Challenges and Strengths of Early Childhood Education in Sparsely Populated Small Provinces the Case of Lapland, Finland

Uusiautti, Satu; Iiris, Happo

doi:10.9734/bjesbs/2014/7753

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…Despite a fairly large number of studies in the sphere of education for Arctic training [10][11][12][13][14][15][16][17][18], there is no consolidated international or Russian statistics on training specialists for the oil and gas industry in the Arctic at the moment. In this regard, this study focuses on studying the directions of transformation of the personnel training system.…”

Section: Methodsmentioning

confidence: 99%

Transformation of the Personnel Training System for Oil and Gas Projects in the Russian Arctic

et al. 2020

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This paper analyses the process of transforming specialist training systems for oil and gas projects in the Arctic, which has been taking place within the structure of education in Russia over the past decade. Using classical methods of analysis, synthesis, and classification, the authors studied the main global trends in training personnel for the Arctic and the manifestations of these trends in the system of training Russian specialists. To identify the qualitative characteristics of the educational system development, the authors applied the survey method and composed a list of leading universities in training personnel for the Russian Arctic, as well as the “Arctic professions of the future”. As a result of the study, the authors came to the conclusion that global trends in training “Arctic personnel” show the need to develop an interdisciplinary approach, to form basic knowledge in Natural Sciences, to study the socio-cultural specifics of the region, to develop new educational standards, to implement the concept of ‘Life Long Learning’, to widely introduce digital technologies and to internationalize education. In general, the Russian personnel training system is adapting to changing conditions, in particular, some progress has been made in the formation of “digital” competencies and skills to work in a developed IT infrastructure. The introduction of “digital fields” has led to an increase in the demand for IT specialists in the Arctic oil and gas sector. With the help of an expert survey, it was revealed that in the future, the most popular professions, along with “drillers” and transport specialists, will be IT specialists who ensure the “digital fields” functioning. The leading Russian universities that train specialists for modern oil and gas projects in the Arctic have been identified. It is noted that not all leading industry universities in Russia are participating in international educational projects and organizations. There is skepticism about the internationalization of education.

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Section: Methodsmentioning

confidence: 99%

Transformation of the Personnel Training System for Oil and Gas Projects in the Russian Arctic

et al. 2020

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“…The questions of education in remote and sparsely-populated areas (including the small number of students, long school commutes, availability of competent teachers, etc.) [13] should also be considered from the viewpoint of sustainability.…”

Section: Introductionmentioning

confidence: 99%

Five Basic Cornerstones of Sustainability Education in the Arctic

et al. 2020

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The Arctic region faces many threats but also opportunities due to economic, climate, environmental, cultural, social, professional, educational, and institutional changes, which also necessitate new perspectives on sustainable education. When implementing sustainable education in the Arctic, it is important to increase knowledge and understanding of the special features of Arctic areas—their opportunities and vulnerabilities. In this article, the model of Arctic sustainable education (ASE) has been introduced. It is based on a new kind of lifestyle that illustrates respectful and responsible attitudes toward other people and nature. What are the special features of the teaching and learning of ASE and how to organize it? In this theoretical article, we have discussed the challenges and goals, and possibilities and significance of ASE by leaning on the five cornerstones, concerning learning and teaching of SE in schools and organizations: why, what, how, who, and when. The ASE may provide new ideas to develop sustainable education not just in the Arctic region but also elsewhere as it gets its special opportunities and expectations in a context- and time-bound manner. In conclusion, the role of educational psychology in ASE has been viewed and discussed.

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“…North-Finland is sparsely populated and distances are long. Schools have relatively low number of students and school commutes can be very long (see Uusiautti, Happo, & Määttä, 2014). Children with hearing loss are a marginal group in North-Finland and more often than not, there is only one student with hearing loss in school.…”

Section: Introductionmentioning

confidence: 99%

‘I am not alone’ – an ethnographic research on the peer support among northern-Finnish children with hearing loss

Lasanen

Määttä

Uusiautti

2017

Early Child Development and Care

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This study focused on the peer support group activities organized in two northern-Finnish places for children with hearing loss and their experiences of it. Two research questions were set for this study: (1) What kind of support did peer support group activities provide for children with hearing loss as described by themselves?; and (2) What kinds of practical solutions did the support from the peer support group activities provide for children with hearing loss as described by themselves? This was an ethnographic child research, in which the research participants were 16 (12 girls, 4 boys, aged 7-17 years) northern-Finnish children with hearing loss. The main research data consisted of the researcher's field notes and diaries, and focus group interviews among the research participants. Additional research data consisted of various questionnaires and background information. Peer support group activities provided children with hearing loss social, functional, cognitive, and emotional peer support and each of these included practical solutions to cope with hearing loss in everyday life. The benefits of peer support could be summarized as follows: (1) peer support group activities provided information and coping skills for the children' daily lives; (2) participation in group activities and group discussions strengthened the children's social competence; and (2) peer support group activities empowered the participants. The importance of friends and social relationships for children with hearing loss is discussed based on the findings.

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Challenges and Strengths of Early Childhood Education in Sparsely Populated Small Provinces the Case of Lapland, Finland

Cited by 4 publications

References 19 publications

Transformation of the Personnel Training System for Oil and Gas Projects in the Russian Arctic

Transformation of the Personnel Training System for Oil and Gas Projects in the Russian Arctic

Five Basic Cornerstones of Sustainability Education in the Arctic

‘I am not alone’ – an ethnographic research on the peer support among northern-Finnish children with hearing loss

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