Finnish Education System in Integrated Social Education Context

Rauhansalo, Tuomas; Kvieska, Vytautas

doi:10.15823/su.2017.10

Cited by 4 publications

(3 citation statements)

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“…the language barrier, the lack of suitable teaching materials, as well as the lack of skills among teachers working with these target groups (Djačkova et al, 2011: 10;; -the need to create a supportive environment, reducing the intolerance of teachers and the general society to foreigners and raising the awareness of the society about the opportunities and the potential that third-country nationals could bring to the future development of the state (Indāns, 2012; Pičukāne, 2013; Bartkevičiene & Raudelitinaite, 2012); -the lack of succession and continuity in the implementation of integration measures; the need for better cooperation between the society, the local authorities and the private sector (Kļave et al, 2015;Veebel, 2015); -the need for inter-cultural education, which should not concern only schools, but the whole society (Margeviča, 2008: 14;Trasberg & Kond, 2017, Szerlag, 2017; -the creation of a favourable learning environment where students could communicate, collaborate and feel safe (Pičukāne, 2013: 9;Rauhansalo & Kvieska, 2017). According to several national policy planning documents adopted in Latvia, it is intended to implement various measures aimed at improving the education quality of immigrant children like teaching basic Latvian language skills to newlyarrived immigrants, motivating Latvian schools to enrol the children of thirdcountry nationals and supporting the elaboration of additional education programmes for teaching the Latvian language to those children whose native language is not Latvian (Guidelines on National Identity, civil society and integration policy (2012-2018), 2011).…”

Section: Methodsmentioning

confidence: 99%

The Integration of Third-Country Nationals in the Latvian Education Environment: The Current Situation and Key Issues

Jurgena

Keviša

2018

SIE

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Due to the European migrant crisis, the issue concerning the integration of refugees, third-country nationals, into Latvia’s society has become increasingly topical in the last years. Since a lot of refugees are under 18, schools also must be ready to accept learners of other nationalities and cultures and help them integrate into the community of the host country. According to studies conducted in Latvia, the system of education needs to change the attitude towards the integration of immigrants in the school environment. Therefore, the incorporation of inter-cultural experience in the curricula of teacher-training institutions is a significant factor that could enable pre-service teachers to prepare for their professional life and the implementation of the approach of inclusive education at school. The aim of the article is to analyse the current situation and the main issues concerning the integration of the children of third-country nationals in the Latvian school environment and the multi-cultural Latvian society. The study is based on the analysis of scientific literature, documents, academic research data as well as student essays. Having analysed the opinions of 166 respondents, the authors of the article concluded that it is important to promote the development of a positive attitude to the inclusion of third-country nationals in the Latvian education environment in the process of teacher training, focussing on cross-cultural communication and the principles of inclusive education.

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Section: Methodsmentioning

confidence: 99%

The Integration of Third-Country Nationals in the Latvian Education Environment: The Current Situation and Key Issues

Jurgena

Keviša

2018

SIE

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“…There are other scientific analyses about the significance of the social responsibility concepts for the educational systems in the selected countries. For instance, Rauhansalo and Kvieska (2017) analyzed the significance of social studies and social subjects in the Finnish educational system and revealed that the Finnish National Board of Education identifies social studies as a critical element for the basics of democracy education, like equality, respect for human rights, social responsibility and freedom of opinions. Another example is the Teaching Personal and Social Responsibility model proposed by Hellison (2003).…”

Section: Findings: Manifestation Of Social Responsibility Through Citmentioning

confidence: 99%

Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of National Education Policy Documentation

Kairė

Duoblienė

Zaleskienė

2021

Dialogue for Intercultural Understanding

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The contemporary world is marked by numerous new challenges: growth of inequality, migration, development of new technologies, climate change. All of them create tensions among nations, social groups or cultures. In the face of growing multiculturalism and need for dialogue, social responsibility as a concept in the educational field has received due attention. For instance, Berman (Educational Leadership, November:75–80, 1990; Children’s social consciousness and the development of social responsibility, University of New York Press, New York,1997; Leadership for social justice and democracy in our schools, Corwin Press, Thousand Oaks, CA, pp. 123–144, 2011) emphasized the importance of education for social responsibility in school and classroom and defined it as personal investment in the well-being of others. Vallaeys (GUNI Report of Higher Education in the World 5:88–96, 2014) discussed social responsibility as a matter of university mission and function. Berman (Leadership for social justice and democracy in our schools, Corwin Press, Thousand Oaks, CA, pp. 123–144, 2011) related the concept of social responsibility to the development of social consciousness that meant balancing on personal self-realization and personal achievement with equal focus on social self-realization and collective achievement. In particular, a person becomes conscious that personal development (i.e. How will I lead my life?) is interrelated with the development of others (i.e. What does the way I lead my life mean for the life of others?). In this case, social responsibility embraces cultural values and creates empowerment, cooperation, compassion, and respect.

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“…In OECD PISA research (Geske et al, 2020), evidence is highlighted that students in Latvia feel they belong to their school less than OECD countries' average. The self-representation method may help the emotional rehabilitation of bullying victims in some cases (O'Brien & Dadswell, 2020), but collaboration between schools and the wider environment will improve students' understanding of how school life relates to real life (Rauhansalo & Kvieska, 2017). The results of another study (Lazar, 2013) show a significant connection between bullying and later antisocial behavior.…”

Section: School Climate and Civic Activitiesmentioning

confidence: 99%

The Relationship Between Students’ Citizenship Activities and Bullying at School

Čekse¹,

Geske²,

Kiris³

2021

Human, Technologies and Quality of Education, 2021

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School violence and bullying highlighted as a global issue outside and in the school. In this research, IEA International Civic and Citizenship Study (ICCS) 2016 data from eight countries – Finland, Estonia, Latvia, Lithuania, Germany (North Rhine-Westphalia), the Russian Federation, Sweden and Denmark – was compared. The aim of the article is to observe the relationship between bullying and students’ citizenship activities at school and in the future. The research determined a relationship between bullying and factors that described students’ citizenship activities. The results show that there is a link between bullying and students’ experiences of participation in illegal and legal activities, participation in classroom discussions, interest in the wider community, and at-school citizenship activities. This article was supported by research application no. 1.1.1.2/VIAA/1/16/020, and European Social Fund project No. 8.3.6.2/17/I/001.

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Finnish Education System in Integrated Social Education Context

Cited by 4 publications

References 0 publications

The Integration of Third-Country Nationals in the Latvian Education Environment: The Current Situation and Key Issues

The Integration of Third-Country Nationals in the Latvian Education Environment: The Current Situation and Key Issues

Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of National Education Policy Documentation

The Relationship Between Students’ Citizenship Activities and Bullying at School

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