Browsing by Subject "yhteiskuntavastuu"

The new POPS 2014 emphasizes elementary school's responsibility on teaching working life skills more than before. As a part of studies in elementary school there is a Introduction to Working Life period ("TET" Period) that introduces working life to pupils in practice. Making TET Period rewarding for a pupil requires a lot of active contribution from the employer's side too. The goal of this developmental study is to create and facilitate fluent co-operation between YIT Group and elementary schools. Means for reaching the goal is developing and arranging a versatile TET Period which is rewarding to all the stakeholders; the student, the company and the school. This study was conducted by applying the methods of Desing-Based-Research in two cycles. The development bases on literature and earlier studies in youth education and working life, POPS, Introduction-to-working-life as a part of compulsory education, company social responsibility, learning and different learning environments. Key questions were: "What have the pupils learned about YIT business and its work community during the Introduction-to-working-life period?", "Which aspects the instructors and students considered as high-importance matters in the TET Course?". Research material consists of student questionnaires, theme interviews of the students and some of YIT personnel, students' filled TET work applications forms and observations material. Analysis of the material was conducted using qualitative content analysis method. The research takes place between fall 2015 and spring 2016. Altogether ten Introduction to Working Life periods were arranged: four for ninth grade students during fall 2015 and six for eight-graders during spring 2016. In 2015 attendance was thirteen pupils and in 2016 it was fourteen. The goal was to find out about pupils' learnings and which aspects need to be taken into account in arrangements. This study concludes that the pupils' understanding on company operations and its different professionals improved and became more versatile. Furthermore, the pupils were able to list factors that relate to meaningful work life in more detail. However, their dream professions mainly stayed as earlier. According to pupils the most positive things in the TET Period were nice atmosphere and variable content. On the other hand the most of the instructors felt like that the TET Period requires planning and extra work. Based on observations one may run into surprises during the arrangements. Thus, a clear plan as well as direct communication between all parties facilitate success.