DOCSLIB.ORG

Adult Education and Indigenous Peoples in Norway. International Survey on Adult Education for Indigenous Peoples

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Adult Education and Indigenous Peoples in Norway. International Survey on Adult Education for Indigenous Peoples DOCUMENT RESUME ED 458 367 CE 082 168 AUTHOR Lund, Svein TITLE Adult Education and Indigenous Peoples in Norway. International Survey on Adult Education for Indigenous Peoples. Country Study: Norway. INSTITUTION Nordic Sami Inst., Guovdageaidnu, Norway.; United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. PUB DATE 2000-00-00 NOTE 103p.; For other country studies, see CE 082 166-170. Research supported by the Government of Norway and DANIDA. AVAILABLE FROM For full text: http://www.unesco.org/education/uie/pdf/Norway.pdf. PUB TYPE Reports Research (143) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Access to Education; Acculturation; *Adult Education; Adult Learning; Adult Students; Colleges; Computers; Cultural Differences; Culturally Relevant Education; Delivery Systems; Dropouts; Educational Administration; Educational Attainment; *Educational Environment; Educational History; Educational Needs; Educational Opportunities; Educational Planning; *Educational Policy; *Educational Trends; Equal Education; Foreign Countries; Government School Relationship; Inclusive Schools; *Indigenous Populations; Language Minorities; Language of Instruction; Needs Assessment; Postsecondary Education; Professional Associations; Program Administration; Public Policy; Rural Areas; Secondary Education; Self Determination; Social Integration; Social Isolation; State of the Art Reviews; Student Characteristics; Trend Analysis; Universities; Vocational Education; Womens Education IDENTIFIERS Finland; Folk High Schools; International Survey Adult Educ Indigenous Peoples; International Surveys; *Lapps; Marginalized Groups; *Norway; Sweden ABSTRACT Adult education for indigenous peoples in Norway was examined. First, information on government institutions, indigenous organizations, international agencies, and nongovernmental organizations engaged in adult education for Norway's indigenous peoples was compiled. Next, questionnaires and survey techniques were used to research the policy and practice of adult education for the Sami people in northern Norway, Sweden, Finland, and Russia's Kola Peninsula. Special attention was paid to the following topics:(1) Samis and Sami education;(2) principles and organization of adult education;(3) adult education for Samis in all-Sami organizations, Norway, Sweden, and Finland;(4) needs and target groups of adult education (language, culture, vocational education, computer technology, higher education, gender and education, short-time educated people, and people involved in reindeer husbandry); and (5) organizing and responsibility. The study established that, because of a longstanding policy of assimilation, Norway's adult Sami population has not received an education built on its own language and culture. Although the assimilation policy is now officially abolished, its effects will likely remain for a long time. Reproductions supplied by EDRS are the best that can be made from the original document. Adult education specifically designed and organized for Samis is acutely needed, according to the researchers. (The bibliography contains 65 references and 32 Web sites. The addresses of 70 institutions concerned with adult education for Sami people are appended.) (MN) Reproductions supplied by EDRS are the best that can be made from the original document. INTERNATIONAL SURVEY ON ADULT EDUCATION FOR INDIGENOUS PEOPLES COUNTRY STUDY : NORWAY Coordinator: Linda King PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office.of Educational Research and Improvement BEEN GRANTED BY EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 BEST COPYAVAILABLE 2000 ADULT EDUCATION AND INDIGENOUS PEOPLES IN NORWAY Svein Lund Sdmi Instituhtta Nordic Sami Institute, UNESCO Institute for Education Guovdageaidnu, Norway The UNESCO Institute for Education, Hamburg, is a legally independent entity. While the Institute's programmes are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility; UNESCO is not responsible for their contents. The points of view, selection of facts, and opinions expressed are those of the authors and do not necessarily coincide with official positions of the UNESCO Institute for Education, Hamburg. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the UNESCO Secretariat concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. UNESCO Institute for Education, 2000 TABLE OF CONTENTS INTRODUCTION 1 1. SAMIS AND SAMI EDUCATION 2 1.1. Sami population and language situation 2 1.2. Sami organizations and institutions 5 1.3. Sami education 7 2. ADULT EDUCATION - PRINCIPLES AND ORGANIZING 12 2.1. International 12 2.1.1. UNESCO / ILO 13 2.1.2. ICAE 13 2.1.3. OECD 14 2.1.4. EU / EEA 14 2.1.5. Norden 15 2.2. Adult education in Norway 16 23. Adult education in Sweden 20 2.4. Adult education in Finland 22 3. ADULT EDUCATION FOR SAMIS 23 3.1. All-Sami organs 24 3.1.1. Sami Council 24 3.1.2. SAmi Instituhtta 24 3.1.3 Sami Parliament 25 3.2. Norway 26 3.2.1.State education administration 26 3.2.2.SOR - Sami Educational Council 30 3.2.3.Sami Parliament 32 3.2.4.Labour Market Administration 32 3.2.5.Reindeer husbandry administration 35 3.2.6.County administration 36 3.2.7.Municipalities 38 3.2.8.The Coordination Committee for Finnmark Educational Region 43 3.2.9.Sami secondary education 48 3.2.10. Colleges and universities 51 3.2.11. Sami Folk High School 55 3.2.12. Study associations 56 3.2.13. Sami trade organisations 58 3.3. Sweden 59 3.3.1.State education administration 59 3.3.2.The Sami School Board 59 3.3.3.Sami Parliament 60 3.3.4.Labour Market Administration 60 3.3.5.Counties and municipalities 60 3.3.6.Sami Education Centre 61 3.3.7.Colleges and universities 63 3.3.8.Study associations 64 3.3.9.Same Eatnam 65 3.4. Finland 65 3.4.1.State education administration 66 3.4.2.Sami Parliament 66 3.4.3. Lapp land county 66 3.4.4. Municipalities 66 3.4.5. SOG - Sami Education Centre 67 4. NEEDS AND TARGET GROUPS OF ADULT EDUCATION 68 4.1. Needs 69 4.1.1.Language 69 4.1.2.Culture 69 4.1.3.Vocational education 70 4.1.4.Computer technology 70 4.1.5.Higher education 71 4.2. Target groups 71 4.2.1.Gender and education 71 4.2.2.Short time educated 72 4.2.3. Reindeer husbandry 73 4.3. Availability 73 5. ORGANIZING AND RESPONSIBILITY 74 5.1. Norway 74 5.2. Sweden 75 5.3. Finland 75 5.4. All-Sami 76 6. SUMMARY 76 7. LITERATURE AND SOURCES 79 7.1. Printed Literature 79 7.1.1. International 79 Norden/All Sami 79 Norway 80 Sweden 82 Finland 82 Russia 82 7.2. Internet 83 ANNEXES 85 Addresses of Institutions - Adult Education for Sami People 87 FOREWORD In the debate and dialogue on indigenous education, the role of adult education in the context of indigenous peoples has come increasingly to the fore. At the Fifth International Conference on Adult Education held in Hamburg in 1997, indigenous peoples themselves participated actively both in the official delegations and in the drafting of the final recommendations. This was something new for international conferences. Although the theme of "indigenous peoples" is often on the agenda, the voice of those same people is often difficult to hear, being mediated by interlocutors, who often do not have the legitimacy to debate the issues. As a result of this active participation two key articles were included in the Hamburg Declaration. Article 15 Diversity and equality. Adult learning should reflect the richness of cultural diversity and respect traditional and indigenous peoples' knowledge and systems of learning; the right to learn in the mother tongue should be respected and implemented. Adult education faces an acute challenge in preserving and documenting the oral wisdom of minority groups, indigenous peoples and nomadic peoples. In turn, intercultural education should encourage learning between and about different cultures in support of peace, human rights and fundamental freedoms, democracy, justice, liberty, coexistence and diversity. Article 18 Indigenous education and culture. Indigenous peoples and nomadic peoples have the right of access to all levels and forms of education provided by the state. However, they are not to be denied the right to enjoy their own culture, or to use their own languages. Education for indigenous peoples and nomadic peoples should be linguistically and culturally appropriate to their needs and should facilitate access to further education and training. But how to interpret these calls for action without a systematic and well founded base of information on adult education? What is the current state of affairs internationally with regard to adult education for indigenous peoples? How are different countries, and different regions 7 tackling the issues? What are the problems, the programmes and the policies being put into place? And how are indigenous peoples themselves becoming involved in the planning of their own educational futures? To this end the UNESCO Institute
Load more

Recommended publications
  • Connections Between Sámi and Basque Peoples
    Connections between Sámi and Basque Peoples Kent Randell 2012 Siidastallan Outside of Minneapolis, Minneapolis Kent Randell (c) 2012 --- 2012 Siidastallan, Linwood Township, Minnesota Kent Randell (c) 2012 --- 2012 Siidastallan, Linwood Township, Minnesota “D----- it Jim, I’m a librarian and an armchair anthropologist??” Kent Randell (c) 2012 --- 2012 Siidastallan, Linwood Township, Minnesota Connections between Sámi and Basque Peoples Hard evidence: - mtDNA - Uniqueness of language Other things may be surprising…. or not. It is fun to imagine other connections, understanding it is not scientific Kent Randell (c) 2012 --- 2012 Siidastallan, Linwood Township, Minnesota Documentary: Suddenly Sámi by Norway’s Ellen-Astri Lundby She receives her mtDNA test, and express surprise when her results state that she is connected to Spain. This also surprised me, and spurned my interest….. Then I ended up living in Boise, Idaho, the city with the largest concentration of Basque outside of Basque Country Kent Randell (c) 2012 --- 2012 Siidastallan, Linwood Township, Minnesota What is mtDNA genealogy? The DNA of the Mitochondria in your cells. Cell energy, cell growth, cell signaling, etc. mtDNA – At Conception • The Egg cell Mitochondria’s DNA remains the same after conception. • Male does not contribute to the mtDNA • Therefore Mitochondrial mtDNA is the same as one’s mother. Kent Randell (c) 2012 --- 2012 Siidastallan, Linwood Township, Minnesota Kent Randell (c) 2012 --- 2012 Siidastallan, Linwood Township, Minnesota Kent Randell (c) 2012 --- 2012 Siidastallan, Linwood Township, Minnesota Four generation mtDNA line Sisters – Mother – Maternal Grandmother – Great-grandmother Jennie Mary Karjalainen b. Kent21 Randell March (c) 2012 1886, --- 2012 Siidastallan,parents from Kuusamo, Finland Linwood Township, Minnesota Isaac Abramson and Jennie Karjalainen wedding picture Isaac is from Northern Norway, Kvaen father and Saami mother from Haetta Kent Randell (c) 2012 --- 2012 Siidastallan, village.
    [Show full text]
  • Skulpturlandskap Nordland - Ballangen Foto: Vegar Moen Velkommen
    Skulpturlandskap Nordland - Ballangen Foto: Vegar Moen Velkommen Unge MEDarbeidere og «litt» eldre MEDarbeidere Hva er «MED ungdom i fokus»? Hva er vi? • 3-årig prosjekt • Interkommunalt prosjekt med Brønnøy, Hemnes, Vefsn og fylkeskommunen • Medvirkning og Endring gjennom Dialog • Budsjett på 6 mill Investing in Children • Holder til i Durham, UK • Driver med forskning og medvirkningstjenester • FNs barnekonvensjon • Agenda Days Grenseløst partnerskap • Strategisk Partnerskap, Erasmus+ • Norge, Sverige og England • 2014-2016 • Tre delmål: – Etablere regionalt ungdomsråd på Helgeland og i Södra Lappland – Tilby kompetanseheving for voksne som jobber med barn og unges fritid – Tilpasse metodene til Investing in Children til norske forhold Visjon Gjennom etablering av MED ungdom i fokus skal arbeidet med FNs konvensjon om barnets rettigheter (barnekonvensjonen) styrkes. Vi vil at barn og unge skal: • få de samme menneskerettigheter som alle andre og at voksne anerkjenner disse rettighetene • oppleve bedre livskvalitet • gjøres i stand til å ta gode valg og være bidragsytere i utvikling av eget liv og egne lokalsamfunn • få bedre og mer tilpassede tjenester som de selv har vært med og utvikle Formål Vi vil realisere vår visjon gjennom å opprette en virksomhet som i samarbeid med barn og unge skal: • identifisere situasjoner hvor barn og unges rettigheter ikke blir ivaretatt • støtte barn og unge i diskusjoner og beslutninger som angår dem • gjennomgå og forbedre tjenester for barn og unge • legge til rette og arbeide for partnerskap og samarbeide med andre organisasjoner som er opptatt av å utvikle praksis som respekterer barn og unges rettigheter • fungere som katalysator for endring og innovasjon ved å anerkjenne og formidle positive eksempler • bidra til lokal, nasjonal og internasjonal debatt om barn og unges rettigheter Våre prinsipper Dette er våre tanker og motivasjon for å arbeide i prosjektet: • Det er nødvendig, klokt og relevant å involvere barn og unge når deres situasjon og tjenester skal utvikles.
    [Show full text]
  • Thesis.Pdf (7.518Mb)
    “Let’s Go Back to Go Forward” History and Practice of Schooling in the Indigenous Communities in Chittagong Hill Tracts, Bangladesh Mohammed Mahbubul Kabir June 2009 Master Thesis Master of Philosophy in Indigenous Studies Faculty of Social Sciences, University of Tromsø, Norway ‘‘Let’s Go Back to Go Forward’’ History and Practice of Schooling in the Indigenous Communities in Chittagong Hill Tracts, Bangladesh Thesis submitted by: Mohammed Mahbubul Kabir For the Degree of Master of Philosophy in Indigenous Studies Faculty of Social Sciences, University of Tromsø, Norway June 2009 Supervised by: Prof. Bjørg Evjen, PhD. 1 Abstract This research deals with the history of education for the indigenous peoples in Chittagong Hills Tracts (CHT) Bangladesh who, like many places under postcolonial nation states, have no constitutional recognition, nor do their languages have a place in the state education system. Comprising data from literature and empirical study in CHT and underpinned on a conceptual framework on indigenous peoples’ education stages within state system in the global perspective, it analyzes in-depth on how the formal education for the indigenous peoples in CHT was introduced, evolved and came up to the current practices. From a wider angle, it focuses on how education originally intended to ‘civilize’ indigenous peoples subsequently, in post colonial era, with some change, still bears that colonial legacy which is heavily influenced by hegemony of ‘progress’ and ‘modernism’ (anti-traditionalism) and serves to the non-indigenous dominant group interests. Thus the government suggested Bengali-based monolingual education practice which has been ongoing since the beginning of the nation-state for citizens irrespective of ethnic and lingual background, as this research argued, is a silent policy of assimilation for the indigenous peoples.
    [Show full text]
  • 18-621 Buss Rutetabell & Linjerutekart
    18-621 buss rutetabell & linjekart 18-621 Ballangen Vis I Nettsidemodus 18-621 buss Linjen Ballangen har 9 ruter. For vanlige ukedager, er operasjonstidene deres 1 Ballangen 07:40 - 16:05 2 Ballangen 07:50 - 12:15 3 Ballangen Skole 07:50 4 Elveslett 15:50 5 Framnes Torg 06:45 6 Henrikhaugen 14:05 7 Kjelde 14:05 8 Kjeldebotn 08:45 - 15:50 9 Narvik Rutebilstasjon 06:15 - 14:05 Bruk Moovitappen for å ƒnne nærmeste 18-621 buss stasjon i nærheten av deg og ƒnn ut når neste 18-621 buss ankommer. Retning: Ballangen 18-621 buss Rutetabell 13 stopp Ballangen Rutetidtabell VIS LINJERUTETABELL mandag 07:40 - 16:05 tirsdag 07:40 - 16:05 Kjelde onsdag 07:40 - 16:05 Rognmo torsdag 07:40 - 16:05 Kjeldebotn Skole fredag 07:40 - 16:05 Kjeldebotn Nærbutikk lørdag Opererer Ikke Pundsvika søndag Opererer Ikke Djupvika Franzefoss 18-621 buss Info Retning: Ballangen Hestvika Stopp: 13 Reisevarighet: 25 min Bøstrand Linjeoppsummering: Kjelde, Rognmo, Kjeldebotn Skole, Kjeldebotn Nærbutikk, Pundsvika, Djupvika, Bøstrand Skole Franzefoss, Hestvika, Bøstrand, Bøstrand Skole, Toppåsen, Ballangen Skole, Ballangen Toppåsen Ballangen Skole Kirkeveien 5, Ballangen Ballangen Sentrumsveien 69, Ballangen Retning: Ballangen 18-621 buss Rutetabell 36 stopp Ballangen Rutetidtabell VIS LINJERUTETABELL mandag 07:50 - 12:15 tirsdag 07:50 - 12:15 Narvik Bussterminal onsdag 07:50 - 12:15 Breibakken Kongens Gate 18, Narvik torsdag 07:50 - 12:15 Havna fredag 07:50 - 12:15 Havnegata 1A, Narvik lørdag Opererer Ikke Kleivhammarn søndag Opererer Ikke Fagernesveien 24, Norway Kleivskrenten
    [Show full text]
  • On Transfer of Sámi Traditional Knowledge: Scientification, Traditionalization, Secrecy, and Equality*
    On Transfer of Sámi Traditional Knowledge: Scientification, Traditionalization, Secrecy, and Equality* Elina Helander-Renvall and Inkeri Markkula Introduction The aim of this chapter is to elaborate how Sámi traditional knowledge is ar- ticulated and transferred, especially as part of research activities. As a starting point, we will discuss traditional knowledge and its various understandings. Further on, we will trace and address some of the concerns that Sámi have in relation to how their reality is researched and described. Special attention will be paid to the secrecy surrounding some Sámi traditions and some knowl- edge in the context of conducting research on such issues; the scientifijication of Sámi knowledge; the traditionalization (actualization) of various traditions; and the need for equality between scientifijic and traditional knowledge. Traditional knowledge ( TK) has many defijinitions. Traditional knowledge may be defijined as knowledge that has a long historical and cultural continu- ity, having been passed down through generations, as Berkes has noted.1 In the book on traditional knowledge by Porsanger and Guttorm2 the concept árbediehtu (inherited knowledge, a Northern Sámi word) is used to refer to Sámi knowledge. They state that árbediehtu is ‘the collective wisdom and skills of the Sámi people used to enhance their livelihood for centuries. It has been * We would like to thank Regional Council of Lapland, European Regional Development Fund, and University of Lapland for the fijinancial support for the project Traditional Eco- logical Knowledge in the Sami Homeland Region of Finland which was conducted at the Arctic Centre, Rovaniemi during 1.1.2014-30.4.2015. The general aim of this project was to promote the status of Sami traditional ecological knowledge through support to the Sami craftswomen.
    [Show full text]
  • Ballangen Kommune 2014 - 2015 Undersøkelser Av Vannvegetasjon, Fisk Og Erosjon Etter Restaureringstiltak
    RAPPORT L.NR. 6900-2015 Børselvvassdraget, Ballangen kommune 2014 - 2015 Undersøkelser av vannvegetasjon, fisk og erosjon etter restaureringstiltak Børselva, Foto K.J Aanes NIVA Norsk institutt for vannforskning! RAPPORT Hovedkontor* Sørlandsavdelingen* Østlandsavdelingen* Vestlandsavdelingen* * Gaustadalléen!21! Jon!Lilletuns!vei!3! Sandvikaveien!59! Thormøhlensgate!53!D! ! 0349!Oslo! 4879!Grimstad! 2312!Ottestad! 5006!Bergen! ! Telefon!(47)!22!18!51!00! Telefon!(47)!22!18!51!00! Telefon!(47)!22!18!51!00! Telefon!(47)!22!18!51!00! ! Telefax!(47)!22!18!52!00! Telefax!(47)!37!04!45!13! Telefax!(47)!62!57!66!53! Telefax!(47)!55!31!22!14! ! Internett:!www.niva.no! ! ! ! ! Tittel Løpenr. (for bestilling) Dato Børselvvassdraget, Ballangen kommune 2014 - 2015. 6900-2015 09.09.2016 Undersøkelser av vannvegetasjon, fisk og erosjon etter Prosjektnr. Undernr. restaureringstiltak Sider Pris 20244 68 Forfatter(e) Fagområde Distribusjon Karl Jan Aanes, Marit Mjelde og Hans Mack Berger Vannressurs- Åpen forvaltning Geografisk område Trykket Nordland NIVA Oppdragsgiver(e) Oppdragsreferanse Ballangen Energi AS Wiggo Knutsen Sammendrag!! Det ble i 2014 og 2015 foretatt oppfølgende undersøkelser i Børselvvassdraget av vannvegetasjon og fisk, samt data for erosjon i øvre deler av vassdaget. Undersøkelsene er gjort etter at omfattende rehabiliteringsarbeider er blitt gjennomført de siste årene for å bedre miljøtilstanden i vassdraget (gjennom Børselva-prosjektet). Undersøkelsene følger opp tilsvarende studier av fiskebestandene og vannvegetasjonen som ble gjennomført i forkant av tiltakene i vassdraget 1997- 99. Fire!norske!emneord! Fire!engelske!emneord! 1.! Fiskeribiologi, Ørret 1. Fish biologi, Brown trout 2.! Vannvegetasjon 2. Water plants 3.! Erosjon 3. Erosion 4.! Børselv-vassdraget. Ballangen kommune 4. Børselv-River system.
    [Show full text]
  • Norway's 2018 Population Projections
    Rapporter Reports 2018/22 • Astri Syse, Stefan Leknes, Sturla Løkken and Marianne Tønnessen Norway’s 2018 population projections Main results, methods and assumptions Reports 2018/22 Astri Syse, Stefan Leknes, Sturla Løkken and Marianne Tønnessen Norway’s 2018 population projections Main results, methods and assumptions Statistisk sentralbyrå • Statistics Norway Oslo–Kongsvinger In the series Reports, analyses and annotated statistical results are published from various surveys. Surveys include sample surveys, censuses and register-based surveys. © Statistics Norway When using material from this publication, Statistics Norway shall be quoted as the source. Published 26 June 2018 Print: Statistics Norway ISBN 978-82-537-9768-7 (printed) ISBN 978-82-537-9769-4 (electronic) ISSN 0806-2056 Symbols in tables Symbol Category not applicable . Data not available .. Data not yet available … Not for publication : Nil - Less than 0.5 of unit employed 0 Less than 0.05 of unit employed 0.0 Provisional or preliminary figure * Break in the homogeneity of a vertical series — Break in the homogeneity of a horizontal series | Decimal punctuation mark . Reports 2018/22 Norway’s 2018 population projections Preface This report presents the main results from the 2018 population projections and provides an overview of the underlying assumptions. It also describes how Statistics Norway produces the Norwegian population projections, using the BEFINN and BEFREG models. The population projections are usually published biennially. More information about the population projections is available at https://www.ssb.no/en/befolkning/statistikker/folkfram. Statistics Norway, June 18, 2018 Brita Bye Statistics Norway 3 Norway’s 2018 population projections Reports 2018/22 4 Statistics Norway Reports 2018/22 Norway’s 2018 population projections Abstract Lower population growth, pronounced aging in rural areas and a growing number of immigrants characterize the main results from the 2018 population projections.
    [Show full text]
  • The Lillevik Dyke Complex, Narvik: Geochemistry and Tectonic Implications of a Probable Ophiolite Fragment in the Caledonides of the Ofoten Region, North Norway
    The Lillevik dyke complex, Narvik: geochemistry and tectonic implications of a probable ophiolite fragment in the Caledonides of the Ofoten region, North Norway ROGNVALD BOYD Boyd, R.: The Lillevik dyke complex, Narvik: geochemistry and tectonic implications of a probable ophiolite fragment in the Caledonides of the Ofoten region, North Norway. Norsk Geologisk Tidsskrift, Vol. 63, pp. 39-54. Oslo 1983, ISSN 0029-196X. The Lillevik dyke complex occurs in an allochthonous unit and shows field relationships indicative of a transition from the mafic cumulate to the sheeted dyke zone in a segment of an ophiolite. Major and trace element chemistry confirm the MORB character of most of the diabases. Certain diabase, gabbro and trondhjemite dykes have REE patterns suggesting a later stage of ocean-island volcanism. The Lillevik complex and equivalent bodies along strike on the eastern limb of the Ofoten synform are a probable source for the mafic facies of the overlying Elvenes Conglomerate. Analogies with other areas suggest that the Lillevik complex was obducted during the Finnmarkian orogeny. R. Boyd, Norges geologiske undersøkelse, Postboks 3006, N-7001 Trondheim, Norway. The topic of this paper is a tectonically bounded gen Groups is marked by a conglomerate hori­ lens, consisting of gabbro cut by diabase and zon, the Elvenes Conglomerate, which consists gabbroic dykes and by leucocratic veins, which is mainly of matrix-supported cobbles of meta­ exposed on a shore section within the town of trondhjemite, quartzite and dolomitic marble in Narvik in North Norway. The section Iies in the a matrix of calcareous mica schist (Foslie 1941, upperrnost part of the Narvik Group of Gustav­ Gustavson 1966); this unit is currently being son (1966, 1972) (Fig.
    [Show full text]
  • Interkommunal Kystsoneplan for Evenes, Narvik, Ballangen, Tysfjord Og Hamarøy
    Mottaker: Evenes kommune Narvik kommune Ballangen kommune Tysfjord kommune Hamarøy kommune Fauske, 03.8.2019 Følgende organisasjoner har sluttet seg til uttalelsen: • Norsk Ornitologisk Forening avd. Nordland (NOF Nordland) • Norges Jeger- og Fiskerforbund Nordland (NJFF Nordland) • Naturvernforbundet i Nordland Vi beklager sent høringsinnspill, og håper våre merknader blir tatt med. Vi vil uansett følge opp dette i innspillsgruppene og i det videre planarbeid. Innspill til planprogram – interkommunal kystsoneplan for Evenes, Narvik, Ballangen, Tysfjord og Hamarøy Viser til høring av planprogram for interkommunal kystsoneplan for Evenes, Narvik, Ballangen, Tysfjord og Hamarøy. Kommunene har startet en interkommunal planprosess for å utarbeide en kystsoneplan for felles kystområder og fjordsystem. Bakgrunnen for planarbeidet er et ønske om en forutsigbar og bærekraftig forvaltning av sjøarealene. Arbeidet er organisert etter plan- og bygningsloven kapittel 9 interkommunalt plansamarbeid og det er opprettet et eget styre med en politisk valgt representant fra hver kommune. Dette styret har mottatt delegert myndighet fra kommunestyrene/ Bystyret til å varsle oppstart, fastsette planprogram og legge planforslag ut på høring. Endelig planprogram skal fastsettes i september 2019, og endelig vedtak av plan vil være september 2020. Planprosessen bygger på FNs bærekraftsmål og planprogrammet skisserer tre fokusområder for det videre arbeidet med planarbeidet. Dette er: • Akvakultur og fiskeri • Reise - og friluftsliv • Ferdsel __________________________________________________________________________________ forum for Forum for natur og friluftsliv i Nordland natur og Eiaveien 5, 8208 Fauske friluftsliv [email protected] / 90 80 61 46 Nordland www.fnf-nett.no/nordland Org. nr.: 983267998 FNF Nordlands merknader til planprogrammet FNF Nordland viser til de gode uttalelsene fra Narvik og Omegn JFF, Naturvernforbundet i Narvik og slutter oss til disse.
    [Show full text]
  • Social Policies and Indigenous Peoples in Taiwan
    Faculty of Social Sciences University of Helsinki Finland SOCIAL POLICIES AND INDIGENOUS PEOPLES IN TAIWAN ELDERLY CARE AMONG THE TAYAL I-An Gao (Wasiq Silan) DOCTORAL THESIS To be presented, with the permission of the Faculty of Social Sciences of the University of Helsinki, for public examination in lecture room 302, Athena, on 18 May 2021, at 8 R¶FORFN. Helsinki 2021 Publications of the Faculty of Social Sciences 186 (2021) ISSN 2343-273X (print) ISSN 2343-2748 (online) © I-An Gao (Wasiq Silan) Cover design and visualization: Pei-Yu Lin Distribution and Sales: Unigrafia Bookstore http://kirjakauppa.unigrafia.fi/ [email protected] ISBN 978-951-51-7005-7 (paperback) ISBN 978-951-51-7006-4 (PDF) Unigrafia Helsinki 2021 ABSTRACT This dissertation explores how Taiwanese social policy deals with Indigenous peoples in caring for Tayal elderly. By delineating care for the elderly both in policy and practice, the study examines how relationships between indigeneity and coloniality are realized in today’s multicultural Taiwan. Decolonial scholars have argued that greater recognition of Indigenous rights is not the end of Indigenous peoples’ struggles. Social policy has much to learn from encountering its colonial past, in particular its links to colonization and assimilation. Meanwhile, coloniality continues to make the Indigenous perspective invisible, and imperialism continues to frame Indigenous peoples’ contemporary experience in how policies are constructed. This research focuses on tensions between state recognition and Indigenous peoples’
    [Show full text]
  • Eias and the Sami People's Cultural Heritage in Sweden
    EIAs and the Sami people’s cultural heritage in Sweden: are we still on square one? Ezequiel Pinto-Guillaume WSP Sweden, Arenavägen 7, 121 88 Stockholm-Globen, Sweden The Sami people’s cultural heritage and point-of-view is seldom analyzed in depth in environmental impact assessments of sites located within the Sápmi region. They are an indigenous people of Northern Europe who live today in a cultural region which stretches across the northern parts of Norway, Sweden, Finland and Russia (see Fig. 1) and choose to call the Sámi traditional homeland “Sápmi” (Gaski 1993, p. 115; Kailo & Helander 1998, p. 17). In Sweden, Sápmi covers between 35% and 50% of the total land area (Sametinget 2004; Svonni 2011). Figure 1. Map of Sápmi IAIA16 Conference Proceedings | Resilience and Sustainability 36th Annual Conference of the International Association for Impact Assessment 11 - 14 May 2016 | Nagoya Congress Center | Aichi-Nagoya | Japan | www.iaia.org Little is known about the Sami people’s history before the old Swedish name Lappmarken, the Northern part of the old Kingdom of Sweden, mentioned in a letter by King Magnus Eriksson in 1340. The document issued provisions through which all those of Christian faith could have land and property in Lappmarken provided they paid taxes to the king. At the end of the 16th century the Sami shifted from wild reindeer hunting to domesticated reindeer herding (Svonni 1976, p. 9) but the true colonization of Sápmi first began in the 17th century (Michael 2014, p. 3). The results of this colonization had irreversible effects on the Sami’s culture.
    [Show full text]
  • PESTLE ANALYSIS of Barriers to Community Energy Development
    PESTLE ANALYSIS of Barriers to Community Energy Development 1 CONTRIBUTING AUTHORS AND INSTITUTIONS IN ALPHABETICAL ORDER: Aisling Nic Aoidh Údarás na Gaeltachta Christina Hülsken Renewable Energies Agency Clara Good UiT, the Arctic University of Norway Eamonn Ó Neachtain Údarás na Gaeltachta Erik Elfgren Luleå University of Technology Fionnán Ó hOgáin Údarás na Gaeltachta Henna Ruuska Centria.fi Mikael Risberg Luleå University of Technology Orla Nic Suibhne Western Development Commission Pauline Leonard Western Development Commission Pentti Etelamaki Lohtaja Energy Cooperative Robert Fischer Luleå University of Technology Ryotaro Kajimura Renewable Energies Agency Silva Herrmann Jokkmokk municipality Ulrich Müller Renewable Energies Agency Wolfgang Mehl Jokkmokk municipality CONTENTS 1 Introduction .................................................................................... 4 2 What is a PESTLE analysis? ............................................................. 6 3 Finland .............................................................................................7 3.1 PESTLE Analysis ....................................................................... 8 3.2 Summary .................................................................................10 4 Ireland ............................................................................................12 4.1 PESTLE Analysis ......................................................................13 4.2 Summary .................................................................................14
    [Show full text]