STUDENT WELFARE SERVICES AND EXPERIENCES OF WORK BASED LEARNING

1
STUDENT WELFARE SERVICESAND EXPERIENCES OF
WORK BASED LEARNING

• Coordinator of student welfare services
• anne.etelaaho_at_kpedu.fi
• THE FEDERATION OF EDUCATION IN CENTRAL
  OSTROBOTHNIA
• Kokkola, Finland

2
(No Transcript)
3
(No Transcript)
4
VOCATIONAL UPPER SECONDARY EDUCATION AND TRAINING

• Students in vocational upper secondary education
  and training are mainly aged 16-25 years. The
  school-based education system means full-time
  studies for three years at a vocational
  institution.
• Geographical accessibility of education in
  Finland is high. The school network is
  comprehensive at all levels of education
  throughout the country.
• Applicants, who have completed the basic
  education syllabus or a corresponding earlier
  syllabus, may be admitted as students to
  education and training leading to an upper
  secondary vocational qualification.
• Admission procedure will take place through the
  joint application system, which is today an
  electronic process maintained by the Finnish
  National Board of Education.
• Students are free to choose which educational
  institution they apply to. If a person does not
  gain admittance to the school of his or her first
  choice, other possible schools are considered.

5
VOCATIONAL UPPER SECONDARY EDUCATION AND TRAINING

• The scope of upper secondary level vocational
  qualifications taken after basic education is 3
  years (120 credits).The duration of studies is up
  to 40 credits shorter for those who have
  completed the general upper secondary school
  syllabus, as some of their studies are
  accredited.
• Even if the education and training mostly takes
  place in institutions, all qualifications include
  at least 20 credits (approx. six months) of
  instruction at the workplace (on-the-job
  learning). Vocational qualifications may also be
  completed as apprenticeship training, which also
  contain courses arranged in the institutions.

6
VOCATIONAL UPPER SECONDARY EDUCATION AND TRAINING

• Furthermore, upper secondary vocational
  qualifications may also be obtained through
  competence tests independent of how the
  vocational skills have been acquired. Like other
  vocational adult education and training,
  competence-based qualifications are governed by a
  separate act.
• Upper secondary vocational education and training
  is primarily free of charge for students, but
  students have to pay for the materials.
• A three-year vocational upper secondary
  qualification gives general eligibility for
  higher education in both polytechnics and
  universities.    

7
THE FEDERATION OF EDUCATION IN CENTRAL
OSTROBOTHNIA

• There are over 2400 students at the federation
• negative drop out rate is 2,9
• 17 member municipalities
• population of the municipalities about 110 000
• 6 Institutes
• Kokkola Vocational Institute
• Kokkola Business Institute
• Kokkola Institute of Social Services and Health
  Care
• Central Ostrobothnia Rural Institute in Kannus,
  Toholampi, Perho,
• Kaustinen
• Central Ostrobotnia Culture Institute in Kälviä

8
TEACHING IN THE FOLLOWING SECTORST

• technology and transport
• health and social services
• tourism, catering and home economics
• business and administration
• agriculture
• culture sector
• leisure and physical education
• adult education.

9
STUDENT WELFARE SERVICES INCLUDES

• STUDENT ACCOMMODATION
• 5 dormitories in Kokkola, Kälviä, Kannus,
  Kaustinen, Perho
• Several persons working with the students
• Guided evening activities
• Course How to live in the dormitory
• Atsa-project, 8 students,2 instructors, for
  students with special needs (depression, free
  time problems, lonelyness )
• STUDENT HEALTH CARE SERVICES
• School nurse
• Physical and mental health care
• Co-operation with student welfare and other
  authorities
• School doctor visits institutes several times a
  month

10
INDIVIDUAL EDUCATION PLANS (IEP)

• Students home town pays ca. 6,000 /student/year
  to the school, in addition school receives 3,000
  /year extra as a statutory goverment transfer
  for every student with IEP.
• We have 350 students with special needs.

11

• SUPPORT MEASURES WE OFFER
• special student support persons
• assistant-teachers
• Individual study plans
• work based learning
• SCHOOL SOCIALWORKERS
• 4 persons working full-time.
• gather information from the previous schools
• we visit 16 student welfare groups in 11
  different municipals to recive information about
  those students, who need support
• guidance for the students with IEP
• discussions with students, who have problems with
  school
• co-operation with families, student welfare and
  other authorities
• discussions with students, who are in danger to
  drop out

12

• SPECIAL NEEDS TEACHERS
• We have 2 special needs teachers
• Reading and writing test for all new students.
• Teaching, counseling, consultation
• STUDENT FINANCIAL AID
• study grant government guarantee for
  student loan housing supplement

13

• SUPPORT PERSON
• Helps to find students, who dont come to school
• Helps students to commit themselves to school
• SCHOOL TRANSPORT SUBSIDY
• Free transport for students who are studying for
  their first profession and who live more than 10
  km from school ( under 100 km.)

14
STUDENT MULTIDISCIPLINARY TEAMS

• Principal, student councilors,school social
  workers, student nurse, dormitory mentors
• Develop, improve and advance student wellfare
  services
• Share of the responsibility.

15

• STUDENT COUNSELING
• All institutions have 1 or 2 student counselors.
• ACTIVITY CLUBS
• Sports, clubs, music etc.
• TUTORS
• http//195.148.183.210/kpedu/qpr2/tutor/subprocess
  details 3.html
• STUDENT ASSOCIATION
• http//195.148.183.210/kpedu/qpr2/subprocessdetail
  s_3.html

16
REMIDIAL TEACHING

• Teachers give it to individual students
• We also have special needs assistants
• Places were student can go do their failproof
  courses independent studying with guiding

17
INSTRUCTIVE AND REHABILITATIVE EDUCATION

• One year,
• 8 students,
• for students with the IEP
• GUIDING AND PRELIMINARY EDUCATION
• One year
• 17 students
• For ordinary students who dont know were they are
  goinng
• IMMIGRANTS PRELIMARY EDUCATION
• One year
• For immigrants, finnish language and guiding

18
RYSÄ-PROJECTBOW NET-PROJECT

• Innopaja training project Rysä 1.8.2003-31.9.2005
• The goal of this project was to reduce the
  number of students who drop out from vocational
  studies.
• ESF and National Board of Education funded the
  project.

19

• Special need teacher services
• Dyslexia tests for all the new students (1000
  students/year)
• Vocational 10th grade (aikalisä) for students who
  do not know what they want to study or who have
  many problems, at the moment we have 2 of these
  classes
• Special education course for 28 teachers

20

• Special and individual paths
• Workshops
• Opportunities to study general topics in a
  flexible way
• Courses for those who failed their courses

21
EXPERIENCES OF WORK BACED LEARNING

• For students who have
• concentration difficulties
• learning disabilities
• mental problems
• low self-esteem
• etc.

22
INDUVIDUAL AND FLEXIBLE WAY TO STUDY

• Curriculum degree 120 credits
• Vocational studies 90 credits (Work based)
• core subjects 20 credits
• studies of free-choice 10 credits (Work based)

23
WORK BACED LEARING
24
APPRECIATION
STUDENT

WORK INSTRUCTOR
TEACHER
25
EXPERIENCES OF WORK BASED LEARNING

• We have had work based learning since 1997
• ( in technical field, in schools workshop)
• the property maintenance and the heating,
  plumbing and ventilation engineering programs.
• There were about 10 students in each of these
  classes.
• Students have studied mainly with one teacher
• They did not have theoretical studies in classes

26

• We have also practiced this at the hotel and
  restaurant services. A student who suffered
  from depression studied four years in different
  work places, and she graduated with excellent
  grades.

27
WORK OCCUPATION PROJEKT

• We had a work occupation project, where we
  used on-the-job based learning on the
  construction.
• The teacher has handled the curriculum of
  construction field step-by step.
• The aim of the project was to find a trainee
  place for the student.
• Students were guided by their workplace
  instructors.
• Teacher decided goals and the evaluation was
  done together with the student.
• Evaluation is based on the teachers
  knowledge, for what is required for each grade
  level.

28

• We have practiced on-the-job learning during
• 2007 in following sectors
• 1.business and administration
• 2.health and social services
• 3.metalwork and machinery
• Mostly studying on-the-job learning, excellence
  through experience

29
My path (Oma polku)

•  
• Fonding ESF and Board of Education
• 1.8.2008-31.12.2010
• 254 000 EUR
• The aim of this project is to
• Activate young people to vocational studies
• Reduce the number of students who  are in the
  danger to interrupt their vocational   studies.
• Create alternative ways to do general studies
•  practice work-based learning in rular
  institutes and vocational institutions. 
• Use advisory officer to help students with
  special needs to apply to vocational studies and
  support them  during their   apprenticeship
  training
• The Vocational Institution of Turku is our
   partner institute during My Way-project
•  

30

• Drop out project
• with Danmark
• People from Finland, Germany, Sweden, Lithuania
• Good methods how to prevent dropping out from
  school
•  
• http//www.stopdropout.eu/
• My Way Flexible Studies
• Leonardo, 8 teachers go to Italy, Slovakia,
  Hungary and Holland
• The aim of the project is to benchmark
• -          the methods of the productive and work
  based learning
• -          evaluation and recognition of
  non-formal and informal
• learning
• -          alternative methods of vocational
  studies
• -          new interactive methods for
  cooperation with families

31
After the Jokela school killing event
investigation board was foundedand they started
their investigation. investigation board
recomantions were

•  Social-, health and education organizations
  should develop student welfare services.
• There should be enough staff working in the field
  of student welfare.
• Early recognitation of possible problems
• Sufficient support and making sure support is
  secured is important 

32

• Confidentiality regulations should be more
  explict (more flexibility)
•  
• Depression medicine treatment references should
  be made
•  
• Recommendation for anxiety and mood disorders
  should be clarified
•  Bulling- prevention, intervention and follow up

33

• Permission for carrying weapons should be
  tightened
•   There should be coordination in security
  plans, crisis plans and evacuation plans.
• It is important to search for risks and think
  about prevention.
•  
• Internets services providers should have codes
  how they can take action agenst unsuitable
  actions.
• They should work together with police
• Attention should be on how media releases news
•  
•  
•  
•  
•  

34

• It is important to have different methods for
  different students
• On-the-job learning is valuable for some
  students, because
• some students suffer from school allergy
• When students study work related in school they
  usually have one teacher who really cares about
  students.
• Students are treated as individualls and they
  receive more attention than generally.
• It is important that successfull projects leads
  to permanent pratices.