The legality and justifiability of the methods used for monitoring the progress of home-educated children in Finland

Abstract

This paper provides an overview of the homeschooling movement in Finland focusing on the methods used to monitor the progress of compulsory education of home-educated children. Although the child’s home municipality is obliged to monitor the progress of compulsory education, there are currently no national uniform instructions on how monitoring should take place. Therefore, home-educated children are treated differently depending on where they live. In this article, the authors argue that the current monitoring methods not only decrease the child’s motivation to learn but are also inexpedient, illegal and, in many cases, impossible to carry out. The study is based primarily on the qualitative approach, but it combines both qualitative and quantitative methods including surveys, interviews, observation and documents. It is the first empirical research conducted on the monitoring methods of home-educated children in Finland.

Exploring Homeschooling: In-depth Meta-Analysis of Its Impact on Learning Motivation and Factors Influencing Family Choices

“…In a qualitative study conducted in the United States, Delaney (2014, as cited in Carlson, 2020) discovered that different families had different reasons for homeschooling, such as discontent with traditional education, concerns about the school atmosphere, and a desire for individualized instruction. Hartman and Huttunen (2021) mentioned that the motivation behind homeschooling stems from a desire to establish a customized, nurturing learning setting that honors a child's uniqueness and cultivates a genuine passion for learning. However, amid the COVID-19 pandemic, motivations for homeschooling might have been shaped by various factors, including access to digital tools, worries about remote schooling quality, and the necessity for tailored support (Ng et al, 2021).…”

“…Balancing the benefits of individualized learning with the need for a broader, inclusive understanding of society remains a critical consideration in evaluating the impact of homeschooling on multicultural education (Carlson, 2020;Romanowski, 2006). According to Hartman and Huttunen (2021) and Romanowski (2001), there is a growing interest in home education in several countries worldwide, specifically in Finland. This method of educating children at home, as opposed to traditional schooling, has increasingly been a source of attention and questions regarding its effectiveness and challenges.…”

Vahva demokratia ja kotiopetus

“…Myös Suomessa kiinnostus kotiopetukseen on kasvanut tasaisesti (Hartman & Huttunen 2020). Suomessa oli vuoden 2019 loppuun mennessä kotiopetuksessa 437 lasta (Tilastokeskus 2019).…”

“…Valvonnan järjestelyistä ja käytännöistä on sovittava yhteistyössä huoltajan kanssa, mutta Opetushallitus ei kuitenkaan valvo sitä, täyttääkö kunta valvontavelvollisuutensa. (Hartman & Huttunen 2020. ) Valvonnan lähtökohtana tulisi aina olla lapsen oikeuksien toteutuminen.…”

“…(Dwyer & Peters 2019, 156.) Kotiopetuksen valvonnan tulisi kokeiden, testien ja kuulustelujen sijasta perustua säännöllisiin tapaamisiin ja portfolioon, jotta pedagoginen vapaus kotiopetuksessa säilyisi (Hartman & Huttunen 2020). Valvonnassa tulee tarkkailla akateemisten taitojen kehittymisen lisäksi kotiopetuksessa olevan oppivelvollisen kommunikointi-ja vuorovaikutustaitoja sekä kykyä toimia yhteistyössä myös muiden kuin oman perheensä jäsenten kanssa.…”