Finland
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by Head of the History and Social Studies/Citizenship Education National Curricula design included EDC/HRE/ Counsellor of Education
GENERAL QUESTIONS
Q1 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a great extent
b) … integration of migrants and refugees?
To a medium extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To a medium extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a medium extent
Q2 In your country, is priority given to…
a) … EDC/HRE at national government level
To a large extent
b) … EDC/HRE at local government level
To a large extent
c) … EDC/HRE at educational institution level (school, college, university)
To a large extent
d) … supporting training about EDC/HRE for teachers and school leaders
To a fair extent
e) … making resources / materials about EDC/HRE available
To a large extent
f) … making financial support for EDC/HRE available
To a fair extent
g) … supporting co-operation with NGOs, including youth organisations, in the field of EDC/HRE?
To a large extent
Further comments
Q3 What is needed for citizenship and human rights education to receive a greater priority in your country?
a) Improved awareness of relevance of EDC/HRE for meeting the current challenges in our societies
To a little extent
b) Availability of data on effectiveness of EDC/HRE with respect to meeting the current challenges in our societies, including examples of good practice
To a little extent
c) Advocacy by civil society organisations
To a little extent
d) Advocacy by prominent personalities
To a fair extent
e) Increased visibility of EDC/HRE in the media coverage
To a fair extent
f) Political will
To a little extent
g) Political pressure from regional and international institutions
To a little extent
h) More resources allotted to EDC/HRE
Not at all
i) Other
Please specify “other”
Further comments
Q4 In your country, are there any inconsistencies between...
a)…statements of principle (on the value of EDC/HRE in education for all people) and existing education policies?
Not at all
b)…EDC/HRE policies and their implementation in practice?
Not at all
c)…EDC/HRE policies and other policy sectors?
Not at all
Please describe the existing inconsistences:
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Not applicable
If yes, please specify:
If no, please explain why not:
Further comments
Q6 Have concrete measures/activities been taken to promote citizenship and human rights education in your country since 2012, in accordance with the objectives and principles of the Charter? (NB: this includes work done in the framework of the UN World Programme for Human Rights Education and other relevant international programmes and initiatives)
Yes
If yes, please specify:
More resources for Citizenship Eduation in Primary and Upper secondary/High Schools level EDC/HRE are more enhanced than before in Basic and Upper Secondary new Curricula (2014 and 2015) National and local development projects on EDC/HRE Teacher in-service training
If no, please explain why not:
Further comments
Q7 Are there any measures/activities planned to promote citizenship and human rights education in your country, in accordance with the aims and objectives of the Charter?
Yes
If yes, please specify:
More participative/democratic school culture to be fostered in all the Finnish Schools according to the new National Core Curricula, which is a norm Developing obligatory School Councils activities and role in every school National and regional Development networks, like 'Majakka' conducted By FNBE for Basic Schools
If no, please explain why not:
Further comments
Q8 Is the Charter…
a)…available in the language(s) of your country?
Yes
b)…available in the minority language(s) of your country?
Yes
c)…available on the website of the Ministry of Education or another relevant body?
Yes
d)… disseminated to the target audiences by other means?
Yes
If no, please explain why not:
Further comments
Q9 The Council of Europe has produced a number of tools and resources to promote and support citizenship and human rights education within and across the States Party to the European Cultural Convention. These tools and resources are available at: www.coe.int/en/web/edc/resources and at: www.coe.int/compass (Please indicate the usefulness, in your country, of the following Council of Europe tools and resources.)
a) Charter on EDC/HRE
Extensively used
b) Strategic Support for Decision-makers: Policy Tool for EDC/HRE
Moderately used
c) Democratic Governance of Schools
Moderately used
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
I do not know/Information not available
d) Quality Assurance of EDC in Schools
I do not know/Information not available
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
I do not know/Information not available
f) Living Democracy' Manuals for Teachers
I do not know/Information not available
g) A Compendium of Good Practice in HRE
Moderately used
h) Compass, manual for human rights education with young people
i) Compasito, manual for human rights education with children
Moderately used
j) Human Rights and Democracy Start with Us – Charter for All
I do not know/Information not available
k) Curriculum development and review for democratic citizenship and human rights education
I do not know/Information not available
l) Multimedia Material (ex. video “Beat Bullying”, series of cartoons “Democracy and Human Rights at School”, video “Corporal punishment at school : how two parents decided to change things”)
I do not know/Information not available
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
I do not know/Information not available
Other (please specify: ______)
If these resources were useful, please specify:
If these resources were not useful, please specify:
Further comments
QUESTIONS ON SPECIFIC ARTICLES OF THE CHARTER
SECTION 1: GENERAL PROVISIONS
Article 3. Relationship between education for democratic citizenship and human rights education
Q10 Is there a shared working definition of citizenship and human rights education in your country?
Yes
In case if there is no shared working definition of citizenship and human rights education, please explain why not:
Please provide the name of the term in English and in original language as well as its definition and indicate the references and/or web link.
SECTION 2: OBJECTIVES AND PRINCIPLES
Article 5. Objectives and Principles
Q11 In your country, to what extent do education laws, policies, and strategic objectives explicitly refer to citizenship and human rights education
a) … in formal education at pre-primary, primary and secondary level?
Extensively
b) … in vocational education and training?
Moderately
c) … in higher education?
Moderately
d) … in the training of education personnel?
Moderately
e) … in youth policy and non-formal education?
Extensively
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:
SECTION 3: POLICIES
Article 6. Formal general and vocational education
Q12 In your country is education for democratic citizenship and human rights promoted as follows in schools and colleges:
a) specific subject matter – obligatory
c) cross-curricula approach
d) whole school approach
Please provide further details including web links where appropriate:
Some key aims of the Finnish Curricula Reform: Developing schools as learning communities, and emphasizing the joy of learning and a collaborative atmosphere, as well as promoting student autonomy in studying and in school life.
Further comments
Q13 If citizenship and human rights education is included in the curricula in your country, has it been subject to revision and updating since 2012 at...
a) … pre-primary education?
Yes
b) … primary school?
Yes
c) … lower secondary school (including vocational)?
Yes
d) … upper secondary school (including vocational)?
Yes
If no, please explain why not:
If yes, then what are/were the key challenges? How will they be / how were they overcome?
To what extent was the revision and updating process inclusive and participatory?
It was inclusive and participatory.
The Steering Commitee of the Curricula development consisted of a wide range of Ministries, Researchers, civil society organizations, Trade Unions, Youth organizations... Co-operation with local curriculum development - Education providers' feedback
Key stakeholders were invited to provide their official opinions on the new national core curriculum in autumn 2014
Internet-survey for pupils to get their views and opinions on the reform
Further comments
Article 7. Higher education
Q14 To what extent is citizenship and human rights education provision promoted in higher education institutions in your country?
Extensively
If not at all or scarcely, please explain why:
If extensively, please explain why and provide examples:
EDC/HRE is embedded everywhere in the Finnish Society as well as in the culture of higher education institutions and their governance. It depends on each higher education institutions’ task and mission, to what extent some extra EDC/HRE provision is promoted.
Further comments
Difficult to answer this question. Look at the previous answer/arguments
Article 8. Democratic governance
Q15 In your country, are there any education laws, policies and strategies that promote democratic governance in educational institutions, particularly schools, concerning…
a) … decision making procedures (e.g. governing bodies / school boards)?
Yes
b) … school culture / rules?
Yes
c) … pupil / student participation (e.g. school / student councils)?
Yes
d) … parental / family involvement in schools (e.g. governing bodies / school boards)?
Yes
e) …school / community links (in and out of school)?
Yes
If yes, please specify:
Student Councils are mandatory in all the Finnish Schools starting from the 1st grade of primary and ending up at the last grade of Upper secondary School
If no, please explain why not:
Further comments
Article 9. Training
Q16 In your country, is there a provision for citizenship and human rights education in initial teacher education, continuing professional development and other types of training for…
a) … teachers?
Yes
b) … school leaders?
Yes
c) … other education staff?
To some extent
d) … youth leaders (in and out of school)?
Yes
e) … teacher trainers / trainers of trainers?
Yes
f) … parents?
To some extent
If yes, please specify:
If no, please explain why not:
If to some extent, please specify:
Further comments
Provide examples of good practice:
Article 10. Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Q17 To what extent, in your country, is there co-operation and support between the government and the following organisations and groups that foster citizenship and human rights education?
a) Non-governmental organisations (NGOs)
To a large extent
b) Youth organisations
To a large extent
c) Community groups
To a little extent
d) Parents' groups
To a large extent
e) Other (please specify: ______)
If not at all or to a little extent, please explain why:
What is the definition of a 'community group'? There are many kinds of community groups in local environments having good cooperation with schools. Since we have got a very decentralised system in Finland, the governments role is not to make any intervention with respect to municipal and local actions, projects or cooperation.
If to a large extent, please explain the factors for success:
Everybody in the Finnish Society agrees that EDC/HRE are really important and contain fundamental values and means of acting in this democratic society
Provide examples of good practice:
Further comments
Article 11. Criteria for evaluation
Q18 In your country, have criteria been developed to evaluate the effectiveness of citizenship and human rights education programmes?
No
Further information:
How would you EVALUATE/MEASURE the effectiveness of EDC/HRE programmes? By asking some knowledge based questions on what has been learned? We suppose that it is most crucial to have impact on the ATTITUDES. How would you measure that? Of course self-evaluation and peer-to-peer reflections on what have been learned are important.
Please provide examples of how these criteria have been developed, reviewed and used:
To what extent have they been useful?
Provide examples of good practice:
Article 12. Research
Q19 In your country, to what extent has research been initiated and promoted on citizenship and human rights education to take stock of the current situation?
To a large extent
If not at all or to a little extent, please explain why:
What needs to be done to obtain stronger support for such research?
More cooperation
Further comments
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a large extent
b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a large extent
c) … settle disagreements and conflicts in a non-violent manner?
To a large extent
d) … combat all forms of discrimination and violence (especially bullying)?
To a large extent
If not at all or to a little extent, please explain why:
What needs to be done to encourage more active promotion of such educational approaches and teaching methods?
Developing school culture to more participative and interactive direction in order to foster community and positive atmosphere
Further comments
The Finnish Education system is very inclusive according to the OECD research.
SECTION 4: EVALUATION AND COOPERATION
Article 14. Evaluation and review
Q21 Has any action been taken or foreseen to evaluate strategies and policies undertaken in accordance with the aims and principles of the Charter?
Yes
If not, please explain why not:
If yes, please provide links to the relevant monitoring and evaluation reports:
Baseline Study on Human Rights Education in Finland by the Human Rights Centre http://ihmisoikeuskeskus-fi-bin.directo.fi/@Bin/c95e48530bc158d4bc4a37c01c5fda8c/1465388402/application/pdf/661634/HR%20education%20in%20FIN_en.pdf_.pdf
http://www.ihmisoikeuskeskus.fi/in-english/publications/
What were the key conclusions?
Human rights education should support and promote the realisation of a learning environment where human rights are respected. The human rights knowledge and skills of teachers and educators should be strengthened.
Who takes part in the evaluation process?
The MoE, FNBE, University Teacher training Faculties, researches and many other stakeholders of the whole school system.
Example of good practice:
Further comments:
Article 15. Co-operation in follow-up activities
Q22 In your country, have any co-operation activities with other countries been organised or planned in pursuing the aims and principles of the Charter?
Yes
If not, please explain why not:
Example of good practice:
Three Country Audit of the Lower Secondary Citizenship and Human Rights Education Curriculum. The principles of the Charter on Education for Democratic Citizenship and Human Rights Education in the curricula of France, Finland and Ireland. http://pjp-eu.coe.int/documents/1417855/4703063/3countriesreport.pdf/2dd2f80d-36c0-4f70-b49d-a45432ef11bb
What is required to encourage such cooperation activities?
Further comments
Article 16. International and European co-operation
Q23 In your country, is there co-operation and collaboration on citizenship and human rights education with the following organisations / institutions?
a) Council of Europe (CoE)
Yes
b) United Nations system (UN) (including UNESCO and UN OHCHR)
Yes
c) Organisation for Security and Co-operation in Europe (OSCE)
Yes
d) European Union (EU) (including European Commission)
Yes
e) Other international/ European organisations
Yes
Please specify 'Other international/ European organisations'
The Nordic Council, IHRA (International Holocaust Remembrance Alliance, which is global)
What are your expectations from such cooperation?
Developing democracy, democratic practices and democratic citizenship everywhere to prevent any forms of non-democratic movements
To what extent are these expectations met?
To a large extent
How could such cooperation be made more useful?
The synergies should be taken more profoundly in use
Further comments
Q24 In what ways is / can the Charter review process be of support to the countries? [Please rank from 1 (not useful)- 5 (very useful)]
a) An encouragement / motivation for stronger action and higher quality
2
b) An opportunity to promote good practice
2
c) A support tool for dialogue with other countries and within the country
2
d) Access to expertise from other countries and from international institutions
2
e) Other
Please specify other
Q25 What are your expectations from the Council of Europe? [Please indicate the current level of satisfaction from 1 (not useful) - 5 (very useful) for each expectation]
a) An encouragement / motivation for stronger action and higher quality
2
b) Opportunities for sharing and cooperation with other countries
5
c) Provision of a shared framework of reference / common standards
3
d) Impetus for dialogue and cooperation within the country
3
e) Authoritative encouragement to ensure respect of commitments
1
f) Technical advice / technical assistance
2
g) Access to the network of key actors in the member states through the Committee of Ministers, Parliamentary Assembly, the Congress of local and regional authorities and the INGO Conference and the HR Commissioner as well as various monitoring bodies (such as ECRI) as a means of raising visibility of EDC/HRE
2
h) Other
Please specify other
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
Low impact
b) Lack of awareness/interest/support among education professionals
Low impact
c) Impact of the economic crisis/recession
Medium impact
d) Reduction/cuts in funding
Medium impact
e) Decentralised education system
Low impact
f) Changing political context (e.g. change of government)
Low impact
g) Reduction of support networks (NGOs, parent and youth groups etc.)
Low impact
h) Lack of public interest and support
Medium impact
i) Lack of media interest and support
Low impact
j) Lack of support from European organisations (Council of Europe, EU etc.)
Low impact
k)Other
Please specify other
Further comments (half a page maximum):
FOLLOW-UP QUESTIONNAIRE
There are plans to repeat this questionnaire in 5 years’ time to get a further sense of the progress of the States Party to the European Cultural Convention in pursuing the aims and principles for citizenship and human rights education promoted by the present Charter. It is also proposed to design the questionnaire focusing on particular areas.
Q27 What particular areas should the follow-up Questionnaire focus on for the next review cycle? (Please indicate the level of priority for each area)
a) Formal general (pre-primary, primary and secondary school) and vocational education
High
b) Higher education
Medium
c) Pre-school education
High
d) Democratic governance of educational institutions
High
e) Training (initial and on-going)
High
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Medium
g) Criteria for evaluation
Low
h) Research
Medium
i) Social cohesion, valuing diversity and handling differences and conflict
High
j) Evaluation and review
Low
k) International and European co-operation
High
l) Other
Please specify other
Q28 How can this questionnaire be improved in order to ensure that the data collection is meaningful and useful in terms of encouraging further progress in citizenship and human rights education?
In many ways, I hope that the next time it would be possible to influence on the questionnaire by the coordinators! The member countries and their situations related to issues are so different.
Q29 To what extent the process of preparation of the reply to this questionnaire was constructive and participatory? [Please rank from 1 (poor)- 5 (excellent)]
3
Further comments:
FOCUS GROUP 2016: PARLIAMENTARIANS
NB: The questions below are to be addressed to the Education Commission in the National Parliament or other similar bodies
Please indicate which body has been contacted
Q30 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a great extent
b) … integration of migrants and refugees?
To a great extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To a medium extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a medium extent
Further comments:
Q31 What legislation has been adopted in the last 5 years or is in preparation, with a view to support and promote citizenship and human rights education?
Government degrees 2012 and 2014: more resources and focus on Citizenship education in Basic and Upper Secondary Education, the new Curricula (2014 and 2015) and strengthening steering of the implementation of respected issues.
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
Q33 Do you have any further comments to make not provided elsewhere? If so, please use the space below.
Q34 Further comments on citizenship and human rights education in the country:
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
Ministry of Education and Culture -Department of Education and ECEC Ministry of Justice -Unit for Democracy, Language Affairs and Fundamental Rights Ministry of Social Affairs and Health -National Institute for Health and Welfare Ministry of the Interior
2. Research institutions:
University of Helsinki University of Tampere University of Turku University of Jyväskylä -Finnish Institute for Educational Research
3. Education professionals:
-professionals of Helsinki University Department of Teacher Education Helsingin normaalilyseo ie Norssi, the University of Helsinki Teacher Training School Tampereen normaalilyseo, University of Tampere Teacher Training School
4. Civil society organisations:
Mannerheim League for Child Welfare Development Centre Opinkirjo
a. Teachers organisations:
The Association for Teachers of History and Social Studies in Finland The Association of Finnish Principals
b Youth organisations
Finnish Youth Cooperation - Allianssi Finnish Upper Secondary Students Association The Association of the Finnish Youth Councils
c Children organisations
Central Union for Child Welfare
d Parents organisations
Finnish Parents League
5. National human rights institutions
National Human Rights Centre
6. Parliaments
Eduskunta, the Parliament of Finland Education Commission
7. Local and regional authorities
Local Finland
8. International institutions
UNICEF Finland Plan Finland
9. Medias
Helsingin Sanomat Kleio
10. Others
Labour Union: OAJ-Trade Union of Education in Finland The Finnish Book Publishers Association
