Browsing by Subject "valmentava koulutus"

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  • Heikkilä, Emilia (Helsingin yliopisto, 2018)
    This is a narrative research about the career paths of adult immigrants in Finland. The study is conducted in the context of a course that prepares immigrants to study in higher education in Finnish. Based on earlier research immigrants’ paths to work life are often complex and include overlapping studies. Different kinds of transitional courses and trainings have emerged to support educational transitions. There is little research of preparatory courses that focuses on the narratives of students taking part on a preparatory course. This research aims to describe career paths of the students studying in a preparatory course, and the most defining factors of the career paths progress. This phenomenon is specifically examined from a theoretic point of view based on agency of the students. 10 interviews were conducted with different students studying in a preparatory course. The course focused on the field of social and health services. The data was collected and analysed through the means of narrative methods. The interviews were semi-structured theme interviews that included questions about the students’ backgrounds, study experiences in the preparatory course and their visions for the future. The approach contains features of the life-course research branch in the narrative methodology. The results of the study illustrate the different factors on individual-, community- and society levels that affected the students’ career paths either progressively or restrictively. Different factors from individual attitudes and ways of action to policies of educational organizations affected the progression of career paths in the students´ stories. For example, motivation and Finnish language skills, the preparatory course and good studying opportunities in Finland appeared to be progressive factors for career paths. On the other hand, as restricting factors were described for example challenging life situation for studying, lack of high skill level Finnish teaching and bureaucratic obstacles in the education system. The different factors are put into perspective in type stories that describe the most typical career paths of the students in the preparatory course. For the highly educated the preparatory course seemed to be a secondary choice in their career paths and an adjustment to the current situation. The one’s with children described studying as motivating but challenging in their busy phase of life. The young adults who were the closest to the typical studying phase of life appeared to be very committed to their career choice and seemed to experience the least contradiction related to studying.
  • Laaksonen, Linda Maria (Helsingin yliopisto, 2018)
    This master’s thesis focuses on the experiences of girls with immigrant background in general upper secondary school and preparatory programme for general upper secondary school focusing on foreign languages, support practices and study counselling. Previous research suggest that students with im-migrant background apply for upper secondary schools with lower grades and have a higher probability of dropping out of education than the majority (eg. Kilpi-Jakonen 2011, Valtiontalouden tarkastusvi-rasto 2015). Also in spite of academic orientation young people with immigrant backgrounds have been guided to vocational schools instead of general schools - especially girls with immigrant back-grounds (e.g. Kurki 2008a & 2008b, Souto 2016, Kurki & Brunila 2014). Finnish education system and the current educational policy discourses creates the frame of reference for this study. This study aims at producing fresh data and findings from the field about support practices and education of girls with immigrant backgrounds in the upper secondary school. This study is educational ethnography contextualized to the current educational policies (Troman, Jeffrey & Beach 2006). The analytical interest is in the structural factors defining general upper secondary schools as well as in the everyday life and how people make sense of it. The data for this study has been produced in one general upper secondary school and in one group of preparatory programme for general upper secondary education in the spring term of 2017. Data consists of field notes, interviews (n=23) and educational policy documents. The study is part of EMED-research project. The structure of Finnish school system, support practices and study counselling were important factors that affected student’s educational choice making. Experiences of given counselling, need of support and language proficiency varied. The current educational policy discourse highlights freedom of choice and possibilities. This was also emphasized in the girl’s narratives. In reality educational educational transitions constructs in relation to given counselling, Finnish language proficiency and in relation to structures of the school system and what seems realistic.
  • Radi, Heini (Helsingin yliopisto, 2020)
    In integration policy perspective employment in the Finnish labor market is considered as a measure of integration. Integration training aims to find a suitable career and work path for each immigrant. Instead of an individual's wishes and skills, the labor market strongly guides career choices. The marketisation of education has also brought a new kind of efficiency requirement to the field of integration education, which combines declining financial resources and intensified efficiency expectations. Preparatory education for upper secondary vocational education and training (VALMA) is one actor in the integration field, whose purpose is to orientate immigrants to Finnish working life, society and different professions. The purpose of this thesis is to bring out the views of teachers who work in VALMA and reveal the tensions in the field of integration training. Through the interviews of teachers, I explore how the subject positions of teachers are constructed and what kind of reflections they have regarding to power and ethics. The research material consisted of interviews of five teachers working in VALMA education. My approach to the analysis has elements of discursive reading. In response to the research questions, four key factors were outlined in the background of teacher’s subject position. At the heart of everything are reflections on power and ethics, which are intertwined with reflection on language skills requirements, issues related to career choice and working life. The subject position of VALMA-teacher was constructed through controversial goals and objectives toward the desire to do the right thing and act ethically.