Meeting MECINE Chartres Tuesday 28th May to Friday 31st May 2013 Inclusive Growth

1. Meeting MECINE ChartresTuesday 28th May to Friday 31st May 2013Inclusive Growth Kaija Tiilikainen 2013

2. Ms Janna Puumalainen, Director, educationalservices, culture and sports , international relations • MrMauno Väänänen, Director of Education and EarlyChildhoodCare • MrEsa Räty, Principal of Niinivaara Upper Secondary School • MrHannu Naumanen, Principal of Pielisjoki School • Ms Kaija Tiilikainen, Headteacherof KanervalaEnglishspeaking School • Ms Maikki Rouvinen, Secretary of YouthAffairs FromJoensuu, Finland Kaija Tiilikainen 2013

3. The main objective of Finnish education policy is to offer all citizens equal opportunities to receive education, regardless of age, domicile, financial situation, sex or mother tongue. Education is considered to be one of the fundamental rights of all citizens. FINNISH EDUCATIONin a nutshell Kaija Tiilikainen 2013

4. Educationstructure Kaija Tiilikainen 2013

5. Pre-primary education is voluntary and intended for six-year-olds, who will start their compulsory education in the following year. • It is provided in day care centers falling under the administrative field of the Ministry of Social Affairs and Health and comprehensive schools, either in separate pre-primary classes or in combined classes. • Pre-primary education, meals, health care and travel, if the distance exceeds 5 kilometers, are provided free of charge. Pre-primaryEducation Kaija Tiilikainen 2013

6. Compulsory education starts in the year when a child has his/her seventh birthday, unless the child needs special needs education. • Basic education is free of charge for pupils. Textbooks and other materials, tools etc. are free of charge and pupils are offered a free daily meal. • In addition, school health care and other welfare services are free to the pupils. • The education should promote learning and equality in society as well as acquiring knowledge and skills that the students need in studying and developing themselves later in life. • Education also aims at guaranteeing sufficient equality in education throughout the country. Basic Education Kaija Tiilikainen 2013

7. General upper secondary education continues the teaching and educational tasks of basic education to students aged about 16–19. • The general upper secondary school ends in the matriculation examination which yields eligibility for all higher education studies. • General upper secondary education is mainly organized without division into grades and teaching is not tied to year classes. The scope of the syllabus is three years but the studies may be accomplished in two, three or four years; the students may proceed in their studies either as a group or individually. General Upper SecondaryEducation Kaija Tiilikainen 2013

8. Students in vocational upper secondary education and training are mainly aged 16-25 years. The school-based education system means full-time studies for three years at a vocational institution. • Geographical accessibility of education in Finland is high. The school network is comprehensive at all levels of education throughout the country. • People who have accomplished the matriculation examination and general upper secondary education also have the opportunity to complete an upper secondary vocational qualification. • Students are free to choose which educational institution they apply to. If a person does not gain admittance to the school of his or her first choice, other possible schools are considered. Vocational Upper Secondary Education and Training Kaija Tiilikainen 2013

9. After completing general upper secondary education or vocational upper secondary education and training, students can apply for higher education. The Finnish higher education system has two parallel sectors: universities and polytechnics (or AMK institutions). Universities concentrate on academic and scientific research and education whereas polytechnics are more oriented to working life and they base their functions on the high standards it demands. • Finland has 16 universities. Under the new Universities Act, which was passed by Parliament in June 2009, Finnish universities are independent corporations under public law or foundations under private law (Foundations Act). • There are 25 polytechnics in the Ministry of Education sector. In addition, there is ÅlandUniversity of Applied Sciences in the self-governing Province of Åland and a Police College subordinate to the Ministry of the Interior. • Degree instruction at institutions of higher education is free of charge. In the university sector, undergraduate students (those on Bachelor’s and Master’s programmes) pay a small membership fee to the student union every year; in return, they get reduced price meals, health care services and other social benefits. Students are also responsible for acquiring the required books and material. HigherEducation Kaija Tiilikainen 2013

10. To promote the learners' healthy growth and development, education is provided according to their age and capabilities. Early identification of learning difficulties and sufficient support are cornerstones of education. • General educational support for all pupils includes guidance and counseling, social welfare services, cooperation between home and school, the use of the learning plan, and remedial teaching. Issues concerning the provision of guidance and counseling services, studying, pupil welfare services, and support services are to be explained to pupils and their parents or guardians. • In addition to organizing instruction, each local authority is generally responsible for social welfare services for pupils and students. A local authority must, in certain circumstances, organize such services as transportation for pupils who need it. Pupils in basic education living some distance from school (more than 5 km) or the journey is considered dangerous are entitled to free transport. Welfare services also include free school meals, school health care, dental care as well as the services of student welfare officers and school psychologists. • Each pupil of compulsory school age has the right to receive remedial instruction and special needs education, where necessary. Special needs education is provided primarily through inclusion into mainstream education. If learning difficulties are minor, special needs education is provided as part-time special needs education in conjunction with mainstream instruction. • If a child cannot cope in mainstream education due to disability, illness, delayed development, emotional disorder or some other similar reason, she/he may be admitted to special education during pre-primary education and upon commencement of compulsory education or s/he may also be transferred to special education later during comprehensive school. In such cases, special needs education may also be provided in a special group, class or school. Educational Support and Student Wellbeing Kaija Tiilikainen 2013

11. As stipulated in the Constitution of Finland, the two national languages, Finnish and Swedish, are equal languages throughout the country with respect to dealing with the authorities. The third of the languages spoken in Finland is the regional language, Saami (Lappish), which is spoken by approximately 1,800 people (0.03 percent of the population) as their mother tongue. The Saami-speaking population has the right to receive services from society in their mother tongue. • Finnish and Swedish are languages of instruction in educational institutions on all educational levels. Usually the institutions have either Finnish or Swedish as their language of instruction, but there are upper secondary vocational institutions and universities which are bilingual. Saami is the language of instruction in some basic education, upper secondary general and vocational institutions on the Saami-speaking areas. • The aims of immigrant education, for both children and adults, include equality, functional bilingualism and multiculturalism. The objective of immigrant education provided by different educational institutions is to prepare immigrants for integration into the Finnish education system and society, to support their cultural identity and to provide them with as well-functioning bilingualism as possible so that, in addition to Finnish (or Swedish), they will also have a command of their own native language. Language and CulturalMinorities Kaija Tiilikainen 2013

12. School photos Kaija Tiilikainen Text Kaija Tiilikainen and Kaija Tiilikainen 2013