Research Catalog

Title

Lifelong learning in Finland : the extent to which vocational education and training policy is nurturing lifelong learning in Finland / Kari Nyyssölä, Kimmo Hämäläinen.

Author

Nyyssölä, Kari.

Publication

Luxembourg : Office for Official Publications of the European Communities, 2001.

Items in the Library & Off-site

Details

Additional Authors

• Hämäläinen, Kimmo.
• European Centre for the Development of Vocational Training.

Description

96 pages : illustrations; 30 cm.

Series Statement

Cedefop panorama series, 1562-6180 ; 12

Uniform Title

CEDEFOP panorama ; 12.

Subject

• Continuing education > Finland
• Vocational education > Finland
• Occupational training > Finland
• Continuing education
• Occupational training
• Vocational education
• Lebenslanges Lernen
• Erwachsenenbildung
• Permanente educatie
• Beroepsonderwijs
• Onderwijsbeleid
• Finland
• Finnland

Note

• "TI-40-01-060-EN-C"--P. [4] of cover.

Bibliography (note)

• Includes bibliographical references (p. 93).

Contents

Machine derived contents note: Table of contents 3 -- List of tables and figures 7 -- Preface by the authors 9 -- 1. Political and structural framework 11 -- 1.1. The basis of education policy in Finland 11 -- 1.2. The Finnish education system in brief 11 -- 1.3. Principles of the Finnish concept of lifelong learning 13 -- 1.3.1. Background 13 -- 1.3.2. Finnish trends in lifelong learning 14 -- 1.3.3. Reaching the aims of lifelong learning 15 -- 1.3.3.1. Taking into account all age groups 15 -- 1.3.3.2. Formal recognition of skills and knowledge obtained -- outside educational institutions 15 -- 1.3.3.3. Enlargement of learning environments 15 -- 1.3.3.4. Development of guidance and counselling 16 -- 1.3.3.5. On-the-job learning 16 -- 1.3.3.6. Financing systems are being reorganised in order to -- promote results-oriented education 17 -- 1.3.3.7. Improvement of teaching skills 17 -- 1.3.3.8. Aiming at high-quality education 18 -- 1.3.3.9. Development of learning skills 18 -- 1.3.3.10. Ensuring flexibility and optionality 18 -- 1.3.3.11. Responding to the challenges of the information society 18 -- 1.4. Problems in the transition between basic and upper secondary level education -- and in providing equal study opportunities 18 -- 1.5. Learning to learn in pre-primary and primary education 19 -- 1.6. Flexibility in secondary education 21 -- 1.6.1. Flexibility and options at general upper secondary schools 21 -- 1.6.2. Flexibility and options in vocational upper secondary education 22 -- 1.6.2.1. Definition 22 -- 1.6.2.2. National regulations 22 -- 1.6.2.3. Realisation offlexibility and a range of choices 22 -- 1.7. Individualised services in vocational education 23 -- 1.7.1. The realisation of the principles of lifelong learning in learning and -- teaching in vocational education 23 -- 1.7.2. Personal study plans 24 -- 1.7.2.1. Objectives 24 -- 1.7.2.2. Problems 25 -- 1.7.3. Modular teaching 26 -- 1.7.3.1. Objectives 26 -- 1.7.3.2. Evaluation 27 -- 1.8. Work-based learning 28 -- 1.8.1. Arranging on-the-job training in upper secondary vocational education. 28 -- 1.8.1.1. Realisation of on-the-job training 28 -- 1.8.1.2. The future of on-the-job learning 29 -- 1.8.2. The development, prospects and limits of apprenticeship training 29 -- 1.8.2.1. Legislation 29 -- 1.8.2.2. Implementation and control 30 -- 1.8.2.3. Number of students 30 -- 1.8.2.4. Development objectives and prospects 31 -- 1.9. Adult education 32 -- 1.9.1. Introduction 32 -- 1.9.2. Adult education survey 33 -- 1.9.3. Experiences of learning organisations 36 -- 1.9.4. Liberal adult education 40 -- 1.9.5. Labour market training 41 -- 1.9.6. Adult education in higher education 42 -- 1.9.6.1. Universities 42 -- 1.9.6.2. Polytechnics 44 -- 2. Mechanisms supporting lifelong learning 47 -- 2.1. Cooperation with working life and competence-based qualifications -- as part of non-formal learning 47 -- 2.1.1. Starting points 47 -- 2.1.2. Discussion on results 47 -- 2.2. Disadvantaged groups 48 -- 2.2.1. The unemployed 48 -- 2.2.2. Easing the transition from school to work 50 -- 2.2.3. Youth workshops as second chance opportunities 51 -- 2.2.4. Ethnic minorities 51 -- 2.2.5. Aged persons 52 -- 2.3. Financing of training from the lifelong learning perspective 54 -- 2.3.1. Self-motivated education and training 54 -- 2.3.1.1. Training providers 54 -- 2.3.1.2. Aid systems 56 -- 2.3.2. Labour market training 58 -- 2.3.3. Personnel training 58 -- 2.3.4. Comments on the financing and aid systems of lifelong learning -- and their development 59 -- 2.3.4.1. Multiple support systems distort the educational market 59 -- 2.3.4.2. Education insurance for adults is a significant step -- towards lifelong learning 59 -- 2.4. Guidance and counselling 60 -- 2.4.1. Guidance and counselling services 60 -- 2.4.2. Technical services as a precondition for seeking education and -- training 6 2 -- 2.5. Participants 63 -- 2.5.1. Social operators and responsible parties in the Finnish education -- system 63 -- 2.5.1.1. General 63 -- 2.5.1.2. Social operators at different levels of education 64 -- 2.5.2. Finnish faith in education and the future as the basis for -- lifelong learning and study 66 -- 3. Pedagogical solutions and learning environments 67 -- 3.1. The curriculum system as a supporting structure for learning within -- vocational education 67 -- 3.1.1. Basis 67 -- 3.1.2. Practical realisation and conclusions 68 -- 3.2. Individual curriculum in special education (HOJKS) 68 -- 3.3. Youth-level pilot projects 69 -- 3.4. Lifelong learning and ICT 70 -- 3.4.1. Technical infrastructure 70 -- 3.4.2. Information technology in schools 72 -- 3.4.3. V irtual school 73 -- 3.4.4. Virtual university 74 -- 3.4.5. Distance general upper secondary school 75 -- 3.5. Blurring boundaries: cooperation between educational institutions and -- segments of education 76 -- 4. Conclusions 79.

ISBN

• 9289600780
• 9789289600781
• 9289604476
• 9789289604475

LCCN

• 2003382576
• 9789289600781

OCLC

• ocm48585975
• 48585975
• SCSB-1244573

Owning Institutions

Princeton University Library