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| DP Managing organisation : |
Helsingin kaupunki, Opetusvirasto; Ammatti- ja aikuiskoulutuslinja |
| Other national partners : |
Helsingin yliopisto; Kasvatustieteellinen tiedekunta |
| EQUAL theme : | Employability - Combating racism |
| Type of DP : | Sectoral - Specific discrimination and inequality problems |
| DP Legal status : | Other |
| DP identification : | FI-14 |
| Application phase : | Approved for action 2 |
| Selection date : | 15-05-2002 |
| Last update : | 27-10-2003 |
| Monitoring: | |
Text available in 
Multi-cultural teaching, training and learning are new in Finland, especially in vocational training institutions. Finland has organised preparatory training for trainers in basic vocational training only for two years. The culture-sensitive training model will be developed as an instrument especially for vocational trainers who meet foreign students in their teaching groups. The teachers do not know how to act, as it is difficult to explain foreign students' behaviour - whether it is caused by his/her cultural background or character. Help will be provided also for encountering conflict situations between different ethnic groups and for the Finnish students' discrimatory attitude toward immigrant students.
Text available in
The central aim is to develop a so called culture-sensitive teaching model suited to the Finnish multi-cultural vocational training and new innovative teaching methods for teaching and learning in multi-cultural context. The aim is also to test the suitability of a new work development method (culture laboratory) as an instrument of pedagogic development. The culture laboratory provides information about the competence needs with regard to multi-cultural teaching; it also helps to examine the changes caused by the entrance of immigrant students to vocational training institutions. At the same time, it will be possible to anticipate and develop new competence of vocational teachers and to create to students with immigrant background more equal opportunities to advance in the Finnish training and working life.
| Nature of the experimental activities to be implemented | Rating |
| Guidance, counselling | *** |
| Training | *** |
| Training on work place | * |
| Training of teachers, trainers and staff | *** |
| Type of innovation | Rating |
| Process-oriented | **** |
| Goal-oriented | ** |
| Context oriented | **** |
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Culture LaboratoryIn the CL were made over 100 suggestions in wich direction the immigrant training course should be developed. According to these suggestions the emphasis should be put on new teaching and learning methods. Based on this suggestoin we have launched 8 experiments to renew the instruction in Helsingin sosiaali- ja terveysalan oppilaitos.
250 000 – 500 000 €
| Assistance to persons | M | F |
| Unemployed | 20.0% | 80.0% |
| Employed | 0.0% | 0.0% |
| Others (without status, social beneficiaries...) | 0.0% | 0.0% |
| 100.0% | ||
| M | F | |
| Migrants, ethnic minorities, … | 20.0% | 80.0% |
| Asylum seekers | 0.0% | 0.0% |
| Population not migrant and not asylum seeker | 0.0% | 0.0% |
| 100.0% | ||
| M | F | |
| Physical Impairment | 0.0% | 0.0% |
| Mental Impairment | 0.0% | 0.0% |
| Mental Illness | 0.0% | 0.0% |
| Population not suffering from a disability | 20.0% | 80.0% |
| 100.0% | ||
| M | F | |
| Substance abusers | 0.0% | 0.0% |
| Homeless | 0.0% | 0.0% |
| (Ex-)prisoners | 0.0% | 0.0% |
| Other discriminated (religion, sexual orientation) | 20.0% | 80.0% |
| Without such specific discriminations | 0.0% | 0.0% |
| 100.0% | ||
| M | F | |
| < 25 year | 4.0% | 16.0% |
| 25 - 50 year | 12.0% | 48.0% |
| > 50 year | 4.0% | 16.0% |
| 100.0% | ||
| Assistance to structures and systems and accompanying measures | Rating |
| Gender discrimination | ** |
| Low qualification | ** |
| Unemployment | **** |
With beneficiaries| Participation |
| Promoting individual empowerment |
| Developing collective responsibility and capacity for action |
| Participation in running and evaluating activities |
Text available in
The Culture Laboratory is a partisipatory method which means that immigrant students have an active role in all levels of the project implementation. Through this method immigrant students are couraged to take an active and dynamic position in they own lives in the school and in the Finnish sociaty as an active agent. In this method it is not only important the empowerment of individuals but also the empowerment of the community in wich the individual is part of, example the class in the school.
Between national partners
Text available in
Evidence based practice is a new area in our school. And this is an empowering experience for students and theachers in HESOTE (Helsingin sosiaali- ja terveysalan oppilaitos).
Linguistic skills Percentage of the budget for transnational activities Transnational Co-operation Partnerships| Transnational Co-operation Agreement | DPs involved |
| 2858 FinD |
DK 5 |
Involvment in previous EU programmes Interest in networking
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The process of networking means that people, projects and institutions form contacts with each others and the process of networking is divided into three levels:
Networking in local level:
- other secondary vocational schools in Helsinki area
- contacts with work life
Networking in national level
- other secondary vocational schools in Finland
- national co-operation with other EQUAL projects
Networking in international level:
- transnational co-operation
- contacts in international conferences
Events
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Products will include publications such as
- articles,
- posters,
- hand booklets for teachers and immigrant students, and
- reports form the project.
ProductsN.C.
Last update: 15-05-2002 
Top
| Partner | To be contacted for |
| Helsingin kaupunki, Opetusvirasto; Ammatti- ja aikuiskoulutuslinja | Co-ordination of experimental activities Design of the project DP managing organisation Evaluation Monitoring, data collection Transnational partnership |
| Helsingin yliopisto; Kasvatustieteellinen tiedekunta |
Text available in
Project Partners are:
- Shehrazade (DK-5)DP Managing Organisation: Projektcentret Gefion
-Development of Teachers Multicultural competence – Culture Laboratory (FI 14)DP Managing organisation: Helsinki City Education Department
The different scopes of the projects involved in the transnational partnership – for Finland the focus on new ways of empowering cultural students by sensitisation of teaching methods, and for GefionCenter the emphasis on individual project management and individual coaching and implementation of strategies as an alternative means of entering the job market in for instance using immigrants as facilitators for other immigrants – make a solid background for exchanging training methods and ideas and developing better practices.The common objectives of the transnational partnership are:
1.Exchange and share of experiences
2. Exchange and share of information and knowledge
3.Exchange and share of methods and practices
Last update: 27-10-2003 Top
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(HCED)
Hämeentie 11 A P.O.Box 3000 FIN-00099 Helsinki Tel:+358 9 310 86 00 Fax:+358 9 310 86 490 Email:tuija.kirveskari@edu.hel.fi |
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Text available in
Projektin käytännön toteuttamisesta vastaa Helsingin kaupungin opetusviraston ammatti- ja aikuiskoulutuslinja ylläpitämä Helsingin sosiaali- ja terveysalan oppilaitos.The implementation of the project is in Helsinki City College of Social and Health Care of City of Helsinki.
| Name | First name | Phone | Responsibility | |
| Kirveskari | Tuija Ms. | +358 9 310 86 00 | tuija.kirveskari@edu.hel.fi | responsible for project organisation |
| Lampinen | Edit Ms. | +358 9 310 80609 | edit.lampinen@edu.hel.fi | project implemtation |
| Mikola | Sinikka Ms. | +358 9 310 86 856 | sinikka.mikola@edu.hel.fi | project implemtation |
Last update: 27-10-2003 Top
| Name | First name | Phone | Responsibility | |
| Engeström | Yrjö Mr. | +358 | yrjo.engestrom@helsinki.fi | contact via project-coordinator Edit Lampinen |
| Niemi | Susanna | +358 | xx | contact via project-coordinator Edit Lampinen |
Last update: 27-10-2003 Top
Text available in
Kulttuurien välinen opetus, opiskelu ja oppiminen ovat Suomessa ja erityisesti ammatillisella puolella hyvin uutta. Vasta kaksi vuotta on Suomessa järjestetty ammatilliseen peruskoulutukseen valmistavaa koulutusta. Kulttuurisensitiivisen opetuksen mallia kehitetään työkaluksi erityisesti ammattiopettajille heidän kohdatessaan ulkomaalaisia opiskelijoita opetusryhmissään. Opettajat eivät tiedä, miten menetellä, koska ulkomaalaisen opiskelijan käytöstä ei osata selittää, ei ole tietoa siitä, johtuuko opiskelijan käytös hänen kulttuuritaustastaan vai hänen luonteestaan. Apua saadaan myös eri etnisten ryhmien välisten konfliktitilanteiden kohtaamiseen sekä suomalaisten opiskelijoiden syrjivään suhtautumiseen maahanmuuttajaopiskelijoita kohtaan.
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Projektin keskeisenä tavoitteena on kehittää Suomessa monikulttuuriseen ammatilliseen opetustyöhön soveltuvaa ns. kulttuurisensitiivisen opetuksen mallia ja uusia, innovatiivisia opetusmenetelmiä kulttuurien väliseen opetukseen ja oppimiseen. Lisäksi tavoitteena on kokeilla uuden työnkehittämisen menetelmän soveltuvuutta (kulttuurilaboratoriota) pedagogisen kehittämisen välineenä. Lisäksi kulttuurilaboratorion avulla tuotetaan tietoa kulttuurien välisen opetuksen osaamistarpeista sekä selvitetään niitä muutoksia joita maahanmuuttajaopiskelijoiden tulo ammatillisiin oppilaitoksiin on aiheuttanut. Samalla ennakoidaan ja kehitetään ammatillisten opettajien uutta osaamista sekä luodaan maahanmuuttajataustaisille opiskelijoille tasavertaisempia ja yhtäläisempiä mahdollisuuksia edetä suomalaisessa opiskelu- ja ammattikulttuurissa.
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Kulttuurilaboratorio-istunnoissa tehtiin yli 100 ehdotusta maahanmuuttajien ammatilliseen peruskoulutukseen valmistavan koultuksen kehittämiseksi. Suurin osa ehdotuksista koski opetus- ja opiskelumenetelmiä. Ehdotuksiin pohjauteun Helsingin sosiaali- ja terveysalan oppilaitoksessa aloitettiin syksyllä 2002 8 kokeilua opetuksen parantamiseksi.
With beneficiariesText available in
Kulttuurilaboratorio on osallistava menetelmä, maahanmuuttajaopiskelijoilla on aktiivinen rooli projektin toteuttamisessa. Menetelmä rohkaisee maahanmuuttajaopiskelijoita olemaan aktiivisia toimijoita niin omassa elämässään kuin suomalaisessa yhteiskunnassakin. Menetelmä edistää niin yksilön kuin myös sen yhteisön osallistumista, jonka jäsenenä yksilö toimii, esim. luokka.
Between national partnersText available in
Tutkimusaineistoon perustuva menetelä on oppilaitoksessamme uutta, joten projekti tarjoaa niin opiskelijoille kuin opettajille osallistavia kokemuksia.
Rationale | Objective | Innovation | Budget | Beneficiaries | Empowerment | Transnationality | Background | Networking | National Partners
 
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Development of teachers' multicultural competence - Culture Laboratory 