Browsing by Subject "oppilaanohjaus"
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(2022)The aim of this study was to examine and describe how principles, student counsellors and other school administrators in comprehensive school represent the school paths of immi-grant children in Finland. The aim is to analyse the challenges described by authorities that immigrant students face in the transition between comprehensive school and upper second-ary level, and to contemplate how immigrant backgrounds and class positions are connect-ed to each other. In addition, the aim is to consider how social mobility of immigrants should be improved through different ways of support and guidance. Previous studies show that people with immigration backgrounds are still often excluded from secondary education and especially from high school in Finland. The expansion of compulsory school age obliges every child to move on to the secondary level, but especially with poor Finnish knowledge and weak social and cultural capital it is challenging coping with secondary level studies. In the centre of the theoretical framework of this study are Pierre Bourdieau’s forms of capital. The study was conducted as a qualitative content analysis and the data for the study con-sisted of interviews with eight authorities working in Finnish primary schools with pupils with immigration backgrounds. The data was analyzed and classified by means of thematic con-tent analysis. According to the findings, the challenges of school paths and transitions among students with immigration backgrounds include the extensive lack of cultural and social capital in fami-lies in relation to the context of the Finnish middle-class school system. Furthermore, the views of the families and of the school on realistic school options often differ. The joint appli-cation system does not encourage the student to change school after the first choice and experiment, and therefore people with immigration backgrounds are particularly challenged by choice and unknown educational opportunities. According to the results, Finland does not yet have a clear tailored system for immigrant children who move to Finland and who have passed the primary school age. They are ex-pected a quicker takeover of language and syllabus than other children. In addition, high school education appears to be inaccessible to many people with immigration backgrounds, according to authorities. In vocational training, resources for specific language and integra-tion support are insufficient, leading to the fact that after finishing vocational studies, they are moving to employment with low capacity.
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(2022)The aim of this study was to examine and describe how principles, student counsellors and other school administrators in comprehensive school represent the school paths of immi-grant children in Finland. The aim is to analyse the challenges described by authorities that immigrant students face in the transition between comprehensive school and upper second-ary level, and to contemplate how immigrant backgrounds and class positions are connect-ed to each other. In addition, the aim is to consider how social mobility of immigrants should be improved through different ways of support and guidance. Previous studies show that people with immigration backgrounds are still often excluded from secondary education and especially from high school in Finland. The expansion of compulsory school age obliges every child to move on to the secondary level, but especially with poor Finnish knowledge and weak social and cultural capital it is challenging coping with secondary level studies. In the centre of the theoretical framework of this study are Pierre Bourdieau’s forms of capital. The study was conducted as a qualitative content analysis and the data for the study con-sisted of interviews with eight authorities working in Finnish primary schools with pupils with immigration backgrounds. The data was analyzed and classified by means of thematic con-tent analysis. According to the findings, the challenges of school paths and transitions among students with immigration backgrounds include the extensive lack of cultural and social capital in fami-lies in relation to the context of the Finnish middle-class school system. Furthermore, the views of the families and of the school on realistic school options often differ. The joint appli-cation system does not encourage the student to change school after the first choice and experiment, and therefore people with immigration backgrounds are particularly challenged by choice and unknown educational opportunities. According to the results, Finland does not yet have a clear tailored system for immigrant children who move to Finland and who have passed the primary school age. They are ex-pected a quicker takeover of language and syllabus than other children. In addition, high school education appears to be inaccessible to many people with immigration backgrounds, according to authorities. In vocational training, resources for specific language and integra-tion support are insufficient, leading to the fact that after finishing vocational studies, they are moving to employment with low capacity.
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(2021)Tutkimukseni tarkoituksena on selvittää peruskoulun ja toisen asteen välisessä nivelvaiheessa tapahtuvassa oppilaanohjauksessa tuotettuja erotekoja ja niiden vaikutuksia toiselle asteelle sijoittumiseen. Aihe liittyy laajempaan keskusteluun mahdollisuuksien tasa-arvosta, jonka toetuessa koulujärjestelmän olisi tarjottava jokaiselle yksilölle taustastaan riippumatta yhtäläiset mahdollisuudet kouluttautua mihin tahansa yhteiskunnalliseen asemaan. Aiemmat tutkimukset ovat osoittaneet, että koulun diskursseissa ja arjessa tuotetaan erontekoja, joiden perustella oppilaita jaetaan hierarkkisesti eriarvoisiin ryhmiin. Tämän integroivan kirjallisuuskatsauksessa tavoitteena oli koostaa aineistoksi valitsemani tutkimuskirjallisuuden keskeisiä tuloksia. Aineistoni muodostuu hakusanojen perusteella löytämistäni tutkimuksista ja hallinnollisista dokumenteista, joiden avulla pyrin vastaamaan tutkimuskysymyksiini. Tarkemmat tutkimuskysymykset olivat seuraavat: 1. Millaisia yhteiskunnallisia erontekoja oppilaanohjaus tuottaa peruskoulun ja toisen asteen välisessä nivelvaiheessa? Sekä 2. Miten nämä eronteot vaikuttavat oppilaan sijoittumiseen toiselle asteelle? Totesin aineistoni perusteella, että ohjauksessa uudelleentuotettiin oppilaiden koulun kontekstissa rakentuneita erontekoja. Erityisesti maahanmuuttotaustaisuus, erityisen tuen tarve sekä oppilaan heikko sosioekonominen tausta muodostuivat ominaisuuksiksi, jotka tuotiin ohjauksen diskursseissa esiin. Näihin ryhmiin kuuluminen ennusti oppilaiden sijoittumista todennäköisemmin ammattikoulutuksen kuin lukiokoulutuksen piiriin sekä normaalia korkeampaa riskiä keskeyttää koulutus, vaihtaa koulutuspaikkaa tai pudota kokonaan koulutuksen ulkopuolelle. Lisäksi sukupuoli oli yksi ominaisuus, jonka perusteella toisen asteen valintoihin vaikuttavia erontekoja rakennettiin. Etenkin ammattikoulutuksessa eri alat olivat erittäin voimakkaasti sukupuolittuneita. Tulosten perusteella vaikuttaa siltä, että nykyiset ohjauskäytännöt eivät toteuta kaikilta osin mahdollisuuksien tasa-arvoa parhaalla mahdollisella tavalla. Vähemmistöjen tai valmiiksi heikossa sosiaalisessa tai taloudellisessa asemassa olevien oppilaiden ohjaaminen alemman koulutustason reiteille voidaan nähdä epätasa-arvoa ja yhteiskunnallista kerrostuneisuutta uusintavana käytäntönä.
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(2022)Tiivistelmä - Referat - Abstract The interest towards the subject of the study awakened because the field of student councelling is in major changes in Finland due to the most recent changes in the law enforcement regarding student councelling and transferring information from the basic education to secondary education. In this study that was put into practice as a qualitative research the articulated phase of basic and secondary education is inspected from the perspective of the student counselling of a pupil with special needs and the transfer of information. Six student counsellors of basic education were interviewed for the study with a structured interview. The data of the study consisted of those interviews. The data of the study was analyzed by theming the research results. It was discovered that there is no overestimating the importance of the articulated phase of basic and secondary education. The student counselor of a pupil with special needs requires getting familiar with the individual needs in education of the pupil and getting familiar with questions of the health of the pupil or other aspects in pupil’s life that may affect the choice of vocation. The student counsellors do a lot of multiprofessional cooperation with the special education teachers and student counsellors of secondary education. Pointing out facts regarding to pupil’s education and other aspects that can affect the choice of vocation was important but the student counsellors also pointed out that supporting the student and their self-image was important as well as encouraging the student. The importance of coopetaring with the pupil’s guarding was also brought up in regards of pondering the choice of vocation and also in regards of getting the permission to transfer information. The discoveries of the study also pointed out that the obligation to maintain secrecy complicates transferring information between basic and secondary education and it needs changes. It was discovered in the study that more coherent courses of action are needed in regarding transferring information throughout the whole country of Finland.
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(2020)This bachelor’s thesis is a descriptive review about the factors that have an effect on the articulated phase of basic and secondary education for those with special needs. By scietific literature I examine the differences of objectives and practices of special education in basic and secondary education. For research questions, I chose to ask: how do the objectives and practices differ between basic and secondary education and what effects do these factors have in the process of being promoted to secondary education. As my research literature I used the curriculum of basic education (2014), the curriculum of upper secondary school education (2017) and The handbook of special education (2015). I compared the objectives and practices of special education in basic education, in upper secondary school and in vocational school. There is no overestimating the importance of the articulated phase of basic and secondary education. It is unquestioningly important that a student with special needs gets enough knowledge of the possibilities he or she has for his or her further studies, that are equivalent to his or her needs and strenghts. The multi-professional collaboration has an important significance on the articulated phase, so that the further educational institution gets the information of how the student has been supported in basic education and what kind of support the student needs in his or her further studies. The biggest differences in the objectives and practices in secondary education - in upper secondary school and in vocational school - are associated with the aim of the education. The main objectives of special education in upper secondary school education are to advance the students’ learning, the positive belief of themselves and the education, the competence in everyday life, and taking responsibility for themselves and their studies. In vocational school the main objectives of special education are aimed at accomplishing the degree.
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(2018)Aims. Previous research suggests that pupils with an immigrant background tend to have a higher probability of dropping out of education after compulsory education. In that sense the transitional phase from comprehensive school to upper secondary education may be more difficult for some of these pupils. Guidance is a way to support people in making successful decisions as they face complex educational choices. School counselors give guidance and personal advice so that pupils can better determine their interests and educational decisions in upper comprehensive school. The aim of this thesis was to describe and explain, from school counselors’ point of view, how the immigrant youth’s educational transition from compulsory education to upper secondary education appears. Moreover, it examined, in which ways school counselors think they can support the immigrant youth in this transitional phase. Methods. Ten school counselors from upper comprehensive school were individually interviewed to collect the qualitative research material. The interviews were semi-structured by nature. The research material was then transcribed and analyzed using a qualitative data based content analysis. Finally eight tables were constructed from which the results were made and written. Results and conclusions. The educational transition of immigrant youth appears as a process, which starts in comprehensive school. Factors in individual, communal and structural level have an influence in this educational transition process. In individual level, Finnish language skills and the educational choices that pupils made were seen as essential. In communal level, the role of the pupils’ parents was seen significant. Also, the Finnish educational system and policies were seen as having a major influence on the transition from compulsory to upper secondary education. Sufficient personal advice and guidance from school counselors was deemed essential in supporting the immigrant youth’s transitional phase. However many counselors articulated that their resources were not sufficient. Also informing the parents of the immigrant pupils about the Finnish educational system, was seen as a way of supporting the transitional phase. School counselors also expressed a need for more functional co-operation between compulsory and upper secondary education. Co-operation can be seen as a way to support the transitional phase in structural level.
Now showing items 1-6 of 6