppälä International Office The University of Lapland Photos: University of Lapland; City of Rovaniemi; Jouni Laaksomies, Jussi Leinonen, Arto Liiti, Mauri Pänttäjä and Juha Sarkkinen, Design and Layout: Teemu Matinlauri The University of Lapland reserves the right to change the regulations, programmes and course requirements presented in this publication without prior notice. ISSN 1797-0245 Tornio Kirjapaino Oy, Tornio 2007 4 Contents 1 University of Lapland 8 6 Student Union 47 1.1 General information 8 6.1 General information 47 1.2 Academic year 9 6.2 Student Union membership 47 1.3 International Services 6.3 Student Union activities 49 at the University of Lapland 11 6.4 Clubs and other student associations 51 1.4 Faculties 13 6.5 Student health issues and personal safety 51 1.5 Institutes 19 1.6 University administration 25 7 Finland, Lapland and the Finns 55 1.7 University premises 27 7.1 Finland 55 7.2 Lapland 58 2 Studying at the University of Lapland 28 7.3 The Finns 59 2.1 Universities in Finland 29 7.4 Tips on living in Finland 61 2.2 University degrees 29 2.3 System of study 29 8 Rovaniemi 62 2.4 OODI Student Information System 31 2.5 Studying at other universities – JOO studies 32 8.1 Rovaniemi AD 900 – 2007 63 2.6 Finnish Virtual University 32 8.2 Cultural life and attractions 63 8.3 Social life in Rovaniemi 66 8.4 Daily life -
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...................................................................................................................... -
Tango Suomessa
108 KÄRJÄ & ÅBERG (toim.) - Tango Suomessa (toim.) - Tango & ÅBERG KÄRJÄ Tangomusiikki ilmiöineen on keskeinen osa suomalaista musiikkikulttuuria. Suomeen tango rantautui jo vuonna 1913, mutta varsinaiseen roihuun tango ilmiönä leimahti 1950- ja 1960-luvuilla. Suomalainen tango on leimautunut perinnekulttuuriksi, joka ei ole kuollut, vaikka sitä ajoittain onkin oltu valmiita hautaamaan: tuoreus on sen vahvuus. TANGO Tässä kirjassa joukko musiikintutkijoita lähestyy tangoa Suomessa useista näkökulmista: historiallisesta, kulttuuri- SUOMESSA sesta, musiikkianalyyttisestä, taloudellisesta ja paikallises- ANTTI-VILLE KÄRJÄ & KAI ÅBERG (TOIM.) ta. Näin kirja pyrkii luomaan kokonaisvaltaista kuvaa suomalaisesta tangokulttuurista ja sen sidoksista suomalai- suuteen. Kirja on ensimmäinen kokonaisvaltainen esitys aiheesta ja tarjoaa pohjan uusille ajatuksille sekä tangosta että Suomesta. Kirja on tarkoitettu kaikille suomalaisesta tangosta kiinnostuneille alan harrastajille ja ammattilaisille. ISBN 978-951-39-4673-9 9 789513 946739 NYKYKULTTUURIN TUTKIMUSKESKUKSEN JULKAISUJA 108 TANGO SUOMESSA NYKYKULTTUURIN TUTKIMUSKESKUKSEN JULKAISUJA 108 JYVÄSKYLÄN YLIOPISTO 2012 Copyright © tekijät ja Nykykulttuurin tutkimuskeskus Urpo Kovala (vastaava toimittaja, Jyväskylän yliopisto) Pekka Hassinen (toimitussihteeri, Jyväskylän yliopisto) Tuuli Lähdesmäki (toimitussihteeri, Jyväskylän yliopisto) Eoin Devereux (University of Limerick, Irlanti) Irma Hirsjärvi (Jyväskylän yliopisto) Kimmo Jokinen (Jyväskylän yliopisto) Anu Kantola (Helsingin yliopisto) Sanna -
José Andrés Brings the Wonders of China and Peru to the Nation's
For immediate Release Contact: Maru Valdés (202) 638-1910 x 247 [email protected] José Andrés Brings the Wonders of China and Peru to the Nation’s Capital October 28, 2013 – José Andrés, the chef who introduced America to traditional Spanish tapas and championed the path of avant-garde cuisine in the U.S., is opening a modern Chinese- Peruvian concept, in the heart of Penn Quarter in downtown Washington, DC. The restaurant will feature Chifa favorites–the cuisine known throughout Peru, melding Chinese style and native ingredients–with his personal and creative take on Chinese classics and this South American style. José is no stranger to weaving cultures together in a dynamic dining experience, he is well known for his interpretation of Chinese and Mexican food, culture and traditions at his award-winning restaurant China Poblano at The Cosmopolitan of Las Vegas. At this new location, José and his talented culinary team will create authentic, yet innovative dishes inspired by their research and development trips to Asia and most recently to Peru, that have helped them master the various skills and techniques of this rising world cuisine. Highlighting the rich flavors, bold colors, diverse textures and unique aromas, the menu will apply time-honored Chinese techniques to Peruvian ingredients. From the classic Peruvian causas or ceviches, to Asian favorites like dim sums and sumais, the dishes will showcase Peru’s multi- cultural influences and ingredients in true Jose fashion. “Peru is an astonishing country. The people and the culture reveal so many traditions. The history with China is fascinating and the Chifa cuisine so unique,” said José. -
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. -
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). -
MARKETING of MUSIC FESTIVALS in FINLAND Case Study on Websites
Jonna Kurikkala MARKETING OF MUSIC FESTIVALS IN FINLAND Case Study on Websites Thesis CENTRAL OSTROBOTHNIA UNIVERSITY OF APPLIED SCIENCES Degree Programme in Tourism April 2012 ABSTRACT CENTRAL OSTROBOTHNIA Date Author UNIVERSITY OF APPLIED SCIENCES April 2012 Jonna Kurikkala Unit for Technology and Business, Kokkola- Pietarsaari Degree programme Degree programme in Tourism Name of thesis MARKETING OF FESTIVALS IN FINLAND Case Study on Websites Supervisor Pages Katarina Broman 53 Working life instructor Raili Häggblom The thesis was commissioned to provide support material to the course Festival and Event Management which is taught by Raili Häggblom in Central Ostrobothnia University of Applied Sciences. The subject of the thesis was Marketing of Festivals in Finland - Case study on websites. The aim of this thesis was to provide a comprehensive look on the marketing of festivals in Finland by presenting marketing theories, such as, visual marketing, branding and social media as well as analyzing some of the biggest Finnish Festival websites. Some Finnish festivals were also presented according to the visitor amount from the statistics in Finland Festivals –website from the year 2011. The research done was implemented by using qualitative research methods. Text and content analysis was used on the four websites of Finnish Festivals. These festivals were Kotkan Meripäivät, Helsingin Juhlaviikot, Provinssirock and Ruisrock. The first two festivals were chosen according to the Finland Festivals –website statistics as two of the biggest festivals in Finland. Provinssirock and Ruisrock were chosen because of their value to the Finnish summer-festivals and youth culture. The front pages and sub-pages of the websites were examined. -
Suomen Osuuskauppojen Keskuskunta Sok Corporation
43320_SOK_KANNET 8.4.2002 12:48 Sivu 3 SUOMEN OSUUSKAUPPOJEN KESKUSKUNTA SOK CORPORATION ANNUAL REPORT SUOMEN OSUUSKAUPPOJEN KESKUSKUNTA (SOK) Fleminginkatu 34 P.O.Box 171, FIN-00511 Helsinki, Finland Tel. +358 9 1881, telefax +358 9 188 2332 www.s-kanava.net 20012001 43329_SOK TaittoEN2001 3.4. 8.4.2002 12:27 Sivu 3 CONTENTS Santeri Salokivi’s work “Högsåra” (1932) in the 8th floor lobby of the Ässäkeskus. 1 SOK Corporation in brief .......................................................................2 CEO’s Review............................................................................................3 Financial Statements for the year 2001 Report of the Executive Board........................................................4 Consolidated Income Statement .....................................................8 Consolidated Balance Sheet.............................................................9 Consolidated Cash Flow Statement .............................................10 SOK Income Statement...................................................................12 SOK Balance Sheet ..........................................................................13 SOK Cash Flow Statement .............................................................14 Accounting Principles......................................................................15 Notes to the Consolidated and SOK Income Statement and Balance Sheet ...............................18 Key ratios and their method of calculation ...............................32 Proposal of the -
High-End Latin Restaurants for Years—Why Has It Taken So Long for Silicon Valley to Catch the Nuevo Wave? Joya, Mezcal and Others Are Leading the Charge
07.15.09 home | metro silico n valley index | silicon valley restaurants | review Nuevolution FIND A RESTAURANT The rest of the country has enjoyed the modern ambience and unique regional dishes of high-end Latin restaurants for years—why has it taken so long for Silicon Valley to catch the Nuevo wave? Joya, Mezcal and others are leading the charge. By Stett Holbrook advertise Photographs by Felipe Buitrago ADOLFO GOMEZ moved to San Jose from Oaxaca in southern Mexico 20 years ago. Although he worked in the restaurant and hospitality industry here, Gomez longed for the tastes of home. TRES ELEMENTS: Mez cal in San Jo se o ffers a mo le "I was always looking for a place to eat triplet (belo w) while Jo ya in Palo Alto serves a real Oaxacan food," Gomez says. three-way ceviche platter (above). Once, he found a little place in Redwood City that specialized in the distinctive cuisine of Oaxaca, but the restaurant quickly bowed to market pressures and dropped the complex moles and tlayudas in favor of carne asada and al pastor tacos, like every other Mexican restaurantin the Silicon Valley. "I like that food, but I always miss my cuisine," Gomez remarks. Only now, two decades after arriving in San Jose, can Gomez enjoy the flavors of home. That's because he opened Mezcal, his own restaurant in downtown San Jose, last November. The economy notwithstanding, Gomez says the timing was right to open a new kind of Mexican restaurant because of the dining public's growing sophistication and awareness of the distinctive styles of regional Mexican cuisine. -
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.