Skip to main content
Login | Suomeksi | På svenska | In English

Browsing by Subject "http://www.yso.fi/onto/yso/p17682"

Sort by: Order: Results:

  • Lehikoinen, Mirjami (2023)
    Competence-based orientation guides secondary vocational education. An important tool for implementing competence-based education is personal competence development plan (PCDP). At PCDP a learning path is planned for each student that meets her/his needs. The purpose of this study was to expand the understanding of PCDP: to explore the guiding legislation governing PCDP and the experiences of teachers and education organizers. The empirical part of this thesis was carried out as qualitative research in June-September 2023 in Finland. Totally 19 teachers and representatives of education organizers were interviewed. In addition, educational institution’s forms and guidelines were analysed. The main purpose of PCDP is to guide the student. Through PCDP the fulfilment of compulsory education is monitored, information is collected for the funding of the institutions and for different feedback. The whole PCDP process is guided by several laws, regulations, and binding instructions. PCDP is seen as an important tool for student counselling. But in its current form it does not fully meet its main goal - to help the student to reach for her/his best. PCDP is seen as a bureaucratic process that takes too much time. The reason for this is that a lot of detailed information about the student must be recorded in PCDP. New regulations and claims have increased the amount of information recorded to PCDP. In addition, the educations institutions collect also other information in PCDP. There is also variation in the extend of the collected data. As a result, it is suggested that due to the strong regulation, heavy student administrations systems and various further data transfer needs from PCDP to eHOKS (ePCDP) and KOSKI-services, make the process heavy and guide PCDP to wrong direction – away from student guidance and counselling. The process currently takes a significant number of resources: time and attention from meeting the student. Time pressure and responsibility also burden teachers and educational institutions. Based on the results, is recommended that PCDP must be simplified to the information that is essential in terms of teaching and counselling. For example, data collected for educational institution´s funding could be partly separated from PCDP-process. Data transfers to eHOKS and KOSKI-services must be streamlined and the cooperations between supervising authorities and study administration system producers must be increased. In addition, the educational institutions must reserve sufficient resources for PCDP work and review the other data collected at the educational institutions. By clarifying the PCDP-process the quality of guidance can be further improved and free up time for teaching and student counselling.
  • Jose, Katja (2017)
    More than a half of the population in Southern Africa is young. In Mozambique, majority of the population lives in the rural area, gaining their livelihoods in subsistence farming. The growing urban population in the region is mainly occupied in the informal sector, where rights of the workers are not considered. This work is about young people and their opportunities to find employment and get settled in normal life. This work is based on interviews of young people from the poor neighborhood of Chamanculo in Maputo, Mozambique, and young people living in the streets in Nairobi, Kenya. Despite of differences between these two groups, they face similar challenges and prejudices. Also their dreams and strategies to reach these dreams do not differ much. The material is collected over a time span of over two years during monitoring trips to NGOs working for empowerment os marginalized youth. In addition to young people, material includes interviews with staff of NGOs working with marginalized youth, and representatives of respective government officers and school staff. Different from Western societies, being young is not considered a privilege in Southern Africa. Instead it’s a period in a life when possibilities for influencing and participating in social life are limited. Status of an adult is gained after establishing a family, and securing income that is enough to sustain oneself and his family. Especially young men are expected to be able to provide for their wife and the family. In a situation when access to decent jobs and income is limited, young people from difficult circumstances are easily stuck in a situation in which they do not have the option of becoming fully recognized adults. Weak educational background and connections to formal economy create obstacles for poor young people to integrate into formal society and labor force. In this work, the challenge of becoming adult is studied using concepts of child agency, agency, social navigation and capability. Agency of children and youth is a relatively new topic of studies, because decision-making has until recently been considered the responsibility of adults. However, recent studies show that children already in young age make decisions concerning their education, selection of future profession and entrance into vocational training. Young people make their decisions based on the information available for them about their societies, in this case especially about labor markets and income earning possibilities. Navigating in insecure environment requires continuous monitoring and keeping eyes open for any opportunity. Often youth in difficult situation have to consider both immediate survival and long term plans in the same time. Chances of young people from poor background are limited not only due to economic hardship, but also because of lacking social capital and networks. Possibility to choose between different options is often limited, and in many cases it’s necessary to accept any opportunity that turns up. Made choices are evaluated continuously; and corrective actions taken if a decision does not lead to a desirable outcome. Youth from poor neighborhood of Chamanaculo in Maputo tell that they search their models somewhere else, because the environment does not support education, and abuse of alcohol and drugs is common. In the same time, young people who have little formal education are in difficult position on the labor market, and those with less formal education end up in informal jobs. While informal sector is widespread. Even the poorest youth are usually aware of this, and employment in the formal sector is the ideal for most. Young people also dream of continuing their studies, and continuing to higher education after completing vocational training and earning some money. Costs related to formal education and lacking social capital prevent young people from poor families to pursue this dream. Especially young men who have grown up as street children face fear and discrimination. For youth from the margins of the society, placement on a training course is not enough, but they also need moral support and counseling to prepare them for the social life at workplace. When this support is available, they have all the possibilities to succeed, and most youth are employed after traineeship. Usually girls are more vulnerable than boys, and their opportunities in earning income are more limited than for young men. While young men from poor neighborhoods are easily labeled criminals, girls with the same background are often considered prone to prostitution. Selection of trades in vocational training is strongly gendered, and young women end up in professions that are less paid than male dominated ones.