Arts Education And Cultural Education In Finland

Transcription

1 Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2 Arts Education And Cultural Education In Finland Arts education is under scrutiny especially because of a prospective reform in the allocation of lesson hours in basic (i.e. compulsory) education. The extent of vocational and higher education leading to art and cultural professions is constantly in the headlines because the provision is considered excessive in relation to labour needs. At the same time, Youth Barometer 2009 sends a message of the growing importance of culture in young people s lives. This analysis looks into the demand for, supply of and employment effect of arts education. The irrefutable key finding is the remarkable extent of arts education in our country. Including school education, the number of participants in arts education is well over one million every year. However, the availability of arts education services is very unequally distributed as regards both art forms and regions. According to its programme, Prime Minister Vanhanen s Second Cabinet is committed to promoting creativity, talent of different kinds and innovativeness from early childhood education onwards. To this end, the status of art and skill subjects will be raised through greater optionality. Measures are taken to improve conditions for children s and young people s cultural activities, arts education and a safe media environment. On several occasions, Minister of Education and Science Henna Virkkunen has taken a stand for increases in art and skill subjects in basic education. She regards this as a precondition for creating an innovative climate in Finland. Minister of Culture and Sport Stefan Wallin sees that a cultural point of view should be more prominent in societal decision-making. The utilisation and applications of art and culture will improve wellbeing and life management among individuals and communities. Alongside education and research, art and culture constitute major building blocks of civilisation. Moreover, as part of the creative economy, art and culture make a significant contribution to the competitiveness and growth of the national economy.

2 Background to the analysis According to the Development Plan for Education and Research adopted by the Government for , creativity, talent of different kinds and innovativeness will be promoted from early childhood education onwards. In its Cultural Policy Strategy 2020, the Ministry of Education records an aim to strengthen art, skill, cultural heritage and media education in general education, in liberal adult education and in leisure activity. Hence, there are well-founded reasons for extending and diversifying basic education in the arts. Education in the culture sector and its matching with labour market needs and educational needs especially at the agency level should be reassessed. The contents and know-how of art and cultural institutions should be utilised in lifelong learning. A committee that drafted the Government s report to Parliament concerning the futures of culture (3/2010) also highlights the need to develop art and cultural education. Parliament will discuss the government report in late spring The value and significance of arts education is recognised in several art-specific and other programmes, and Finland has gained international repute for the results of its arts education. Art and culture in children s and young people s education Basic education The core subjects taught in comprehensive schools are laid down in the Basic Education Act (628/1998). These subjects include physical education, music, visual arts, and arts and crafts. The government decides on the allocation of lesson hours between subjects in basic education. According to the current allocation (Government Decree 1435/2001), the minimum number of lesson hours in these subjects over the nine years of basic education is 56 weekly lessons per year (one weekly lesson means a module of 38 hours of instruction, and 56 weekly lessons per year means that the number of lesson hours dedicated to art and skill subjects is 2,128 over the nine years of basic education). The minimum number of single subjects in this group and the minimum number of all elective subjects also come under a Decree. The actual numbers of lesson hours in art and skill subjects vary within these limits at the discretion of the education provider. It is quite difficult to asses in detail the changes that have taken place recently in the lesson hour allocation in comprehensive schools based on the government decisions made in 1985 ( ) and 1993 ( /834) and the Decree issued in This is because of changes in the structure of the comprehensive school and in the principles Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2

3 Allocation of lesson hours in art and skill subjects in basic education according to the government decisions of 1985 and 1993 and the Government decree of 2001 Gvmt decision ) Gvmt decision ) Gvmt Decree ) yearclass yearclass yearclass total total total hours hours hours hours hours hours hours hours hours Core subjects Music / Art / crafts Physical education the above, total Minim / Minim. 44 Minim. 12 Minim. 56 Minim. 26 Minim. 30 Minim. 56 Elective subjects Music 3-6 Art 3-6 the above, total ) 1985: if there are 16 to 18 hours of music, art or crafts at the primary level, the total number of hours in physical education may be hours. Music may be taught to part of the pupils for two hours in the 7th yearclass, which means that hours in some other subjects must be reduced. Music and art are elective in the 8th and 9th yearclasses. 2) 1993: the total number of elective subjects in yearclass 7-9 is at most 20. 3) 2001: As elective subjects it is possible to teach subjects listed in the decree in advanced or applied courses; entities comprising several subjects; foreign languages; and it-related subjects. the minimum total extent of elective subjects is 13 hours. underlying the lesson hour allocation. Furthermore, there have been significant changes in the relative shares of the core and elective subjects. The 1985 decision laid down absolute numbers of hours for optional studies in music and in pictorial arts at the lower secondary level, whereas the 1993 decision set out the maximum number of lesson hours and the current Decree the minimum number for these subjects. The currently effective allocation of lesson hours increased mother tongue and literature by two and civics by one weekly lesson hour per year. Health education was added as a new subject (3 weekly lesson hours per year). The combined effect of these changes was seven weekly lesson hours per year. As the overall number of lesson hours was not increased, the corresponding decreases had to be made in the elective subjects, probably also in the art and skill subjects. The lesson hours reserved for elective subjects can be used to study, for instance, an optional language or information technology, which diminishes the options available to take art and skill subjects. In the system currently in force, elective subjects can be provided in all yearclasses. The exact development of art and skill subject volume from 1985 to this day is difficult to trace because the discretion of the education provider has been gradually increased. This has particularly affected the selection on offer and the choices made by pupils. In the light of the Government decisions it seems, however, that the relative weight of art and skill subjects has been dwindling in practice, even though the minimum number of lesson hours in these subjects has remained the same. young finns idea of the adequacy of arts education given in schools According to the Youth Barometer, young people think that the school has a major role in promoting or suppressing creativity. Slightly over half of the respondents aged 15 to 29 think that there should be more arts education in the comprehensive school, with only minor differences between the opinions of girls and boys. Only one per cent of the respondents absolutely disagreed with the claim 1. Principals think along the same lines. According to a survey conducted by the National Board of Education among principals, 56% of the respondents considered the number of lesson hours in art and skill subjects too small in the 2001 allocation of lesson hours 2. 1 source: Myllyniemi, taidekohtia, in nuorisobarometri source: opetuksen järjestäjien ja rehtoreiden näkemyksiä ja kokemuksia perusopetuksen vuoden 2004 opetussuunnitelmauudistuksesta, opetushallitus 2009

4 young people s responses to the claim there should be more arts education in the comprehensive school All 22 % 32 % 31 % 11 % 4 % Women 21 % 35 % 30 % 9 % 3 % Men 21 % 30 % 33 % 13 % 4 % Aged 15 to % 29 % 32 % 13 % 4 % Aged 20 to % 33 % 29 % 12 % 3 % Aged 25 to % 35 % 32 % 8 % 4 % 0 % 20 % 40 % 60 % 80 % 100 % Agree Tend to agree Tend to disagree Disagree Cannot say source: sami Myllyniemi, taidekohtia, nuorisobarometri 2009 upper secondary education Under the Government Decree on the general objectives of upper secondary education and the allocation of lesson hours in (955/2002), students must take and complete altogether five compulsory art and skill courses (a course = c. 38 lesson hours) in music, art and physical education. In addition students must be offered a choice of at least three optional courses in each of these subjects. The curriculum may also include applied courses, as decided by the education provider. In upper secondary education intended for adults there are no compulsory courses in art ad skill subjects. There are around 440 upper secondary schools in Finland, 18 of which have a special arts education mission: four specialise in music, three in art, three in music and art, three in music and dance, two in artistic expression, one in environmental sciences and artistic expression, and two in communications/ art communication. Owing to their specialisation, these schools are allowed to deviate from the national allocation of lesson hours. In admissions, they can place emphasis on the applicants skills to constitute at most half of the maximum points given in the entrance examination. initial vocational education and training The vocational qualification curricula contain core subjects amounting to a total of 16 credits and four credits of elective subjects. The compulsory core studies include art and skill subjects, i.e. physical education and art and culture. The extent of both these subjects is one credit (40 hours of work). The students can choose their elective subjects from amongst the core subjects and, as regards art and skill subjects, knowledge of cultures. Students over 18 years of age do not have to, but may, participate in the instruction of art and skill subjects. school clubs and morning and afternoon activities for schoolchildren School club activities reached their peak in , when there were altogether 19,000 clubs. During the recession in the early 1990s, the number plummeted and the stringency measures continued even after the recession. In 2000 there were some 10,000 clubs and in the spring of 2008 only 2,000 clubs. The revival and development of the school clubs started in 2008 as part of the Better basic education programme. In the number rose to some 8,000 clubs, which had over 155,000 Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2

5 Allocation of art and skill subjects in upper secondary education for young people 1 ) subject or subject group compulsory courses Art and skill subjects 5 Advanced national courses Physical education 2 3 Music Art ) the allocation is based on the Government decree (955/2002) members. In the school year , there were 12,000 clubs with some 200,000 members, which is 36% of all children of compulsory school age. At present 85% of local authorities participate in the development of school clubs. The government has allocated a total of 20.7 million euro in special subsidy for the purpose over the period Participation in club activities is voluntary and free of charge for pupils. In addition to teachers, who run 74% of the clubs, it is possible to hire instructors from the third sector, for instance sports clubs, adult education centres or institutes giving extracurricular basic education in the arts, such as music institutes. The competence requirements are decided by the principal. In the school year , an estimated 60% of the 300 education providers had music clubs, 50% arts and crafts clubs, 32% artistic expression clubs, 21% art clubs and 12% dance clubs. Music is the second most popular club activity after sports. 3 School clubs may also form part of the system of statutory morning and afternoon activities for schoolchildren, for which a fee can be charged according to provisions in the Basic Education Act. The activities are provided by local authorities, 3 source: Riitta Rajala, Koulun kerhotoiminnan kehittäminen - syksy national Board of education web site. opetushallitus who receive government transfers for the purpose. In practice, the morning and afternoon activities are available throughout Finland. There are nine municipalities where they are not available, but some of these do not even have schools. The same children often participate in school clubs and in morning and afternoon activities, which is why efforts are being made to combine these two forms of activity. In some municipalities morning and afternoon activities can also be basic education in the arts. Basic education in the arts The system of basic education in the arts offers extracurricular arts education primarily to children and young people. It is provided in music institutes, art schools for children and youth, dance institutes, arts and crafts schools, circus schools and in many other institutes maintained by local authorities (47%) or municipal consortia (2%), registered associations (30%), foundations (2%) or private businesses (19%). 4 Basic education given in different forms of art progresses in a goal-oriented manner from level to level. It provides skills for self-expression and as a basis for vocational or higher education in the field. 4 Percentages from 2008

6 The instruction follows curricula devised by the provider on the basis of core curricula issued by the National Board of Education. Basic education in the arts follows either general or large syllabi. General syllabi have been confirmed for music, dance, literary arts, performing arts (circus and theatre), and visual arts (architecture, audiovisual arts, pictorial arts, and arts and crafts). Large syllabi are available in music, dance, drama and visual arts (architecture, pictorial arts, and arts and crafts). In 2010 basic education in the arts is provided by 89 music institutes and 41 other institutes on licenses entitling to government transfers. Basic education in the arts may also be morning and afternoon activities for schoolchildren, but then the young learner must be a pupil of the institute providing the education. As this is a specific form of schooling, the pupil must be guaranteed the possibility to continue studying within the arts education system when she or he no longer participates in the morning and afternoon activities. institute network Only part of the art institutes providing basic education in the arts receive government transfers. In 2008 basic education in the arts was provided in 341 municipalities and not available in 74 municipalities. Altogether 465 institutes provided basic education in the arts; 130 of them were music institutes, 130 adult education centres, 70 pictorial and other art institutes, and nearly 60 dance and ballet institutes 5. The figures are based on the 2008 municipal structure when there were 415 municipalities. In 2010 there are 342 municipalities. 5 source: Marika Koramo, taiteen perusopetus 2008, national Board of education Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2

7 institutes providing basic education in the arts and their subsidiaries in 2008 institutes (206) subsidiaries (119) source: Koramo, Marika: taiteen perusopetus 2008, national Board of education.

8 number of pupils in basic education in the arts in 1999, 2002 and Music dance Performing arts Visual arts literary arts total source: Marika Koramo, taiteen perusopetus 2008, national Board of education Pupil numbers In the school year the total number of pupils in basic education in the arts was nearly 134,000. Half of them studied music. The pupil numbers have grown in all art forms from 1999 although between 2002 and 2008 there was a slight downward turn in performing arts (theatre and circus), visual arts (pictorial arts, arts and crafts, architecture and audiovisual arts) and in the literary arts. The reason for the popularity of music may be that the music institute network has been operating for decades and thus established itself. The funding is abundant in comparison to other art forms, in which the financing is on a much less solid basis and in which the extent of provision and the realised pupil numbers are clearly smaller than in music. Regional access to basic education in the arts In regional terms, access to basic education in the arts is fairly unequal. While in Central Ostrobothnia in the west 44% of children in compulsory school age and in Päijät-Häme 38% of the same age group participated in basic education in the arts in the school year , and the national average was 24.1%, the participation rate in Ostrobothnia, Northern Ostrobothnia and in Kainuu was only around 13.5%. The differences in availability are also shown in the table of calculated increases needed to attain the average rate of continental Finland (24%) as a whole or in Uusimaa (33%). Reaching 24% would require an additional 19,000 places in basic education in the arts. The deficiency is the largest, nearly 5 000, in Northern Ostrobothnia. Attaining the average of continental Finland would require altogether 51,000 more places. Similarly there are large differences in the regional availability of different art forms. In Eastern Uusimaa the supply of basic education in music is four times as large in relation to the 7-15 age group as in Kainuu. Dance education was available to 11.2% of the compulsory school age cohort in Uusimaa and for over 20% in Päijät-Häme but in Eastern Uusimaa and Kymenlaakso for only 2%. Performing arts were best available in Kymenlaakso, where 2.4% of children aged 7-15 participated. The average for performing arts in the whole country was 0.7%. The largest supply of pictorial art education was found in Central Ostrobothnia and the smallest in Ostrobothnia. Basic education in literary arts was not provided in ten provinces. Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2

9 Basic education in the arts by art forms and provinces in the school year * Pupil number in relation to the 7-15 age group Pupils Total Total Music Dance Performing arts Pictorial arts Literary arts uusimaa % 15.4% 11.2% 0.9% 5.5% 0.04% eastern uusimaa % 22.1% 2.1% 0.3% 7.3% - Varsinais-suomi % 8.8% 6.1% 0.4% 2.9% - satakunta % 7.1% 0.6% 0.1% 8.0% - Kanta-häme % 10.3% 5.9% 0.7% 4.2% 0.29% Pirkanmaa % 12.1% 4.6% 1.5% 5.0% 0.06% Päijät-häme % 12.3% 20.3% 0.1% 5.1% - Kymenlaakso % 9.2% 2.2% 2.4% 5.2% 0.24% southern Karelia % 11.8% 6.3% 2.1% 3.6% - southern savo % 18.4% 2.3% 0.9% 6.2% - northern savo % 14.3% 1.5% 0.1% 4.0% - northern Karelia % 13.6% 1.3% 1.6% 5.7% 0.45% central finland % 8.6% 6.7% 0.4% 5.2% 0.43% southern ostrobothnia % 11.7% 2.9% - 6.1% - ostrobothnia % 9.6% 2.7% 0.2% 1.02% - central ostrobothnia % 17.6% 5.0% 1.5% 19.4% 0.53% northern ostrobothnia % 7.8% 3.4% 0.4% 1.8% 0.08% Kainuu % 5.3% 5.0% 0.3% 2.6% 0.13% lapland % 8.8% 3.4% 0.6% 3.9% - continental finland total % 12.1% 6.4% 0.7% 4.9% 0.09% *contains general and large syllabus pupils source: Marika Koramo, taiteen perusopetus 2008, national Board of education calculated need for additional pupil places for attaining the continental finland average (24%) or the provision in uusimaa (33%) Pupils total Number of pupils in relation to inhabitants aged 7-15 uusimaa % Pupil places to be added to reach the national average (24.1%) Pupil places to be added to reach the Uusimaa average (33.0%) eastern uusimaa % 136 Varsinais-suomi % satakunta % Kanta-häme % Pirkanmaa % Päijät-häme % Kymenlaakso % southern Karelia % southern savo % 792 northern savo % northern Karelia % central finland % southern ostrobothnia % ostrobothnia % central ostrobothnia % northern ostrobothnia % Kainuu % lapland % continental finland, total % * *

10 creative hobbies of young finns aged in 1981, 1991, 1999 and 2009 Creative hobby Proportion of the age group Playing 24 % 24 % 23 % 21 % Photography % 18 % Pictorial arts 19 % 22 % 24 % 20 % Video filming % 5 % dance 15 % 13 % 10 % 9 % source: sami Myllyniemi, taidekohtia, nuorisobarometri 2009; Ajankäyttötutkimukset 1981, 1991 and 1999, statistics finland cultural activity and cultural hobby pursuits outside formal structures Cultural services have been gaining more and more importance in the lives of young Finns, especially in their free time, over the past ten years ( ). According to the Youth Barometer 6, young Finns think that especially art gives experiences. Two in three think that it opens new perspectives into the world. In young people s opinion, art can influence societal development, identity building and selfawareness. Use of time studies from 1981, 1991, 1999 and the Youth Barometer data show that there is a change taking place in young people s creative hobbies. Over the past decade ( ), creative activities have decreased slightly especially as regards pictorial arts, and also music, video filming and dance. In 2009, 21% of young Finns played an instrument, 20% had pictorial arts as a hobby and 9% danced. Young people have a wide range of hobbies. The most popular are arts and crafts, instrument playing, photography and pictorial arts, with rates around 20%, while about 10% write or dance. 6 source: sami Myllyniemi, taidekohtia, nuorisobarometri 2009 Artistic hobbies accumulate to a high degree: 40% of young Finns have more than one creative hobby and around one in four has at least three. Among the age group, 37% say that they have no hobbies. Artistic pursuits interest young people even if there are no hobby opportunities on offer. Young people would especially want to play an instrument (13%), dance (10%) and photograph (9%) but for some reason or another have not been able to learn (lack of time, the cost, no instruction available). The factors motivating young people to pursue cultural hobbies include a sense of joy, experiences and a sense of success, the opportunity for self-expression, for creation and for learning, and guidance and feedback. The encouragement of parents, especially the mother, is crucial. In the first decade of the 21st century, measures have been taken to widen the opportunities for children to pursue artistic hobbies, notably by means of the Aladdin s Lamp network of children s culture centres (2003) and a project called Myrsky (Storm) undertaken by the Finnish Cultural Foundation (2008). The Aladdin s Lamp network comprises 11 centres in different parts of the country. Among other things, the centres arrange short art courses and collaborate with schools in developing arts education. The Aladdin s Lamp services are annually Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2

11 Pursuit of creative hobbies among the cohort in 2009 Creative hobby All % Women % Men % crafts Playing Photography Pictorial arts Making and processing pictures on computer singing Writing (inc. blogs) dance Video filming Making music on computer organising cultural events Play acting, other theatricals Making comics Graffiti and tags circus art other creative hobby source: sami Myllyniemi, taidekohtia, nuorisobarometri 2009 used by some 300,000 children and young people and employ around 3,900 professionals of different fields of art. The Storm project of the Finnish Cultural Foundation seeks to empower young people socially and engage them in communal activities through art. Its special focus is teenagers aged who have very limited choices because they live far from centres and who do not have the encouragement of their immediate surroundings or for some similar reason. According to an intermediate report, by late 2009 Storm had allocated over three million euro to various youth art projects and through them catered for over 10,000 young people. internet Young people s cultural and leisure behaviour has changed with the proliferation of the internet. In two years web use has increased radically: in 2007 half and in 2009 already four in five said that they use the web once a day. The Internet and the digital environment overall offer new forms of cultural behaviour and new ones keep cropping up all the time. These cannot be caught in the statistical net used in traditional surveys. Digi-photography, publishing of pictures and videoclips in the web, blogs, Facebook, IRC-Gallery and MySpace offer new forms of creative activity. It is fair to assume that new hobbies requiring artistic skills will gain popularity alongside more traditional hobbies. This may increase the pursuit of creative hobbies among the young and older generations. Vocational and higher education in the field of culture Education and training in the cultural and art fields have long traditions in Finland; in most fields they began in the 19th century. According to the classification of education used by the educational administration, Culture comprises arts and crafts and industrial arts, communication and information sciences, literature, theatre and dance, music, pictorial arts, and cultural and art research. Literature and cultural and art research are provided only in universities and pictorial arts in universities and polytechnics. Institutions providing cultural education In 2010 culture-related vocational and higher education was provided by altogether 94 educational units: 55 in vocational colleges, 24 in polytechnics and 15 in universities. Vocational education and training was provided in all the provinces,

12 educational units providing cultural education by provinces in 2010 Province Vocational institutes (initial VET) Polytechnics Universities Total uusimaa of which helsinki Metropolitan Area Rest of uusimaa 5 5 Varsinais-suomi satakunta Kanta-häme Pirkanmaa Päijät-häme Kymenlaakso southern Karelia southern savo northern savo northern Karelia central finland southern ostrobothnia ostrobothnia central ostrobothnia northern ostrobothnia Kainuu 1 1 lapland eastern uusimaa 2 2 total sources: Ministry of education; national Board of education polytechnic education in all provinces except Eastern Uusimaa and Kainuu, and university education in ten provinces. In addition, non-qualifying cultural education is provided by folk high schools, among others. The units providing cultural education had a total of 32,300 students in The average size of these units was small; in 2008 the vocational units had 190 students on average, the polytechnic units around 370 students and university units around 740 degree students. Supply of cultural education and training In 2008 the number of entrants in cultural education and training totalled 7,635, of whom 3,686 studied for vocational qualifications, 2,417 for polytechnic degrees and 1,532 for university degrees. Compared with 2006, the number of entrants had decreased by a total of 700 in vocational and polytechnic education. In universities the intakes remained unchanged. The relative share of cultural education and training was the largest in Northern Karelia and Päijät-Häme, where it was almost double the national average. Ahvenanmaa and Southern Karelia had the smallest provisions. Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2

13 entrants in cultural education and training in 2008 Entrants in cultural education Entrants in cultural education Province Total Curricular VET Politechnics, youth education Universities, first degree education as a percentage of the age group (age group average) Population aged in the region uusimaa % eastern uusimaa % 285 Varsinais-suomi % satakunta % Kanta-häme % Pirkanmaa % Päijät-häme % Kymenlaakso % south Karelia % southern savo % northern savo % norh Karelia % central finland % southern ostrobothnia % ostrobothnia % central ostrobothnia % 923 northern ostrobothnia % Kainuu % 926 lapland % Ahvenanmaa % 934 total % source: statistics finland students in cultural education and training in 2008 Students in the cultural fields Province Total Curricular VET Polytechnics, youth education Universities, first degree education uusimaa Varsinais-suomi satakunta Kanta-häme Pirkanmaa Päijät-häme Kymenlaakso southern Karelia southern savo northern savo northern Karelia central finland southern ostrobothnia ostrobothnia central ostrobothnia northern ostrobothnia Kainuu lapland eastern uusimaa Ahvenanmaa total source: statistics finland

14 Vocational qualifications awarded in initial curricular education and training in 2008 by provinces Crafts and industrial arts Communication and information sciences Theatre and dance Music Total uusimaa eastern uusimaa Varsinais-suomi satakunta Kanta-häme Pirkanmaa Päijät-häme Kymenlaakso southern Karelia southern savo northern savo northern Karelia central finland southern ostrobothnia ostrobothnia central ostrobothnia northern ostrobothnia Kainuu lapland Ahvenanmaa total source: statistics finland Polytechnic degrees in the cultural fields 2008* Crafts and industrial arts Communication and information sciences Theatre and dance Music Art Other education in the cultural fields uusimaa Varsinais-suomi satakunta Kanta-häme Pirkanmaa Päijät-häme Kymenlaakso southern Karelia southern savo northern savo northern Karelia central finland southern ostrobothnia ostrobothnia central ostrobothnia northern ostrobothnia lapland total * includes youth and adult education (306 degrees). source: statistics finland Total Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2

15 Master s degrees in the cultural fields in 2007* Communication and information sciences Cultural and art research Crafts and industrial arts Literature Theatre and dance Music Art Total uusimaa Varsinais-suomi satakunta Pirkanmaa Päijät-häme 8 8 northern savo northern Karelia central finland ostrobothnia northern ostrobothnia lapland total * the figures are from 2007, they show the ordinary level of degrees. Because the transition period in the degree reform ended in 2008, the 2008 figures are much higher, totalling 1,968 Master s degrees in the cultural fields. source: statistics finland doctorates in the cultural fields in 2008* Crafts and industrial arts Communication and information sciences Literature Theatre and dance Music Cultural and art research Total uusimaa Varsinais-suomi satakunta 1 1 Pirkanmaa northern savo 1 1 northern Karelia central finland northern ostrobothnia lapland 1 1 total * in 2008 there were no doctoral degrees awarded in the art field source: statistics finland Cultural qualifications In the cultural fields, vocational colleges awarded 2,558 vocational qualifications in institutional education in 2008, over half of them in arts and crafts and industrial arts and over one third in communication and information sciences. These qualifications were awarded in all the provinces in continental Finland. Polytechnics awarded altogether 1,959 degrees in the cultural fields in 2008, 37% of them in communication and information sciences and 31% in crafts and design. Degrees were awarded in all the provinces in continental Finland, except eastern Uusimaa and Kainuu. The largest number of degrees were awarded in Uusimaa, Varsinais-Suomi and Northern Savo. The universities awarded 1,196 Master s degrees in the cultural fields in In 2008 the figure was almost 2,000, which is due to the end of the transition period in the degree reform. The 2007 data indicate a more normal level of graduation. The largest share of these degrees were awarded in art and design (23%), cultural and art research (20%) and music (19%). About half of the university degrees were awarded in the Helsinki Metropolitan Area. The number of doctorates was 88, of which one third in cultural and art research and one fourth in music.

16 the employed in the cultural sector as a percentage of all the employed and as a percentage of all the employed in the cultural sector in the whole country in 2007 and the percentage of new students of the total number of entrants in the country in 2008 by provinces Employed in the cultural fields 2007 Percentage of all employed 2007 Percentage of all employed in the cultural fields 2007 Percentage of all entrants in the cultural fields 2008 uusimaa % 49.8% 26.3% eastern uusimaa % 1.6% 0.5% Varsinais-suomi % 8.6% 9.0% satakunta % 2.7% 2.9% Kanta-häme % 2.3% 3.2% Pirkanmaa % 8.4% 8.8% Päijät-häme % 3.1% 4.9% Kymenlaakso % 1.7% 3.1% southern Karelia % 1.1% 1.0% southern savo % 2.2% 2.4% northern savo % 2.3% 5.2% northern Karelia % 1.6% 4.8% central finland % 3.6% 6.1% southern ostrobothnia % 1.8% 3.2% ostrobothnia % 2.3% 2.7% central ostrobothnia % 0.7% 1.3% northern ostrobothnia % 3.7% 8.6% Kainuu % 0.7% 1.3% lapland % 1.9% 4.8% total % 100.0% 100.0% source: statistics finland Provision of cultural education and training in relation to the employed Some 85,000 persons among the age group had a cultural qualification in In 2002 the corresponding figure had been 60,700, which means a growth of some 40% from 2002 to At the same time, the overall number of people with university degrees or vocational qualifications grew by 19%. Around 66,900 of the 85,000 holders of cultural qualifications belonged to the labour force (the employed and the unemployed combined). The regional provision of education in the cultural fields can also be compared with the relative number of cultural workers in the provinces. In 16 provinces the supply of education is larger than the percentage of cultural workers of all the employed. In four provinces the education supply was double the number of the employed. The ratio of education to employment was the greatest, 3:1, in Northern Karelia. In Uusimaa, the number of employees in the cultural sector was almost double and in Eastern Uusimaa more than triple the education supply. In regional terms the employed in the cultural fields made up the largest proportion, 6,8%, of all the employed in Uusimaa and smallest, 2.0%, in Kainuu and Southern Karelia. The average for the continental Finland was 4.3% and for the Helsinki Metropolitan Area 7.5%. A comparison of those employed in the cultural fields in the regions with the figures for the whole country shows that employment rates were also high in Eastern Uusimaa, Varsinais-Suomi and Pirkanmaa, where, with the exception of Eastern Uusimaa, the majority of cultural students are. The unemployment rates were clearly higher among those with cultural education and training than among the labour force overall. In December 2008, the cultural unemployment rate was 11.2% while the rate was significantly lower among the whole vocationally or professionally trained work force, which was 7.9% (the figure does not include non-trained labour force). The data on the unemployed and the employed are from different periods (unemployed 12/2009, employed 2008), but the figures give good indication of the employment Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2

17 unemployment rate among those with cultural education in december 2009 in relation to the work force ) Field of education Vocational qualification Polytechnic degree Master s degree Work force in the field Unemployed 12/2009 % of work force 2008 Unemployed 12/2009 % of work force 2008 Unemployed 12/2009 % of work force total Unemployed as % of total work force 4) crafts and industrial arts % % % % communication and information sciences % % % % literature % % theatre and dance % % % % Music % % % % Pictorial arts % % % % cultural and art research % % other education in the cultural fields % % % % the cultural fields as a whole % % % % 1) the data on the unemployed and the employed are from different periods, the calculation method does not correspond to that used in the official statistics. the data on the labour force as a whole are based on preliminary 2008 data describing the situation on the last day of the year. 2) Vocational education and training includes former vocational college diplomas. 3) includes those with qualifications from vocational education and training, former vocational colleges, polytechnics and universities (all degree levels). 4) corresponding calculation yields an unemployment rate of 7.9% for all fields (not including untrained labour force), 9.5% for those with vocational qualifications, 4.6% for polytechnic graduates and 4.0% for university graduates. source: statistics finland situation in the field, as the relative situation changes slowly. The employment situation varies greatly between the different forms of art and between the levels of education. The unemployment rate was 7.4% among university graduates, 11.1% among polytechnic graduates and 13.8% among vocational qualification holders (including the old college diplomas). In the cultural fields, the situation was best among people with music training, whose unemployment rate was close to the average overall rate in regard of education and training of all the levels. The situation was good among those with university degrees in communication and information sciences and among those with vocational qualifications in dance and theatre. People with education of any level in pictorial arts had the worst situation; of them one in four or five, depending on the level of education, was unemployed. According to Statistics Finland, there were 4,270 unemployed job seekers in the art professions, which is 30% more than in the previous year (owing to differences in classification methods, art professions as used here are not the same as in the text above). In some professions the unemployment rate had even doubled. The figures include architects, interior designers, authors, artists, designers, photographers, cinematographers, actors, musicians, directors, stage managers and some other professions in the art and entertainment sector. The large change from the previous year is explained by the new guidelines issued by the Ministry of Employment and the Economy concerning the employment security of artists, under which artists who previously were not covered by the unemployment scheme are included in the unemployed job seeker category. The situation in the provision of cultural education and the institutional network The Development Plan for Education and Research sets entrant targets for the provision of education up to It also contained an aim to conduct an intermediate review at half point in the government term, which was published at the end of In it, employment in the cultural and leisure sector is expected to keep growing at a moderate pace. According to the review, account

18 unemployed job seekers in the art professions and all unemployed job seekers in Unemployed in the art professions All unemployed Unemployed in the art professions All unemployed source: taidealalla ennätysmäärä työttömiä, Jukka ekholm, tieto & trendit 1/2010, statistics finland; employment service statistics, Ministry of employment and the economy must also be taken of the culturalisation of other sectors. With the amalgamation of production and associated services, cultural knowledge is increasingly needed in traditional export sectors. In view of this, the reviewers estimated that the supply of cultural education may exceed the labour need to some extent. 7 Despite these observations, the interim reviewers considered the present supply of cultural education oversized. The target set for 2012 in the Development Plan for cultural education is 5,200 entrants. In 2008 the number of entrants was nearly 7,500, which is 45% more than the target for According to the interim review, the number of entrants decreased slightly both in 2007 and in Based on a forecast for 2020, the surfeit in the annual intake is around 3,500. There are problems with excessive education particularly in vocational education and training and, in regard of certain fields, also at other levels. The greatest surfeits are found in arts and crafts and in communication and information sciences. In some fields, such as music, the quantification has been successful. In regional terms, the education supply and labour demand in the cultural fields are badly out of kilter. The creative sectors are growing and the demand for cultural services is large. The problem is that the current education supply does not match the demand in the labour market and people do not find jobs corresponding their education. At the same time, the field of social and health services suffers from a reverse situation. Young people s expectations and the picture they have of education and work in the cultural fields do not necessarily correspond to the actual situation in the labour market. The situation in the cultural fields entails measures for matching education supply with demand. As the work force keeps decreasing in the 2010s, the current education supply does not rest on a sustainable basis and will cause labour shortages in other fields. 7 source: opetusministeriön työryhmämuistioita ja selvityksiä 2009:34 Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2

19 Art teachers and teacher education Vocational teacher training qualifies for teaching jobs in vocational colleges, polytechnics and adult education centres. It is provided both for prospective teachers and for those already working as teachers. It is offered by schools of vocational teacher education in Helsinki, Hämeenlinna, Jyväskylä, Oulu and Tampere. These also have regionally operating groups in other places. Vocational teacher education for Swedish-speakers is provided by Åbo Akademi University. The studies are 60 ECTS points and take 1-2 years. Dance and music teacher qualifications can also be gained as part of polytechnic degree programmes. Teachers of different art forms also study in universities. Art teacher education is provided by Aalto University and the University of Lapland; music teachers study at Sibelius Academy (also Swedish-speakers) and at the Universities of Jyväskylä and Oulu; and craft teachers at the Universities of Helsinki, Turku, the University of Eastern Finland, and at Åbo Akademi. The Theatre Academy provides education for drama and dance teachers. The University of Helsinki is responsible for and provides some of the pedagogic studies (60 ECTS points) for those studying to be teachers at the University of Art and Design and the Theatre Academy. In 2007 the combined intake of prospective teachers in the art universities was 143. In 2007 the intake in teacher education in the cultural fields was The national situation in general and vocational upper secondary education and in liberal adult education is reviewed statistically every three years. This includes data on the age structure and qualifications. Foresights of teacher needs are conducted periodically with a view to the best possible matching with existing needs. The last foresight was published in 2007 and the next one will be published in There are differences in the formal qualifications of art and skill subject teachers between educational levels and subjects. Based on data collected by Statistics Finland, the largest proportion of teachers were unqualified in music (78.2%) and sports (78.8%), while the best qualification rate was 95.4% (in geography and biology). Similarly, there were an above-average number of formally unqualified music teachers (82.9%) and physical education teachers 8 source: opettajat suomessa 2008, national Board of education

20 formal qualification of art and culture teachers in 2008 Primary subject taught by teacher (basic and upper secondary education) Full-time teachers total Formally qualified for the job Art and culture subjects % All subjects % Basic education 88.4 Music Art crafts (textile work) crafts (technical work) upper secondary school 95.9 Music Art Vocational education and training Art and culture as a core subject cultural field Adult education centres and folk high schools cultural field source: opettajat suomessa 2008, national Board of education (86.0%) in the upper secondary schools, where 95.5% of all the full-time teachers were qualified. 9 The qualification rate of those teaching art and culture as a subject in vocational education and training was 85.7%, which is better than average (79%), although in vocational education and training as a whole,the formal qualification of fulltime teachers in the cultural fields (67,7%) was low compared with the national average (74,2%). In regard of part-time teachers, the situation in the cultural fields was better than in other subjects. In adult education centres and in folk high schools, more teachers in the cultural fields, 74.7%, were formally qualified than in vocational education and training. In vocational education and training and in liberal adult education, the data collected was not broken down by subjects. Overall, the situation was good in basic education as regards the formal competence of full-time craft and art teachers and particularly as regards art teachers in upper secondary education. In all the other art and culture subjects and at all the other levels, the average qualification rate of teachers was lower than that of teachers overall. 9 source: opettajat suomessa 2008, national Board of education In the fields of music and pictorial arts, there has been extension education in addition to initial education with the aim of upgrading competencies. For instance in pictorial arts, the extension education is arranged regionally in order to improve access. The Ministry of Education has financed the education. Some academic universities have worked in collaboration with art universities to arrange education which qualifies class teachers as art teachers, giving them double qualification. For example, Hämeenlinna Teacher Education Department has a cooperation agreement with the Aalto University School of Art Education. It gives class teacher trainees the option of gaining art teacher qualification as part of their degree education. Education for art teachers is currently provided by three units. According to a Ministry of Education study (2007), the need for Finnish-speaking art teachers up to 2020 is altogether 170, which translates into an annual intake of some 19 students. There is a shortage of Swedish-speaking art teachers in particular. As this number is divided between three units, the intakes would be unduly small, which entails joint planning on the part of the units. An alternative is to admit students only every two or Policy AnAlysis RePoRts of the MinistRy of education And culture 2010:2