‘Education is important, but …’ Young people outside of schooling and the Finnish policy of ‘education guarantee’

Ahola, Sakari; Kivelä, Suvi

doi:10.1080/00131880701550441

Cited by 11 publications

(7 citation statements)

References 9 publications

(12 reference statements)

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“…As the principle of inclusive education embodies the Nordic welfare model, it can be seen as a common element of educational policy in all Nordic countries, although there is, in fact, a tendency to emphasize the economic utilitarian function of education [17]. Despite notable investments in prevention and alleviation of social exclusion caused by school dropouts at the secondary level, school dropouts have remained a focal challenge of schools in Finland [18], and the issue has become an important political subject [4]. In research, attention has also been paid to the mechanisms of implementation of the inclusion philosophy [19].…”

Section: Inclusive Policy Inclusive Practices?mentioning

confidence: 99%

Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland

et al. 2020

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The closure of schools because of the COVID-19 pandemic created a challenge for families and teachers in supporting children’s remote schooling. This study investigates parents’ perspectives on their accommodation to the rapid change to remote schooling from the point of view of sustainable education. The study was conducted at the beginning of the COVID-19 pandemic in spring 2020 via an online questionnaire for parents, to which 316 voluntary participants responded. Data were analyzed using a theory-driven content analysis. According to the results, parents were worried about the learning and wellbeing of their children as well as management of daily life and use of information and communications technology (ICT). The results show the importance of schools and teachers as well as networks in supporting family resilience during rapid changes. Families’ individual needs should be acknowledged and met in a sustainable way to support children’s learning in changing settings, including remote schooling.

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Section: Inclusive Policy Inclusive Practices?mentioning

confidence: 99%

Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland

et al. 2020

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“…At the same time, these children are also at risk of being excluded from educational opportunities and working life. Inequality and marginalisation in childhood and in the lives of the young can lead to serious negative multiplicative effects, the economic, social and human costs of which are considerable, both for the individual and the whole of society (Ahola & Kivelä, 2007;Kumpulainen, 2012).…”

Section: Introductionmentioning

confidence: 99%

Building on the positive in children's lives: a co-participatory study on the social construction of children's sense of agency

Kumpulainen

Lipponen

Hilppö

et al. 2013

Early Child Development and Care

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This study is grounded on the argument that agentic experiences and their reflection in supportive social contexts are crucial protective elements mediating children's socio-emotional well-being. Drawing on the socio-cultural perspective, we investigate the ways in which agency is manifested in children's social interactions while they reflect upon their self-taken photos of positive events in their lives. The empirical data were collected with primary school children via the 'children as co-researchers' methodology, and were examined via a microlevel interaction analysis of video-recorded photo-reflection situations. The results illuminate interactions in which the children are constructing, maintaining and contesting the cultural practices of what it means to have agency in their social settings in and outside school. The study contributes towards a more nuanced understanding of the relationship between co-participatory practices upon positive in children's lives and the promotion of children's sense of agency that engenders their socio-emotional well-being.

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“…In addition, school personnel seem to have a more positive perception of guidance than the pupils themselves do. Ahola and Kivelä (2007) observed that young people valued the practical support when facing difficulties, while school personnel tend to emphasise the formal principles of guidance, such as multivocational support and guidance.…”

Section: Motivation and School Engagementmentioning

confidence: 99%

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2020

NJVET

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Another issue of the Nordic Journal of Vocational Education and Training, NJVET, is finalised! This is the first issue with a partly new editorial group, and we are happy to continue the development of the journal together. Eight peer-reviewed research articles means that this is the most comprehensive issue of our journal this far. Seven of the present articles are written in English and one in Danish. This means good opportunities for readers from beyond the Nordic countries to take part of Nordic VET research. And, if you are not familiar with the Nordic languages, we want to point out that even our articles that are written in Danish, Norwegian, or Swedish, always have an English abstract, English keywords, and an English translation of the title. There through, all our authors make their contribution to the area of VET research in general, but particularly to the Nordic VET research.

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‘Education is important, but …’ Young people outside of schooling and the Finnish policy of ‘education guarantee’

Cited by 11 publications

References 9 publications

Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland

Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland

Building on the positive in children's lives: a co-participatory study on the social construction of children's sense of agency

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