Search Results (17)

The climate crisis is an urgent issue that requires immediate and significant international action and is tightly connected to several other global problems such as biodiversity loss, economic inequality, and countercurrents to democracy. Therefore, enabling the construction of an agentive role in relation to the crisis is a crucial task for education. According to the national core curriculum, Finnish social studies teaching should aim for active democratic citizenship. The article analyses the linguistic construction of agency in relation to climate issues in social studies textbooks from a discursive perspective, examining the rhetoric of positioning and addressing the reader as an active agent. The article draws an overall image of agency regarding the climate in textbooks and examines its implications. Four categories of orienting to the crisis and constructing agency in relation to it are identified: (1) constructing agency against the crisis; (2) stating the unsustainable nature of the current system; (3) enlisting ways of making an impact in general; and (4) representing the absence of crisis. Based on the findings, this article suggests that textbooks do not fully utilise their status as a forum for imaging our capacity to act to stop the climate crisis and, therefore, fall short of the goals set in the curriculum. Full article

Traditional educational research has been criticized for the gap between the research and practice communities, meaning that outcomes do not transfer to educational praxis. To meet this challenge, policymakers, funders, and researchers are developing research–practice partnerships (RPPs). The purpose of this research is to study the research–practice partnership as a strategy for educational transformation in the Finnish educational context. This study highlights the multifaceted perspectives of key RPP stakeholders: teachers, principals, municipality administrators, and researchers. Their experiences were explored through semi-structured interviews. The data were examined through content analysis and categorized into themes depicting the goals and goal-setting process in RPPs, the experiences of RPP activities, and the factors facilitating and challenging RPPs. The results show that stakeholders viewed the goals through the perspectives of professional development; supporting the growth and learning of students; and developing school, municipality, and research practices. Regular participation solidified the commitment to the RPP process. Horizontal interaction worked well between stakeholders, but challenges arose with vertical interaction. We found multiple roles for researchers and municipality administrators. Researchers found that they take on a new role in RPPs as change agents and facilitators. Regarding the facilitating or challenging aspects of RPPs, an open and flexible attitude and atmosphere and readiness for change are demanded on all actor levels. Mutual appreciation and sensitivity facilitate RPP activities. We propose taking all stakeholder perspectives into account when designing RPPs aimed at systemic change and that RPP processes should facilitate both horizontal and vertical interaction. Full article

This article provides a brief overview of current research regarding well-being among youth to find factors that may have influenced an increase in mental health problems among children and young people and to clarify the current state of knowledge. Research highlighting protective factors that seem to promote resilience is put forward, which includes factors regarding interactions between youth and their families, friends and education providers. An insight into the development of the Finnish education system is also provided in the search for factors that affect students learning and engagement in school. To provide a possible pathway forward, the article will highlight some existing studies on resilience building from nature-based activities, indicating a possibility to help youth and children with mental illness or problematic school absences develop socio-emotional skills, confidence in themselves and a belief in the future. Full article

Second language (L2) education in the early years has been steadily increasing worldwide. Since second language education at earlier ages is relatively new in many countries, not much research is available regarding teaching practices in this context. Likewise, limited research attention has been directed to teachers’ perspectives on early L2 teaching. This study investigated what characterises teachers’ pedagogical planning, teaching practices and assessment of language learning, and teachers’ perspectives about the opportunities and challenges in early L2 classrooms within the cultural context of the Finnish education system. The data for this study were gathered through an online survey involving teachers of English (n = 49) as a second language in the early years of primary education in Finland. The results show that the teachers based their pedagogical planning on the curriculum, used a variety of L2 tasks and materials, which they often prepared by themselves, and they mostly used observation, instead of formal exams, for assessing the children’s learning in L2. The results revealed that the teachers’ perspectives to the early start for L2 teaching were positive, which stemmed from the children’s enthusiasm for language learning. The teachers draw attention to challenges such as big group sizes, the diversity in children’s skills (e.g., their prior L2 knowledge, social skills, learning capabilities), and the limited availability of teaching materials targeted for young learner groups in L2 education. The findings demonstrate the opportunities and challenges L2 teachers of early learners face in Finland. Full article

It is a global challenge to meet the needs of non-native gifted students in the classroom. This case study investigates how Finland, a country with a high-achieving school system and a growing multicultural student population, serves its non-native gifted students. In interviews at a Finnish teacher training school, non-native gifted students and their parents and teachers described their school experiences. The interviews were analyzed for patterns in two categories: instructional strategies and curriculum design. The findings highlight the fact that Finland’s education system is based on egalitarian approaches to learning in inclusive educational settings. The results show that teachers are differentiating for their gifted students and parents and students recognize this. Full article

The quality of education is a political priority. The European Union contributes through the principle of subsidiarity. In the Finnish and Italian education systems, assessment becomes fundamental and is closely connected to qualitative organization and to the objective of providing reliable information to plan effective policies with an increase in learning outcomes at various levels (i.e., local, regional, and national). This research explores the Italian and Finnish education systems to outline how they facilitate creating schooling systems that follow the objectives set by Agenda 2030 and are increasingly aimed at sustainability, an essential element in the relationship between humans and the environment. This study was enriched by new ideas and further research perspectives through field experience from a methodological point of view, starting from the international debate linked to the issue of sustainability and examining the OECD survey (PISA, in which European countries took part, specifically the experience of job shadowing in the city of Oulu). This investigation has highlighted the actions carried out in the Finnish educational path with the aim of tracing a “sustainable path” as an international model to follow. Full article

This paper puts in perspective the reforms of the Portuguese and Finnish higher education (HE) sectors in the light of the role intergovernmental organisations have—especially the Organisation for Economic Cooperation and Development (OECD)—in influencing neoliberal public policies in these countries. On the year that the OECD celebrates its 62nd anniversary, (the OECD was founded with this name on 14 December 1960 by 20 countries, following the establishment of the former European Economic Co-operation (OEEC) in April 1948) and by comparing two different countries, this article analyses the extent to which the OECD has been and is an “imperial agent” in Portuguese and Finnish HE policies. By cross-comparing the OECD reports of both HE systems, the empirical data shows how the OECD proposes neoliberal reforms based on three main components of neoliberalism: market, management and performativity in different countries. Taking these proposals into account, Portugal and Finland undertook similar HE legislative reforms despite their geographical, historical, cultural and economic differences. The data reveal a convergence in HE policies in these countries, anticipating the reinforcement of neoliberal policies at the national level. Full article

Information on dietary adequacy is needed to assess food and nutrition security in a modern society, especially in the transition towards climate-friendly food systems. In this study, differences in the nutritional adequacy of diets among Finnish adults were evaluated in population groups of different education, income and urbanisation levels. The study used data from the FinDiet 2017 Survey (n = 1655, 18–74 years). Modelled usual intakes of foods and nutrients were evaluated relative to food-based dietary guidelines issued by the National Nutrition Council of Finland (FNNC) and with respect to nutrient adequacy following the Nordic Nutrition Recommendations and FNNC. For about half of the nutrients studied, intakes were found to be adequate. Intakes of protein, fat, saturated fatty acids and salt were estimated to be high. By contrast, inadequate intakes were seen in folate and vitamins A, D, B1, B2 and C in almost all groups studied. Groups with a higher education and income, groups that lived in urban areas and, in particular, women adhered more closely to recommended food consumption and nutrient intakes than others. However, major challenges posed by the Finnish diet are common to all groups studied, and only certain dietary features evaluated in view of nutritional adequacy are associated with socioeconomic differences. Full article

Climate change (CC) has widespread impacts on human and natural systems and thus threatens the future of contemporary youths. Only a few studies on climate change education (CCE) have been published in Finland, and no research has been conducted on upper secondary education. Thus, this study investigated Finnish university students’ views on CCE in upper secondary schools. According to them, the most common goals in CCE are increasing and structuring knowledge, developing thinking skills, and encouraging action both today and in the future. The respondents considered preconceived notions and opinions stemming from their inner circles, the media, and social debate to be the most difficult factor in teaching about CC. CCE was perceived to provide either a weak or relatively weak capacity to follow a climate-friendly lifestyle. By increasing and diversifying teaching and strengthening multidisciplinarity, climate-friendly lifestyles can be improved. The respondents’ views on current and future CCE differed most clearly concerning motivation and inclusion, which are not prevalent in contemporary teaching. The results indicate, however, that the university students were motivated to increase and develop CCE, and according their answers, their own capacity to address different aspects of CCE was relatively good. Full article

In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in the 2010s. We discuss the processes leading to these reforms and the reforms themselves. In addition, we discuss their implications for the organization of the tiered support system. Finally, we highlight some challenges of reform implementation and the current education policy’s movements towards inclusive education. Full article

As a result of increasing urbanization, the need for sustainable housing, e.g., tall (over eight-story) timber apartments, is increasing in Finland. Leveraging the experience of key Finnish professionals plays a significant role in the transition and expansion of sustainable timber housing as an essential part of the forest-based bioeconomy. This interview-based study will serve to fill a gap by examining the views of key professionals with experience in tall timber residential construction, using Finland as a case study. The 21 interviews primarily highlighted that: (1) the construction cost was the most important parameter affecting the architectural and structural design; (2) the most critical consideration influencing the overall design was reported to be the structural system selection and structural design, followed by city planning and client control; (3) key professionals assessed the building’s form and the main dimensions of the building’s mass as the most significant parameters affected by timber construction; (4) the main structural considerations that needed to be developed for tall timber housing were the bracing solutions and fittings, the structures of the intermediate floors, and load-bearing vertical/partition structures; (5) construction preconceptions, the lack of cost-competitiveness, and the lack of construction expertise/actors were considered to be major obstacles; (6) the most important parameters for the future of tall timber apartment buildings were reported to be education, timber construction marketing and public awareness, land delivery conditions, the unification of public administration, and financial support; (7) tall timber building design was reported to be a complex subject that requires close collaboration, especially between the architect, the structural designer and the wood supplier. This paper will help us to understand the boundary conditions affecting the design, the development needs in solutions, the importance of design parameters, the design parameters affected by timber construction, and the prospects, measures and obstacles to tall timber apartments from the perspectives of key Finnish professionals, thereby aiding the sound planning and development of tall timber housing projects. Full article

Background: Quality-of-care improvement and prevention of practice errors is dependent on nurses’ adherence to the principles of patient safety. Aims: This paper aims to provide a systematic review of the international literature, to synthesise knowledge and explore factors that influence nurses’ adherence to patient-safety principles. Methods: Electronic databases in English, Norwegian, and Finnish languages were searched, using appropriate keywords to retrieve empirical articles published from 2010–2019. Using the theoretical domains of the Vincent’s framework for analysing risk and safety in clinical practice, we synthesized our findings according to ‘patient’, ‘healthcare provider’, ‘task’, ‘work environment’, and ‘organisation and management’. Findings: Six articles were found that focused on adherence to patient-safety principles during clinical nursing interventions. They focused on the management of peripheral venous catheters, surgical hand rubbing instructions, double-checking policies of medicines management, nursing handover between wards, cardiac monitoring and surveillance, and care-associated infection precautions. Patients’ participation, healthcare providers’ knowledge and attitudes, collaboration by nurses, appropriate equipment and electronic systems, education and regular feedback, and standardization of the care process influenced nurses’ adherence to patient-safety principles. Conclusions: The revelation of individual and systemic factors has implications for nursing care practice, as both influence adherence to patient-safety principles. More studies using qualitative and quantitative methods are required to enhance our knowledge of measures needed to improve nurse’ adherence to patient-safety principles and their effects on patient-safety outcomes. Full article

Universities are increasingly engaged in marketization and are also expected to transform into more sustainable institutions and be change-agents pushing forward the movement of sustainable development. This article introduces an analytical framework originated by Hahn et al. (2015) for understanding tensions concerning corporate sustainability to the context of the Finnish university system in order to answer the following questions: What are the tensions relating to Finnish universities’ social and economic sustainability, and what strategies might universities use to cope with these tensions? Through analyzing interviews with university managers and officials from the Ministry of Education and Culture in Finland, we find that Hahn et al.’s framework is generally applicable in analyzing tensions of sustainability in universities, and we identify six tensions relating to the sustainability of Finnish universities. The tensions are related to (1) academic leadership and management legitimacy, (2) regional political tensions and university profiling, (3) political power over the university system, (4) changing academic work and profession, (5) academic autonomy and the role of the state, and (6) the future role of the university institution. Moreover, the article discusses issues regarding how to adapt the framework of corporate sustainability to the context of higher education. Full article

In this study, I address policy aims to reconcile equality of opportunity and marketization by examining difficulties in access to Finnish higher education. Finnish higher education is largely funded by the state and has no tuition fees. However, new demands have arisen that align with market-driven policy. At the same time, the Finnish system is one of the most competitive systems in the Organization for Cooperation and Development (OECD), and around 70% of applicants do not gain admittance. The purpose of this study is to examine how prospective degree students who have applied without being allowed to start studying toward a degree respond to the loss of opportunity and position themselves in the higher education marketplace. The analysis is based on 50 online narratives. The results are elaborated into three exploratory story models: (1) ‘Never give up on your dreams’; (2) ‘Need to figure out a new plan’; and (3) ‘You can’t get everything you want in life’. The stories show that marketization of higher education affects the experiences and expectations of prospective students. Moreover, marketization offers opportunities differently for those who already have plenty of resources to compete for access to higher education and those who do not. Full article

Water services face global challenges, many of which are institutional by nature. While technical solutions may suit several situations, institutional frameworks are likely to vary more. On the basis of constructive research approach and new institutional economics we analyze and illustrate water services and the roles of various water sector actors in Finnish water utility setting using the “soccer analogy” by the Nobel Laureate D.C. North: Institutions are the “formal and informal rules of the game” while organizations are the “players”. Additionally, we assess the Finnish water governance system and discuss issues of scale and fragmentation and distinguish terms water provision and production. Finally, we elaborate the limitations of the soccer analogy to water services through ownership of the systems. According to the soccer analogy, inclusive institutional development requires skillful players (competent staff), team play (collaboration), proper coaching (education), supporters (citizens, media), managers (policymakers), and referees (authorities). We argue that institutional diversity and player/stakeholder collaboration are the foundation for enhancing good multi-level water governance, and that water management, although fragmented, should be seen as a connector of different sectors. For successful outcomes, scientific results should be communicated to public in more common language. Full article