INTEGRATION COMPASS 2019 - OAJ'S PROPOSALS FOR THE INTEGRATION OF IMMIGRANTS - How do we ensure that each immigrant has access to the best ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
OAJ’S PROPOSALS FOR THE INTEGRATION OF IMMIGRANTS INTEGRATION COMPASS 2019 How do we ensure that each immigrant has access to the best individual education?
19.2.2019
Education is the solution
to integration
IN 2015, THE WAVE OF ASYLUM SEEKERS started a long-awaited debate on the promotion of
immigrant integration. A search for a wider range of measures began to integrate people
migrating to Finland into Finnish society. It was also clear that the native population needs
information on other cultures and the increasing diversity and changes in society. Many
misunderstandings can be prevented through mutual accommodation.
Finland is facing a new challenge in securing the welfare society. The share of the working age
population of the total population has long been decreasing as the baby boom generation
has retired. Birth rates are now also declining sharply.
In order to maintain the Finnish welfare society and its services also in the future, we must
resolve how to increase the working age population in Finland. We must also open the doors
of our welfare society to people arriving from other countries.
We must stop treating immigrants as a uniform group. This group is even more diversified
than the native population. Most immigrants move to Finland for family reasons.
A considerable number of people come here to study and work. Finland has also attracted
and continues to attract people with higher education. The Finnish or Swedish language skills
and knowledge of the diverse aspects of Finnish culture of all people moving to Finland must
be developed further so that they can become part of workforce in Finland.
Education helps us ensure that culture is shared by all people living and arriving in Finland.
We must offer education and training to people of all ages. Competent teachers at every step
from early childhood education and care (ECEC) to adult education and training want to work
towards promoting the studies and employment of everyone in Finland.
OAJ treats internationality as well as cultural and people diversity as an opportunity. Although
considerable effort has been taken to promote integration, there is still work to be done. OAJ
highlights that education is the best form of integration.
OAJ’s Integration Compass 2019 provides solutions for the better integration of all children,
adolescents and adults with an immigrant background. It is high time to pay attention to the
undeniable importance of pedagogical ECEC in the promotion of integration. The foundation
for immigrants to learn their native language and the Finnish language and culture must be
laid down during ECEC. All pupils and students must have a subjective right to preparatory
instruction. Labour immigration must be supported by providing adequate instruction in
Finnish or Swedish and cultural instruction. Education and training offered by liberal adult
education institutions must be available to all.
Finland is a civilised nation. Every citizen in Finland must have the opportunity to develop. This
also benefits Finland. We must also lead the way in accepting the diversity of our population
and in also giving those who may not necessarily stay in Finland the opportunity to learn and
receive education and training. #koulutusratkaisee
Olli Luukkainen
President
Trade Union of Education in Finland, OAJ
2 Integration Compass 2019 / OAJ
Early childhood education
and care helps to integrate
THE DEVELOPMENT of their Finnish or Swedish language �
skills determines the future of an immigrant in Finland. According to the PISA results,
A child of an immigrant family learns the language of
the new home country most effectively when he or she
the skill level of children
is under the language-aware instruction of a teacher from immigrant families
together with other children. The learning of one’s native lags almost two school
language promotes all other learning. years behind compared to
Immigrant parents need more information on the
that of children of Finnish-
importance of early childhood education and care born parents. We know
(ECEC). Support granted to child home care must not that day care improves the
compromise children’s participation in ECEC. ECEC plays language skills and school
an important role in the prevention of exclusion and
performance of children from
has a significant impact on later success at school and
in studies.¹ Learning outcome assessments, such as
disadvantaged immigrant
TIMSS, which assesses achievements in mathematics families, in particular.
at fourth-grade level, show that learning outcomes Source: How to prevent marginalisation,
start to differentiate during the first school years. This is mastercourse, Part 1 ¹⁴
Ulkomaalaistaustaiset 1990–2017
The number of immigrants in Born abroad (1st generation)
Uusimaa region increases drastically Born in Finland (2nd generation)
400 000
400000
350000
350 000
300 000
300000
250 000
250000
200 000
200000
150 000
150000
100 000
100000
50000
50 000
0
Ulkomailla syntyneet (1. polvi) Suomessa syntyneet (2. polvi)
Over half of the immigrants lived in Uusimaa region 2017. Source: Statistics Finland
Integration Compass 2019 / OAJ Lähde: Tilastokeskus 3
why learning problems should be identified and solved
as early as possible. This accentuates the importance
of ECEC in the prevention of exclusion and in later
performance at school and in studies. 45 % of children
under the age
45 %
Compared to other OECD countries, children in Finland
of 3 were looked
start attending ECEC later. In Finland, the rate of
after at home with
participation in ECEC is lower than in the other Nordic
countries. Participation in ECEC has positive impacts: a
the support of
higher level of qualifications completed and increased child home care
equality in children’s later lives. In its report, the OECD allowance in 2015.
proposed that early childhood education centres and Source: Kela
schools monitor the development of language skills and
that problems be addressed more systematically.
Pedagogical ECEC for all children
waiting for a residence permit and waiting for a residence permit and registration are not
registration necessarily provided with an opportunity to participate
in pedagogical ECEC. Children are often offered only
Vieraskielisten osuus 4–16-vuotiaista
IN FINLAND, newly arrived school-aged children and
adolescents have the opportunity to participate in
open ECEC, which means services such as clubs or play
activities. The problem with these services is their price
Suomessa vuosina 1990–2014
basic education. However, children under school age and quality. ²
%
The number of immigrant children is growing
20
20,0 %
Helsinki
18,018
% Helsinki region
16,016
%
14,014
%
12,012
%
10,010
%
8,0 8
%
Finland
6,0 6
%
Other regions
4,0 4
%
2
2,0 %
0,00
%
Share of foreign-language speakers ofHelsinki
KOKO MAA all 4–16-year-olds Muu Source:
in Finland 1990–2017.
Pääkaupunkiseutu Suomi Statistics Finland
4 Integration Compass 2019 / OAJ
Lähde: Tilastokeskus: väestörakenneImproving language skills must be SOLUTIONS
supported already at ECEC stage 1. The participation of children from families with an
immigrant background in pedagogical ECEC must be
MUNICIPALITIES HAVE no obligation to provide
increased.
instruction in Finnish or Swedish as a second language
(S2 instruction) as part of ECEC. It is not a subjective
2. Access to pedagogical ECEC must be guaranteed for
right of a child. The situation with respect to the
all children under school age waiting for a residence
provision of S2 instruction varies greatly across
permit and registration.
municipalities. Almost half of all children with an
immigrant background who attend ECEC do not
3. When establishing groups in ECEC and pre-primary
have access to S2 instruction.³ S2 instruction is vitally
education, the number of children with an immigrant
important for the future of the child. Starting language
background must be taken into account when
instruction by pedagogical means as early as possible
determining the size of the group.
supports integration. This builds a solid basis for future
learning. A good basis can be provided by pedagogical
4. An item on a child’s right to S2 instruction as part of
ECEC to a high standard.⁴
ECEC must be included in the Act on Early Childhood
Education and Care or the Government Decree on Early
However, the problem is that no uniform national
Childhood Education and Care.
guidelines on S2 instruction have been issued for ECEC.
5. The question of funding for S2 instruction provided
Nearly all six-year-olds participate in pre-primary
as part of ECEC must be resolved.
education in Finland. S2 instruction also supports all
learning and strengthens language skills during pre-
6. The Finnish National Agency for Education must
primary education.
specify criteria that state on what grounds a child can
participate in S2 instruction in ECEC.
7. The right to participate in S2 instruction as part of
pre-primary education must be stipulated in legislation
as a child’s subjective right.
Integration Compass 2019 / OAJ 5The role of one’s
own native language
THE RIGHT to one’s own native language is everyone’s if they are given instruction in their native language.
fundamental right. All people living in Finland have the The foundation for learning one’s own language is laid
fundamental right to maintain and develop their own at home, but language proficiency can be enhanced by
language. ⁵ pedagogical means during ECEC and at school. ⁶
The instruction of one’s own native language secures Families with an immigrant background mainly live in
the development of thinking. It forms the foundation large cities. However, there are also small municipalities
for learning academic skills. Bilingual children and and schools in Finland that have pupils with an immigrant
adolescents perform better at school and in their studies background. In such cases, teachers that can provide
instruction in one’s own language or religion may not
always be available. Therefore, the opportunities offered
The five most widely taught foreign native
by distance education must be more fully exploited.
languages in Finland (autumn 2017)
studied
the language
5 000
5000 SOLUTIONS
4500
4 000
4000
8. Instruction in one’s own native language must be
3500 started as part of ECEC, and it should be continued
3 000
3000 until the end of upper secondary education and
2500 training.
2 000
2000
1500 Source: Finnish
9. The selection of native languages and religions
1 000
1000 National
500 Agency for taught by qualified teachers must be broadened by
0 0 Education. making use of distance education. In addition, the
group of pupils instructed always needs a teacher who
Russian
Somali
Arabic
Estonian
Albanian
is present in the classroom.
Making better use of the possibility
to provide S2 instruction
POOR FINNISH OR SWEDISH LANGUAGE SKILLS are the In basic education, a child or adolescent is often
most significant factor contributing to the exclusion transferred to a teaching group of native speakers of
of immigrants. Poor language skills in the language of Finnish or Swedish too soon and without the necessary
instruction impede studying and the completion of basic support. S2 instruction in comprehensive schools is
education. funded by the State for a maximum of six school years
after the pupil has started attending the school. Not all
S2 instruction is not compulsory in basic education or municipalities make full use of S2 instruction.
ECEC. Therefore, the practices vary between municipalities.
Many municipalities do not offer it at all. In basic education
and general upper secondary schools, the increase in SOLUTION
central government transfers for S2 instruction is too low 10. S2 instruction must be funded by the State for
compared to the actual costs. In ECEC and vocational eight instead of six of the pupil’s school years so that
education and training, S2 instruction is not supported by it can also be provided at the upper secondary level.
central government transfers.
6 Integration Compass 2019 / OAJIncluding in legislation a
child’s or adolescent’s right to
preparatory instruction
INSTRUCTION PREPARING for basic education is intended Number of participants in preparatory
for pupils whose Finnish or Swedish language skills or instruction for basic education
other skills are not adequate for learning within a group
12000 Participants
of pre-primary or basic education pupils. The extent of
11000preparatory instruction corresponds to the syllabus of 66000
000
10000one school year.
9000 55000
000
In recent years, the need for and amount of instruction
8000preparing for basic education have increased
7000considerably. The funding for preparatory instruction has
44000
000
6000
been developed since 2015. However, municipalities have
no obligation to provide preparatory instruction. There is
5000
a strong need for preparatory instruction. It is reflected, 33000
000
4000for example, in the fact that the learning outcomes of
3000second-generation immigrants are hardly any better than
those of first-generation immigrants. ⁷ 22000
000
2000
1000The increase in asylum seekers in 2015 was unexpected.
11000
000
0Finland must prepare for similar situations in the future.
We need to improve our education system by amending
legislation and developing structures for the future. 0
0
2011
2012
2013
2014
2015
2016
2017*
2018*
2019*
* estimate
SOLUTIONS
Estimating the need for preparatory
11. All pupils must have a subjective right to
instruction is difficult.
instruction preparing for basic education. It must be Source: Draft State budget
enshrined in legislation.
12. The aims and contents of preparatory instruction
as well as the qualification requirements for teachers
must be defined.
13. The maximum group size in preparatory instruction
provided as classroom teaching, ten pupils, must be
established in legislation.
14. If preparatory instruction is integrated into basic
education, the maximum group size must be set at 20
pupils in legislation, and sufficient support in learning
must be ensured.
Integration Compass 2019 / OAJ 7Increased funding
brings good results
THE POSITIVE DISCRIMINATION FUNDING (PD funding)
SOLUTION
provided by the City of Helsinki since 2008 has 15. The positive discrimination model must be
benefited pupils and students with an immigrant adopted nationwide, and it must cover all levels from
background and Finnish-speaking boys, in particular. ECEC to the end of upper secondary education and
The aim of PD funding is to prevent exclusion among training.
young people. A VATT research report ⁸ shows that the
model has noticeably increased pupils’ transition from
basic education to upper secondary education and �
training.
If we want to improve the educational
In the model, additional funding is distributed to
performance of young people, this is
disadvantaged comprehensive schools in Helsinki on a really effective way to do so.”
the basis of characteristics such as parental education, Mikko Silliman
family income level and immigrant share. Researcher, VATT Institute for Economic Research ¹²
Support is also needed at
the upper secondary level
YOUNG PEOPLE with an immigrant background are
SOLUTIONS
clearly less likely to continue to general upper secondary 16. Students with an immigrant background must be
schools than students with a Finnish background, and encouraged to continue to general upper secondary
they have a weaker educational background than the education and higher education. In addition, students
native population. Guidance counselling is very important in upper secondary education must be provided with
for young immigrants who are thinking about how guidance and support during their studies.
to continue their studies. Studying at general upper
secondary schools is demanding, which not all students 17. The amount of S2 instruction must be increased at
who choose this option are aware of. However, it is the upper secondary level.
important that young people are encouraged to find the
options that interest them most and correspond to their 18. In upper secondary education and training, S2
talents. The teaching groups of Finnish or Swedish as a instruction must be organised so that the maximum
second language are often large in those general upper number of students per teacher is 20.
secondary schools which have many students with an
immigrant background. Only a few courses of Finnish or 19. A model must be developed for transitions from
Swedish as a second language are offered. basic education to upper secondary education and
training to ensure that the guidance counsellor and
Most pupils with an immigrant background continue to the special needs teacher or tutor in both institutions
vocational education and training (VET) after completing co-operate and look after students who are at risk of
basic education. Vocational institutions often find that exclusion and monitor the progress of their studies.
many of these students lack adequate language skills. This model must also be applied to transitions to
In Finland, the VET drop-out rate is approximately 10 %. general upper secondary education.
However, there are considerable differences between
regions and educational institutions. At its worst, the 20. Language-aware instruction must be developed in
drop-out rate is 50 %. upper secondary education and training.
8 Integration Compass 2019 / OAJMore skills for teachers
EVERY TEACHER, regardless of the subject taught or the A teacher providing preparatory instruction must have
level of education, is also an instructor in the language of knowledge and understanding of the instruction of
his or her subject or field. Teachers need more and more children and adolescents who come from different
information on and skills in language-aware instruction. cultural backgrounds.
Teaching Finnish or Swedish as a second language Schools and other educational institutions also need
requires a pedagogical approach that differs from that teachers with an immigrant background who act as links
used in teaching Finnish or Swedish as a mother tongue.9 between pupils and teachers as well as between two or
It is important that all teachers of Finnish or Swedish more cultures in the co-operation between the school
as a second language at every step from ECEC to adult and the home. Many immigrants are not accepted to
education and training are familiar with different methods teacher training as admission requires excellent Finnish
and are able to see the Finnish or Swedish language or Swedish skills. It is also difficult to find competent
from the point of view of a learner who speaks a different teachers for the instruction of immigrants’ own native
language. The offering of studies in the teaching of Finnish languages and religions.
or Swedish as a second language varies from university to
university.
SOLUTIONS
No qualification requirements are laid down in legislation 21. More teachers with an immigrant background must
for teachers providing instruction preparing for basic be trained for all levels of education.
instruction. Some teachers have completed no studies in
the teaching of Finnish or Swedish as a second language. 22. It is essential that every teacher and supervisor is
provided with sufficient knowledge of language-aware
instruction during their basic and supplementary
teacher training.
Immigrants’
Opettajat teachers lack
ja rehtorit qualifications
Suomessa 2016, %
more often than other groups 23. A separate specialist option must be offered at
%
universities to teachers of Finnish or Swedish as a
100
100
second language.
9090
80
80 24. A separate study programme must be offered
7070 at universities to teachers providing instruction
60
60 preparing for basic education.
50
50
25. Tailored training must be offered to teachers of
40
40
Finnish or Swedish as a second language who work
3030
at early childhood education units as well as to
2020
consulting teachers of Finnish or Swedish as a second
1010 language.
00
Lehtorit Luokanopettajat ja Erityisluokanopettajat ja Maahanmuuttajien
Subject Class teachers
esiopetuksen opettajat Special class
Immigrants’
erityisopettajat
opettajat 26. Teachers of immigrants’ native languages must
teachers and pre-primary teachers and teachers
Suomenkieliset koulut
teachers Ruotsinkieliset
specialkoulut
needs Yhteensä be provided with training in teaching at the basic
teachers education and ECEC levels.
Finnish-speaking Swedish- Total
schools speaking
Lähde: Tilastokeskus schools
– Vipunen – opetushallinnon tilastopalvelu
27. Municipalities must be required to organise further
education and training for teachers with an immigrant
The formal competence of basic education teachers
background whose Finnish or Swedish language skills
in Finland 2016. Source: Statistics Finland – Vipunen –
Education Statistics Finland ¹¹ require strengthening.
Integration Compass 2019 / OAJ 9Educated immigrants must be
integrated into the labour market
FINLAND IS facing a new challenge. The share of the
�
working age population of the total population has long
been decreasing as the baby boom generation has It might be a good idea to further
retired. Birth rates are now also declining sharply. In order increase the intensity of language
to maintain the Finnish welfare society and its services studies and studies in Finnish
also in the future, we must resolve how to increase the
society at the early stages of
working age population in Finland. This means that
we must also open the doors of our welfare society to
integration especially in the case
people arriving from other countries. The increase in our of immigrants with good learning
population is based on immigration. preparedness who would thus be
able to advance rapidly on their
A report published by the OECD in autumn 2018 on
the performance of the Finnish integration policy is
educational path. However, this
concerned about the considerable disparities between conflicts with the aim of the current
the employment rates of Finland’s native-born policy to encourage immigrants
population and foreign-born population. ⁷ It is difficult to enter working life as soon as
to attract talent to Finland’s labour market from abroad.
At the same time, immigrants who have received their
possible and learn the language
education and training in Finland have difficulties in while working.”
finding work. The employment rate of immigrants
is around ten percent lower than that of the native Pasi Saukkonen
population. Even in cases where the immigrant holds D.Soc.Sc, docent ¹³
Ulkomaalaistaustaisista työllisistä tilastollisesti ylikoulutettu 34 % (21)
Persons with a foreign background work
Tilastollinen often
ylikoulutusaste vuonna 2014 syntyperän ja korkeimman
in lower positions than their education level
suoritetun koulutuksen mukaan, 20–64-vuotiaat
%
Statistical overqualification rate
50 50 47
among persons aged 20 to 64 by
origin and the highest completed 45
qualification in 2014. Overqualified 40 40
means that a person has more 35
education, training and skills than
30 30
is required for his or her current job 26
or position. Source: UTH survey, 25
21 20
Statistics Finland 20 20
15
10 10 8
5
5
0 0
Masters’
Ylin korkea-aste Bachelor
Alempi korkea-aste Upper
(Keski-aste)
degree level degree level
Ulkomaalaistaustaiset Suomalaistaustaisetsecondary level
Foreign background Finnish background
Lähde: UTH-tutkimus, Tilastokeskus
10 Integration Compass 2019 / OAJ35 000
30 000
25 000
20 000
Väkiluvun muutos syntyperän mukaan 1991–2 15 000
10 000
Finland needs immigrants
5 000
persons
35 000 0
Population change
by origin 1991–2017.
30
30000
000 -5 000 Source: Statistics
Finland
25
25000
000 -10 000
20
20000
000 -15 000
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
15
15000
000
Suomalaistaustaiset Ulkomaalaistaustaiset Väkiluvun muutos
10
10000
000 Change in population
Lähde: Tilastokeskus
55000
000
0 Foreign background
0
-5
-5000
000
Finnish background
-10
-10000
000
-15
-15000
000
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
Suomalaistaustaiset Ulkomaalaistaustaiset Väkiluvun muutos
Suurin osa muuttanut Suomeen perhesyistä
Maahanmuuton tärkein syy, ulkomailla syntynyt Lähde: Tilastokeskus
Most immigrants have moved
ulkomaalaistaustainen 15–64-vuotias väestö vuonna 2014
a degree from a university in the country of origin, the
to Finland for family reasons qualification is not necessarily recognised on the Finnish
labour market. Education and language skills promote
140 000
140000
employment.
120120000
000
Even educated immigrants have difficulties in finding a
100 000
100000
job in Finland that matches their qualifications, whether
8080000
000 they hold a low or high level of education. The purpose
6060000
000 of education and training is to provide everyone with the
opportunities to build a good and diverse life. We must
4040000
000
offer education and training to people of all ages in order
2020000
000 to ensure that the potential of people’s competence and
interests is fully exploited in society.
00
Perhesyyt Työ Pakolaisuus Opiskelu Myy syy
Family Work Exile Studies Other
reasons Naiset Miehet
reason Educated immigrants are an important investment for
the national economy if they find employment in Finland.
Women Men However, applying for a residence permit for studies or
Lähde: UTH-tutkimus 2014
job seeking is complicated. Not enough instruction in
The main reason for immigrating to Finland, population the Finnish or Swedish language is offered to foreign
born abroad with a foreign background aged 15 to 64 in
2014. Source: UTH survey 2014 students who study in Master’s degree programmes,
Integration Compass 2019 / OAJ 11which impedes entry and engagement in working life. SOLUTIONS
Work placements and Finnish or Swedish language skills 28. The recognition and validation of immigrants’ prior
play a key role in finding employment. skills and qualifications must be made more flexible by
extending the services offered regionally and sectorally.
The employment rate of female non-labour immigrants,
in particular, is very low in Finland compared to other 29. In addition to the studies included in their degree
OECD countries. The employment rate of immigrant programmes, foreign higher education students must
women is lower than that of immigrant men. In Finland, be provided with a one-year higher education course in
the status of women with an immigrant background is the Finnish or Swedish language and culture (60 credit
poor in the labour market. Motherhood reduces labour units) or language and cultural studies integrated in
force participation among women with an immigrant their studies to ensure their labour market competence.
background. Similar language studies must also be offered to people
with higher education who have completed a degree
According to immigrants, the main obstacle to their abroad.
employment is inadequate language skills. ⁷
30. The Ministry of Economic Affairs and Employment
or the Finnish Education Evaluation Centre (FINEEC)
must chart the obstacles to finding work placement
opportunities during studies.
� 31. The residence permits and student financial aid
granted to higher education students must be such
Motherhood reduces that they promote labour immigration. A good way
labour force participation to support labour immigration is to offer Finnish or
among women with an Swedish language studies.
immigrant background.Suomen kielen taito esteenä koulutusta vastaavan
32. Finland must replace the various fragmentary
saamiselle? programmes with a comprehensive immigration policy
Tärkein syy, miksi ei ole saanut koulutusta vastaav
programme to promote equality in the labour market.
työtä.
Inadequate Finnish
language skills are an Language skills
Kielitaito 41
obstacle to finding
employment matching Recognition
Tutkinnon tunnustaminen 8
one’s qualifications of qualifications
OtherMuu
reason
syy 22
The main reason for not NoEiobstacle
estettä 22
finding a job matching
one’s qualifications.
Source: Statistics Finland 0 10 20 30 40 50 %
Lähde: Tilastokeskus
12 Integration Compass 2019 / OAJReception centres play
a key role in integration
FOR MANY IMMIGRANTS, the reception centre serves population also needs information on other cultures and
as the first link to Finnish society and education and the increasing diversity and changes in society. Many
training. Regardless of the centre in which a person is misunderstandings can be prevented if immigrants are
placed, he or she should be immediately provided with offered training in the language and culture immediately
language and cultural training. after arrival in Finland.
Immigrants arrive and have arrived in Finland from a It takes a long time to receive an asylum decision. While
diverse range of cultures. Acquiring the language and waiting for the decision, the immigrant lives as a member of
adopting the culture of the country of arrival play an our society. It is of vital importance that integration into the
important role in immigrant integration. The native new culture begins immediately at the reception centre.
Increasing career counselling
and guidance services at
educational institutions
THE LOCAL EMPLOYMENT OFFICE (TE Office) or SOLUTIONS
municipality carries out an initial assessment, and the 33. Reception centres must either hire teachers or
educational institution assesses the starting level of the co-operate closely with local adult education and
client who is then placed in a suitable teaching group. training institutions to promote immigrants’ language
Currently, educational institutions often have to re- and cultural acquisition.
perform the assessment as TE Offices do not have the
necessary resources or expertise. 34. The provision of career counselling and other
guidance services must be increased in educational
Educational institutions offering education and training institutions that offer training and education for
for adults, in particular, already also provide guidance. In adults, in particular. These operating models must
addition, they assess immigrants’ language skills. This be integrated into the system of upper secondary
expertise should be made better use of. education and training and higher education.
Many immigrants have participated in self-motivated 35. Further education and training must be
language training. They are not offered guidance services organised for teachers who are unemployed or at
related to studies or employment as systematically as risk of becoming unemployed so that they can act as
TE Office clients are. They could be offered guidance and teachers and guidance counsellors for immigrants.
counselling related to studies and career at educational
institutions.
Integration Compass 2019 / OAJ 13Incorporating integration training into
the whole of our education system
INTEGRATION TRAINING is a course intended for adult �
immigrants that lasts for approximately one year. During As funding has been inadequate,
the training, they learn Finnish or Swedish and acquire
capabilities for job seeking or their educational path. At
immigrants have had to wait for
the same time, they put roots down in Finnish society. their residence and work permits
and access to integration measures,
Integration training is provided as an outsourced service services have been offered to a
procured by the Centres for Economic Development,
Transport and the Environment (ELY Centres) through an
much smaller group than they
invitation to tender as part of the administrative branch should have been, and their quality
of the Ministry of Economic Affairs and Employment. has left much to be desired in some
The ELY Centres have no common national quality or cases.”
price criteria for the competitive tendering of integration
Pasi Saukkonen
training. Carrying out this tendering process every
D.Soc.Sc, docent ¹³
few years hampers development work, and thus also
weakens the quality of training, as the training providers
cannot prepare any long-term plans for training. The
system is rigid and under stress.
Literacy training was transferred under the mandate of
the Ministry of Education and Culture from the Ministry
of Economic Affairs and Employment. Thanks to the
transfer, it has been possible to develop literacy training
and ensure its quality. Integration training must also be
transferred to the administrative branch of the Ministry of
Education and Culture to enable long-term development
and quality enhancement.
SOLUTIONS
36. Integration training must be transferred under the
Ministry of Education and Culture and made subject to
authorisation to provide education.
37. Competitive tendering of integration training must
be abandoned and the quality of training must be
evaluated on a regular basis.
14 Integration Compass 2019 / OAJReferences
1 Tutkimus varhaiskasvatuksen vaikutuksesta syrjäytymi- 8 VATT tutkimus
sen ehkäisyyn ja koulumenestykseen http://www.doria.fi/bitstream/handle/10024/148929/
http://tasaarvostn.fi/wp/wp-content/uploads/2016/11/ wp91.pdf
STN_A4_esite_seminaari1_linkit-1.pdf
9 S2-opettajat ry:n kannanotto S2-opettajien rekrytoin-
2 Elina Kilpi-Jakonen, erikoistutkija, Turun yliopisto, Katja nista
Repo, tutkimusjohtaja, Tampereen yliopisto https://www.s2opettajat.fi/@Bin/827642/S2+opettajat+-
http://tasaarvostn.fi/wp/wp-content/uploads/2016/11/ rekrytointikannanotto+2018+ak.pdf
STN_A4_esite_seminaari1_linkit-1.pdf
10 Opettajat ja rehtorit Suomessa 2016
3 Selvitys suomi/ruotsi toisena kielenä -opetustarjonnas- https://www.oph.fi/julkaisut/2017/opettajat_ja_rehto-
ta eri koulutusasteilla. Opetus- ja kulttuuriministeriön jul- rit_suomessa_2016
kaisuja 2016:36.
http://julkaisut.valtioneuvosto.fi/bitstream/hand- 11 UTH – tutkimus Tilastokeskus 2014
le/10024/79074/okm%2036.pdf https://www.stat.fi/tup/maahanmuutto/uth-tutkimus.
html
4 Suomi toisena kielenä -opettajat ry:n kannanotto
https://www.s2opettajat.fi/@Bin/832337/Kannanotto+- 12 Ylen uutinen "Tutkija yllättyi: Oppilaat hyötyvät rahan
varhaiskasvatuksen+S2-opetuksesta+2019+.pdf erityisjaosta – Pienellä panoksella suuria vaikutuksia"
https://yle.fi/uutiset/3-9781021
5 Suomen perustuslaki § 17
https://www.finlex.fi/fi/laki/ajantasa/1999/19990731 13 Eduskunta kotouttamisen kimpussa, 25.1.2019.
https://pasisaukkonen.wordpress.com/2019/01/25/
6 Katri Puronaho ja Anna-Sofia Seppä eduskunta-kotouttamisen-kimpussa/
https://jyx.jyu.fi/bitstream/handle/123456789/45653/
URN:NBN:fi:jyu-201504171598.pdf?sequence=1 14 Syrjäytymisen ehkäisemisen mestarikurssi osa 1: Syr-
jäytymisen ehkäiseminen varhaislapsuudessa 28.3.2017
7 Kipupiste III OKM julkaisuja 2019:1 http://tasaarvostn.fi/wp/wp-content/uploads/2016/11/
http://julkaisut.valtioneuvosto.fi/bitstream/hand- STN_A4_esite_seminaari1_linkit-1.pdf
le/10024/161285/OKM_1_2019_Maahanmuuttajien%20
koulutuspolut.pdf
Integration Compass 2019 / OAJ 15Education helps us ensure that
culture is shared by all people living
and arriving in Finland. We must offer
education and training to people
of all ages. Competent teachers
at every step from early childhood
education and care (ECEC) to adult
education and training want to work
towards promoting the studies and
employment of everyone in Finland.
OAJ treats internationality as well as
cultural and people diversity as an
opportunity. Although considerable
effort has been taken to promote
integration, there is still work to be
done. OAJ highlights that education
is the best form of integration.
FIND OUT MORE
Päivi Lyhykäinen, Special Advisor
paivi.lyhykainen@oaj.fi, +358 50 553 8111
ONLINE
www.oaj.fi/en/
SOCIAL MEDIA
#kotoutumiskompassi
Facebook /oajry
Twitter @oajry
Instagram @oajry
TRADE UNION OF EDUCATION IN FINLAND
16 Integration Compass 2019 / OAJYou can also read
