Sámi Youth Perspectives, Education and the Labour Market

Lise Smed Olsen, Linnea Löfving, Juho-Matti Paavola, Jens Bjørn Grelck

NORDREGIO REPORT 2020:5

nordregio report 2020:5 1 Sámi Youth Perspectives, Education and the Labour Market

Lise Smed Olsen, Linnea Löfving, Juho-Matti Paavola, Jens Bjørn Grelck

NORDREGIO REPORT 2020:5 Sámi Youth Perspectives, Education and the Labour Market Nordregio Report 2020:5 Table of Contents

ISBN 978-91-87295-93-5 (PDF) ISSN 1403-2503 1. Introduction...... 6 DOI: http://doi.org/10.6027/R2020:5.1403-2503 1.1 Purpose of the study...... 7 © Nordregio 2020 1.2 Structure of the report...... 8

Nordregio P.O. Box 1658 2. Overview of Sámi Institutions and Organisations...... 10 SE-111 86 Stockholm, 2.1 Sámi parliaments: education and regional development...... 10 [email protected] 2.1.1 Cross-border cooperation on language standardisation...... 12 www.nordregio.org www.norden.org 2.2 Sámi youth organisations: issues on the agenda...... 13 2.2.1 Youth Councils of the Sámi Parliaments...... 13 Authors: Lise Smed Olsen, Linnea Löfving, Juho-Matti Paavola, Jens Bjørn Grelck 2.2.2. Sámi Youth Associations...... 13 Cover photo: Michal Janek (Unsplash) 2.3 Sámi Education Institutions and Programmes...... 15 2.3.1 Upper Secondary Education ...... 18 2.3.2 Vocational Education ...... 18 2.3.3 Higher Education...... 19

3 Analysis: Youth Perspectives, Education and Labour Market...... 21 3.1 Sámi languages...... 21 Nordregio is a leading Nordic and European research centre for regional development 3.1.1 Youth perspectives...... 21 and planning, established by the Nordic Council of Ministers in 1997. We 3.1.2 Challenges and opportunities: education and labour market...... 21 conduct solution-oriented and applied research, addressing current issues 3.1.3 Sámi teacher training: a political focus...... 21 from both a research perspective and the viewpoint of policymakers and 3.2 Healthcare...... 22 practitioners. Operating at the international, national, regional and local levels, Nordregio’s research covers a wide geographic scope, with an 3.2.1 Youth perspectives...... 22 emphasis on the Nordic and Regions, Europe and the Arctic. 3.2.1 Challenges and opportunities: education and labour market...... 22 3.3 Reindeer husbandry...... 22 The Nordic co-operation 3.3.1 Youth perspectives...... 22 Nordic co-operation is one of the world’s most extensive forms of regional collaboration, involving , , , , Sweden, and the 3.3.2 Challenges and opportunities: education and labour market...... 23 Faroe Islands, Greenland, and Åland. Nordic co-operation has firm traditions 3.4 Tourism ...... 23 in politics, the economy, and culture. It plays an important role in European 3.4.1 Youth perspectives...... 23 and international collaboration, and aims at creating a strong Nordic community in a strong Europe. Nordic co-operation seeks to safeguard Nordic 3.4.2 Challenges and opportunities: education and labour market...... 24 and regional interests and principles in the global community. Common 3.5 Sámi handicrafts (duodji)...... 24 Nordic values help the region solidify its position as one of the world’s most 3.5.1 Youth perspectives...... 24 innovative and competitive. 3.5.2 Challenges and opportunities: education and labour market...... 25 The Nordic Council of Ministers 3.6 Cultural/creative industries...... 25 is a forum of co-operation between the Nordic governments. The Nordic 3.6.1 Youth perspectives...... 25 Council of Ministers implements Nordic co-operation. The prime ministers 3.6.2 Challenges and opportunities: education and labour market...... 25 have the overall responsibility. Its activities are co-ordinated by the Nordic ministers for co-operation, the Nordic Committee for co-operation and portfolio ministers. Founded in 1971. 4. Conclusions...... 27 4.1 Sámi language skills provide a strong basis for strengthening self-confidence, The Nordic Council cultural identity and job opportunities ...... 27 is a forum for co-operation between the Nordic parliaments and governments. The Council consists of 87 parliamentarians from the 4.2 Sámi-related jobs and new regional development opportunities...... 27 . The Nordic Council takes policy initiative s and monitors 4.3 Challenges and opportunities for cross-border cooperation...... 28 Nordic co-operation. Founded in 1952.

Stockholm, Sweden, 2020 5. Method and list of interviewees...... 29

nordregio report 2020:5 5 1. Introduction

The Thematic Group on Sustainable Rural Devel- potential to create new sources of income and fu- opment has been established to support the imple- ture employment opportunities for the Sámi. mentation of the Nordic Co-operation Programme n Sámi food production and duodji (handicrafts) for Regional Development and Planning 2017- also show potential for growth. At present, the 2020. One of the objectives of the Programme is Sámi cultural sector is relatively small. Prospects to contribute to the development of policies and for the commercialisation for this sector differ, new solutions in relation to the challenges that and it may require either seed capital or grants in Nordic countries face regarding sustainable rural order to thrive. development. Among other initiatives, the The- Many Sámi businesses draw on traditional matic Group on Sustainable Rural Development knowledge in the management of the landscape has decided to follow up on the OECD Rural Policy and in the production of goods and services. Sámi Review, Linking the Indigenous Sámi People with businesses tend to balance market participation Regional Development in Sweden (published in with non-market values, stressing the importance 2019) by focussing on Sámi youth. This is because of sustaining culture over time. 2 the Review did not pay specific attention to Sámi ‘Sápmi’ is the name of the geographical youth. However, it did highlight that young wom- area traditionally inhabited by the Sámi people en, especially, are leaving traditional Sámi occu- (marked by the dark red line on the map). The size Map 1. Sámi people, Nordregio. pations. The OECD also recommends that Sámi of Sámi population is estimated to be around 80 youth associations, such as Sáminuorra, should be 000, spread over four countries. There are approx- included in discussions on Sámi economic develop- imately 20,000 Sámi people in Sweden, 50,000 in Today, most Sámi people live outside Sápmi, and eas as tourism, cultural industries and food pro- ment in regional development policy. 1 Norway, 8,000 in Finland and 2,000 in . 3 A many do not speak the Sámi languages, bear vis- duction. Sámi educational institutions have been The OECD highlights Sámi economic develop- significant number of Sámi people now live in the ible cultural traits, or possess knowledge that is established in the Norwegian, Swedish and Finnish ment opportunities, which are relevant not only larger cities of these respective countries. The big- traditionally connected to ‘Sáminess’. Many have parts of Sápmi. These institutions may be seen to in Sweden, but also in Norway and Finland. They ger Nordic cities within Sápmi containing a nota- a mixed ethnic background. Only a minority of play an important role in sustaining culture over involve reindeer husbandry, tourism, the cultural ble Sámi population include Vadsø, Alta, Tromsø, the Sámi people have reindeer husbandry as their time, and in preparing Sámi young people for their sector and other rural activities, as follows: Harstad, Bodø, Trondheim, Kiruna, Gällivare and main occupation. The question of who is Sámi has working life. n The Sámi reindeer industry is seeing a sinificant Östersund. Other larger Nordic cities with a sig- been noted to be primarily one of self-identity. growth in demand. But while there are growth op- nificant Sámi population beyond Sápmi are Oslo, That is, those who feel and claim they are Sámi, 1.1 Purpose of the Study portunities for this industry, it is also limited by Luleå, Piteå, Umeå, Uppsala, Stockholm, Rovanie- are Sámi. Because of the bicultural reality of many This study aims to provide an overview and knowl- such factors as reindeer predators, climate change mi, Oulu and . people, and the difference in their livelihoods, it is edge of Sámi educational institutions and Sámi and competing land uses (e.g. mining). The Sámi people living in the Nordic coun- therefore challenging to identify Sámi people as youth perspectives, which can feed into the de- n The unique culture and traditions of the Sámi tries have been recognised as being in an atypical one stakeholder group. 4 This is a specific point in velopment of regional development initiatives people are an important feature in regional tour- situation compared to other indigenous peoples the study where there is reference to Sámi youth and policies. The study therefore brings together ism strategies. However, there are very few Sámi around the world, because their socioeconomic having direct links to the traditional Sámi occupa- insights into the links between Sámi educational entrepreneurs presently engaged in offering ser- status is comparable with the national averages. tion of reindeer herding, as well as young people institutions and the labour market, plus the per- vices to tourists. A growing nature-based tourism This also means that the Sámi population in the who have grown up outside the Sámi-speaking spectives of Sámi young people on their participa- sector – with activities such as hunting, fishing, Nordic countries has the same access to education centres of Norway, Sweden and Finland. tion in world of work. Our focus on youth also in- skiing, snowmobiling and dog‐sledding – has the and career pathways as the majority population. The OECD Rural Policy Review highlights cludes providing an overview of which topics Sámi the role of education and training in supporting youth organisations engage with, and how they growth opportunities for Sámi businesses (and are involved in regional development. The study

1 OECD (2019), ‘Linking the Indigenous Sámi People with Regional Development in Sweden’, OECD Rural Policy Reviews, for northern Sweden more generally) in such ar- also considers both similarities and differences OECD Publishing, Paris, p.125. 2 Ibid. P.13. 3 This estimation of Sámi population is based on the information from Sámi parliaments in the Nordic countries and on 4 Olsen, L.S. (2016), ‘Sámi tourism in destination development: conflict and collaboration’, Polar Geography, the 2010 census in Russia. DOI: 10.1080/1088937X.2016.1201870. nordregio report 2020:5 6 nordregio report 2020:5 7 and across Sápmi and highlights forms of cross- Parliaments, and Sámi youth associations. Finally, border cooperation which are in place today, as it provides an overview of Sámi educational insti- well as the potential for future forms. tutions at upper secondary, vocational and higher Our analysis addresses the following ques- education levels. tions: Chapter 3 provides an analysis of links be- 1. What perspectives do Sámi young people tween Sámi youth perspectives and educational have on labour market opportunities and regional opportunities. This has been structured accord- economic development? ing to the vocational areas highlighted in the 2. How do Sámi educational institutions de- OECD Review (reindeer husbandry, tourism, Sámi sign educational programmes which foster the handicrafts, and cultural industries). It also covers connection between the Sámi indigenous culture the issue of languages, Sámi teachers and Sámi and regional economic development? healthcare, which are all political priorities in edu- Sustainable development perspectives on the cational institutions and among Sámi young peo- environment (e.g. land use), gender (e.g. that out- ple themselves. ward migration is primarily by women), and culture Chapter 4 presents conclusions from our anal- and economic development (e.g. how young Sámi ysis, including perspectives for future cross-border perceive traditional/contemporary Sámi culture cooperation. and values as part of their working life) all form Finally, chapter 5 describes the methods em- part of the analysis. ployed in this study, plus an overview of the Sámi stakeholders interviewed for it. In terms of stake- 1.2 Structure of the report holder involvement, the data acquisition was Chapter 2 provides an overview. It introduces the somewhat limited, due to a lack of direct participa- respective Sámi parliaments’ focus on education tion by Sámi youth associations and Sámi educa- and business development policy. It then provides tional institutions in Finland. This entailed greater an overview of the organisation, and specific areas reliance on desk research and on interviews with of concern, of Sámi youth organisations – includ- the Sámi Parliament and youth representatives in ing the youth parliaments attached to the Sámi Finland on issues related to education.

Picture: Daniel Vogel (Unslplash). nordregio report 2020:5 8 nordregio report 2020:5 9 2. Overview of Sámi Institutions Sámi political institutions and transferred from state ownership to a new entity called the Finnmark Estate – a joint and Organisations legal frameworks in Finland, body of the Sámi Parliament and the County Norway and Sweden 5 Council of Finnmark. The Act contributes to the implementation of the natural resources dimension of Sámi self-determination. The In order to provide a contextual background for In Norway, the Sámi Parliament is also respon- status of Sámi rights to land in other counties our overall analysis, this chapter outlines the re- sible for developing the curriculum and for produc- remains unresolved. sponsibilities and initiatives of the different Sámi ing teaching materials for Sámi-related courses Finland parliaments in the areas of education and business at primary and upper secondary school levels. The Sámi rights in Finland are defined around development, along with the areas that interest Sámi Parliament continually monitors the need for geographic parameters. They therefore apply Sweden Sámi youth organisations, and the structure and education and research, and it can bring influence only to the three northernmost municipalities Like Finland and Norway, the Swedish national principal concerns of Sámi educational institutions to bear at the national government and county in Finland (Enontekiö, Inari and Utsjoki) and Parliament has adopted a Sámi Parliament Act which provides for the establishment of across Sápmi. council levels when particular needs are observed to the Sámi reindeer-herding district of Lapin the Sámi Parliament. The Sámi Parliament is for Sámi education within society as a whole. Cur- Paliskunta in the municipality of Sodankylä. Under the Sámi Parliament Act, the relevant tasked by the Act with promoting a dynamic 2.1 Sámi parliaments: education and rent discussions with regional stakeholders involve authorities are required to provide the Sámi Sámi culture, and is mandated to make deci- regional development the identified need for Sámi knowledge and lan- Parliament (established in 1996) with the op- sions about the distribution of state funds The Sámi parliaments are democratically elected guage skills among nurses and police officers. In portunity to be heard, and to negotiate on, any from the Sámi Foundation Board, and to other institutions that represent Sámi political interests the fields of teacher education and language edu- specific questions falling within the scope of state funds that are placed at the collective both nationally and internationally. In Sweden, the cation, the Sámi Parliament also offers scholar- Section 9 of the aforementioned. In practical disposal of the Sámi. Sámi Parliament is also a national state agency. ships to encourage further training in these fields. terms, the Sámi Parliament in Finland remains The Sámi Parliament is also mandated to Their overall aim is to ensure Sámi autonomy and The Sámi Parliament in Norway can also allocate an advisory body with limited authority and appoint the board for the state agency known self-government in matters relating to internal grants to business development projects. decision-making power. Its political activities as the Same Education Board, direct Sámi lin- affairs, including their own economic, social and In Sweden, the Sámi Parliament does not have are also restricted by budgetary constraints. guistic work, participate in social planning and cultural development. The constitutions and laws the mandate to work on education policy, and thus ensure Sámi interests and needs are taken into consideration – including reindeer husbandry of Finland, Norway and Sweden recognise Sámi it is not involved in the development of school cur- Norway interests in the use of land and water. The rights in different ways. While Sámi parliaments ricula. However, as mentioned above, the Sámi Norway has constitutional guarantees for Sámi Parliament has funds from the EU Rural exist in all three states, their roles and responsibili- Parliament does have indirect influence on educa- Sámi rights, and the state is obliged to cre- Development Programme in order to sup- ties differ (as per the text box next page). tional matters through appointing the board to the ate the conditions necessary for the Sámi to port business development projects. In a way Education and business development are policy Same Education Board, The Sámi Parliament can protect and develop their own language, their that is different to Finland and Norway, the areas in which there are differences between the support business development projects financially, culture and their society. The Sámi Parliament Sámi Parliament in Sweden is both an elected mandates of the respective Sámi parliaments. within the framework of the EU Rural Develop- (established in 1989) is regarded as an im- body and a state authority focused on ad- In Finland, the main responsibilities of the ment Programme. In Sweden the Sámi Parliament portant part of the implementation of these ministrative tasks. Sweden’s Sámi Parliament Sámi Parliament involve language and educa- has a strong focus on traditional Sámi industries/ rights, and its mandate includes all questions describes itself as “an advisory board with relating to the Sámi. It has the authority to tion. It is their responsibility to produce teaching sectors, such as reindeer husbandry and duodji, expertise on Sámi issues”. In 1977 the Swedish make decisions when these concerns follow material for Sámi-related courses at both pri- but also fisheries, food processing and tourism. Parliament recognised the Sámi as an indig- from legislative or administrative provisions. mary and upper secondary school levels. The Sámi One significant role of the Sámi Parliament in enous people. In 2011, the Swedish Constitu- However, the Sámi Parliament is formally still tion was amended to give explicit recognition Parliament in Finland does not have funds at its Sweden is in facilitating Sámi people working in an advisory body, with limited decision-making to the Sámi people. The Constitution stipu- disposal to allocate to Sámi business development traditional sectors, with the aim of making visible, powers. lates that opportunities for the Sámi people projects. and diversifying, Sámi culture. Norway has an administrative area for the to preserve and develop a cultural and social Sámi language (applying to 12 municipalities) life of their own shall be promoted. Interpre- where the Sámi and Norwegian languages tation of indigenous rights in Sweden largely have equal status as national languages. relate to the right to reindeer herding, hunting The 2005 Finnmark Act recognises that the and fishing if a member of a Sámi cooperative Sámi have ownership and rights to lands in and, regarding national minority rights, access Finnmark County. Around 95% of the land in to certain services and education in the Sámi Finnmark County (about 46 000 km2, an area language. approximately the size of Denmark) has been

5 OECD (2019), ‘Linking the Indigenous Sámi People with Regional Development in Sweden’, OECD Rural Policy Reviews, OECD Publishing, Paris, pp.122-123.

nordregio report 2020:5 10 nordregio report 2020:5 11 2.1.1 Cross-border cooperation on language In the period from 2015 to 2018, the Sámi par- that the standardisations and new terminologies ed for two-year terms. These youth councils are standardisation liaments in Sweden, Finland and Norway cooper- were incorporated into practical language tools, included as consultation partners on matters that Cross-border cooperation between the Sámi Par- ated on the Giellagáldu project, aimed at safe- such as proofing systems, spell-checking pro- concern young people in the Sámi Parliaments, liaments is organised through the Sámi Parlia- guarding, promoting and strengthening the use grammes, web dictionaries, and machine transla- and they also play a role in preparing statements mentary Council, which operates as an umbrella of Sámi languages. This project was co-funded by tion software. 6 and comments on behalf of Sámi young people on organisation for collaboration. It is comprised of 21 the EU Interreg Nord programme. To achieve its The map provides an overview of the tradi- issues raised in the Sámi Parliaments. With some members, appointed by the respective Sámi par- goals, the project supported the development of tional catchment areas for the various Sámi lan- variation between them, the main functions of the liaments. The Sámi in Russia have observer status the Nordic Resource Centre for Sámi Languages. guages. It also provides estimates of the number Sámi youth councils are to: in the Sámi Parliamentary Council, because they As a professional expert body, the Centre’s task of Sámi people, and the proportion of those people n Strengthen the influence of Sámi youth in do not have their own parliament. is to create new terminology and standardise the who speak each of the Sámi languages. It should Sámi parliaments. Attempts have been made to strengthen Sámi languages. It advises on the use of names be noted that the map was produced in 2014. It n Promote greater participation by young people cross-border cooperation on education through and offers consultation services to users of Sámi indicates that North Sámi is the largest language in Sámi Parliament elections. the Sámi Parliamentary Council, but these have languages. Language experts were responsible for group with most speakers, followed by Lule and n Organise meeting places/events for Sámi been challenged by national curriculum require- delivering practical language work as part of the Southern Sámi. youth. ments and by differences in the education systems project, and for dealing with issues arising relat- Starting in 2020, it has been decided that the The youth councils have separate budgets – which limit opportunities to develop educational ed to the languages in which they were working. Centre will focus on maintaining language stand- to develop projects, including the organising of material for use across borders, for example. Lan- The project delivered the first real-time consulta- ardisation of the North Sámi language. This is the events. Sámi youth councils also work together guages is another related field which the Sámi tion service dedicated to users of the various Sámi language used by most Sámi people, across all the across borders as a sub-unit of the Sámi Parlia- Parliamentary Council has focused on. Two initia- languages. It brought together the Giellatekno countries involved. The secretariat for language mentary Council. In their respective countries, tives were particularly highlighted by interviewees, Centre for Saami Language Technology at the UiT standardisation is based at the Sámi Parliament they also cooperate with (non-party political) namely cooperation on Sámi language standardi- (the Arctic University of Norway) and the Divvun in Norway. Through this cooperation, which was Sámi youth associations. As it is the case with the sation and the working group on ‘Sámi Teaching group, which produces language-learning technol- first developed through the Interreg project, the Sámi Parliamentary Council, the chairing of the Without Borders’. ogies for Sámi languages. Together they ensured Sámi parliaments in Norway and Finland, in dia- youth division rotates every four years. During this logue with the Swedish National Agency for Edu- time, at least one event will be organised to bring cation, will ensure that teaching material is devel- together young Sámi across borders. oped according to the same language standard across borders. 7 2.2.2 Sámi Youth Associations At the end of 2019, the working group on ‘Sámi Sámi youth associations are in place in Norway, Teaching Without Borders’ published a report with Sweden and Finland, respectively. Sáminuorra, recommendations on how the Sámi parliaments of in Sweden, founded more than 50 years ago, has Norway and Finland, and the boards of the Sámi existed the longest, while Suoma Sámi Nuorat, in schools in Sweden, can work more closely together Finland, has existed for nearly three decades. No- on a more coherent Sámi education system. This ereh, in Norway, has existed since 2009. Of the also includes the ambition of promoting coopera- three, Sáminuorra has the strongest foundation, tion on reindeer husbandry education between built up over a longer time period, in terms of the upper-secondary and vocational schools and ex- number of members and the degree of support ploring approaches to utilising opportunities for offered to members. However, the associations in distance learning across borders. This work was Norway and Sweden are organised in similar ways funded by the Sámi Parliament in Norway. and have similar activities. So: n They have branches in different parts of their 2.2 Sámi youth organisations: issues countries. on the agenda n They organise an annual meeting that aims Sámi parliaments, and to some extent regional to bring together as many Sámi young people development partnership forums in Sápmi, con- as possible. sult with Sámi young people through Sámi parlia- n They are present and visible through activities ment youth councils and Sámi youth associations. at annual Sámi events. n They are managed by their board members, 2.2.1 Youth Councils of the Sámi Parliaments run projects/activities aimed at promoting Each of the Sámi parliaments have youth councils awareness of Sámi culture, and work to count in place, with five members who are each appoint- er discrimination within the wider society.

Map 2. Sámi languages and dialects, Nordregio. 6 https://ec.europa.eu/regional_policy/en/projects/finland/nordic-resource-centre-to-promote-Sámi-languages. 7 https://www.emagcloud.com/allkopi/Sametinget_Grensels_Sámiskopplring/page_21.html nordregio report 2020:5 12 nordregio report 2020:5 13 The three associations refer to themselves as are generally more participants from outside the tablished in the Stockholm/Uppsala region. It has sible for years 7-9. In the end the authority did in- sister organisations, but in practice there is limited Ávjovárri area. The branches in Tromsø and Oslo a board comprised of 16 people, which makes all its deed decide to keep minority issues as part of the cooperation between them. This is not due to a also organise more events and meetings locally decisions by consensus. The participants focus on curriculum for years 7-9. In terms of education more lack of interest, but rather to a lack of resources. than is the case in the Ávjovárri area. The prox- meeting physically as often as possible, and they broadly, the association also works to promote bet- Land use issues, languages, and joint events are imity to other Sámi in the Ávjovárri area means have four board meetings a year, usually lasting ter language education for Sámi children and young examples of issues upon which youth association the young Sámi living have less need to gather at from Thursday to Sunday, and including a variety people, including opportunities for distance educa- representatives find opportunities for more co- a conference and join the association. There are of activities. The meetings are held at different tion and weekend courses. operation across borders. Stakeholders from the different workshops and issues on the agenda at venues around the country. In order to address issues of discrimination different associations have also expressed inter- the annual meeting – for example, ones related Sáminuorra holds an annual weekend-long against the Sámi, and to create greater awareness est in connecting and cooperating more with Sámi to reindeer herding and Sámi handicrafts. There general meeting. The venue varies and the event of Sámi culture, Sáminuorra has introduced the young people in Russia. is usually also a presentation by a representative attracts 70–100 Sámi young people each year. Nuoras Nurrii (Youth to Youth) project, as part of of the Sámi Parliament. While Noereh is not par- Other Sáminuorra activities range from pizza which members of the organisation travel across Suoma Sámi Nuorat, Finland ty political, it encourages greater participation in nights, to attending meetings at the Ministry of the country to schools with students in years 7-9. Suoma Sámi Nuorat, in Finland, was founded in politics by Sámi young people. Enterprise and Innovation, to taking part in a law- For the association this has also been an eye-open- 1991. The association works to strengthen the cul- One of Noereh’s priorities is to be represent- suit against the EU – namely, the People’s Climate er in terms of understanding how limited knowledge tural identity of Sámi young people in Finland. It ed and visible at the two annual Sámi festivals in Case. 8 Sáminuorra attends and one of its mem- about the Sámi people is among Swedish young does this by organising cultural events, taking part Norway, which take place in Márkomeannu and bers also speaks at the annual Jokkmokk Market. people. The schools welcome this initiative, because in political discussions, and by functioning as a fo- Riddu Riđđu. The association works closely with Sáminuorra is highly focused on approaches teachers recognise that they do not themselves rum through which Sámi youth can network with these festivals, which means that its members that will increase knowledge of the Sámi in order have sufficient knowledge to teach Sámi topics. In each other, as well as internationally. Unfortunate- are entitled to discounted tickets. The local branch to address issues of racism and exotification (treat- other words, while the project is designed to pro- ly, it was not possible to secure an interview with for the Ávjovárri area also organises activities to ing a culture as stereotypically exotic), which are mote awareness among young people, it also seeks a representative from the association in Finland. coincide with the annual Easter festival, which is growing, in part due to a lack of information and to educate and create awareness among teachers. Therefore, we cannot give a more detailed account another annual Sámi event/festival. Noereh has understanding. The association is therefore espe- This particular project has been inspired by a simi- of its operations. However, based on interviews also taken the initiative to promote the interna- cially concerned with the topic of education. For lar initiative in Norway, which has been running for with associations in Norway and Sweden, it is tional day for traditional Sámi dress, when Sámi example, Sáminuorra had the chance to comment approx. 15 years. 9 The Norwegian project started clear that Suoma Sámi Nuorat carries out similar young people are encouraged to wear their Sámi on a new school curriculum when it was launched out as a three-year pilot scheme, after which the activities to its sister organisations. dress to school or work. International Sámi Dress in 2019. The new curriculum was meant to focus national parliament decided that it should become Day is followed up by a campaign on social media, more clearly on knowledge requirements, and to fa- permanent. It is now under the auspices of the Min- Noereh, Norway in which young Sámi post photos using hashtags cilitate the grading of students. In parallel, several istry of Local Government and Modernisation. The youth association in Norway, Noereh, was from Noereh and other Sámi organisations and changes were proposed for different subject areas. established in 2009. It was based on the need to media. Noereh also strives to promote the use of One proposal was to move education about minor- 2.3 Sámi Education Institutions and have a youth organisation that was independ- Sámi languages. However, the work of the asso- ity groups, including the Sámi, from years 7-9, and Programmes ent of political or business interests. By the end ciation is based on volunteers and it is not possible instead to include it at an earlier stage, in years 4-6. This section provides an overview of Sámi educa- of 2019, Noereh had 140 members. The purpose to publish all communications both in Norwegian The argument was that education about minority tional institutions and programmes at the upper of the association is to provide a meeting place and in the three Sámi languages spoken in Nor- groups in the current system was spread out across secondary, vocational and higher education levels for young Sámi and to be a dialogue partner way. Efforts have been made to translate texts on different subjects, and that it would be beneficial in Finland, Sweden and Norway. for external agencies and individuals. The as- the website. On social media, each individual post for it to be centralised within civics education for The table provides an overview of the educa- sociation is funded by an annual grant from the is in the language/languages in which the individu- year 4-6. However, the Sáminuorra board members tional programmes which are offered across Sáp- Sámi Parliament and membership fees. Noereh als or organisations wish to communicate. met with the Swedish National Agency for Educa- mi today in vocational and higher education. This also regularly applies for project funding. That tion and argued for keeping minority issues in years overview is divided into the themes which are the is, they organise events for which they apply for Sáminuorra, Sweden 7-9. They argued that the history of racism and op- centre of our analysis in Chapter 3 – that is, lan- grants from the Sámi Parliament and from the Sáminuorra is the oldest Sámi youth association pression towards the Sámi people in Sweden is too guages, teachers, healthcare, reindeer husbandry, county councils (fylkeskommuner). The associa- in the Nordic region. It was established in 1964, ini- difficult to understand for younger students, and tourism, Sámi handicrafts, culture and the crea- tion has a board, and three local branches based tially as a youth branch of the Swedish Sámi Na- that a deeper discussion was both needed and pos- tive industries (e.g. journalism, music). in Ávjovárri (Kautokeino, Karasjok, Porsanger), tional Assembly (Svenska Samernas Riksförbund), Tromsø, and Oslo. but is now independent of business or party-po- One of the key activities in Noereh is an an- litical interests. It has more than 300 members. nual meeting where the association gathers as The association is funded through an annual grant many Sámi young people as possible. This rotates from the Sámi Parliament, and by individual mem- 8 The People’s Climate Case is the litigation action initiated by 10 families from Portugal, Germany, France, Italy, Romania, Kenya, Fiji, between the three local branches each year. The bership fees. Sáminourra’s activities are centred and Sáminuorra. Since their homes, livelihoods, traditional family occupations and cultures are affected by climate change they are meeting typically attracts around 40 to 50 partici- on Jokkmokk, but it also has an active local branch taking the EU-institutions to court to protect their fundamental rights and to prevent dangerous global warming (https://peoplescli- matecase.caneurope.org/). pants from all parts of the country. However, there in place in Östersund, with another one being es- 9 https://Sámiskeveivisere.no/. nordregio report 2020:5 14 nordregio report 2020:5 15 Table 1: Overview of education programmes at the levels of vocational and higher education.

Culture and creative Language Teacher Healthcare Reindeer husbandry Tourism Sámi handicrafts industries

Vocational Inari Sámi Language Practical Nursing (3 years) Reindeer Husbandry Nature Guide (3 years) Sámi Handicrafts or Arti- Media (2 years) at the and Culture (1 year) at at the Sámi Education (Specialised Upper at the Sámi Education san (3 years undergradu- Sámi Education Institute the Sámi Education Institute (FI) Level) Institute (FI) ate) at the Sámi Educa- (FI) Institute (FI) at the Sámi Education tion Institute (FI) Institute (FI) Producer of Tourism Sámi Culture (2 years) at Northern Sámi and Services (3 years) at the Sámi Handicraft Journey- the Sámi Education Cen- Language (1 year) at the Reindeer Husbandry En- Sámi Education Insti- man (Upper Level) tre (SE) Sámi Education Insti- trepreneurship (3 years) tute (FI) at the Sámi Education tute (FI) at the Sámi Education Institute (FI) Institute (FI) Receptionist (3 years) Skolt Sámi Language at the Sámi Education Master of Sámi Handi- and Culture (1 year) at Reindeer knowledge (2 Institute (FI) craft the Sámi Education years) at the Sámi Edu- at the Sámi Education Institute (FI) cation Centre (SE) Travel Specialist (3 Institute (FI) years) at the Sámi Edu- Sámi Language pro- cation Institute (FI) Handicrafts/ duodji (2 gramme (2 years) and years) at the Sámi Educa- language courses at the tion Centre (SE) Sámi Education Centre (SE)

Higher Education Bachelor/Master’s in Teacher training, major Nursing with Sámi spe- Bachelor/master’s in Bachelor/master’s in Bachelor/ Bachelor/ Inari or North Sámi Subject cialisation, UiT – The Arctic Reindeer Husbandry at Tourism and Travel at Master’s in Sámi handi- Master’s in Sámi Culture languages (from autumn Sámi Language University of Norway in Sámi University of Ap- UiT (not specific Sámi, crafts/ Duodji at Sámi at University of Oulu (FI) 2020 also Skolt Sámi) at Oulu cooperation with Sámi Uni- plied Sciences (NO) but northern and Arctic University of Applied Sci- with subject teacher University (FI) versity of Applied Sciences focus) – The Arctic Uni- ences (NO) Bachelor/Master’s in Jour- at Oulu University (FI) (NO) (under development, versity of Norway (NO) nalism at Sámi University Indigenous Pedagogy in starting in 2021) of Applied Sciences (NO) Bachelor/Master’s/ Teacher Training at Uni- PhD in the North Sámi versity of Lapland (FI) Freestanding courses in language at University of joik/Sámi traditional music Helsinki (FI) Kindergarten teacher, at Nord University (NO) general teacher training Bachelor/ Master’s/PhD in for grades 1-7 and 5-10, Joint master’s degree in North Sámi language and and a 1-year programme governance and entrepre- literature at Sámi Universi- in educational theory neurship in Northern and ty of Applied Sciences (NO) and practice in North Indigenous areas between Sámi at Sámi University UiT – the Arctic University Bachelor/Master’s/PhD, of Applied Sciences (NO) of Norway (NO) and Uni- 1-year and freestanding versity of Saskatchewan courses in North Sámi at Teacher training for (CA) UiT – The Arctic Univer- grades 8-13 in North sity of Norway (NO) Sámi and courses in Master’s in indigenous North Sámi as part of studies at UiT – the Arctic Bachelor Lule Sámi, free- the teacher education at University of Norway (NO) standing courses in Lule other levels at UiT – The and South Sámi at Nord Arctic University of Nor- Freestanding courses in University (NO) way (NO) Sámi culture and religion at Umeå Freestanding courses in General teacher Educa- South, North and Lule Sámi tion for grades 1-7 in University and Mid Swe- at Umeå University (SE) South Sámi and in Lule den University (SE) Sámi at Nord University Freestanding courses in (NO) North and South Sámi at Uppsala University (SE) nordregio report 2020:5 16 nordregio report 2020:5 17 2.3.1 Upper Secondary Education ment mechanics. It also offers distance learning n Practical nursing require skills in Finnish, in addition to Sámi and Sámi Upper Secondary School, Utsjoki, Finland courses in Sámi for students at other upper sec- n Reindeer husbandry entrepreneurship English. Graduates in Sámi Language at Oulu are Utsjoki Upper Secondary School (Utsjoen ondary schools. n Sámi handicrafts or artisan training employed as teachers, for example. This requires Saamelaislukio) was founded in 1977. The number n Chef courses in Sámi culture and literature, as well as of students ranges from 10 to 30. It is possible Upper Secondary School of Lappland, Sweden n Waiter. pedagogy. The Giellagas Institute also offers a to complete a high school curriculum in which all In Sweden, Upper-secondary School of Lappland, As part of the Institute’s entrepreneurial ef- minor subject option in North Sámi as a foreign courses are taught in Finnish, but students can on the same premises as Bokenskolan, is the only forts, one of the main goals for the reindeer hus- language. The aim of the Institute is to equip re- also take freestanding courses in Sámi. Depend- such institution in Sweden offering education in bandry programme is to develop business skills. searchers, teachers and other professionals with ing on the mother tongue of the individual student, Sámi. Located in Jokkmokk, in Northern Sweden, This is done in order to equip students for other deep knowledge of Sámi cultures and languages. it is possible to take a Sámi language exam or a the school has around 175 students and offers one outdoor professions and develop their business short foreign language syllabus. New courses have Sámi programme – for which all the approximately plans so that they are able to support their fami- University of Lapland, Finland been added that are built around Sámi and Nor- 15 students are, currently, female. The programme lies as self-employed business owners. Located in the city of Rovaniemi, the University of dic themes along with Sámi language courses. In has a specific focus on Sámi society. Sámi lan- Lapland (ULapland) is a higher education institu- cooperation with the Giellagas Institute at Oulu guages (North, Lule or Southern), as well as Sámi The Sámi Education Centre, Sweden tion in the northernmost part of Finland. It focus- University, they offer a Sámi culture course and a history and languages. Apart from these, students Samernas Utbildningscentrum, or the Sámi Edu- es on the people, communities and environment of Sámi history course. Many courses are also rooted also attend courses in Sámi culture, guide training, cation Centre (SEC), is a school for upper second- the Arctic, international tourism research and sus- in the Sámi tradition, e.g. music courses offered reindeer knowledge and a specific subject in en- ary education and vocational training in Jokkmokk tainable development, and runs courses in North together with the Sámi Music Academy in Uts- trepreneurship, as well as Sámi handicraft/duodji. Northern Sweden. The centre was founded in 1943 Sámi for native speakers. This can be supplement- joki. The school also offers courses in Sámi food The handicraft courses are specifically intended as the Sámi Folk High School, but it changed sta- ed with specific teacher training course in Indig- traditions and Sámi handicraft (duodji), which are for the Sámi programmes, which includes tree and tus in 1999 when it adopted its current form. The enous Pedagogy (IPED). For non-native speakers, taught in cooperation with the Sámi Education horn or skin and textile work. Parts of this educa- Centre has around 150 students and offers addi- students can complete language courses in Sámi Institute (SAKK) in Inari. A double or a triple lan- tional programme takes place at the Sámi Educa- tional short courses. It runs several courses on as- at the University’s own Language Centre. guage degree is also available in cooperation with tion Centre, also located in Jokkmokk. pects of reindeer husbandry, as well as workshops SAKK. The school also works with the University of and evening courses, which operate by inviting in University of Helsinki, Finland Turku’s Kevo Subarctic Research Station and the 2.3.2 Vocational Education different businesses, as well as a longer, two-year The University of Helsinki offers Sámi Studies as a Natural Resources Centre in Utsjoki. The school is The Sámi Education Institute, Finland course in Sámi handicrafts (duodji). But the cours- distinct discipline. This includes both research and located at the same address as the Sámi Music The Sámi Education Institute (SAKK) is a vo- es offered are mainly of the shorter variety: degree programmes. Sámi studies focuses on the Academy. cational upper secondary education institution n Two-year training in duodji Sámi people, their languages, culture and history. founded in 1993. It has branches in various places n Cross-border education for reindeer herders, The languages are studied within the framework The Sámi Upper Secondary Schools, Norway in the municipality of Inari, in Northern Finland. including students from Finland and Norway of minority issues and ethnohistory. Sámi Studies The Sámi High School and Reindeer Husbandry SAKK has around 750 students at three differ- n North Sámi, Lule Sámi, Ume Sámi and also focuses on questions of Arctic nature, north- School (SVSRS) in Kautokeino and the Upper Sec- ent campuses, and organises multi-disciplinary Southern Sámi languages ern ecology, and changes to the nature of Sámi ondary School of Karasjok are public-sector Sámi professional education in both Finnish and Sámi n Sámi history, culture and reindeer knowledge. livelihoods. The linguistic focus for Sámi studies at education institutions located in Northern Norway. languages, as well as promoting Sámi culture. The The Sámi Education Centre in Jokkmokk is espe- the University is North Sámi. SVSRS has approximately 130 students, of which institution arranges physical and distance learning cially well known for its duodji programme, at- a growing number are male, although the majority classes, workshops and degree programmes for tracting students from across Sápmi. Sámi University of Applied Sciences, Norway of them are female. The school’s curriculum is em- young adults and mature students. The core cur- (SUAS) bedded in the local needs and values of the Sámi riculum supports the livelihoods of the Sámi peo- 2.3.3 Higher Education Sámi Allaskuvla, or Sámi University of Applied Sci- language and culture. All students study Sámi lan- ple with an emphasis on the development of the The Giellagas Institute, Oulu University, Finland ences (SUAS), is an indigenous Sámi institution of guage at different levels. The school is open to stu- Sámi languages and cultures, in order to promote Founded in 2001 at the University of Oulu, the higher education and research, established in 1989 dents from the whole country, but also from across nature-based occupations and employment. The Giellagas Institute has a nationwide responsibility placed in Kautokeino, Northern Norway. The Uni- Sápmi. Like the Sámi Upper Secondary School in Institute works in collaboration with other insti- to organise, introduce and provide Sámi language versity college has around 175 students, of which Utsjoki, SVSRS offers both vocational and univer- tutions nationally and internationally, to preserve and cultural studies and research in Finland. As a approximately 80% are female. More than 20% sity preparation programmes. New courses are and develop indigenous cultures, and the liveli- part of the Faculty of Humanities, the Institute of- of students are international, including those from being created to develop and strengthen the prev- hoods related to them. SAKK offers the following fers two major academic subjects, namely Sámi Sweden, Finland and Russia. 10 The school was alence of Sámi ethics and culture across the cur- programmes: Language and Sámi Culture. In Sámi Languages originally established to offer Sámi teacher train- riculum, including Sámi language, duodji, reindeer n Business and administration (North, Inari and Skolt Sámi), the major teaching ing in the Sámi language and in a Sámi-language husbandry, restaurant/food processing, maths, n Data-processing language is Sámi, while the studies in Sámi Culture environment. Since 2005, research on Sámi cul- and construction. In relation to the other upper n Inari, North or Skolt Sámi secondary options, the school offers a wider range n Media of Sámi specialisations, including vocational pro- n Nature guide, tourism services producer, 10 https://dbh.nsd.uib.no/statistikk/rapport.action?visningId=134&visKode=false&admdebug=false&columns=arstall&index=1&formel= 309!8!303!8!306!8!307&hier=insttype!9!instkode!9!fakkode!9!ufakkode!9!progkode&sti=¶m=nivakode%3DB3!8!B4!8!HK!8!YU!8!A grammes such as construction science and equip- receptionist, travel specialist R!8!LN!8!M2!8!ME!8!MX!8!HN!8!M5!8!PR!9!arstall%3D2020!8!2019!9!dep_id%3D. nordregio report 2020:5 18 nordregio report 2020:5 19 ture has been further strengthened through col- culture. A national curriculum for a nursing pro- laboration with the Nordic Sámi Institute, funded gramme with a Sámi specialisation will be devel- 3 Analysis: Youth Perspectives, by the Nordic Council of Ministers. All teaching is oped in 2020-2021. grounded in a Sámi perspective. Although they do not have a specific Sámi Developing Sámi as an academic language is focus, the Bachelor and Masters programmes in Education and Labour Market one of the institutions’ priorities and responsibili- Tourism and Travel at UiT are relevant because ties. SUAS is the only higher education institution they focus on the northern and Arctic regions. in the world that uses one of the Sámi languages Finally, UiT offers a Joint Master’s degree in gov- 3.1 Sámi languages In general, there is a strong awareness among (North Sámi) in almost all its activities (except for ernance and entrepreneurship in Northern and the young people concerned that Sámi language the Masters programme in indigenous journalism, Indigenous areas, in cooperation with University 3.1.1 Youth perspectives skills provide a viable basis for them to construct a which is international and conducted in English). of Saskatchewan (CA), as well as a Masters pro- For this study, we interviewed Sámi young peo- working life rooted in Sámi culture. SUAS runs approximately 40 courses, including gramme in indigenous studies. Both of these at- ple who grew up in areas where Sámi is the first stand-alone ones, e.g. in languages. Masters and tract many international students. language for the majority, and where Sámi educa- 3.1.2 Challenges and opportunities: education Bachelor level programmes are offered in: tional institutions are based. We also interviewed and labour market n Sámi teaching at both primary and secondary Nord University, Norway Sámi young people who grew up elsewhere in three Maintaining Sámi languages is a priority for the school levels The Nord University is spread across different lo- countries. Some of those for whom Sámi was not Sámi parliaments and, as described in the previ- n Sámi Language and Literature (in which it is cations in Central and Northern Norway. It runs a first language as children had taken some lan- ous chapter, it is an area in which they have forged possible to continue with a PhD) a bachelor programme in Lule Sámi, freestand- guage lessons. But generally the quality of this effective cooperation. For the Sámi parliaments n Indigenous Journalism ing courses in Lule and South Sámi, and general was limited, and it has not left them with strong in Norway and Finland, which have responsibili- n Sámi Traditional and Applied Arts (duodji) teacher training for grades 1-7 in South Sámi and language skills. This is the case with regards to ties in the area of education, this work is strongly n Reindeer Husbandry. in Lule Sámi. Students also have the option of at- teaching in North Sámi, South Sámi, Lule Sámi, linked both to education and to meeting needs in tending a 30 ECTS course as well as shorter cours- and the smaller Sámi language groups. Some of the labour market. For example, Sámi parliaments UiT - the Arctic University of Norway es in joik, which can be taken as part of teacher the young people have only had the opportunity are concerned with the requirement for Sámi lan- UiT - The Arctic University of Norway is a driving training or other education programmes. to take distance learning courses, which has been guage teachers. One concern is how the many force in the implementation of the Norwegian challenging. The Sámi young people interviewed Sámi children and young people living outside the Government’s strategy for the High North. This Umeå University, Sweden for this study who have not had Sámi as their first Sámi-speaking centres can also receive language means that the University is committed to offering Umeå University has housed a Centre for Sámi Re- language acquired their language skills by attend- education. northern and Arctic studies. Among the key focus search, Várdduo, since 2000. The unit focuses on ing Sámi upper secondary school and/or university “If you have studied the language, there is also areas, the University runs North Sámi language presenting, sharing and initiating new Sámi and level language programme. an urge on some level to work for the Sámi commu- programmes at Bachelor and Masters level for na- Indigenous research. Umeå University offers mul- “Growing up I tried to take Sámi language les- nity and preserve the culture. It is important con- tive speakers. It also runs one-year programmes tiple freestanding courses in the Sámi languages sons, but there was a lack of teachers. It was not al- sidering how few Sámi speakers there are, and how in North Sámi as a foreign language, as well as (Southern, North and Lule), from lower to ad- ways possible, and the teaching was not very good. desperately services in Sámi language are needed.” a native language. All programmes are primar- vanced levels, and also Sámi cultural studies. When I moved to Kautokeino everyone spoke Sámi, (representative, Sámi Parliament) ily taught in Norwegian, but exams are in North and I had a good teacher at school. I soaked up all Interviewees from Sámi educational institu- Sámi. UiT provides teacher training for grades 8-13 Uppsala University, Sweden of the cultural knowledge I possibly could.” (Young tions agree that the need for Sámi language skills in North Sámi, as well as courses in North Sámi as Uppsala University runs several courses in Sámi – female, NO) in the labour market is extensive. That is, regard- part of teacher training at other levels. that is, both Sámi culture and language courses. Language is a significant pillar of culture. There- less of which education programme a Sámi young Along with SUAS, the University is currently The language courses are offered at basic and ad- fore, as described by interviewees, acquiring the lan- person attends, language skills form the basis for developing a nursing programme with a Sámi vanced levels in North Sámi and South Sámi. The guage also involves gaining a stronger understand- the subsequent work opportunities. specialisation in order to address the shortage language of instruction is in Swedish. The Univer- ing of the history and culture of the Sámi peoples. of nurses who speak Sámi and understand the sity also runs a course in Sámi Culture and Society. This is so not least at Sámi education institutions, 3.1.3 Sámi teacher training: a political focus where language education is closely connected to, A key political priority for the Sámi parliaments in for example, learning about the traditions of rein- Finland and Norway is the need for Sámi teachers. deer husbandry, handicrafts and Sámi music. This is also strongly connected to maintaining the “We didn’t really learn anything about our own Sámi languages. The necessity of recruiting more culture in school. I started learning about it at uni- Sámi teachers is also a concern in Sweden. How- versity. Now that I have the language, there is so ever, the Sámi Parliament there does not have a much I can do, for example translations, interpre- mandate to work in the education policy area. tation, write education material. (…) I have a friend “Most important is the Sámi language. Sámi who teaches Sámi language remotely while living identity. The young people need to feel safe and abroad. Modern technology makes this possible.” self-confident. They should not feel that they need (Young female, FI) to hide that they are Sámi (…) It is problematic that nordregio report 2020:5 20 nordregio report 2020:5 21 we have a large group of Sámi people who do not 3.2.1 Challenges and opportunities: education reindeer you can own, or your family owns. As a two years in school and a two-year apprenticeship speak Sámi. It is a vicious circle when you cannot and labour market result of these challenges a future as a full-time programme. The school also offers a Sámi chef/ find Sámi teachers.” (Representative of an educa- The needs for Sámi competences in the health- reindeer herder is not always possible, or it may cooking programme. The upper secondary school tional institution) care system has become a growing concern for only be realistic as a part-time occupation or lei- in Sweden has previously tried to develop a pro- Sámi University of Applied Sciences (SUAS) the Sámi parliaments. In Finland, a practical nurs- sure activity . gramme focused on reindeer herding, but it found was established initially with the specific purpose ing programme is run at SAKK. In January 2020, ”Young people in some Sámi cooperatives that this was not what the students wanted. To- of providing Sámi teacher training. Today, training a Sámi nursing programme started at SUAS in (samebyer) realise that in future not all of them will day, knowledge about reindeer herding is more Sámi teachers is still an important function of the Norway in collaboration with the Arctic University be able to support themselves as reindeer herders. closely integrated into the various programmes at University. of Norway (in Tromsø), which provides the nursing They need to consider who will leave the coopera- the upper secondary school. “This year approximately 10 new Sámi teach- training, while SUAS provides the training in Sámi tive for others to be able to continue. It is painful to “The students actually know most of what they ers are needed in order to cover the needs in Sámi language and cultural competence. have to make this decision when it is what you have need to about reindeer herding, if that is what they schools in Norway. In practice this is what you need “Sámi patients have their own approach to dis- grown up with and a strong part of your culture and want to do. What they need is more supporting to keep the language alive.” (Representative of an ease and pain. Communication challenges have es- identity.” (Young female, SE). competences such as a truck drivers’ licence, welder educational institution). pecially been observed between children and elderly We have interviewed Sámi young people who training, construction training, and so on. This is to The teacher training at SUAS is subject to patients and healthcare personnel.” (Representa- have attended educational programmes at upper make them able to combine reindeer herding with, Norwegian legislation, but the teaching is in North tive of an educational institution). secondary or vocational education institutions. In for example, starting their own construction com- Sámi, and pedagogical training is rooted in Sámi The Sámi nursing programme has largely come reindeer husbandry a lot of the knowledge needed pany.” (Representative at an educational institu- cultural values. This means, for instance, that about because of the need identified by the Sámi is acquired from family members and from the tion) Sámi musical traditions are incorporated into the Parliament in Norway. Similarly, the Finnmark practical work experience, something which these The upper secondary school in Kautokeino and teaching. SUAS, funded by the Swedish Education County Police and the Sámi Parliament are in dia- young people have gained growing up with rein- the Sámi vocational education institutions on the Authority, also regularly hosts competence devel- logue with SUAS about developing a similar Sámi deer herding. One of the things students learn at Swedish and Finnish sides have also worked to- opment courses for Sámi teachers, in Jokkmokk. specialisation for a police education programme. school is the economic aspect reindeer herding, for gether on a joint project, co-financed by Interreg In Norway and Finland, universities run teacher The police have themselves observed the need for example, how to manage sales to slaughterhous- Kolarctic, which brought together students from training programmes for teachers in the various Sámi language and culture skills. es, and how to maintain a balance with the costs different locations to learn about reindeer herding Sámi languages. of having a snowmobile or other equipment need- across borders. 3.3 Reindeer husbandry ed. Through our interviews we learned that some Higher education in reindeer husbandry is only 3.2 Healthcare of the young people would have liked a stronger possible today at SUAS in Kautokeino. The Bache- 3.3.1 Youth perspectives focus on the specific rules and regulations that lor and Masters programmes were set up to meet 3.2.1 Youth perspectives Today, only a small proportion of Sámi people have influence reindeer husbandry, as well as on entre- an identified need both within the industry and in The need for Sámi-speaking personnel with knowl- reindeer husbandry as their main occupation. The preneurship. Many young Sámi will need to com- the agencies responsible for reindeer husbandry. edge of Sámi culture in healthcare services is a youth associations and the Sámi parliaments’ bine reindeer husbandry with another occupation. However, the University still finds it hard to re- concern for cross-border cooperation, including youth councils are very much concerned with rein- In order to provide the flexibility needed, this may cruit students, partly because the programme Is among the Sámi parliaments’ youth councils. To- deer husbandry, however, and they are now ad- also involve competences in self-employment and new and needs to be better known. One way to day, there is only one facility in Norway (SANKS dressing the challenges linked to maintaining its entrepreneurship. improve links with the labour market would be to in Karasjok) which offers psychiatric treatment in sustainability within Sápmi. “I wonder if I should study something else, so include internships as part of the programme, an- a Sámi language. Patients are also referred from Sámi young people across Sápmi highlight the that I can also work with computers, something IT- other would be to boost the University’s profile en- Finland and Sweden. The youth councils have been same challenges for the future of reindeer hus- related. Reindeer herding is not a five days per week trepreneurial profile. discussing opportunities for cross-border cooper- bandry. Land use conflict is a key concern – that job (…) It can be challenging to find a job that has ation – e.g. the potential for public bodies to share is, competing interests, which today are still a ma- that kind of flexibility, where you can leave from one 3.4 Tourism Sámi healthcare personnel. One of the Sámi young jor factor in disputes between the Sámi and the day to the next to tend to your reindeer.” (Young people interviewed for this study is a psychiatric Nordic nation states on largescale projects such male, SE). 3.4.1 Youth perspectives nurse, living in Finland. He highlights opportuni- as railroad infrastructure, hydropower, wind tur- Food processing and food production related Many tourists visiting Sápmi are interested in in- ties for cross-border education, which is today bines and mining. Moreover, the effects of climate to reindeer are highlighted by some Sámi young digenous cultures. This entails both challenges and limited by the requirement to speak the national change are visible in Sápmi, and already affecting people as future opportunities. According to tra- opportunities for the Sámi people, especially the language. the grazing conditions of reindeer, for example. dition, the Sámi utilise all of the reindeer for vari- reindeer herders. The opportunities lie in the po- “I would like to specialise and train in psycho- Predators (e.g. wolves) pose another significant ous purposes, whereas at slaughterhouses today tential for the Sámi people themselves to develop therapy. I understand that the university hospital in challenge for reindeer husbandry. Regulation is in some of the carcass is thrown out. authentic tourism experiences, e.g. in combination Tromsø offers multiple specialisations. But I would place in each of the countries as to how many rein- with reindeer herding. Challenges arise when oth- have to know Norwegian. It can’t be done through deer each cooperative/district may own. Future 3.3.2 Challenges and opportunities: educa- ers develop activities for tourists give a wrong im- the medium of Sámi.” (Young female, FI). possibilities therefore depend upon the number of tion and labour market pression and representation of Sámi culture. Ex- The upper secondary school at Kautokeino runs a amples of this has been observed in Finland, where reindeer husbandry programme, which combines international tourism was the first to grow – espe-

nordregio report 2020:5 22 nordregio report 2020:5 23 cially around the Santa Claus Village in Rovanie- for other educational opportunities in the field of development that have been observed in Finland, break down some of the of the prejudices that still mi, and at popular ski resorts. Other challenges tourism later on. In Norway, Sámi education insti- where tourists are buying the copied products exist. These developments also promote the use of involve nature-based tourism, e.g. snowmobiles tutions do not offer programmes centred on Sámi rather than the real ones made by Sámi people Sámi language among Sámi young people. and dog sledges, which can clash with the needs tourism. However, they refer to plans for the future themselves. The pricing of genuine Sámi handi- “Amoc is an artist making rap music in the Inari of reindeer herding. This problem seems most pro- which will place more focus on entrepreneurship crafts is significantly higher, because of the many Sámi language. He is a role model for children and nounced in Finland. Developing tourist attractions and on the different opportunities for starting up hours that are spent on each individual product. young people, and he helps to keep the Inari Sámi can also conflict with the annual cycle of reindeer a business, which may include specific opportuni- The main purpose, however, remains to sell the language alive.” (Young female, FI). herding, because tourists arrive at times of the ties in tourism. products within the Sámi community. There is a One of the young people engaged in reindeer year where reindeer herding requires concentrated The upper secondary school in Kautokeino and strong sense of community among key education herding who was interviewed for this study also effort and time. SAKK also offer programmes in restaurant/food institutions, organisations and associations work- sings (jojk). He is part of a music group in the lo- None of the Sámi youth interviewed for this processing and chef/waiter training, which may ing with Sámi handicrafts across Sápmi. Meeting cal area, and he provides entertainment at both study see tourism as a central opportunity for lead to jobs linked to Sámi tourism. places include Jokkmokk Market, Arctic Skills, and private and public events. Jojk is closely connect- their future working life. They highlight concerns the Riddu Riđđu festival. ed to the traditions of reindeer herding, and the about the development of mass tourism, which 3.5 Sámi handicrafts (duodji) young reindeer herder we talked to sees potential they do not want to see in the region. However, 3.5.2 Challenges and opportunities: educa- in making part of his living from singing, including they also perceive potential in the development of 3.5.1 Youth perspectives tion and labour market presenting music to tourists. a responsible/ethical type of Sámi tourism. They Sámi handicrafts (duodji) which include, e.g. the Sámi handicrafts training is available at Sámi “Jojk is a hobby, but it is also a big part of who I also recognise links to opportunities in food pro- production of Sámi knives and Sámi jewellery, are upper secondary schools. In Kautokeino it is pos- am. I grew up with it.” (Young male, NO). duction and reindeer. rooted in nature and reindeer herding. The handi- sible to choose it as a specialisation, and then to The Sámi festivals are also brought up in inter- “We need more branding to place focus on crafts involved differ between different areas. For continue with an apprenticeship. In Jokkmokk and views as significant meeting places, and as oppor- Sámi food production and reindeer as ethical meat. instance, the design of Sámi dress can differ. Sámi Inari, Sámi learning about handicrafts is part of tunities to enjoy Sámi culture. As described above, We can tell the whole story of the journey the meat handicrafts are traditionally made at home, and the education programme. For those who become these are also important venues for the sale of makes from nature to the consumer’s plate. Rein- the skills are learnt within the family. Traditional interested in pursuing it, it is possible to continue Sámi handicrafts. deer are important for Sámi handicrafts as well. knowledge and practical skills in Sámi handicraft this at the Sámi vocational education centres. It is ”When I think about the issue that women, es- The whole reindeer is used.” (Young female, FI) creation have not been maintained in every house- also possible to choose higher education in duodji pecially, leave the rural parts of Sápmi – this is also Some young people highlight the need for edu- hold, however. This makes institutional education- at SUAS. because there is a lack of art and culture on offer. cation and the appropriate competences needed al opportunities important. We have interviewed Similarly, as regards reindeer herding, duodji is (…) This is why the Sámi festivals are so important. to build sustainable tourism businesses. Sámi young people who have learned some handi- a new field for the higher education level at SUAS. They are held in small locations, focus on Sámi cul- “It would be cool to build up something from crafts from parents or grandparents, and some There is also still a struggle to recruit students at ture, and become a meeting place to speak the here and give back to the local community. To do from taking courses at upper secondary school or this level. The background for establishing Bach- Sámi language.” (Young female, NO) that you need the right competences, for example at vocational education centres. For talented indi- elor and Masters programmes is that there is a Young people in Norway, particularly, noted in marketing.” (Young male, SE). viduals there are job opportunities across Sápmi need for teachers who have an academic degree development in the field of Sámi film production In general, the Sámi young people interviewed involving the production of Sámi handicrafts. in handicrafts, for designers at theatres, and for as significant. This is to a large extent coming from highlighted cultural sustainability in the develop- One of the young people interviewed for this more research in the field generally. Students can the Kautokeino area, where the International Sámi ment of Sámi tourism as something they consid- study is currently doing a two-year apprenticeship also go on to do a PhD in the field of duodji. Film Institute is based. It also stems from the jour- ered important. in duodji, following two years of education at the nalism programmes at SUAS, which has become upper secondary school in Kautokeino. She is also 3.6 Cultural/creative industries increasingly focussed on film production. 3.4.2 Challenges and opportunities: educa- a board member for the Sámiid Duodji, an asso- tion and labour market ciation which works to improve framework condi- 3.6.1 Youth perspectives 3.6.2 Challenges and opportunities: educa- Today, education programmes in Sámi tourism in tions for Sámi handicrafts in Norway. The Sámi young people talk about cultural indus- tion and labour market Finland are offered only at the Sámi Education “Most only work with Sámi handicrafts as a lei- tries as future development opportunities, but The upper secondary schools include Sámi music Institute (SAKK). There are four different pro- sure activity. We are the only indigenous people in also as being important in their own right in order as part of their programmes. At Nord University grammes related to tourism: for nature guides, the world who can get a degree in culture-carrying to nurture their sense of identity. Art, especially in Norway it is also possible to take a 30 ECTS tourism services, travel specialists, and recep- crafts, duodji and reindeer herding. But few choose music, along with festivals, media and film pro- course, as well as shorter courses in joik, which tionists. In these programmes, the development to take the certificate of apprenticeship. Maybe the duction, are areas which are highlighted as impor- can be taken as part of teacher training or other of ethical and culturally sustainable tourism is a issue is that job opportunities have not been suffi- tant by Sámi young people. programmes. SAKK in Finland offers vocational core concern. Students who attend the reindeer ciently promoted. We are trying at Sámiid Duodji to In recent years, young Sámi musicians have training in media. At SUAS in Norway it is possible husbandry programme at SAKK also learn about address this.” (Young female, NO). made breakthroughs in both Finland, Norway to study journalism at both Bachelors and Mas- tourism. The association is also working to prevent the and Sweden. They have become idols not only for ters levels. The Bachelor programme is in North At the upper secondary school in Jokkmokk, mass production of copies of indigenous handi- Sámi young people, but also for non-Sámi. These Sámi and the Masters programme is in English. a nature guide course is offered to students. This crafts, which are then misleadingly marketed and musicians sing in Sámi and help to communicate The degrees are in line with national curricula for allows those who discover an interest in it to look sold as authentic Sámi products. This is based on a Sámi culture to the majority population. This helps journalism, but with a Sámi focus. For the Mas-

nordregio report 2020:5 24 nordregio report 2020:5 25 ters programme, there is an indigenous and Arctic eration with the national public service company, focus. The University also runs standalone skills NRK, in the production of a drama series with (and 4. Conclusions enhancement courses, which are often attended about) the Sámi. Sámi radio stations which are by journalists (or people working with journalism part of the national broadcasting organisations, (who do not have a journalism degree)) . Because NRK, SVT and YLE, also have an established col- The purpose of this research has been to create an create a positive working life, which can either be of a lack of Sámi speaking journalists, a number of laboration. This means that there is a good cover- overview of, and to enhance knowledge about, the directly linked to traditional Sámi occupations, or employees in the industry do not have a degree in age of Sámi-related news across Sápmi. This was current status of links between the perspectives of not. As has been identified, one of the priorities for journalism. This also means that there is a high de- further strengthened through an EU Interreg pro- Sámi young people on regional development and Sámi youth organisations is working to build self- mand for the students who graduate from these ject, which established links with Sámi stakehold- education institutions – as well as identifying chal- confidence and pride among Sámi young people particular journalism programmes. ers in Russia, enabling them to set up their own lenges and opportunities for strengthening those – for example through working on anti-discrimina- In accordance with the general trend and de- Sámi radio station. As part of this project, SUAS connections. In the following, we synthesise the tion measures directed at non-indigenous youth. mand in the media industry for people with cross- was involved in providing competence-based de- findings of our study, highlighting its main conclu- Significantly, in addition to the traditional oc- media skills, the BA programme has evolved to velopment for the future staff of the Sámi radio sions and identifying further implications for re- cupations of reindeer husbandry and Sámi handi- include a specialisation in film production. For station in Russia, with a particular focus on ethics gional development. crafts, there is high demand in the labour market this specific purpose, collaboration has been es- and on producing news in small communities. for candidates with strong Sámi language and cul- tablished between the University and the In- ”I hope that in future the Sámi media will be- 4.1 Sámi language skills provide a ture skills – e.g. in the areas of education, public ternational Sámi Film Institute, also based in come more involved in developing journalism pro- strong basis for strengthening self- sector administration, healthcare, the police force, Kautokeino. As part of their education, students grammes for Sámi students who are eager to learn confidence, cultural identity and job the media industry and other creative industries. acquire the skills to produce documentaries and how to communicate news which is important for opportunities other film genres. us and others, with a strong ethical point of depar- Measures are being taken in Finland, Norway and 4.2 Sámi-related jobs and new region- ”We have worked to establish a strong pro- ture.” (Representative of an educational institu- Sweden to support Sámi language education for al development opportunities file in film production. The perspective needs to tion) children and young people living outside the Sámi Through our interviews with Sámi young people, change. Many have come here to produce films Disney has recently been in dialogue with the speaking centres of the countries. There is a history some who wish to have a future in reindeer herding about us. Now we need to tell our own story. (…) Sámi parliaments about the preparations for of oppression of the Sámi people by the majority also realise that they need to combine this tradi- Five of our students will screen their films at the Frost 2, which has used Sámi cultural elements. It society in these countries, which has contributed tional occupation with another job. An important coming Indigenous Film Festival in Inari [skábma- was a good dialogue by all accounts, and it was to Sámi living outside the Sámi-speaking centres aspect of the ‘second job’ is that it needs to be govat]. I am very proud that they made it through also decided that a translated Sámi version of the losing their indigenous language. A key challenge flexible, in order to allow time for reindeer herding, at a festival with over 1,000 visitors.” (Represent- movie would be launched. However, this develop- today is that there are not enough qualified Sámi which cannot always be neatly planned and timed. ative of an educational institution) ment has also led to some nervousness among language teachers, which has a negative impact Sámi educational institutions address the need to The International Sámi Film Institute has es- Sámi stakeholders. They are concerned about on maintaining Sámi languages. It is possible to combine occupations to some extent, recognis- tablished an international reputation. It is part of what the movie might generate in terms of inter- study the different Sámi languages and to study ing that it is often a necessity for people working an international network of indigenous film pro- national tourists, travelling to experience the land- to be a Sámi teacher at various educational insti- with Sámi handicrafts as well. A viable approach ducers. The Institute has also established coop- scapes and culture exhibited in the movie. tutions in Sápmi. However, maintaining the Sámi by these education institutions to preparing young languages is a concern for both Sámi parliaments people for a future work life with more than one and for Sámi educational institutions. An example occupation would involve providing them with the of how this issue can be addressed is to be found in skills needed to run their own business, alongside Norway, where the Sámi Parliament offers grants entrepreneurship training. Some Sámi young peo- to students who choose to study to become Sámi ple interviewed for this study have indicated that teachers and to study Sámi languages. additional entrepreneurship training would have Language is a strong pillar of culture, and it been useful as part of their education. has also been highlighted as such in this study, es- Tourism is one of the sectors – as also high- pecially by young people who have not grown up lighted by the OECD (2019) – in which there is with Sámi as their first language. Sámi educa- potential for Sámi entrepreneurship. In general, tional institutions play a key role in providing this Sámi young people who took part in this study education, but also in providing Sámi youth with see the potential that the development of ethical much-improved knowledge of their cultural herit- and socially and environmentally sustainable tour- age. Interviewees have highlighted that education, ism creates. However, they also observe tenden- with the Sámi language as its basis, has a signifi- cies that concern them, such as mass production cant role to play in creating a sense of pride in the of copies of Sámi handicrafts, and mass tourism, Sámi culture and providing young people with a mainly in areas of Finland. The SAKK vocational stronger feeling of self-confidence. This in turn school in Finland has educational programmes in provides Sámi young people with a foundation to place which focus on Sámi tourism, and it is also

nordregio report 2020:5 26 nordregio report 2020:5 27 possible to attend the programmes in Tourism and Sápmi, has Sámi students and strives to attract Travel at UiT (the Arctic University of Norway), more Sámi students from neighbouring countries. 5. Method and list of interviewees which focus on the northern and Arctic regions. SUAS works with the Sámi parliaments and other Sámi music and food production/chef training are educational institutions in Sápmi – currently with other areas highlighted as possible part- or full- the Sámi Parliament in Finland, for example, to en- A key methodological consideration for this study tives from the associations have been interviewed, time occupations linked to the Sámi community, sure that the teacher training programme at SUAS has been that none of the researchers involved are whereas in Finland a representative from the Sámi but also with potential links to tourism. can be adapted to authorise graduates to work in themselves indigenous Sámi. We have therefore Parliament Youth Council was interviewed instead. The media is an area in which there is a clear Finland without additional training. integrated ethical and reflexive considerations Furthermore, we have strived to achieve a balance demand for Sámi language skills and cultural com- The EU Interreg programmes have played a into the design of the methodology, which ensures between the participation of young people who petences. In response to this demand, the higher role in facilitating cross-border collaboration be- that Sámi stakeholders interviewed for the study have grown up in Sámi speaking centres (North education institution, SUAS, runs programmes tween Sámi educational institutions and other have had the opportunity to comment and provide Sámi, because this is where the Sámi education in- in journalism. These programmes have a strong Sámi stakeholders. The Sámi Parliament in Swe- quality assurance on the draft of the final report. stitutions are based) and young people who have focus on providing students with an ethical ap- den does not have authority in the field of educa- The data collection has comprised a combina- grown up elsewhere in the three countries. proach to indigenous journalism. SUAS also fo- tion, which means that in principle cross-border tion of desk research and qualitative interviews. The overview below of the Sámi young people cuses on educating students in the field of docu- political cooperation in this area is not possible. Interviews have been conducted with three stake- interviewed for this study indicates gender, age mentary film production, which involves a close However, the Sámi parliaments have joined forces holder groups: Sámi parliamentary representa- group (18-24 or 25-29 years old), place of residence cooperation with the International Sámi Film In- to work towards language standardisation. This tives, Sámi young people, and Sámi educational (including where they were brought up), and edu- stitute and with the Sámi divisions of the national work was initiated through an EU Interreg project, institutions. cation/occupation: public service corporations (NRK, SVT, Yle). Sámi in which educational institutions across Sápmi Sámi Parliament representatives: A total of n Male, 18-24 years old, Inari area, education: young people also identify potential in the fields of were involved in developing the Nordic Resource three representatives from the Sámi parliaments reindeer husbandry at The Sámi Education arts (e.g. music, theatre, literature and text pro- Centre for Sámi Languages. In 2020, this work to- with responsibilities in the areas of business de- Institute (SAKK). duction, and handicrafts). There are a variety of wards language standardisation continues, with a velopment and/or education were interviewed for n Female, 25-29 years old, Inari, education: MA in ways in which the roots of Sámi culture and lan- focus on the largest language group, North Sámi, this study. In Finland, two interviews were also Sámi language and Culture, Oulu University. guage can shape the future working life of Sámi coordinated by the Sámi Parliament in Norway. conducted with young people working at the Sámi n Female, 25-29 years old, Inari, education: MA in young people, without directly depending upon an Another EU Interreg project has strengthened co- Parliament (listed under Sámi young people). They Education, Oulu University. individual maintaining links to traditional Sámi oc- operation between reindeer husbandry training therefore responded to questions concerning the n Male, 25-29 years old, Oulu (from Rovaniemi), cupations, for example by being part of a reindeer programmes across Norway, Finland and Sweden, both the Sámi Parliament and youth perspectives. education: psychiatric nurse, Oulu university herding family. bringing together students to learn about differ- The purpose of conducting interviews with repre- hospital. ences in approaches across borders. In the field of sentatives of the Sámi parliaments was to gain in- n Female, 18-24 years old, Kautokeino (from 4.3 Challenges and opportunities for journalism, an EU Interreg project has facilitated sight into the political framework conditions per- Alta), duodji apprentice, student at Sámi Up cross-border cooperation the competence-based development of journalists taining to the Sámi parliaments, their capacity to per Secondary and Reindeer Husbandry Historically, and to this day, the Sámi people and in Russia, and has helped to expand the broad- influence Sámi education policy and the links be- School. Sámi languages straddle the national and admin- casting of Sámi radio to Russia. This builds on an tween education and regional labour markets and n Female, 18-24 years old, Tromsø, in between istrative borders of Finland, Norway, Sweden and established framework of cooperation between regional development. educational programmes, has studied Sámi Russia. From this perspective Sámi educational in- the national public service organisations – NRK, n Ulla Aikio-Puoskari, Education Secretary, the language in Kautokeino. stitutions are also attractive for Sámi young people SVT and Yle. These are projects that help build Sámi Parliament in Finland. n Female, 25-29 years old, Trondheim (from across the four countries. As illustrated in Chapter networks across borders. n Rune Sverre Fjellheim, Director, the Sámi Kautokeino), Student, geography, Trondheim 2 of this report, the kind of education offered at Notably, EU Interreg funding opportunities Parliament in Norway. University. Sámi educational institutions spans different Sámi may involve untapped potential for Sámi youth- n Ingela Nilsson, Head of Business Development, n Male, 18-24 years old, Kautokeino, reindeer specialisations, and is linked to job opportunities in centred projects, including projects developed by the Sámi Parliament in Sweden. herding apprentice, student at Sámi Upper many different fields. young people themselves. At present, the youth Sámi young people: A total of 12 Sámi young Secondary and Reindeer Husbandry School. Regarding education, however, there are cross- associations do not have well-developed cross- people, aged 18-29, were interviewed for this study n Male, 18-24 years old, Jokkmokk, student, border obstacles concerning profession-oriented border cooperation, although they see possibili- (four from each country). Politically independent construction at the Sámi Education Centre. programmes, such as for teachers and nurses. These ties for strengthening such links – including those Sámi youth associations exist in each of these n Male, 18-24 years old, Jokkmokk (from are education/training programmes which require, with Sámi young people in Russia. The youth asso- countries. Initially, the purpose was to conduct Stockholm), in between educational in part, a national-specific curriculum. Moreover, in ciations have similar activities today, for example, interviews with representatives from all associa- programmes, focus on theatre at upper a cross-border situation, languages used at edu- they are actively involved in annual Sámi events tions, in order to gain a better understanding of secondary school. cational institutions will often vary between Sámi that attract participants from across Sápmi. civil engagement and the perspectives of Sámi n Male, 18-24 years old, Jokkmokk, reindeer and the national language, which can be a chal- There may also be potentials for establishing co- young people. However, it was not possible to es- herder, focus on construction at upper lenge for the individual student ( though this is less operation via organised meetings held at Sámi tablish contact with the association in Finland. secondary school. of an issue between Sweden and Norway). SUAS, events, which may attract young people and rep- The interview data thus varies somewhat between n Female, 18-24 years old, Jokkmokk, reindeer the only indigenous higher education institution in resentatives of their associations across borders. the countries. In Norway and Sweden representa- herder.

nordregio report 2020:5 28 nordregio report 2020:5 29 Sámi educational institutions: A total of seven interviews were conducted with representatives from Sámi educational institutions: three from higher education (Sámi University of Applied Sci- ences and Umeå University), one from vocational education (Sámi Education Centre in Jokkmokk), and three from Sámi upper secondary schools (based in Kautokeino and Jokkmokk). It has not been possible to obtain interviews with repre- sentatives from education institutions in Finland. The Sámi Education Institute and the Sámi Upper Secondary School in Utsjoki both declined to par- ticipate in this study. We have compensated for this through desk research and through informa- tion provided by the other interviewees in Finland, who also have knowledge of the Sámi education institutions. n Johan Ailo Kalstad, Director, Sámi University of Applied Sciences. n Liv Inger Somby, Associate Professor, Sámi University of Applied Sciences. n Ellen Inga Hætta, Principal, Sámi Upper Secondary and Reindeer Husbandry School, Kautokeino. n Anna-Lill Drugge, Associate Professor, Umeå University. n Britt-Inger Tuorda, Principal, Sámi Education Centre, Jokkmokk. n Eva Öhlund Wästerberg, Acting Principal, Upper Secondary School of Lapland, Jokkmokk. n Jan-Erik Kuoljok, responsible for the Sámi programme, Upper Secondary School of Lapland, Jokkmokk.

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ISBN 978-91-87295-93-5 (PDF) ISSN 1403-2503 DOI: http://doi.org/10.6027/R2020:5.1403-2503 nordregio report 2020:5 32