Browsing by Subject "lifelong learning"

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  • Mietola, Reetta; Vehmas, Simo (2019)
    This paper discusses youth and the significance of age in the lives of persons with profound intellectual and multiple disabilities. The analysis is based on an ethnographic research project that explores what makes a good life for this group of people. The findings indicate that whilst the meaning and significance of youth and age were discussed often by care workers and family members, age had very little significance in the lives of our research participants. Youth as a phase of life gets lost in the transition from children's services to adult services: age in the lives of persons with profound intellectual disabilities means merely a move from one service system to another. For the care workers, age provides a way to evaluate and criticize the service system and whether it caters for the individual needs of persons with profound intellectual disabilities.
  • Saksi, Outi (Helsingfors universitet, 2016)
    The development and maintenance of the pharmaceutical workforce's know-how ensure the availability of medicinal consulting and service. Healthcare personnel in Finland are bound by law to uphold and improve their workmanship. Furthermore, a pharmacy owner is legally obliged to keep track of the development of healthcare professional's skills and to ensure the staff's sufficient participation for continuing education (CE). Pharmacists' development and maintenance of professional skills is not linked to preservation of professional competence in Finland. The goal of this study was to get a general view of the development and maintenance of professional skills of pharmacists working in community pharmacies as well as applicaple methods. Additionally, the aim was to determine whether community pharmacists' development of professional skills is systematical. As background material in this thesis, a sub-material of an online study regarding development and maintenance of professional skills was used, which was carried out by the Finnish Pharmacists' Association in September 2013 and it consists of 430 pharmacists' responses who work in community pharmacies. The results show that the methods community pharmacists use to develop and maintain their professional skills are diverse. The recommendation by the authorities is at least three days of CE for one person per year but the majority (83 %) of the participants of this study didn't follow it. Some of the pharmacists develop and maintain their professional skills by attending diligently CE's while the number of pharmacists who do not attend any CE has risen. The number of pharmacists who did not participate in any CE was 26 % in the year prior to this study. The results might point to changes in learning methods or the decline of CE activity. The results of this thesis show that development of professional skills was not systematical in the majority of the pharmacies. An annual personal develompent plan was drawn up in 24 % of the respondents' workplaces and development discussions were had in few. Independent planning, monitoring and evaluation of their own professional skill development were done by 10 % of the pharmacists. The planning of professional skill development was not found to impact CE participation. Development discussions and training schedules that are drawn up in workplaces were found to increase pharmacists' independent planning of their professional skills.
  • Kauppila, Aarno; Kinnari, Heikki; Niemi, Anna-Maija (2020)
    The possibility to participate in education and lifelong learning has been introduced in EU disability policy in recent decades as one of the key means to improve the socioeconomic position of disabled persons. Simultaneously, lifelong learning has been developed as the defining concept of EU education policy to increase social cohesion and economic competitiveness. However, the education, employment rate and socioeconomic status of disabled persons have remained far below the EU average. In this article, we theorize governmentality to explore (1) how EU lifelong learning and disability policy discourses constitute and govern disabled persons and (2) how disabled persons are positioned in the policy discourses. The data consist of the most relevant EU policy documents concerning lifelong learning and disability policy in the twenty-first century. We argue that the policies constitute and govern disabled persons as a group who do not fulfil the premises set for the lifelong learner, and that consequently, policy discourses marginalize disabled persons instead.
  • Karlgren, Klas; Paavola, Sami; Ligorio, Maria Beatrice (2020)
    New kinds of jobs require managing new kinds of work life compe-tences and a number of such key competences for lifelong learningwhich equip young people for further learning and employability ina knowledge society have already been identified. Research hashowever indicated that formal education is not providing adequatesupport and opportunities for acquiring the needed competenciesin practice. More discussion and empirical research is needed aboutknowledge work competences and related practices in secondaryschools, higher education and in the work life. The theme of thisspecial Issue is‘Knowledge work: educational practices preparingstudents for work life’and it has as its aim to contribute toa discussion on how changes in professional work can be takeninto account in educational settings. Of particular interest in thisspecial issue is how educational theory about‘knowledge-creation’is applied in practice. The trialogical approach to learning highlightscollaborative knowledge creation and the development of shared,mediating objects. This theory and its associated design principlesare introduced. The contributions of this special issue relate toimplementing ideas of the trialogical approach to learning in var-ious ways and each contribution is briefly presented.
  • Markkanen, Minna (Helsingfors universitet, 2011)
    The aim of this study was to examine accessibility in folk high schools from the perspective of students with disabilities or learning difficulties. Accessibility in education means that psychological, sociological and physical environment enables equal study opportunities. Therefore the focus in this survey was on equal study opportunity deficiencies. Folk high schools are an essential subject for accessibility research as they follow the equal educational policy of liberal adult education. This study is a part of Liberal adult education -research project (2010-2012), which is the first accessibility research in Finnish liberal adult education. The equality-based claim of accessibility together with the need to separate the experiences of students with disabilities and learning difficulties from common experiences led naturally to comparative research frame. Firstly, experiences of the experimental group (students with disabilities or learning difficulties, N=278) were compared to experiences of the comparison group (students representing the educational majority, N=498). Secondly, experiences within the experimental group were examined according to gender, need of support and educational background. This study was mostly quantitative survey study. Data was collected from folk high school students with an inquiry created for this study. Data-analysis was mainly made by using analysis of variance (GLM) and test of Kruskal-Wallis. Qualitative data was analysed as an additional element by quantification. Equal study opportunity deficiencies were found in teaching and studying, other people's awareness and attitudes, own attitudes, information and peer group, where the experimental group found significantly more accessibility deficiencies than the comparison group. The most considerable difference was found in teaching and studying, wherein also the quality of deficiencies was explained differently between the groups. Within the experimental group women experienced more accessibility deficiencies than men. Also regular and great need of support and low educational background were connected with the experience of greater accessibility deficiencies. As a conclusion it seems that the equality-based accessibility in folk high schools could be improved especially by differentiating teaching and learning. This study also proved general need for more exact definition of the intention of accessibility: is the priority to develop common quality or equality of education, and is the aim to remove the barriers or advance support to overcome them.
  • Koskela, Iida-Maria (Finnish Environment Institute, 2019)
    Reports of the Finnish Environment Institute 32/2019
    Sustainable Development is a contested concept, yet some major transformations towards a more sustainable world must occur to ensure global wellbeing within planetary boundaries. The United Nations’ Agenda2030 provides a global vision for pathways towards sustainability. For achieving its goals, learning and education are in a crucial role. This report is a conceptual literature review synthesising international and mainly peer-reviewed research on sustainable behaviour and Education for Sustainable Development (ESD). The aim is to explore what kinds of factors explain sustainable behaviour and how learning and education can further sustainability transformations. There are several factors that explain commitment to sustainable behaviour, including demographic factors (such as age and gender), internal factors (for example nature connectedness and self-efficacy), as well as external factors (such as cultural and social norms). There seems to be a positive connection between education and sustainable behaviour, yet higher income may also result in adopting individual behaviours with a negative environmental impact. Moreover, it is typical that people’s behaviours demonstrate a value-action, attitude-action, concern-action, or knowledge-action gap. The aim of ESD is to support developing the knowledges, skills, competencies and attitudes needed to live in an ecologically, socially and economically sustainable manner in the changing world. ESD has potential to drive sustainability transformations through providing meaningful learning experiences for people at all ages both in formal education from early childhood education to higher education and outside formal education systems in everyday life, at work, in communities and generally in the society. Pedagogical solutions that enable critical deliberation, experiential learning, authentic participation and multi-actor collaboration while maintaining hope seem to support implementing transformative ESD. However, individual learning experiences are undermined if the surrounding society does not support sustainable behaviour and sustainability transformations. Thus, the magnitude and urgency of the current local and global problems require a joint and continuous learning process, which involves all societal actors to collaboratively seek for sustainable solutions.
  • Harju, Vilhelmiina; Niemi, Hannele (2020)
    This study investigates principals’ viewpoints on the support needs of newly qualified teachers. As pedagogic leaders, principals play a central role in organizing support activities for new teachers at local level and can offer insights into new teachers’ situation and support needs. On that basis, the authors investigated how Finnish principals (N = 104) prioritized and described the support needs of newly qualified teachers. Data were collected by means of a questionnaire that included both closed and open-ended questions. Quantitative data were analyzed using descriptive statistics and principal component analysis, and responses to open-ended question were analyzed using deductive content analysis. The study revealed that new teachers need particular support in working outside the classroom, cooperating with parents and colleagues and enhancing holistic support for students. The results contribute to knowledge of salient issues in planning and organizing school-based support for new teachers, as well as in initial teacher education.