Undervisningsudvalget 2016-17
UNU Alm.del Bilag 156
Offentligt
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Education and Training of
Migrants in Finland
Ph.D., Head of Unit Leena Nissilä
Counsellor of Education, Ph.D. (Education) Katri Kuukka
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Migrant Education in Numbers
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The population of Finland 5,5 million, of which over
330,000 (6.2 %) of foreign background (2015)
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Biggest background groups: Russians, Estonians and Somalis
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About 39,000 foreign-language pupils and students in
general education (6 %)
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Municipalities (over 300) are responsible for providing
pre-school, basic education (or preparatory instruction for
basic education) also to migrant pupils – autonomous as
long as they follow the law and the national core curricula
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Mainly Mainstreaming
•
Migrants and pupils/students of migrant background attend the
same mainstream education according to their age, except
•
Finnish/Swedish as a second language and literature
instruction
•
The instruction in his/her mother tongue complementing
basic education, and the support in learning in his/her mother
tongue
•
The instruction in his/her own religion
•
Support in learning
•
Additional forms of education: Instruction preparing for basic
education, and preparatory education for general upper
secondary education
•
Attempts towards even more inclusive direction
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 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Instruction preparing for basic education
1.
Local authorities can provide instruction that prepares for basic
education
2.
EDUFI has drawn up the national core curriculum
3.
State finances this instruction for one year with a double state
grant per pupil
4.
Target groups are children arriving in Finland at pre-primary age
(6 yrs) or at basic education age (7-16 yrs) – they should start the
instruction as soon as possible on arriving in the country
5.
Each pupil has an individual study plan to follow –>
6.
Integration to mainstream education (e.g. art, physical education)
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Preparatory Education
1.
Pupils study Finnish or Swedish, the main basic education
subjects, and, if possible, their mother tongue
2.
Studying is organised in groups, no minimum size
3.
A group is taught by one teacher who is helped by an assistant
4.
The possibility to study inclusively, i.e. in a general basic
education class
5.
Heterogenous groups (knowledge, age and educational history)
provide challenge for the teacher
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Instruction of Finnish or Swedish as a second
language (L2)
1.
EDUFI has drawn up a national core curriculum for L2
2.
Local authorities are responsible for the instruction
3.
Instruction is given partly in a separate group and partly together
with L1 pupils
4.
The extra state funding covers a maximum of 3 lessons per week
per group (of a minimum of 4 pupils) up to six years after
entering Finnish school system
5.
L2 teachers are mainly the same teachers who teach Finnish
language and litterature, but they may have an extra degree in L2
studies
Challenge: the timetable of lessons
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Mother tongue instruction
1.
Over 18,000 pupils and students, 55 languages in 77
municipalities
2.
Biggest groups Russian, Somali, Arabic, and Estonian
3.
Arranging mother tongue instruction is mandatory for the
education providers
4.
The extra state funding: max 2 hours a week for a group of min 4
pupils
Challenge: small migrant groups and rare mother tongues: difficult
to find competent teachers
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Instruction of Religion
•
Basic Education Act guarantees the instruction of different
religions in schools financed by municipalities
•
Parents may request the instruction of their religion for a
minimum of 3 pupils
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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New National Core Curriculum for Basic Education
Chapter 9 Special questions of language and culture
•
Common goals and principles laid down in the core curriculum for basic education
are complied with in the instruction of all pupils
•
The pupil's cultural background and linguistic capabilities are taken into account in
basic education.
•
9.1. The Sámi and Sámi language speakers
•
9.2. The Roma
•
9.3 Sign language users
•
9.4. Other plurilingual pupils
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Supporting the pupils’ plurilingualism
The pupils' backgrounds and initial situations, including their mother
tongue and culture and the length of their stay in Finland, are taken into
account in the instruction
An effort is made to offer the pupils instruction of their mother tongue.
The pupils are also given support in other aspects of learning
to allow them to achieve equal learning capabilities
9
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 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Developing multiliteracy with language aware
teaching
•
Multiliteracy is one of the 7 transversal competence areas, and
the joint responsibility of the whole school, including
all
subjects
and fields of knowledge
•
Language awareness is one of the principles that guide the
development of the school culture
•
Each subject conveys its own language, textual practices and
concepts
•
Each teacher is a teacher of the language (use) typical to the
subject he or she teaches
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 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Language education brings new concepts for
learning
Multilingual
competence
Multiliteracy
Language
aware
school
Language
and
identity/
identities
Encouraging
the pupils to
use languages
Parallel use of
different
languages
Languages and
dialects at
home, school,
vicinity,
world…
Valuing all
languages
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 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Literacy
training
Integration
training for
immigrants
Instruction
preparing
for basic
education
(Former)
Introductory
phase to adult
basic education
(Former)
Final phase of
adult
education
Introductory phase to adult basic education (38 courses)
Final phase of adult basic
education (46 courses)
Literacy instruction phase
(27 courses)
09/10/2017 Opetushallitus
12
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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The reform of Adult basic education
•
The objective was to form a complete structure which meets the
demands of increased immigration and removes the overlaps
between different forms of training currently organised separately
•
teaching in reading and writing, previously organised as separate
labour market training is now a part of adult basic education
•
the student’s personal educational tracks will be built to be
efficient and to meet the demands through recognition of prior
learning
•
the distribution of lesson hours, the national core curriculum and
the funding have been reformed
•
The new national core curriculum for adult basic education provided
in 2017
•
The structure will be adopted in 2018
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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FOR FURTHER INFORMATION
Mrs. Leena Nissilä
Head of Unit, Counsellor of Education
Finnish National Agency for Education
e-mail:
[email protected]
Ms. Katri Kuukka
Counsellor of Education
Finnish National Agency for Education
e-mail: [email protected]