Study visit group report Dear Participants, The purpose of a study visit is to generate an exchange of experience and good practice between the country you visit and the countries you all come from. Thus, participating in a study visit can be an exciting experience and an important learning tool for you. During the visit you are invited to prepare a group report summarising your experience. This will help Cedefop disseminate what you have learnt to others, who share your interest but did not participate in this particular study visit. On the first day of the visit, you are to select a reporter who will be responsible for preparing the final report and submitting it to Cedefop. Start working on the report from the first day of the visit. Everybody should contribute actively to the report by sharing their views, knowledge, and practices. You will, of course, be taking your own notes during presentations and field visits; but the group report should highlight the result of the group s reflections on what was seen and learnt during the entire visit. The report should NOT read as a travel diary, describing every day and every session or visit. Cedefop will publish extracts of your reports on its website and make them available to experts in education and vocational training. When writing the report, please keep this readership in mind: make your report clear, interesting, and detailed enough to be useful to colleagues throughout Europe.
Reception at Turku City Hall Group 239 Title Regional cooperation and a developing network to ensure equal opportunities for all Theme Equality in special education City, Country Turku Finland Type of visit Study Visit Group reporter Shona Pickering 2
I. Findings This section summarises the findings that the group makes while visiting host institutions, discussing issues with the hosts and in the group. You will be reflecting about the things you learnt during each day. But to put them together and give an overall picture, you need to devote a special session to preparing the final report on the last day of the visit. In this section, it is important that you describe not only things you learnt about the host country but also what you learnt about the countries which you represent. 1. Summarising your impressions, please describe what in your opinion are the 3 most important things you learned during the visit. 1. The student is at the centre of the educational process 2. It is critical to share to best practice among a range of countries 3. The way the teaching profession and education is highly respected in Finland. 2. One of the objectives of the study visits programmes is exchange of good practices among the hosts and participants. Cedefop will select examples of good practices and disseminate them among former participants and wider public, including potential partners for future projects. Describe each of the good practices you learn about during the visit (both from the hosts and from each other) indicating the following: 3
Title of the project/ Name of the institution Contact person Whom the project addresses Features of the project that make it an example of good practice Basic lines of education in Finland and Turku. Director of Basic Education Turku Outi Rinne The Education system of Finland The autonomy of schools and teachers. Self evaluation is the most important factor, i.e no inspections. There are few private schools in Finland. The needs of the students are central and the support is immediate. An example was provided regarding multi cultural education. Regional Administrative Cooperation Katja Vanhatal o Education Planning section The selection process for training prospective teachers is rigorous. The coordination process between school, social and health services is positive and effective. This appears to provide an integrated approach. All Participant Presentations and the sharing of good practice across Europe. Study visit participa nts Different countries in EU A clear commitment to inclusion was evidenced in all presentations. 3. The study visits programme aims to promote and support policy development and cooperation in the field of lifelong learning. That is why it is important to know what you learnt about such policies and their implementation during your visit. You are invited to describe your findings concerning the following: 3.1. common approaches, if any, that are met in all or some countries (both host and participants ) regarding the theme of the visit: 4
The concept of inclusion applies equally to the special school setting and the main stream school setting. A two way integration is seen as beneficial when properly managed and supported. The teacher is key in the provision of an effective education to all young people. All teachers should be responsible for the teaching of all pupils. We agree that teachers teach students and not subjects! 3.2. common challenges that are faced by all or some countries (both host and participants ) in their effort to implement policies related to the theme of the visit: - How to ensure equality of opportunity across all sections of education especially in secondary schools. - Funding resources were outlined as a common challenge - Appropriate training for class and subject teachers - Improved co-ordination between school and different services (health, social services etc.) - How do we convince the authorities that autonomy is positive and necessary for our schools? 3.3. effective and innovative solutions you have identified that the countries (both host and participants ) apply to meet the challenges you mentioned in question 3.2: - The school principal selects teaching staff in Finland according to the school needs. - The co-location of educational provision was seen as positive and facilitates the sharing of expertise. (A positive example was given from Scotland) - Local administration for provision of resources was favoured over regional administration. (A positive example was given from Romania) 3.4. policies and practices that can be further explored and possibly transferred to other countries: 5
- School autonomy including staff selection, only if the teachers are well qualified. Transparent / accountable selection process must be evident. - Decisions should be child centred and involve a multi disciplinary team, led by expert teaching professionals. - Support issues / needs addressed in a timely fashion. - Reduced class sizes was noted a positive practice in learning and teaching however the commitment and motivation of the teacher is essential and paramount. 4. Creating networks of experts, building partnerships for future projects is another important objective of the study visit programme. Please state whether ideas for future cooperation have evolved during meetings and discussions. - International support network to share resources and policies current participants should remain in contact via email initially. - The Erasmus practice was highlighted as beneficial. A possibility exists with a trainee teacher from Hungary visiting schools in Austria and Germany. - E-Twinning was provided as another positive idea for cooperation. - A European conference (bi-annual) to progress the conception of meaningful inclusion. - Comenius projects and exchanges can be planned and encouraged. - Expansion of the European school net to further develop inclusion. This visit was very well organised. We have felt very supported throughout the week and the hospitality shown was exceptional. 6