IMMIGRANT EDUCATION IN LIBERAL ADULT EDUCATION INSTITUTIONS 2010

Transcription

1 Janica Anderzén IMMIGRANT EDUCATION IN LIBERAL ADULT EDUCATION INSTITUTIONS 2010 Publications 2012:5 1

2 Publications 2012:5 Janica Anderzén IMMIGRANT EDUCATION IN LIBERAL ADULT EDUCATION INSTITUTIONS 2010

3 Finnish National Board of Education and Finnish Association of Adult Education Centres (Kol) Publications 2012:5 ISBN (pdf) Translation: Lingoneer Oy Layout: Edita Prima Oy

4 CONTENTS Foreword Introduction Report background and goals Liberal adult education and various institutional forms Immigrant education in liberal adult education institutions Report progress and results summary Report execution and structure Immigrant education in liberal adult education institutions responding to the survey Immigrant students at liberal adult education institutions responding to the survey Immigrant students by form of education Immigrant percentage of the total number of students Immigrant students by native language Immigrant participation in non-immigrant instruction offered by educational institutions Self-motivated study aimed at immigrants General observations on educational offering Self-motivated study by various institutional form Educational content Adult education centres Folk high schools Summer universities and study centres Other educational/funding forms Labour market oriented education Educational offering: general observations and observations related to various institutional forms Educational content Municipally-funded integration training for immigrants Educational offering: general observations and observations related to various institutional forms Educational content Made-to-order or personnel training Educational offering: general observations and observations related to various institutional forms Educational content Education provided with project funding Educational offering: general observations and observations related to various institutional forms Educational content Other education aimed at immigrants

5 4.5.1 Educational offering: general observations and observations related to various institutional forms Educational content Study voucher aid National language instruction (S2/R2) and general language proficiency examinations Instruction in national languages General language certifications and related preparatory S2/R2 education Preparatory S2/R2 education for general language certifications General language certification (S2/R2) examinations Co-operation, immigrant education resources and the future Co-operation with other actors Immigrant education resources Materials in use Participation in and the need for supplementary training The future of immigrant education in educational institutions Recommendations, comments Sources Appendix 1: Immigrant education in liberal adult education institutions 2010 survey form Appendix 2: Liberal adult education institutions which received the survey Appendix 3: Liberal adult education institutions responding to the survey* and their respective fields

6 Foreword Immigrant participation in liberal adult education has grown in recent years. However, no previous studies on immigrant education in liberal adult education institutions have been conducted. The study is also topical due to the fact the new Act on Liberal Adult Education (1765/2009) states that a new goal of liberal adult education is to promote the realisation of multiculturalism. The study was conducted by the Finnish Association of Adult Education Centres (KoL) at the behest of the Finnish National Board of Education. The purpose of the study was to gain an overview of what kind of educational range aimed at immigrants is available at liberal adult education institutions. The study comprehended the year The study demonstrates that immigrant education in liberal adult education institutions is significant. Some immigrants are studying within the field of liberal adult education on their own, whereas others are participating in labour market oriented, municipal, made-to-order or project-funded education. The National Board of Education hopes that the study is of benefit to parties in the liberal adult education field and those responsible for the integration of immigrants. Jorma Kauppinen Director 5

7 1. Introduction 1.1 Report background and goals The number of immigrants in Finland is growing steadily, and authorities and others are working to find solutions that meet their needs, such as education. Where the education of adult immigrants is concerned, liberal adult education institutions play a key role, emphasised during the liberal adult education policy guideline period. This role is most likely to be further developed by the new Act on Integration and Reception of Asylum Seekers of September In addition to this, the Liberal Adult Education Development Programme places an emphasis on the participation of groups underrepresented in adult education, such as immigrants, in liberal adult education. At the behest of the Finnish National Board of Education, the Finnish Association of Adult Education Centres (KoL) conducted a study which charted the educational offering aimed at immigrants in liberal adult education institutions as well as immigrant participation in courses. The purpose of the study was to gain an overview of the quantity, scope and funding of the educational offering in The need for the study was based on the fact that there was previously no equivalent current and comparable data available. The study was conducted in January 2011 in the form of an online survey. The survey was sent by to liberal adult education institutions which had received state funding at the time of the study. The survey was sent to 199 adult education centres, 85 folk high schools, 21 summer universities, 11 study centres and 11 sport institutes. Of these, a total of 140 institutions (43%) responded to the survey. This report was drafted based on the feedback received, examining similarities and differences in immigrant education at liberal adult education institutions and between them. 1.2 Liberal adult education and various institutional forms In accordance with the principle of lifelong learning, the purpose of liberal adult education is to promote the multifaceted development and welfare of people as well as democracy, pluralism, sustainable development, multiculturalism and internationalism in Finnish society. Liberal adult education is not degree-oriented, nor is its content regulated by law Instead, educational goals and content are decided upon by the administrators of educational institutions and organisations: municipalities, joint municipal authorities, associations, foundations or corporations. Supporting organisations may represent various worldviews or religious convictions or base their operations on local and regional educational needs. 6

8 Liberal adult education comprehends general studies, studies oriented toward areas of personal interest, and social studies. Studies vary from evening instruction to full-time short-term or intensive courses. Folk high schools place an emphasis on long-term, informal studies, primarily lasting one academic year. Each year, nearly one million people participate in liberal adult education studies. Liberal adult education institutions are: XX Adult education centres, a majority of which are municipally owned adult education institutions, with the remainder being privately owned. Instruction is available in each municipality, in many cases with operations distributed throughout the municipality. The focus of education is on various fields of art, handicrafts and languages, and courses are held in the evening, on weekends, as intensive courses, multiform studies and online courses. The most common form of instruction is a group meeting 1 2 times a week. Institutions also offer open-university studies. XX Folk high schools, which are national boarding schools. A majority of the folk high schools are administered by various associations and foundations. As a rule, folk high schools provide long-term education, with study programmes usually lasting a full academic year. They also offer courses of varying lengths in the summer and on weekends. Folk high schools provide selfmotivated instruction in general studies and for certain vocations. Many folk high schools also offer comprehensive-school, general upper secondary and vocational education and training. They also offer open-university studies. XX Summer universities, which are administered by regional associations and some joint municipal authorities. These are regional education organisations providing, among others, open-university studies, vocational supplementary education, language training, labour market oriented adult education and short-term, informal education. They also offer university-level art and culture courses, seminars and events, Studia Generalia lectures and University of the Third Age studies. Vocational education is provided either as self-motivated study or personnel training arranged for by an employer. Summer universities also offer apprenticeship training. Summer university operations are distributed, using the facilities of other educational institutions throughout the year. X X Study centres, which are private adult education centres administered by educational organisations. Half of the support organisations for study centres are comprised of political parties and trade unions, while the remainder are independent NGOs. The educational offering is formed based on the ideals of the respective supporting organisations. Study groups operate in study clubs, as small group study, research study clubs and Internet clubs. Study centre courses do not lead to any degree, but rather are intended to help people develop their own competences or that of their organisa- 7

9 tion through study. Study centres are often decentralised, serving an operating area in an assistive capacity. Study centres also offer hobby-related activities and educational organisations host a variety of cultural activities. XX Sport institutes, which offer informal education for youths and adults as well as basic and supplementary vocational training. These also serve as training centres for athletes. 1.3 Immigrant education in liberal adult education institutions Immigrants are a heterogeneous group, and their educational needs and goals vary. An increasing number of adult immigrants are applying to become students at liberal adult education institutions. The role that these play is emphasised particularly in municipalities that do not offer labour market oriented adult education or where the labour administration cannot meet demand. The reasons for engaging in study vary according to the immigrants backgrounds and life situations. A large number of the immigrants studying in liberal adult education institutions are not jobseekers in employment offices. On the other hand, an increase in the amount of self-motivated and parallel studies has also introduced more labour administration clients to the sphere of adult education. The Liberal Adult Education Development Programme places an emphasis on the involvement of underrepresented citizen groups, such as immigrants, in liberal adult education. Educational institutions have at their disposal various forms of education and funding, by means of which they can meet the educational needs of adult immigrants: X X Integration training for immigrants is education intended for adult immigrants who fall within the purview of the Act on Integration and Reception of Asylum Seekers. The purpose of this training is to integrate immigrants into Finnish society. The labour administration bears primary responsibility for the integration of working age immigrants. The integration of immigrants outside the labour force is taken care of at the municipal level. Integration training includes instruction in Finnish or Swedish, social studies, everyday life skills, cultural knowledge and guidance for the workplace and in choosing a profession. With enactment of the Act on Integration and Reception of Asylum Seekers in 2011, the number of immigrants entitled to integration services has increased. In addition, responsibilities are more widely shared among authorities and other actors. X X Labour market oriented adult education is instruction intended for those registered as jobseekers at employment offices funded by the labour administration. Where immigrants are concerned, this is closely linked with integration training. Immigrants may also receive financial aid for employ- 8

10 ment-related education in cases where they are not participating in labour market oriented adult education (= support for self-motivated study). XX Self-motivated study is any form of education intended for immigrants that is not labour market oriented adult education. Self-motivated study is funded by educational authorities and provided in accordance with the state-aid system. In some cases, self-motivated study can be co-ordinated with labour market oriented adult education. This requires that the education provided promotes integration of the immigrant and access to the labour market. XX Made-to-order or personnel training is one form of funding, with which liberal adult education institutions can provide immigrant training. For example, a municipality or private company may order the training services. XX It is also possible to apply for funding for immigrant education from, for example, the European Social Fund (ESF), educational authorities or other sources of funding. The type of funding makes it possible to provide many different forms of instruction. X X A study voucher is a form of student financial aid whose goal is to facilitate the participation of certain target groups, such as immigrants, in liberal adult education. The study voucher allows the education provider to reduce or entirely eliminate tuition fees. 9

11 2. Report progress and results summary 2.1 Report execution and structure The Immigrant Education in Liberal Adult Education Institutions 2010 survey was conducted online (see Appendix 1) in early The survey was drafted in cooperation with the Finnish National Board of Education, with comments from various liberal adult education actors sought during the planning phase. The technical execution of the survey form was done using the Webropol survey application. At the beginning of January 2011, the survey was sent out to liberal adult education institutions that received statutory government contribution funding during the survey drafting and distribution period (see section 2.2 and Appendix 2). Institutions were sent a reminder at the end of January and the survey submission deadline was set at the end of February. Responses were supplemented by elaborative questions. The survey form contained both quantitative and qualitative questions, all presented in Finnish and Swedish. The form first asked for basic information on the institution (number of instruction hours, number of full-time and part-time teachers, number of students and immigrant percentage of the total student body). This was followed by sections addressing the scope and content of immigrant education offered by the institution by each form of education or funding (see section 1.3).These were divided in the survey as follows: XX self-motivated study X X education provided with other funding and study voucher aid. { labour market oriented education { municipally-funded integration training for immigrants { made-to-order and personnel training { education provided with project funding { other education aimed at immigrants { study voucher aid In the language section of the survey form, institutions were asked to explain their Finnish/Swedish as a second language instruction (hereinafter referred to as S2/R2 instruction) in detail as well as any general language proficiency examinations and related preparatory S2/R2 instruction. In the section on immigrants, respondents were asked to provide information on the languages used by the immigrants participating in education as well as their participation in other courses at the institution. Institutions were also asked to explain in which languages they communicate on their courses. In the last section of the survey, institutions were asked to list any local and/or regional partners. They were also asked to provide information on the current 10

12 capacity (materials, supplementary teacher training) of immigrant education as well as future needs. Respondents were also given the opportunity to provide any suggestions, wishes or other comments regarding immigrant education. Subsections 2.2 and 2.3 contain a brief summary of information obtained from the immigrant education and students at liberal adult education institutions survey. Otherwise, the report primarily follows the order of the survey form. In presenting the responses, various forms of institutions are compared and attention is given to differences and/or similarities in terms of, for example, the size and location of each institution. The internal differences and/or similarities of the various institutional forms are also mentioned whenever necessary. As each institution is given an opportunity to voice their views in the report, each section contains direct quotes from the survey responses. During the drafting of the report, it became evident that some of the concepts used (see above) were not completely understood by some of the institutions responding to the survey. Every effort was made to minimise the number of incorrect responses by sending elaborative questions to these institutions. In spite of this measure, some degree of redundancy may be encountered in the responses. Another matter pertaining to the generalisability of survey results involves the survey response activity of each institution (see section 2.2.). The response rate of summer universities, study centres and sports institutes remained rather low, which compromises the generalisability of responses by these institutions. As emphasised in several parts of the report, the results obtained should be examined as indicative, not as precise statistical data, particularly where the abovementioned institutional forms are concerned. 2.2 Immigrant education in liberal adult education institutions responding to the survey The survey was sent to 199 adult education centres, 85 folk high schools, 21 summer universities, 11 study centres and 11 sports institutes that received state funding during the drafting and distribution of the survey ( oph. fi/asiakkaat/rahoitus/yh11.html#lu). The survey was taken by 96 adult education centres (48%), 34 folk high schools (40%), 5 summer universities (24%), 3 study centres (27%) and 2 sports institutes (18%). The total number of institutions responding to the survey was 140 and total response percentage was 43%. A list of institutions that received and responded to the survey can be found in Appendices 2 and 3. A wide variety of institutions from all over Finland was represented among the liberal adult education institutions responding to the survey. A great deal of variation was also found in education geared toward immigrants: in some institutions it was fully integrated into the course offering, whereas in others it was minimal or only in its preliminary stages. 11

13 All summer universities and study centres responding to the survey offered some type of immigrant education. The corresponding figure for adult education centres was 78 (81%) and folk high schools 25 (74%). Neither of the sports institutes offered any sort of immigrant education. Table 1 lists the number of immigrant education hours and courses as well as the number of students participating in education. The data is categorised according to form of education (see 1.3) and institutional form. The table shows responses concerning each form of education only from those institutions which offer immigrant education and have listed its number of hours and/or participants. Various forms of education and funding as well as immigrant language training are discussed in greater detail in sections 3, 4 and 5. Table 1. Immigrant education in liberal adult education institutions responding to the survey in 2010 and students participating according to form of education. Self-motivated study hours of instruction N students N Adult education centres 32, , Folk high schools 30, , Summer universities 1, Study centres 1, Sports institutes - - Total 65, , Labour market oriented education Adult education centres 43, , Folk high schools 4, Summer universities 1, Study centres - - Sports institutes - - Total 49, , Municipally-funded integration training for immigrants Adult education centres 5, Folk high schools Summer universities - - Study centres - - Sports institutes - - Total 5,

14 Made-to-order or personnel training Adult education centres Folk high schools Summer universities - - Study centres - - Sports institutes - - Total 1, Education provided with project funding Adult education centres 2, Folk high schools Summer universities Study centres Sports institutes - - Total 3, Other education aimed at immigrants Adult education centres Folk high schools 2, Summer universities - - Study centres - - Sports institutes - - Total 2, Combined total 128,905 16,919 Table 2. Total number of hours for immigrant education and total number of participating students in responding institutions, according to form of education hours of instruction students Adult education centres 85,451 13,995 Folk high schools 39,320 1,450 Summer universities 2, Study centres 1, Sports institutes - - Total 128,905 16,919 In 2010, a total of 128,905 hours of instruction were provided to immigrants in responding institutions. A total of 16,919 students participated in education. The figures, however, are indicative, as a portion of the respondents provided an estimate of the number of hours of instruction and students. Furthermore, some institutions only listed the number of hours of instructions or number of students. 13

15 Self-motivated study was the key form of education aimed at immigrants in liberal adult education institutions in 2010, both in terms of the number of hours of instruction and number of students. Self-motivated study accounted for approximately half of the number of hours of instruction in immigrant education. The percentage of participants was approximately 71% of all the immigrant students participating in the above-mentioned forms of education (see Figure 2). With the exception of sports institutes, all types of institutions provide self-motivated study. This form of education represented a large percentage, particularly at adult education centres: in terms of the number of hours of instruction, it accounted for approximately 78% of the immigrant education provided. 80% of students engaged in immigrant education participated in self-motivated study. Figure 1. Division of immigrant education according to various forms of education/funding at liberal adult education institutions responding to the survey in % 3 % 1 % 4 % Self-motivated study Labour market oriented education 39 % 51 % Municipally-funded integration training for immigrants Made-to-order or personnel training Education provided with project funding Other education aimed at immigrants Labour market oriented education accounted for approximately 39% of all immigrant education and approximately 15% of the participants in it. At adult education centres, labour market oriented education was absolutely and relatively the most significant form of education. It comprehended approximately 50% of their immigrant education offering in terms of the number of hours of instruction. This was also the most significant form of education listed by summer universities responding to the survey (approximately 48% of all immigrant education). Study centres and sports institutes did not provide any labour market oriented education whatsoever. 14

16 Municipally-funded integration training was offered at six adult education centres and one folk high school. The number of hours of instruction provided by the institution accounted for approximately 4% of all immigrant education and approximately 5% of all students. Likewise, there was not very much made-toorder or personnel training provided (approximately 1% of all immigrant education), and it was only offered at a few of the adult education centres and folk high school responding to the survey. With the exception of sports institutes, all institutions provided immigrant education using project funding. Course offerings provided with this type of funding comprised approximately 3% of all immigrant education; participation in this form of education accounted for approximately 6% of all students participating in the forms of education mentioned above. Other education geared toward immigrants was also offered by adult education centres and folk high schools. This form of education accounted for approximately 2% of all immigrant education. This represented approximately 1% of the participants. 2.3 Immigrant students at liberal adult education institutions responding to the survey Immigrant students by form of education According to survey data obtained, a majority of the immigrant students participated in self-motivated study aimed at immigrants (see Figure 2). This represents approximately 72% of all students engaged in immigrant education at institutions responding to the survey. The next largest group of immigrants participated in labour market oriented education (approximately 15%). The figure for other forms of education/funding ranged between 1 and 6%. However, it should be emphasised that these figures are indicative, as some of the institutions provided estimates of student numbers and others provided no numbers at all. The relative percentage of students participating in self-motivated study compared to other forms of education/funding was high, particularly in adult education centres, summer universities and study centres. Immigrant students participating in labour market oriented education were primarily attending adult education centres. (see table 1) 15

17 Figure 2. Immigrant student participation in various forms of education at liberal adult education institutions in % 2 % 6 % 1 % Self-motivated study Labour market oriented education 15 % 71 % Municipally-funded integration training for immigrants Made-to-order or personnel training Education provided with project funding Other education aimed at immigrants Immigrant percentage of the total number of students The survey asked institutions to estimate what percentage of the total student body was comprised of immigrants. Of all the institutions surveyed, 37% estimated that 1-3% of the total student body was comprised of immigrants in 2010 (see Figure 3). 26% of the institutions surveyed stated that less than 1% of their students were immigrants. Figures at the extreme ends of the spectrum show that 6% of the institutions surveyed had no immigrant students whatsoever, while at 11% of the institutions one out every ten students was an immigrant. Folk high schools had the highest variation in the percentage of immigrant students (see Table 2). Of the folk high schools surveyed, 16% (N=5) had no immigrant students whatsoever in 2010, whereas 39% (N=12) had over 10%. The latter group includes the Savonlinna Christian College (60 70% of the students in degree programmes are immigrants), Lärkkulla Folk Academy, Language and Music Programmes (60%), Evangelical Folk High School of Southern Finland (42%), Pohjola-opisto (40%) and Jamilahti Folk High School (39%). The Porvoo Adult Education Centre and Posio Adult Education Centre put the number of immigrant students in proportion to the number immigrants within their respective districts. The Porvoo Adult Education Centre explained that approximately 5% of its students were immigrants, whereas immigrants accounted for 3% of the population of Porvoo. Approximately 10 immigrants currently live in Posio. 2-3 of these are students at the Adult Education Centre. 16

18 It should be emphasised that the percentages of immigrant students are indicative and based on estimates made by the institutions. Furthermore, some institutions listed the figure based on the gross total number of students and others on the net total. In addition to this, not all institutions had a separate statistic on the number of immigrant students in attendance. Table 3. Student body percentage of immigrant students in institutions responding to the survey, according to form of education. percentage of immigrant students Adult education centres (N=89) Folk high schools (N=33) Study centres (N=3) Sports institutes (N=2) Summer universities (N=5) Total (N) Total (%) under 1% % % % over 10% No data Total Figure 3. Student body percentage of immigrant students in institutions responding to the survey, all forms of education 4 % 11 % 2 % 6 % 26 % 0 under 1% 14 % 1-3 % 4-7 % 8-10 % over 10 % No data 37 % 17

19 2.3.3 Immigrant students by native language In the immigrants section of the survey, the institutions were asked to indicate what immigrants belonging to each language group were studying in At adult education centres responding to the survey (N=72), the five most mentioned languages were Russian (N=67), Estonian (N=42), Thai (N=41), German (N=38) and English (N=37). Also at folk high schools (N=23), Russian-speaking students represented the largest language group: they studied at 19 folk high schools. Students speaking Arabic (N=16), Thai (N=14), Somali (N=13), Spanish (N=13) and Kurdish (N=13) also studied at several folk high schools. Four summer universities, all of which had Russian-speaking students, responded to the question. There were Chinese speaking students at three institutions, Italian speaking students at two, Thai speaking at two, and German speaking at two. Two of the study centres responded to the question. Both had Somali speaking students, in addition to which Russian, Estonian and Farsi were also mentioned. Sports institutes did not respond to the question. On the survey form it was also possible to list other language groups, whose representatives studied at the institutions in The responses listed several European (e.g. Greek, Czech, Croatian, Bulgarian, Danish, Ukrainian, Belarusian, Latvian, Lithuanian), African (e.g. Yoruba, Swahili) and Asian (e.g. Burmese, Japanese, Persian, Nepali, Sinhala, Tamil, Pashtu) languages as well as the official language of Israel, Hebrew. Many institutions gave consideration to immigrants speaking different languages when providing information to them. Many institutions provided information on immigrant education in Finnish and/or Swedish as well as English and/or Russian and, in some cases, German or Estonian. Individual institutions also provided information in other languages. Many mentioned that guidance/information was available in different languages, depending on the language skills of personnel. Some explained that information was provided through authorities working with immigrants. It should be noted that not a single institution stated that they provided information on immigrant education in, for example, Thai or Somali Immigrant participation in non-immigrant instruction offered by educational institutions Institutions were asked to indicate whether immigrant students took courses not intended for immigrants. If precise data was not available, a rough estimate was sufficient. The question was answered by a total of 123 institutions, a vast majority of which (95%) indicated that immigrant students participated in non-immigrant instruction in

20 Two of the adult education centres (N=86) stated that no immigrants participated in non-immigrant instruction. Of these, the Iisalmi Adult Education Centre noted that a great deal of work had been done to activate immigrants, but for the time being they were reluctant to enrol in courses. In other adult education centres, participation ranged from individuals and a few students to active participation. In many institutions without a separate immigrant educational programme, immigrants participated in other course offerings. The courses mentioned were, in particular, physical education, languages, music, IT courses and handicrafts Three of the folk high schools (N=26) mentioned that immigrants did not participate in other course offerings. None of these offered separate instruction for immigrants, either. Three institutions explained that immigrants participating in non-immigrant course offerings primarily took short-form courses. Immigrants at the Borgå Folk Academy participated in, among others, activities at the World Café A meeting place for all students. At one of the summer universities (N=5), immigrants did not participate in its normal instruction; in others, participation was minimal. The Summer University of Northern Ostrobothnia noted that open university courses in Finnish are part of normal summer university operations. Of the two study centres responding to the question, one reported that immigrants participated in non-immigrant instruction while the other said not as a rule. Both of the sports institutes stated that immigrants participated in the given course offerings. At the Eerikkälä Sports Institute, immigrants participated especially in coach training. 19

21 3. Self-motivated study aimed at immigrants 3.1 General observations on educational offering Self-motivated study was the most popular form of education aimed at immigrants at liberal adult education institutions in 2010: 69% of the institutions surveyed (N=97) stated that they offered this type of education. With the exception of sports institutes, all forms of institutions provided self-motivated study for immigrants. 89 institutions specified the number of hours of instruction offered, which totalled 65,992. The percentage of self-motivated study thus accounted for approximately half (50%) of the total number of hours of instruction in immigrant education at institutions responding to the survey. In absolute terms, adult education centres provided the most self-motivated study (approximately 50% of the total number of hours of instruction at institutions), and in relative terms, folk high schools provided the most (approximately 2,179 hours of instruction per institution). (see table 1) Also in terms of the number of students, self-motivated study was the most significant form of education: a total of 12,119 students participated in this type of education at institutions responding to the survey (N=96). This was equivalent to approximately 72% of the total number of students engaged in immigrant education. In absolute terms, the largest number of students participated in self-motivated study at adult education centres (81%), and in relative terms, study centres saw a greater share (approximately 187 students per institution). The number of self-motivated study courses totalled over 1,100 at institutions responding to the survey (N=93). 725 such courses were offered at adult education centres (N=70), at folk high schools (N=16), 35 at summer universities (N=4) and 37 at study centres (N=3). As some of the folk high schools listed the number of courses by credits, academic year or term, the figures listed here are estimates. 20

22 Table 4. Self-motivated study by number of hours of instruction, courses and students in different forms of institutions institutions providing instruction (N) hours of instruction N courses N students N Adult education centres 70 32, , Folk high schools 20 30, , Summer universities 4 1, Study centres 3 1, Sports institutes Total 97 65, over 1, , Self-motivated study by various institutional form 73% of the adult education centres (N=70) responding to the survey offered self-motivated study. The combined number of hours of instruction was 32,924 at institutions (N=68), which submitted precise data on the instruction they provided. This figure was equivalent to approximately 39% of all immigrant education offered at adult education centres. There were 9,832 students, which was equivalent to approximately 70% of all students participating in immigrant education at adult education centres. (See Table 2). Self-motivated study was therefore the most popular form of education at adult education centres, in terms of the number of students. In absolute terms, a majority of the self-motivated study both according to the number of hours of instruction and courses was provided at adult education centres in the Helsinki Metropolitan Area and other large cities. The number of immigrant students participating in this form of education was highest in these institutions, which include the Finnish Adult Education Centre of the City of Helsinki (approx. 7,350 hours of instruction/ 120 courses/ 1,700 students), Institute of Adult Education in Helsinki (5,660/ 160 / approx. 2,000), Espoo Adult Education Centre (5,491/75/1,502), Ahjola Adult Education Centre Tampere (1,163/27/396) and Vasa Arbetarinstitut (Vasa Arbis) (756/ 22/ 463). It should be noted that the percentage of immigrants of the total student body at the above-mentioned institutions was higher than average. For example, immigrants at the Institute of Adult Education in Helsinki accounted for approximately 25% of the entire student body, whereas in Vaasa the figure was approximately 10%. Likewise, self-motivated study accounted for a higher percentage of the total number of hours in the institutions in question. For example, the Institute of Adult Education in Helsinki answered that self-motivated study accounted for 21

23 17% of the institution s total hours of instruction, the Espoo Adult Education Centre answered 9%, and the Finnish Adult Education Centre of the City of Helsinki answered 7%. 59% of the folk high schools (N=20) responding to the survey offered self-motivated study. In this form of institution, self-motivated study accounts for a significant percentage of all the immigrant education offered - approximately 78%. A total of 30,508 hours of instruction and courses were offered at institutions which provided precise data on the survey form. Also in terms of the number of students, self-motivated study was the most significant form of education. 1,166 immigrant students participated in it, which accounts for approximately 80% of the immigrant students at folk high schools responding to the survey. Nine folk high schools that responded to the question concerning hours of instruction provided over 1,000 hours of self-motivated study a year, with four of these institutions providing over 3,000 hours a year. The large number of hours of instruction at folk high schools can be explained by the fact that many institutions offer one or more immigrant course programmes or otherwise offer an extensive amount of instruction aimed at immigrants. These include Savonlinna Christian College, South Ostrobothnia Folk High School, Kymenlaakso Adult Education Centre and Folk High School, Kanneljärvi Folk High School, Jaakkima Christian Folk High School, North Karelia College Niittylahti, Central Ostrobothnia Culture Institute, Jyväskylä Christian Institute, Church Training College, Joutseno Folk High School, Pohjola-opisto and Jamilahti Folk High School. Four summer universities responding to the survey stated that they offered selfmotivated study, i.e. it was the most popular form of immigrant education in these institutions. A total of 1,123 hours of instruction and 35 courses were offered, and 561 students participated in them. There was some variation in the course offering between summer universities: Courses offered at the Summer University of North Ostrobothnia (453/18/336) and Summer University of Tampere (580 hours of instruction/ 13 courses / 200 students) accounted for the largest percentage of self-motivated study in immigrant education and participating students at summer universities responding to the survey. Self-motivated study accounted for 3.9% of the overall course offering in the above-mentioned institutions. At the Summer University of North Ostrobothnia and Summer University of Tampere, 2.5% of all instruction was self-motivated study. All study centres responding to the survey (N=3) offered self-motivated study to immigrants. A total of 1,437 hours of instruction and 37 courses were offered, and 560 students participated in them. A majority of self-motivated study was provided by the KSL Civic Association for Adult Learning Study Centre (722/14/176) and OK Study Centre (675/20/357). Compared to the overall course offering at these study centres, self-motivated study accounted for 1.6% of the number of hours of instruction at the KSL Study Centre and 0.8% at the OK Study Centre. 22

24 3.3 Educational content The most popular form of self-motivated study at liberal adult education institutions was the course offering in national languages: a majority of the institutions responding to the survey provided instruction in Finnish and/or Swedish. National language courses varied in level and a wide range of instruction methods were used in them. Many institutions combined cultural and social studies with the language courses. In addition to languages, various physical education, handicrafts, cooking and IT courses were also very popular Adult education centres Nearly all adult education centres offering self-motivated study provided instruction in Finnish and/or Swedish. Although nearly all of these offered beginner courses in one or both of the national languages, many adult education centres also offered various advanced and/or intensive courses. Many institutions offered conversation courses in addition to the conventional grammar-based courses. Adult Education Centre Järvilakeus explained that they used an electronic study platform to support language instruction. Many adult education centres included cultural and social studies in language instruction. The purpose of this was to familiarise immigrants with Finnish culture and society as well as provide skills for the management of daily situations and matters, as the Puulan seutuopisto explained in its response. These types of courses included, for example, visits to government agencies or the library as well as instruction in other practical skills important to functioning in Finnish society. The various needs of immigrant students were taken into consideration in the course offerings. The Järvi-Pohjanmaa Adult Education Centre, among others, offered language courses for immigrants based on their personal backgrounds and requirements. The target groups were immigrants unable to speak Finnish with no reading or writing skills in their native language, those unable to speak Finnish with reading and writing skills in their own language, and those with some skills in Finnish. The Espoo Adult Education Centre provided Slowly proceeding courses in Finnish and Finnish for full-time mothers. The Seinäjoki Adult Education Centre provided courses at a more advanced level, Basic skills and knowledge in nursing, and Adult Education Centre Järvilakeus offered a Finnish for foreigners intensive course, which was aimed specifically at working immigrants. In two institutions, Finnish instruction was targeted specifically at Russianspeaking students. Taking the various needs and requirements of immigrants into consideration is expressed well in a comment made by a teacher at the Kauhajoki Adult Education Centre: Language is a communication tool. Each and every student has the opportunity to learn Finnish as they see fit. The basis for this is the student s needs and finding motivation. The goal of the course is to be understood 23

25 and understand others. Learning a language is never easy, and Finnish is certainly no exception. My job as a teacher is to make it easy for eager students to learn how to speak Finnish. Language is vital for anyone looking to find a place for themselves in a community. As a teacher, the best reward is seeing my students make progress in their language skills, which will open a whole world of opportunities in their lives. Immigrant students were also offered a wide range of courses other than one of the national languages. The course offering included courses in English, IT studies, physical education, music, cooking and handicrafts. Some of the courses were given in English: for example, the Espoo Adult Education Centre offered business and Finnish cooking courses in English and the Tampereen työväenopisto had two English-speaking theatre groups. Kianta-Opisto, in the municipality of Suomussalmi, offered activities specifically intended for Russian immigrants that included instruction in Finnish and English as well as a Russian Song Circle; Preserving one s own cultural heritage through Russian songs and performances under the supervision of a Russian teacher. Some of the institutions mentioned that the courses intended for immigrants were also open to Finns. The Ruovesi Adult Education Centre, among others, offered a Foreign flavours and cultures course, which involved cooking together with clients of the reception centre and local residents. Cultural encounters were also promoted by the Riihimäki Adult Education Centre s multicultural folk theatre as well as the Taivalkoski Adult Education Centre s International Day ( a day for immigrants and Finns to share in recreational, performance and all manner of activities ) and Cafe International ( conversation over a cup of coffee on matters that interest immigrants, introductions and presentations of the various municipal agencies, Kela, banks, employment offices, etc. ). Many adult education centres offered a wide variety of courses for immigrants and varying content was creatively combined. For example, the Aurala Adult Education Centre combined handicrafts with Finnish language and culture in its course offering. The Riihimäki Adult Education Centre offered course called Talking about art in plain and simple Finnish for immigrants, which examined various works of art in depth and discussed them. The following course descriptions also demonstrate the diversity of the course offerings. The first is taken from a response given by the Kirkkonummi Adult Education Centre and the second from the Malax-Korsnäs medborgarinstitut: A) 4 slowly proceeding 25 h/week, 8 week/course day course for immigrants, in co-operation with the employment office, integration training, the Siuntio Reception Centre and rehabilitative training: Language and culture studies, handicrafts, health and fitness, and a week-long activity at the rehabilitative training facility; B) Intensive afternoon course for youths and others, 4h/week/8 weeks: conventional intensive school-form 24

26 course; C) Children s book bag, in co-operation with the department of education and parish: course intended for stay-at-home mothers, child care provided during the course; D) Centre evening courses: conventional Finnish as a second language courses. Swedish for immigrants (4 courses). We will be learning words and expressions and practice speaking Swedish so that we can cope with everyday situations. We will adapt the pace and content to the existing skills and wishes of the participants. The course materials we will be using include Svenska i Finland and Mitt mål I. Matlagning för invandrare (2 courses). We will familiarise ourselves with Finnish cooking and learn how to use berries in cooking and baking. We will be making homecooking style foods and dishes with fish prepared in a variety of ways. Ostrobothnian Cultural Encounters (1 course) several generations ago or since 2010? What is at stake when we all have to get along with each other? How should we receive people from other cultures? How are we different, what do we have in common and how can we meet? Meeting point for people from Finland and all over the world. Lectures and discussions on receiving refugees, integration, education, language, religion and cultural diversity. A detailed programme of lecturers and invited guests from different cultures is available upon request and will also be handed out on the first evening Folk high schools As with adult education centres, most folk high schools provided instruction in Finnish and/or Swedish, often also combining it with cultural and social studies. Instruction at institutions with separate immigrant programmes included general education studies, instruction in arts and crafts and, in some cases, also other courses. The Jyväskylä Christian Institute, among others, listed the following subjects in its course offering: Finnish, English, Swedish, mathematics, natural sciences, information technology, history and social studies, health education, study skills, student guidance, life management, Finnish education system, cultural studies, business and entrepreneurship, and workplace orientation. The Central Ostrobothnia Culture Institute describes its Finland and the workplace study programme for immigrants as follows: The folk high school programme Finland and the workplace is 40 credits in scope. There are 25 hours of instruction a week. Courses focus on Finnish, Finnish culture and social studies. The programme also includes 2 credits of IT studies, 2 credits of physical fitness and health education. The programme also includes an on-the-job learning course. The programme is intended for immigrants with Finnish citizenship, who are at least 16 years of age and already possess some skills in Finnish. 25

27 The Finland Bible Institute describes its Christians in Finland programme for immigrants as follows: The subjects included in the Christians in Finland programme are Finnish, Cultural encounters, history and social studies, student guidance, employment opportunities, basic IT skills (Word, Internet, ), the Christian faith and other religions in Finland, the Evangelical Lutheran Church of Finland and its forms, the Bible and Catechism, and a traineeship. The course has received official approval for its equivalency to immigrant integration training compliant with the Act on Integration and Reception of Asylum Seekers and labour market oriented education that promotes the self-motivated employment of unemployed persons. In addition to the above-mentioned course offerings, folk high schools also offer a wide variety of other self-motivated study for immigrants, such as courses in culture, handicrafts and welfare. The Valamo Folk High School offered instruction in such subjects as Fundamentals of Orthodoxy as well as the Finnish Orthodox Church, past and present. The Borgå Folk Academy has the Meeting Point World Café Summer universities and study centres At summer universities responding to the survey, self-motivated study was emphasised for instruction in Finnish. Courses were offered at different levels and with different areas of focus. For example, the Summer University of North Ostrobothnia offered both basic and advanced courses. They also made use of the Internet in instruction, such as its Finnish-language support service point and Finnish-language Facebook group. The Summer University of North Ostrobothnia described its course offering as follows: Classroom instruction: - Open university instruction: Finnish beginner courses Individual language instruction: Fundamentals of Finnish Finnish basic courses 1-4: fundamentals of Finnish, for more advanced students Finnish support service point, beginner and advanced groups: support service based on student needs, online instruction: - First steps in Finnish: Fundamentals of Finnish Finnish basic courses 3 and 4: for more advanced students, study materials the same as used in equivalent courses given in the classroom Finnish support service point online: support service based on student needs Open Finnish group on Facebook: conversational language practice based on the needs of the participants under teacher supervision. Study centres responding to the survey offered a wide variety of courses for immigrants in self-motivated study. 26

28 As with other forms of institutions, two study centres offered instruction in Finnish, focusing on language fundamentals. At the KSL Study Centre, a basic course in English was offered to immigrants. In addition to the above-mentioned courses, the Citizens Forum Study Centre offered event organisation training for immigrant organisations and courses in visual arts. In addition to languages, the KSL Study Centre also offered courses in IT fundamentals and simple website design. At the OK Study Centre, many courses for immigrants were targeted at different groups, such as immigrant women and youths. The OK Study Centre listed its courses as follows: Computer workshop, Weaving and crochet course for immigrants, Carpet rag cutting course for immigrant women, Different learner as a citizen in the information society, Fundamentals of digital photography and image processing, Learning support group for parents of children with learning difficulties, Getting to know computers, Luki course for immigrant women, Texts in plain language, Everyday Finnish beginner s course for immigrants, Handicrafts club for seniors, Finnish Christmas foods course for immigrants, Everyday Finnish beginner s course for immigrants, Forming peer support groups for immigrants, Nature excursion course for immigrant youths, Continuation course in Finnish, Continuation course in basic Finnish, Volunteer friendship basic course, More beginner Finnish, Support for new arrivals. 27

29 4. Other educational/funding forms 4.1 Labour market oriented education Educational offering: general observations and observations related to various institutional forms Of the institutions responding to the survey, 13% (N=18) stated that they had provided labour market oriented education in 2010 (see Table 1). In other words, labour market oriented education was the third most popular form of immigrant education in terms of the number of institutions offering it. Labour market oriented education was offered at adult education centres (N=13), folk high schools (N=4) and summer universities (N=1). A total of 49,692 hours of instruction was provided, thus accounting for approximately 39% of the immigrant education provided at institutions responding to the survey. There were 2,486 participants, or 15% of the total number of immigrant students at institutions responding to the survey. The total number of student work days was 126,240 at institutions reporting this data (N=14). (See Table 5.) In both absolute and relative terms, adult education centres offered the most labour market oriented education in the field of liberal adult education in The instruction offered by these accounted for approximately 88% of the hours of instruction in labour market oriented education provided at institutions responding to the survey. Furthermore, in both absolute and relative terms, the largest number of students participated in labour market oriented education offered by adult education centres. Table 5. Labour market oriented education by number of hours of instruction, courses and students in different forms of institutions Adult education centres institutions providing instruction (N) hours of instruction N student work days N students N 13 43, , , Folk high schools 4 4, , Summer universities 1 1, , Study centres Sports institutes Total 18 49, , ,

30 All in all, 14% (N=13) of the adult education centres offered labour market oriented education. In terms of the hours of instruction provided, this represented the most significant form of immigrant education: a total of 43,903 hours of labour market oriented education was provided at institutions responding to the survey (N=13), thus accounting for approximately 51% of all immigrant education provided in this form of institution. The average number of hours of instruction was 3,377 per adult education centre, while for self-motivated study is was 484 hours of instruction per institution. 2,406 students participated in this form of education, which accounts for approximately 17% of the total number of students at adult education centres. The most labour market oriented education was provided at the Institute of Adult Education in Helsinki (10,615 hours of instruction / 34,281 student work days / 553 students), Vantaa Adult Education Centre (-/41,700/554) and the Jyväskylä Adult Education Centre (8,500/17,400/225). In addition to these, a great deal of labour market oriented education was offered at the Kaukametsä Adult Education Centre in Kajaani (5,138/-/220), the Medis Institute of Adult Education in Mariehamn, Åland (4,290/11,583/175) and the Vanajavesi Adult Education Centre, which serves the Hattula, Hämeenlinna and Janakkala area (4,770/10,904/184). Of the folk high schools responding to the survey, 12% (N=4) offered labour market oriented education. It comprehended approximately 12% of their immigrant education offering at folk high schools in terms of the number of hours of instruction. 72 students participated in labour market oriented education, which accounted for approximately 5% of all students participating in immigrant education at the institutions. Of the summer universities, only the Summer University of Tampere offered labour market oriented education. In spite of this, it accounted for a large portion approximately 46% of the number of hours in immigrant education provided at summer universities responding to the survey. 8 students at the Summer University of Tampere participated in labour market oriented education, which accounted for approximately 1% of all students participating in immigrant education at summer universities responding to the survey Educational content At adult education centres, labour market oriented education was linked to integration training, placing a strong emphasis on instruction in national languages. Most institutions offered not only language studies, but also instruction in social studies, workplace studies and, in some institutions, also other course offerings, such as IT studies and handicrafts. The Vanajavesi Adult Education Centre provided integration training as well as functional learning workshops. The Tornio Adult Education Centre, Kaukametsä Adult Education Centre, Jyväskylä Adult Education Centre and Medis Institute of Adult Education in Mariehamn described their course content as follows: 29

31 Custom-tailored courses for quota refugees recently arrived in Finland include two content areas: language and culture. Language: Finnish fundamentals, starting with the alphabet and pronunciation, working with everyday situations, such as greetings and numerals as well as expressions for time and weather. Culture: Proper manners in Finnish society, how to conduct yourself in a grocery store, cafe, pharmacy, library, museum, etc. Social services has already provided instruction in health centre protocols. Settling into cities and practicing the above-mentioned items in Finnish as well as getting acquainted with a new living environment. Excursions to cultural events on course days. Initial survey, Read 1, Read 2, Module 1, Module 2a, Module 2b, Module 3, content general language certification proficiency levels. Finnish for the illiterate, ABC Suomi I Suomi II Suomi III Nuorten suomi OPI OTH (Supervised traineeship). Beginner course = language fundamentals, verbal and written = reading, incl. alphabet, pronunciation exercises, comprehension, writing exercises, grammar; goal is to manage in everyday situations and have access to general information in society; knowledge of Åland s society and culture; study techniques, study visits. Lower continuation level = to achieve a verbal and written skill level that allows the student to manage in more challenging everyday situations and the workplace; includes a 2-week traineeship. Will eventually be able to pass a general language proficiency examination at the intermediate level. Higher continuation level = the goal is a broad and varied use of the language that allows for continuing education and/or employment. Includes a 2-week traineeship. Flex studies = intended for those with study experience and an upper secondary school diploma. Language training is adapted to the existing skills of the participant and any need for occupational vocabulary. Also at folk high schools, labour market oriented education placed an emphasis on instruction in national languages as well as social studies and workplace skills. At Kanneljärvi Folk High School, courses included Nuva study programme curriculum content + S2 language instruction and at Jamilahti Folk High School, Finnish Finnish in small groups daily skills social studies cultural studies workplace skills student guidance computer training course. The Summer University of Tampere offered a language-intensive study programme on Russian trade. 30

32 4.2 Municipally-funded integration training for immigrants Educational offering: general observations and observations related to various institutional forms In 2010, municipally-funded integration training was offered in six adult education centres and one folk high school, or 5% of all the institutions responding to the survey. A combined total of 5,691 hours of instruction was provided, accounting for approximately 4% of the total amount of immigrant education provided by institutions responding to the survey. A total of 848 students participated, accounting for approximately 5% of the total number of immigrant students. (see Table 6) Table 6. Municipally-funded training by number of hours of instruction, courses and students in different forms of institutions institutions providing instruction (N) hours of instruction N students N Adult education centres 6 5, Folk high schools Summer universities Study centres Sports institutes Total 7 5, A great deal of municipally-funded integration training was offered in the Helsinki Metropolitan Area, at the Espoo Adult Education Centre (3,038 hours of instruction/ 102 students) and Vantaa Adult Education Centre (1,799/450). Other education providers were the Kaukametsä Adult Education Centre (216/135), Kirkkonummi Adult Education Centre (200/20), Tampere Adult Education Centre (307/67) and Somero Adult Education Centre (30/60). As the figures shown in parentheses indicate, the number of hours in proportion to the number of students varied widely between institutions. In Espoo, among others, approximately 30 hours of instruction were offered per student, whereas the figure in, for example, Vantaa was 3.7 hours and Kaukametsä 1.6 hours. Of the folk high schools, only Kronoby Folk High School reported offering this type of education in The institution offered 200 hours of instruction to 14 students Educational content At adult education centres, municipally-funded integration training content was in many ways similar to the course content of labour market oriented education. Instruction included national languages and social and culture studies as well as 31

33 daily skills. The Espoo Adult Education Centre and Kaukametsä Adult Education Centre described their course offerings as follows: Skill levels A1-A2.2 (3 courses); Reading and writing skills (2 courses). Content complies with Finnish Board of Education recommendations for integration training and instruction in reading and writing skills. Finnish and daily skills courses 9/24h for clients of the reception centre. The Kronoby Folk High School offered integration training for quota refugees ( preparatory integration training for quota refugees ). 4.3 Made-to-order or personnel training Educational offering: general observations and observations related to various institutional forms Of the institutions responding to the survey, 9% (N=13) said that they had offered made-to-order or personnel training in This type of training was offered at adult education centres (N=11) and folk high schools (N=2). A total of 1,430 hours of instruction was provided, accounting for approximately 1% of the immigrant education offered at institutions responding to the survey. 279 students participated in made-to-order or personnel training at institutions responding to the survey, accounting for approximately 2% of the number of immigrant students at institutions responding to the survey. In other words, in terms of the number of hours and students, this type of education accounted for a rather low percentage of immigrant education and students participating in it. (see Table 7). Table 7. Made-to-order or personnel training by number of hours of instruction and students in different forms of institutions institutions offering instruction (N) hours of instruction N students N Adult education centres Folk high schools Summer universities Study centres Sports institutes Total 13 1, Of the adult education centres responding to the survey, 11% (N=11) offered made-to-order or personnel training in In terms of the number of hours, rather little instruction was offered: 530 hours, which accounts for less than 1% 32

34 of the immigrant education offered by adult education institutions. A total of 229 students participated, accounting for less than 2% of the persons participating in immigrant education at adult education centres responding to the survey. With regard to hours of instruction and number of students, there was some degree of variation in adult education centres, which submitted precise data on the instruction they provided. For example, the Espoo Adult Education Centre provided 96 hours of instruction to 53 students, whereas the Tornio Adult Education Centre provided 198 hours of instruction to five students. Corresponding figures at the Pietarsaari Adult Education Centre (Finnish) were 78 hours and 33 students; at Valkeakoski Adult Education Centre, 28 and 2, respectively. Of the folk high schools, two (6% of the folk high schools responding to the survey) offered made-to-order or personnel training. Operating in Satakunta, the West-Finland College reported that it provided 900 hours of instruction to 50 students. Consequently, the number of hours offered by a single folk high school was higher for this form of education than the combined number of hours of instruction provided by adult education centres. All in all, it accounted for approximately 2% of the immigrant education provided by folk high schools. The percentage of students was approximately Educational content Ten adult education centres responded to the question. Of these, seven offered Finnish language-related courses as made-to-order or personnel training. Language instruction comprehended basic Finnish as well as targeted language instruction, which included an Espoo Adult Education Centre programme intended for nursing staff. The Tornio Adult Education Centre also offered targeted instruction within this form of education for a variety of immigrant needs. The institution described its course content as follows: Two courses aimed at students with special needs, one in a private Finnish and culture course tailored for young adults with learning disabilities and the other a Finnish and culture course tailored for vision-impaired students. Private course: Finnish fundamentals and language needed in everyday life as well as Finnish customs and practices; everyday language exercises at, for example, cafes, the library, museums, etc. Course for the vision-impaired: Finnish fundamentals and language for everyday life as well as Finnish customs according to the progress of course participants, Braille. Other made-to-order or personnel training courses were a garment sewing and repair course at the Huittinen Adult Education Centre, a swimming class for Muslim children at the Harjula Adult Education Centre, and handicrafts course for refugees at the Pietarsaari Adult Education Centre (Finnish). 33

35 At folk high schools, the West-Finland College offered instruction in Finnish language and culture, computer skills, everyday living skills and social studies. 4.4 Education provided with project funding Educational offering: general observations and observations related to various institutional forms With the exception of sports institutes, all forms of education offered projectfunded immigrant education in A total of 23 institutions offered this type of education, accounting for 16% of all institutions responding to the survey. Based on the number of institutions providing instruction, project-funded education was the second most popular form of immigrant education. A total of 3,936 hours of instruction were provided. Although instruction provided with this type of funding was offered in several institutions, the number of hours of instruction provided only accounted for approximately 3% of all immigrant education. A total of 993 students participated in project-funded education at institutions responding to the survey (N=22), accounting for approximately 6% of the number of immigrant students at institutions responding to the survey. (see Table 8). Table 8. Project-funded education by number of hours of instruction and students in different forms of institutions institutions offering instruction (N) hours of instruction N students N Adult education centres 16 2, Folk high schools Summer universities Study centres Sports institutes Total 23 3, of the adult education centres (17%) provided immigrant education with project funding in A total of 2,599 hours of instruction were provided, accounting for approximately 3% of the immigrant education at adult education centres responding to the survey. A total of 591 students participated, accounting for approximately 4% of the persons participating in immigrant education at adult education centres responding to the survey. Project-funded immigrant education was offered at institutions of varying size throughout Finland. Although most institutions had less than 50 students participating, the Porvoo Adult Education Centre, among others, had 248. There was greater variation in the number of hours of instruction, ranging from 15 to

36 hours from institution to institution. There was also variation in the number of hours of instruction per institution. The total number of hours of instruction divided by the number of students resulted in, for example, the following figures: The Medis Institute of Adult Education in Mariehamn provided approximately 50 hours of instruction per student (597 hours of instruction/ 12 students), Kirkkonummi Adult Education Centre approximately 8 hours (320/40) and Porvoo Adult Education Centre approximately 2 hours (565/248). Of the folk high schools responding to the survey, three (9%) stated that they offered project-funded immigrant education. Two of these submitted precise data on instruction and participants: The Kymenlaakso Adult Education Centre and Folk High School reported having offered 400 hours of instruction to 32 students (approximately 13 hours of instruction per student), whereas the Pohjola-opisto provided 560 hours of instruction to 25 participants (approximately 22 hours of instruction per participant). Two summer universities offered project-funded immigrant education. The Summer University of South Ostrobothnia provided a total of 100 hours to 34 students (approximately 3 hours of instruction per student). The Summer University of North Ostrobothnia provided 207 hours of instruction to 177 students (approximately 1 hour of instruction per student). Two of the study centres, Citizens Forum and OK, offered project-funded immigrant education. The former provided 18 hours of instruction to 20 students (less than an hour per student) and the latter 82 hours of instruction to 84 students (less than one hour per student) Educational content All forms of institutions offered immigrants project-funded courses in Finnish and/or Swedish at different levels. In addition to this, there was a wide range of courses in Finnish culture and society, handicrafts, physical education, everyday skills and IT skills. Many courses were aimed at a specific type of immigrant (e.g. youths or women). Below are some excerpts on courses offered by different institutions, clearly showing the diversity of the range of courses: Finnish fundamentals: Students will be taught the Finnish alphabet and Finnish, beginning with the absolute fundamentals. We will teach students how to write letters and pronounce them. We will teach words and expressions needed in daily life. Everyday Finnish beginner s course, basic level: students will learn Finnish used in everyday situations. We will start with the basics, but even those who already some Finnish skills can get a lot out of this course. Finnish continuation course, intermediate level: this course is intended for foreigners who already have some degree of fluency in Finnish and are familiar with basic grammar. Handicrafts for immigrants: students in this course will do handicrafts using different techniques, such as sewing. The course not only helps students to develop 35

37 themselves and their skills, but also learn Finnish. The course is given in Finnish. Basic IT course for immigrants: Finns live in an information society, where each and every person should know how to use a computer and search for information on the Internet. Use of a mouse and keyboard will be taught in small groups. We will also teach Finnish using extremely user-friendly programs found online. Support person for immigrants: The City of Porvoo immigrant support service seeks volunteer support persons for immigrants. This course is part of the Meeting Point project and its goal is to enhance interaction between Finnish citizens and immigrants. This volunteer programme supports the integration of immigrants. The course consists of two components, support person functions and multiculturalism. These components give students the tools to serve as a support person and provide peer support for immigrants. Those with an immigrant background and possessing sufficiently strong language skills are also welcome to join the course. Various types of group activities and addition training is offered to those who have completed the Immigrant Support Person course. Women s rights course: this course examines the status of women and their rights in Finland from an everyday perspective. Meeting Point swimming school: students will learn how to swim. (Porvoo Adult Education Centre) Culture and integration course, Multicultural theatre course, Basic course in Capoeira for immigrants. (Wellamo Community College) Full-time studies consisting of language and social studies in groups two days a week, supervised individual instruction involving words and expressions from the student s own occupational field one day a week and traineeship two days a week. The language skill level should be sufficient enough to manage in the traineeship. (Medis Institute of Adult Education in Mariehamn) Cultural camaraderie, continuation course for immigrants: introduction to Finnish folk music, through playing instruments and singing (Finnish National Board of Education Development Project for adult education centres 2009). (Jyväskylä Adult Education Centre) Sewing course Cooking course. The Moniko project also previously included other courses (IT, hometown, dance). (Hyvinkää Adult Education Centre) Someka project Koto-Suomi course. Finnish, IT, social media, online stories about life in Finland (some of the results can be found at www. vopsomeka.fi). (Vanajavesi Adult Education Centre) School for women everyday skills for immigrant women: Finnish, Women in Finnish society, handicrafts, household skills, physical education and health, IT. (Pohjola-opisto, Oulu, folk high school) 36

38 Two 8-week introductions to Finnish instruction for young immigrants. (Kymenlaakso Adult Education Centre and Folk High School) Finnish preparation course for highly educated immigrants; Finnish course for highly educated immigrants. (Summer University of South Ostrobothnia) Organisational training for an umbrella immigrant organisation. (Citizens Forum Study Centre) Promoting recreational activities for immigrants, Getting to know the Red Cross, Friendship course, Getting into friendship activities First aid course for immigrants. (OK Study Centre) KSL works in co-operation with projects aimed at immigrants, such as the National Seniors Organization Together project, which trains guidance counsellors for immigrants self-motivated study. (KSL Study Centre) 4.5 Other education aimed at immigrants Educational offering: general observations and observations related to various institutional forms The survey form asked institutions to tell whether they offered immigrants any education in 2010 other than that intended for them specifically. A total of 11 institutions (8%) stated that they offered education other than that intended for immigrants. Of these, three were adult education centres and eight folk high schools. Four institutions submitted precise data on the number of hours of instruction and nine institutions the number of students. According to this data, a total of 2,164 hours of instruction was offered to 194 students (see Table 9). Three folk high schools provided over 500 hours of instruction: The Savonlinna Christian College provided 1,100 hours of instruction to 34 students. The Pohjola-opisto provided 560 hours of instruction to 16 students and the Karkku Evangelical College to two students. Table 9. Other education aimed at immigrants by number of hours of instruction, courses and students in different forms of institutions institutions offering instruction (N) hours of instruction N students N Adult education centres Folk high schools 8 2, Summer universities Study centres Sports institutes Total 11 2,

39 4.5.2 Educational content Other education aimed at immigrants comprehended various types of instruction and activities. Basic education was provided at Vantaa Adult Education Centre, the Karkku Evangelical College and Savonlinna Christian College. The Pohjolaopisto offered studies in line with the comprehensive school curriculum. At the Vantaa Adult Education Centre, the goal was to earn a basic education diploma. The following are descriptions of course offerings for other institutions in 2010: In co-operation with the Kuusamo and Taivalkoski Adult Education Centres, an immigrant meeting was held in Taivalkoski in the spring of (Posio Adult Education Centre) Students integrated in groups with Finns in preparatory courses leading to a vocational qualification in vergering, domestic and housework service, children/playgroup supervisor, special needs assistant (education content in qualification principles). (Jyväskylä Christian Institute) Labour market oriented basic education PK-Tyko, integrated group, which also includes Finns. (Church Training College) S2 language social studies Finnish culture -IT home economics physical education acting and performance skills. (South Ostrobothnia Folk High School) 4.6 Study voucher aid The survey form asked institutions whether they were granted study voucher aid in They were also asked to indicate whether they granted study vouchers to immigrants as well as estimate how many immigrant students received study vouchers. Table 10. Institutions receiving study voucher aid in 2010 by form of institution institutions receiving study voucher aid in 2010 % N Adult education centres Folk high schools Summer universities Study centres Sports institutes* Total * Sports institutes were not part of study voucher system. 38

40 Table 11 shows that 71% (N=80) of the institutions receiving study vouchers allocated them to immigrants. A total of 3,283 vouchers were granted to immigrant students. As many institutions estimated the number of students receiving study vouchers, these figures are indicative. At adult education centres, 77% (N=61) of the institutions receiving study voucher aid granted study vouchers to immigrants, whereas all summer universities and study centres granted study vouchers. Folk high schools were slightly lower at 48% (N=13). Table 11. Institutions granting study vouchers to immigrants and the number of study vouchers granted by form of institution institutions applying for/ receiving study voucher aid institutions granting study vouchers to immigrants % immigrant students receiving study vouchers Adult education centres* , Folk high schools Summer universities** Study centres Sports institutes - - Total , * two adult education centres receiving study voucher aid did not answer the question ** one summer university receiving study voucher aid did not answer the question At most adult education centres, study vouchers were granted to less than 100 students. The following institutions granted study vouchers to over 100 students: Ahjola Adult Education Centre (Tampere) (286 students), South Karelia Adult Education Centre (150), Jakobstad Swedish (Evening) Institute Arbis (100), Porvoo Adult Education Centre (136), Vaasa (Swedish) Adult Education Centre (Vasa Arbis) (300) ja Wellamo Community College (Lahti, Asikkala, Hollola, Hämeenkoski, Kärkölä, Myrskylä, Nastola, Orimattila and Padasjoki) (139). The Posio Adult Education Centre explained that no one wanted the vouchers, despite the fact that they we on offer. The above-mentioned institutions have no real common denominators, as they vary widely in size and operate either in major cities or small communities. At folk high schools, the number of immigrant students receiving study vouchers ranged between 10 and 50. At the Kanneljärvi Folk High School and Voionmaa Institute in Pirkanmaa, study vouchers were granted to individual students. Of the summer universities, the Summer University of Tampere granted study vouchers to 20 students, the Summer University of North Ostrobothnia to 2 students, and Summer University of Kuopio to approximately 5 students. Of the study centres, the OK Study Centre granted a total of 357 study vouchers and the KSL Study Centre 70. N 39

41 5. National language instruction (S2/R2) and general language proficiency examinations 5.1 Instruction in national languages In the language education section of the survey form (see Appendix 1), institutions were asked to provide detailed information on instruction in national languages for immigrants (S2/R2) in The institutions were asked to indicate the levels of Finnish and/or Swedish they offered and how many courses. No separate inquiry regarding funding forms was made, as this was addressed in other sections of the survey form. As no separate language level alternatives were given in the section, the institutions used slightly varying terminology in their responses. Some used the general terms beginner and/or basic instruction, some used level classifications (Level 1, Level 2, A1 B1, etc.). Not all stated the number of courses offered. As a result, observations based on the answers received provide an overview of the amount and level of S2/R2 instruction provided. Of the adult education centres responding to the survey, 74 submitted more precise data on language instruction provided. In other words, at least 78% of adult education centres offered some type of S2/R2 instruction. The corresponding figures for adult education centres were 20 (59%), summer universities 4 (80%) and study centres 2 (67%). Sports institutes responding to the survey did not offer S2/R2 instruction. Including all forms of institutions, over 70% of the liberal adult education institutions responding to the survey offered some form of S2/R2 instruction in In all forms of institutions, the instruction of national languages for immigrants focused heavily on basic/beginner level instruction. Excluding a few exceptions, nearly all institutions providing instruction in Finnish and/or Swedish offered basic/beginner level courses. On average, half of the institutions offered a more advanced level of courses, regardless of the form of institution. The more advanced the level, the less the offering. Some institutions pointed out that instruction at a continuation level would have been available, but no group could be assembled. A majority of the instruction was Finnish. A total of institutions (i.e. approximately 10-15% of the institutions offering instruction in national languages) offered courses in Swedish. The number of institutions offering instruction in Swedish is an estimate, as some of the institutions responding to the question in Swedish did not mention whether it referred to courses in Finnish or Swedish. There was some variation in the number of courses offered, but the majority of institutions stated that they offered 1-5 basic level courses, with slightly fewer 40

42 continuation courses. Some of the institutions course offering was more extensive (see the examples below). It should be pointed out that because only some of the institutions offering S2/R2 instruction reported the number of courses, data concerning the amount of courses offered are not comparable. Below are some excerpts on S2/R2 instruction at various institutions (institution name and type in parentheses after each response): Finnish for foreigners; beginner courses and continuation courses; language fundamentals, Finnish pronunciation, writing, grammar, everyday vocabulary and conversational situations, online study platform used to support studies. Finnish for foreigners intensive course; designed especially for working immigrants. Finnish for Russians, beginner courses and courses for those with rudimentary skills in Finnish; practical language skills, syntax. Finnish for foreigners; syntax, writing, conversation, pronunciation. (Adult Education Centre Järvilakeus, Kauhava, Evijärvi, Lappajärvi) FINNISH AS A SECOND LANGUAGE I: We will practice Finnish fundamentals together, beginning with such subjects as numbers, greetings, introductions and family. The course will proceed according to the group s wishes. Instruction is given in Finnish and, if necessary, English. NOTE! CONTINUATION COURSE IN THE SPRING. Textbook: Hyvin menee! 1 Finnish for adults FINNISH AS A SECOND LANGUAGE II: Do you want to improve your Finnish skills? This course is intended for adults who already have a command of the basics. We will be doing many conversational and vocabulary exercises that deal with everyday situations: going to the bank, travelling, applying for a job, etc. The course will proceed according to the group s wishes. The course will be given in Finnish and, if necessary, English. NOTE! CONTINUATION COURSE IN THE SPRING. Textbook: Hyvin menee! 2 Suomea aikuisille. (Kyrönmaa Adult Education Centre, Isokyrö-Laihia-Vähäkyrö) Finnish courses, skill level 1, 23 courses; level 2, 20 courses; level 3, 5 courses; level 4, 2 courses; Specialised Finnish courses, 30 courses. (Finnish Adult Education Centre of the City of Helsinki) Vasa Arbis continually offers language courses in Finnish and Swedish for immigrants. We also make every effort to offer intensive courses (two days/evenings) a week at the A1-B2 (C1) level or equivalent general language proficiency examination levels 1-4 (5) Finska A1 60 h, 1 course + 30 h, 1 course A2 60 h, 1 course + 36 h, 1 course B1(-B2) 60 h, 1 course + 16 h, 2 courses 2010 Svenska A1 60 h, 4 courses A2 60 h, 1 course b1(-b2) 30h, 1 course, 16 h 2 courses. (Vaasa (Swedish) Adult Education Centre (Vasa Arbis)) 41

43 Beginning level A2.2, target level B1.2 - B2.1; In study voucher education, beginning level A1.2, target level A2.1. (North Karelia College Niittylahti) 8 courses in Finnish as a second language, compliant with the comprehensive school curriculum. Comprehensive language instruction also included in media studies, such as video and print journalism courses. (Otava Folk High School) Beginners course in Finnish (1), Continuation course in Swedish (1). (Evangelical Folk High School of Southern Finland, kansanopisto) Finnish courses: - beginner level, 10 courses continuation course, 2 courses level 1, 1 course level 2, 1 course level 3, 2 courses - level 4, 2 courses. (Summer University of North Ostrobothnia) Beginner, beginner-continuation and continuation courses. (KSL Study Centre) 5.2 General language certifications and related preparatory S2/R2 education Preparatory S2/R2 education for general language certifications Preparatory S2/R2 education for general language certifications was offered by adult education centres (N=14) and folk high schools (N=5). The number of institutions accounted for approximately 20% of the institutions providing instruction in the national languages (N=100, see section 5.1). A total of 5,366 hours of instruction was provided to 100 students. (see Table 12) Most adult education centres responding to the survey provided hours of instruction to 1-60 students. Exceptions were the Institute of Adult Education in Helsinki (1,800 hours of instruction/250 students) and the Espoo Adult Education Centre (1010/111) as well as the Wellamo Community College (654/339). Folk high schools offering a large amount of preparatory S2/R2 education for general language certifications were the Jamilahti Folk High School in Hamina (1,085/69) and Lärkkulla Folk Academy (300/14). 42

44 Table 12. Institutions providing preparatory S2/R2 education for general language certifications by form of institution Institutions providing preparatory S2/ R2 education for general language certifications (N) participants N hours of instruction Adult education centres , Folk high schools ,425 3 Summer universities Study centres Sports institutes Total , N General language certification (S2/R2) examinations Table 13 shows that the proficiency tests for general language certifications (S2/ R2) were only given at adult education centres in Tests were given by a total of 17 adult education centres, 10 of which also provided preparatory education for general language certifications. The tests were taken by 1,064 students, whose number per institution ranged from less than 10 to 260. A majority of the students taking the tests attended institutions which offered a large amount of preparatory studies for language certification (see section 5.2.1): 155 students at the Espoo Adult Education Centre, 260 at the Institute of Adult Education in Helsinki and 103 at the Wellamo Community College. Many students at Vasa Arbis (100), Seinäjoki Adult Education Centre (70), Kaukametsä Adult Education Centre (60) and Jyväskylä Adult Education Centre (60) also took the language proficiency tests. Table 13. Institutions providing preparatory S2/R2 education for general language certifications by form of institution. Institutions providing preparatory S2/R2 education for general language certifications participants Adult education centres 17 1, Folk high schools - - Summer universities - - Study centres - - Sports institutes - - Total 17 1, N 43

45 6. Co-operation, immigrant education resources and the future 6.1 Co-operation with other actors Of the liberal adult education institutions responding to the survey, 92 (66%) reported that they worked in co-operation with other actors in providing immigrant education. Table 14 lists co-operating parties by form of institution, while Figure 4 shows the co-operating parties in all forms of institutions. The question inquiring about co-operation was open, i.e. responding institutions could freely list all their co-operating parties. The categories used in Table 14 and Figure 4 were set based on responses given. These are explained in greater detail in Table 14. Figure 4. Co-operating parties in providing immigrant education in 2010, all forms of institution 4 % 2 % 4 % 6 % 9 % 18 % 12 % Employment and Economic Development Office Immigration authorities (Reception centres, municipal working groups, offices for alien affairs, etc.) municipality (other than under immigration authorities ) other educational institutions third sector (organisations) 12 % 11 % Centre for Economic Development, Transport and the Environment educational administration parish 22 % companies, business sector other A majority of the co-operation was done with other educational institutions (22% of the respondents). There was also a great of co-operation with the Employment and Economic Development Office (18%), immigration authorities (12%), third sector actors (12%) and municipal actors (11%). Other co-operating parties included Centres for Economic Development, Transport and the Environment (4%), educational administration (2%), parishes (4%), the business sector (6%) and various other actors ( other, 12%). The last of these comprehends joint networks and projects consisting of several parties. Most institutions work in co-operation with a wide variety of partners. 44

46 Figure 14. Co-operating parties in providing immigrant education in 2010, all forms of institution Employment and Economic Development Office immigration authorities municipality** other educational institutions third sector *** Centre for Economic Development, Transport and the Environment educational administration parish companies, business sector other Adult education centres (N=65) Folk high schools (N=22) Summer universities (N=2) Study centres (N=2) Sports institutes (N=1) Total * Reception centres, offices for alien affairs, municipal working groups on immigrant affairs, etc. ** other municipal actors, which do not fall under the heading immigration authorities (e.g. municipal social welfare offices, international units, Sports Division; also applies to responses listing a co-operating party simply as municipality ) *** NGOs, such as the Finnish Red Cross and other organisations working with immigrants The examples below provide a comprehensive picture of the wide range of cooperating parties working with institutions: Lappeenranta Employment and Economic Development Centre (T&E Centre), Multicultural Service Centre Momentti, Lappeenranta immigrant services, Laptuote Foundation, Adult Education Centre Aktia, Imatra Adult Education Centre, Hamina Adult Education Centre. (Adult Education Centre of South Karelia) Multicultural Centre of Lahti (Multi-Culti), Lahti Folk High School, University Women of Lahti. (Harjula Adult Education Centre) Finnish National Board of Education, Uusimaa Centre for Economic Development, Transport and the Environment, Helsinki T&E Centre, immigrant organisations, other educational institutions providing immigrant education in the Helsinki Metropolitan Area. (Institute for Adult Education in Helsinki) 1 45

47 City of Kauhava JAMI Järviseutu Vocational Institute, Employment and Economic Development offices (information), regional companies (based on contacts with companies, made-to-order Finnish for Foreigners intensive course). (Adult Education Centre Järvilakeus, Kauhava, Evijärvi, Lappajärvi) Kuopio Employment and Economic Development office, Savo Vocational College/Adult Education Centre, companies, City of Kuopio international unit, youth services, daycare, Immigrant Services, comprehensive schools, upper secondary school for adults, sports services, immigrant projects, Multicultural Centre Kompassi, Summer University of Kuopio, University Language Centre, etc. (Kuopio Adult Education Centre) T&E Centre; the Adult Education Centre is also a member in the local immigrant working group. (Pieksämäki Adult Education Centre) The Red Cross (training of volunteer friend families), municipal social workers, sometimes schools, peer institutions to a certain extent. (Malax- Korsnäs Adult Education Centre) The Kamomilla project, Finnish Association of Adult Education Centres (KoL), Hämeenlinnan setlementti, City of Hämeenlinna information desk (on-call at our facility once a week to provide information to students), Tavastia Vocational College, Wellamo Community College. (Vanajavesi Adult Education Centre; Hattula, Hämeenlinna, Janakkala) With other course providers within liberal adult education (primarily Vaasa Adult Education Centre and Evangelical Folk High School), with universities in Vaasa (primarily Åbo Akademi), with the Aliens Office and Reception Centre, and with Vaasa Vocational Education Centre. Resursringen is an umbrella organ for co-operation and information exchange. (Vaasa (Swedish) Adult Education Centre (Vasa Arbis)) Kotka-Hamina Region T&E Centre, Multicultural Centre Mylly (Kotka), Rodnik ry, Minfo, the Kotka Immigration Services. (Jamilahti Folk High School; Hamina) We are part of the Federation of Education in Central Ostrobothnia co-operation has been effective and the network comprehensive among regional institutions. We gather regularly. The partners are a vocational institute, commercial college, college of social welfare and health care, and college for rural development. We are also working together with the Church, Alien Affairs Office and the T&E Centre. Last year, we were in contact with the Oravainen Reception Centre. We are also actively engaged in co-operation with local entrepreneurs and businesses. (Central Ostrobothnia Culture Institute; Ostrobothnia and all of Finland) 46

48 Multicultural Centre Mimosa, City of Mikkeli distance and adult upper secondary school, City of Mikkeli basic education, supplementary teacher training project, Vanhanmäki family and group home (Suonenjoki). (Otava Folk High School) Evangelical Lutheran parishes, church organisations, visiting teachers from various public and market sector actors and NGOs. (Finland Bible Institute) Rural development groups, or Leader groups, the Tampere Chamber of Commerce, Tampere University of Applied Sciences, University of Tampere, Tampere University of Technology, Council of Tampere Region, Pirkanmaa Centre for Economic Development, Transport and the Environment. (Summer University of Tampere) Finnish Refugee Council, Moniheli umbrella organisation for immigrant organisations. (Citizens Forum Study Centre) Community Centre Fokka, Denom Tmi, National Seniors Organization and other organisations (study centres provide education in co-operation with the organisations). (KSL Study Centre) Football Association of Finland (Eerikkilä Sports Institute) 6.2 Immigrant education resources Materials in use Institutions were asked to estimate whether their respective teachers had sufficient materials appropriate for immigrant education. A total of 116 institutions 85 adult education centres, 25 folk high schools, 3 summer universities, 2 study centres and 1 sports institute responded to the question. On average, half of the institutions responding felt that there was a reasonable or ample amount of materials. Many institutions pointed out that it was possible to acquire additional materials whenever necessary. Many respondents also mentioned that teachers adapted existing materials to suit their own course materials or developed their own materials: There was plenty of material available for Finnish instruction, and we also had some materials for other subjects. We always collected more as needed. (Hyvinkää Adult Education Centre) Nowadays, fairly well new materials can always be obtained when you need them. The school has three full-time people working with immigrant 47

49 education, which isn t quite enough yet, but it does allow for long-term educational planning. There are now 14 part-time teachers in Finnish. (Finnish Adult Education Centre of the City of Helsinki) We re constantly developing more and putting them on the vopsomeka.fi website for everyone to use. (Vanajavesi Adult Education Centre) Yes, especially in language instruction. (Adult Education Centre of Central Karelia) There s plenty of learning materials available, but the teacher edits and produces their own materials, too. (Kianta-Opisto, Suomussalmi) Teachers use books that are specially written for this purpose and DVDs with everyday situations that were produced in connection with a project conducted in Vaasa a year ago. (Malax-Korsnäs Adult Education Centre) Yes, there are and if not, we make them ourselves. (Jyväskylä Christian Institute) We ve been able to acquire a proper amount of materials for instruction. Nothing was ready-made. There is always room for more, but we have good textbooks and will also be investing in them in the future. (Central Ostrobothnia Culture Institute) Yes, but we also produced a lot of materials in-house. The situation with materials has improved over the past few years. (North Karelia College Niittylahti) At the moment, yes, but any increase in demand will also result in a proportionate need for materials, and there will probably be a greater need for a wider variety of materials in the future. (Mikkeli Summer University) In the areas we are providing instruction. (Citizens Forum Study Centre) Sports is also easy to teach to immigrants, especially in practice. (Pajulahti Sports Institute) According to some responses, the availability of materials depended on the subject being taught: Finnish materials, both print and web-based; we have no cultural knowledge materials. (Mikkeli Adult Education Centre) 48

50 There is plenty of Finnish material. No other materials. (Mäntyharju Adult Education Centre) Enough to teach at a basic level? YES. Enough to provide instruction that can be flexibly individualised according to the participants needs and abilities? NO. (Pedersöre medborgarinstitut) Yes, but social studies material is hard to a hold of in the Lätt Läst format in Swedish about Finland. (Svenska Österbottens folkakademi/ Närpes Adult Education Centre) Even though institutions were somewhat satisfied with the available materials, the need for new materials was evident in the responses: There is always room for more, but the teachers are satisfied for the time being. (Seinäjoki Adult Education Centre) Well - maybe. There s always room for improvement. (Jakobstad Swedish (Evening) Institute Arbis) Fortunately, the availability of teaching materials has increased in the last few years, but there s always a need for more materials. (Kuopio Adult Education Centre) There is always a need for more material. (Adult Education Centre Järvilakeus) We need more, suitable materials for basic adult education. (Pohjolaopisto, Oulu, folk high school) There could certainly be more. (Summer University of Tampere) Approximately half of the responding institutions stated that there was not enough suitable materials for immigrant education available. The reasons given for this included a lack of suitable textbooks, the heterogeneous nature of the groups and a lack of resources. No for example, we don t have enough material for slowly proceeding courses. We have organised several material projects on our own with OPH (National Board of Education) funding. (Institute for Adult Education in Helsinki) No, we had to do a lot on our own. (Porvoo Adult Education Centre) No, there is a clear lack of resources here. The teachers customised their coursework based on, for example, Eila ja Ossi and Sukellus Suomeen 49

51 (quota refugees) and Hyvin menee! 1 and 2 (courses aimed at foreign students). There is no material whatsoever for vision-impaired immigrants the teacher has to produce all the necessary materials on their own. (Tornio Adult Education Centre) No - we would really need some teaching materials that deal with local Åland social issues and are, from a language difficulty standpoint, well suited to textbooks in Swedish. (Medis Institute of Adult Education in Mariehamn) There s not enough access to suitable textbooks - we re forced to use highly copied materials. (Evangelical Folk High School of Southern Finland) No, it s sometimes a problem. We need more materials! (Lärkkulla Folk Academy) Due to the heterogeneity of the group, no. We always need additional and supplemental materials. Materials produced by the teachers play a major role. The Internet is also put to use in instruction. (Otava Folk High School) No. We re constantly working to get more material and gradually collect books, DVDs and other supplies for the teachers. It s a cost issue. (Finland Bible Institute) Participation in and the need for supplementary training The survey asked the institutions to state whether they participated in supplementary teacher training for immigrant education in 2010 as well as estimate what type of supplementary training would be needed in the future. The first question was answered by a total of 107 institutions. Teachers in 56% of these institutions (N=60) participated in supplementary training (see Table 15). Particularly in folk high schools, there was a high degree of participation: In 61% (N=22) of the folk high schools responding to the survey, teachers of immigrant education participated in supplementary training. Table 15. Immigrant participation in supplementary training by form of institution institutions with teachers of immigrant education participated in supplementary training (N) Adult education centres Folk high schools Summer universities 1 3 Study centres 0 2 Sports institutes 0 2 Total N 50

52 Below are some examples of responses given by institutions: Yes, every year our teachers are offered some form of refresher training. In the past few years, the offering has also increased considerably. (Vaasa (Swedish) Adult Education Centre (Vasa Arbis)) Yes. The school has provided training and even participated in training programmes offered at other institutions. (Finnish Adult Education Centre of the City of Helsinki) The department head has an educational background in pedagogy and has worked in the field of multicultural instruction since Many of the teachers have experience working in a multicultural environment and teaching in one. The Finnish teacher has worked in immigrant education since 1999 and been involved in drafting general language proficiency tests for years. (Jamilahti Folk High School) Yes. And we re encouraged to participate in the training. This is a good thing, because the administration considers training to be necessary and promotes our participation in it. (Central Ostrobothnia Culture Institute) Yes, somewhat. The head of multicultural basic education has participated in a few training programmes, while other teachers have not participated in anything at all. Internal training is planned for the spring of 2011, in a two-year pedagogical training programme funded by the National Board of Education, where one of the educational areas is multiculturalism. Multiculturalism, languages and culture themes are handled by Salpaus Further Education. (Otava Folk High School) Not through us, but our part-time teachers have supplemented their competences on their own initiative. (Mikkeli Summer University) A total of 90 institutions provided a variety of ideas and wishes on what kind of supplementary training their immigrant education teachers would need. Certain themes, which are categorised and presented with examples below, were repeated in the responses. A majority of the institutions wanted supplementary training for intercultural encounters. The respondents desired training/materials that would facilitate teaching multicultural groups and help in more effectively understanding people from different countries as well as their learning needs and capabilities: Basic skills in addressing, for example, cultural encounter themes, in addition to the actual subject being taught. (Puulan seutuopisto; Joutsa, Kangasniemi and Toivakka) 51

53 Additional information on the specific cultural attributes of immigrants addressing these might offend some. (Siilinjärvi-Maaninka Community College) Info packets on, for example, the cultural backgrounds of quota refugees, so that the teacher can better understand why the students behave in certain ways. In point of fact, all municipalities receiving quota refugees need training, but this kind of training should at least be developed for all municipal employees, not just teachers. As immigrants are found in every sector of society, each and every municipal employee needs knowledge and skills in dealing with them. (Tornio Adult Education Centre) The hardest part of the courses in Swedish is that a single course may be dealing with as many as 8 different languages. This makes it difficult for a teacher to control the situation. Familiarity with other cultures, exercising diplomacy and tact to avoid offending anyone psychology might even be a good idea. A few skills in other languages is also important. (Malax-Korsnäs Adult Education Centre) Cultural encounters and interaction without a common language. How to get immigrants to learn about the majority population in a new place. (Mäntyharju Adult Education Centre) ( ) multicultural group guidance skills (resolving potential conflicts). (Ahjola Adult Education Centre) Knowing how to manage everyday life between cultures. Foreign culture routines, role of the family and family relations. (Jyväskylä Christian Institute) Special educational attributes of students from different cultures. (Citizens Forum Study Centre) Understanding cultures. (Eerikkälä Sports Institute) Many respondents desired new and motivating ideas for teaching approaches as well as information on good practices: Ideas on teaching different things, experiences with effective practices and teaching heterogeneous groups. (Vakka-Suomi Adult Education Centre; Laitila, Uusikaupunki, Pyhäranta, Taivassalo, Kustavi, Vehmaa) Maybe supplementary training, where you can network, share good practices as a teacher of immigrants, training that addresses instruction and provide tips on activities and exercises for various thematic units 52

54 and structures. Even teacher exchanges, which provide an opportunity to teach in another school, observe at other schools, do something useful. (Vaasa (Swedish) Adult Education Centre (Vasa Arbis)) There wasn t enough didactic training in Oulu. The focus at our school is on adult education, so the training offered by the department of education isn t suitable. (Pohjola-opisto, Oulu, folk high school) Pedagogical and related to competence assessment. (Kanneljärvi Folk High School) Supplementary training was especially needed in S2/R2 instruction. Many desired training particularly in the assessment of languages and instruction methods. Many responses also mentioned immigrant students with special needs: Plans related to the need for training have been compiled in the school s new immigrant programme. Finnish teachers need training to update and renew their own teaching approaches as well as general attitude training for working in a multicultural institution. Customer service personnel also have the same need. (Finnish Adult Education Centre of the City of Helsinki) 1. There s always room to deepen competences in developing instruction in Finnish as well as social and workplace studies 2. Immigrant instruction should be made part of the normal, general instruction in all subjects, where all teachers would need skills to support the common study of immigrants and Finns. (Kuopio Adult Education Centre) Training in language assessment. Additional training for teaching the illiterate. Training to identify learning difficulties. Obtaining an S2 teacher qualification. (Vanajavesi Adult Education Centre) Education of illiterate persons, Functional language instruction, Instruction in professional vocabularies. (Vantaa Adult Education Centre) Assessment related for illiterate persons things related to learning difficulties (Jamilahti Folk High School) S2 Method and material training, multiculturalism skills training. Special education and guidance skills. (North Karelia College Niittylahti) Other frequently repeated training needs included integration training and the new Act on Integration and Reception of Asylum Seekers, student guidance and occupational safety. Supplementary training was also desired in the utilisation of electronic instruction tools and social media, workplace instruction, and special guidance and instruction. 53

55 The response given by the Summer University of Tampere considered how immigrant education could, as a whole, better meet social challenges: I don t know if there s a lack of supplementary training or anything like that. Perhaps more getting away from teachership and mobility, moving toward agency and the role of mediator, so that immigrant opportunities in active citizenship and employment would be increased. Some institutions also wanted to share their positive experiences with their faculties expertise: Right now, the school has a teacher with impeccable educational credentials in immigrant education and language skills - and is an immigrant! (Jämsä Adult Education Centre, City of Jämsä and Municipality of Kuhmoinen) The teacher is also an immigrant, who also has a university-level educational background. (Kalajoki Adult Education Centre) 6.3 The future of immigrant education in educational institutions Institutions were asked to assess how the amount and content of immigrant education would develop in the future. Nearly all institutions responding to the survey commented on the future of their respective immigrant education in some form or another. Less than one-fifth of the responding institutions stated that there are no plans to increase the amount of immigrant education in the near future. One of the reasons given for this was that supply and demand were in balance at the moment. Other influential factors included limited resources for immigrant education and complementary or competitive course offerings at other institutions operating in the same region. Below are a few excerpts from the survey responses: I don t think it will increase, even though there is some work-related immigration in the area. Education might, in the future, result in more employment, but our little school doesn t have the human resources for that. (Auranlaakso Adult Education Centre; Aura, Marttila, Oripää and Pöytyä) It will stay pretty much the same. We might eventually see a bit more diversity in student backgrounds, because they used to be primarily Russian, but now their numbers are going down. (Keuruu Adult Education Centre; Keuruu, Multia, Petäjävesi) 54

56 I don t know. It might not expand much from present levels, because the Turku Adult Education Centre just founded The Loupe multicultural centre. It might not be a good idea to try and compete with them. (Aurala Adult Education Centre, Turku) In areas losing population, the number of immigrants won t necessarily increase the need and amount of education will stay roughly the same. (Kianta-Opisto, Suomussalmi) It will remain at current levels or increase slightly. There would be a need to grow, but financial opportunities are limited. (Kymenlaakso Adult Education Centre and Folk High School) A majority of the institutions stated that the need for immigrant education will increase in the future less in some institutions and more in others. A key reason for this is growth in immigrant population in many areas. Many of the institutions reported that the change is evident in an increase in the amount of education as well as a diversification of the course offering. Some institutions planned to increase their course offering, provided that there was a need for it. In the future, even Hausjärvi will receive more immigrants and their presence must be more effectively taken into consideration in the course offering. (Hausjärvi Adult Education Centre) The need will increase, as there is a need for labour in the area. The municipality of Vieremä has the most immigrants per capita in Upper Savo. The content will surely become more goal-oriented. (Vieremä Adult Education Centre) The amount of education has grown exponentially over the past three years, with self-motivated S2 courses increasing 200 hours in 2011 (over 2010); content is also being constantly developed. Sales and project instruction will be further increased. (Espoo Adult Education Centre) Immigrant education will remain one of the main areas of focus at our school. Student numbers have stayed the same. The need for made-toorder instruction (e.g. private instruction) has increased, particularly for more advanced immigrants. It wasn t always possible to start a course that met their needs, because the number of participants was too low (less than 10). Offering private instruction on Skype is a new approach that our teachers haven t had any experience with yet. Instruction for course participants with poor writing skills should be offered in smaller groups and at a slower pace. (Adult Education Centre of South Karelia) There is work-related immigration and an exceptionally large amount of immigration through marriage in our area. In addition to this, area 55

57 schools have foreign students, a large number of which stay in Finland to work. We keep an eye on area development and needs, doing everything we can to flexibly meet educational needs. We also consider it important that immigrants find education other than that intended specifically for them this forms key social networks and makes integration into society a natural process. In the future, the amount of immigrant education will stay largely the same - it will probably even grow; situations can change very quickly. There is a lot of metal industry and fur farming in the area that employs immigrant labour; economic fluctuations will have a direct impact on the amount of work-related immigration here. (Adult Education Centre Järvilakeus) The City of Tornio is committed to receiving quota refugees, also this year. In our area, the actual integration training has thus far been provided by the Kemin lyseon lukio upper secondary school and our own school is profiled as a parallel education provider for students who cannot participate in the training at Kemi for some reason (such as a disability). I believe that normal immigrant education will also become a normal part of our school in the near future. In addition, area schools are offering more and more English-speaking study programmes, so the number of foreign students and Finnish courses aimed at them will increase. (Tornio Adult Education Centre) They will be divided up into slowly proceeding and normal-paced parallel courses, reading and writing instruction, day courses for stay-at-home mothers, increased co-operation with daycare and elementary school for parents. (Kirkkonummi Adult Education Centre) If immigrants ever come to the area, we will most likely be engaged. But, for the time being, we only have the odd course or courses in Swedish or Finnish for people with an immigrant background. We also offer some art courses given in English. (Adult Education Centre of Korsholm, Mustasaari Adult Education Centre) Immigrant education is a key area of instruction. In addition to immigrant education, it is important to develop joint educational opportunities for Finnish citizens and immigrants together, which will provide a natural setting for getting to know one another. It s important to go through the entire process, from information to registration, instruction support arrangements and providing course feedback, as seen from an immigrant standpoint. (Kuopio Adult Education Centre) Even today, there is still very little need in Pedersöre. At the beginning of 2010, there were 255 foreigners living in Pedersöre, 125 of which were from Sweden and 130 from various countries (35 different nationalities). The number, however, has almost doubled in just a few years (since 56

58 2007) and is growing all the time. At this rate, in three years the need for integration training will be considerable, even here in our municipality. (Pedersöre medborgarinstitut) By offering a language programme for immigrants and other interested people, beginning this fall. (Evangelical Folk High School of Southern Finland) The need for immigrant education is growing: course offering content and times (course duration, schedules) have to be tailored so that it is suitable for as many people as possible, even, for example, working or stay-at-home moms. (Jamilahti Folk High School) The need is increasing gradually as is our school s desire to offer instruction. Up until now, the number of immigrants living here has been very low. (Karstula Evangelical Institute) The number is growing steadily and there s a great deal of demand. We have been actively involved in drafting the national curriculum in this field. We develop content according to regional need. (North Karelia College Niittylahti) It depends on how the immigrant situation develops and, especially the will of municipalities in the region (to grant placement). (Raudaskylä Christian Institute; Ylivieska, Oulu South) We recently trialled a basic (preparatory vocational education) immigrant programme, which will be further developed and continued, provided that we have students. (Svenska Österbottens folkakademi/närpes Adult Education Centre) Online Finnish instruction makes it easy for people all over Finland and even abroad to participate. The ability to study languages online before arriving in the country has attracted interest. The number of online students has been on the rise and the new language course approach is being constantly planned. The popularity of social media is already apparent in this approach, so that side of things will also continue. (Summer University of North Ostrobothnia) Maybe a slight increase. Other providers in the area, however, are stronger, so our role will be minimal. (Summer University of Kuopio) The number will probably rise. Where content is concerned, an effort is being made to aim studies at immigrants who would otherwise be at risk of missing out on studies as well as for immigrants working in organisations. (KSL Study Centre) 57

59 The amount of education is increasing somewhat. There may eventually be programmes that combine language instruction with volunteer activities. (OK Study Centre) Growing. (Eerikkilä Sports Institute) Many institutions are not able to provide sufficient immigrant education using existing resources, even if there is desire for such a programme. In the future, the amount and content of education will depend on the scope of funding as well as the competence and/or adequacy of personnel where many institutions are concerned. Some institutions noted that there are currently so few immigrants that a separate programme is not worthwhile. Instead, immigrants are encouraged to participate in the normal course offering of the institution. Immigrants account for an increasing percentage of Helsinki s population. The school s resources don t allow for additional instruction in Finnish. Instead, the number of participants in normal Finnish instruction is rising. (Finnish Adult Education Centre of the City of Helsinki) Small school, small amount of resources. All students are welcome to the school s normal course offering. (Hyrynsalmi Adult Education Centre) Hopefully, immigrant students will enrol in the same courses with the Finnish students this would be the best way to integrate and feel like part of the community. The number of Finnish courses at the Centre could increase, as there are currently only 2 hours a week, which is too little. There are no other courses in Iisalmi. (Iisalmi Adult Education Centre) The need for education is more than we can handle the amount depends on the allocation of financial resources; content must be updated under the new Act on Integration and Reception of Asylum Seekers. (Jyväskylä Adult Education Centre) If we receive project funding, the amount and content of instruction will at the least stay the same, with the possibility of even increasing the amount of instruction. If we don t receive project funding, the amount of instruction we can offer will shrink significantly. (Porvoo Adult Education Centre) The demand for evening courses is increasing, as is the amount of labour market oriented integration training (demand is currently more than the Centre for Economic Development, Transport and the Environment funding covers). (Vanajavesi Adult Education Centre) The number of students is rising all the time and our own training has become established in our area. My prediction for the future is that the 58

60 number of immigrant students will continue to rise. At the same time, skilled personnel and teachers are needed for immigrant instruction. We also need the security that funding provides. (Central Ostrobothnia Culture Institute) We accept all willing students, including immigrants, with all the same rights and obligations as Finnish students. However, I doubt we ll get a lot of immigrants here. (Liminka Folk High School) 6.4 Recommendations, comments At the end of the survey form, liberal adult education institutions were given an opportunity to freely submit recommendations, wishes or other comments concerning the providing of immigrant education. Less than half of the institutions responding to the survey were eager enough to share their views and visions on the topic. Many of the institutions wished for more training in the instruction of immigrants outside the Helsinki Metropolitan Area and especially in sparsely populated areas. Likewise, course and material content needed to better take regional differences into account. Many of the responses also expressed the concern that bringing in qualified and/or motivated teachers of immigrants to smaller or more remote areas is difficult and sometimes even costly. Educational content and teaching approaches should more effectively take into consideration regional and local conditions; the conditions found in small and medium-sized towns differ from those found in southern Finland and other major population centres. (Adult Education Centre of Central Karelia) Teachers of immigrants with professional qualifications are few and far between in sparsely populated areas, at all educational institutions and, in any case, at adult education centres. Teachers are, as a rule, only available in regional centres, if at all. The travel expenses for teachers coming from regional centres are very high compared to the number of teaching hours they are assigned. Furthermore, the number of hours in immigrant education at adult education centres is so low, that teachers of immigrants working at adult education centres in sparsely populated areas are usually part-time, with varying educational backgrounds. These part-time teachers are often disinterested in further training, because there are so few training providers and they already have enough teaching work to do, not to mention that qualified teachers of immigrants are not available, except in rare cases. (Lake Ostrobothnia Adult Education Centre; Alajärvi, Soini and Vimpeli) 59

61 60 We also need courses in the Northern Finland region! (Raahe Vocational Adult Education Centre) Comprehensive education for all of Finland. Long distances make getting an education difficult. (Vieremä Adult Education Centre) Regional education. (South Ostrobothnia Folk High School) It would be nice if education could be provided in places other than Helsinki and the south. Lectures, briefings, cultural gatherings, network meetings everyone is welcome. Why couldn t there be a recreation day for immigrant actors organised by liberal adult education providers? (Central Ostrobothnia Culture Institute) In the Helsinki Metropolitan Area, schools faced a lack of supply in relation to demand: Politicians have to be made aware of the fact that immigrant education in the Helsinki Metro Region falls far short of the demand. Tendering rights for established educational institutions under public supervision (not for businesses!) More preparatory education for comprehensive education and basic education for young adults! (Institute for Adult Education in Helsinki) Several of the responses showed a desire to increase, strengthen and develop the role of liberal adult education institutions in immigrant education. Institutions emphasised their expertise and hoped that their experience and professional skill would be put to greater use in immigrant education. Additional funds were also wanted for this purpose. Integration training should be the primary task of adult education centres. (Open College of Jokihelmi) Education is absolutely vital. The role of liberal adult education is especially important for the instruction of immigrants who are employed, on maternity leave or otherwise unable to participate in labour market oriented education. Of course, no one says that labour market oriented education cannot be offered within liberal adult education. (Pedersöre medborgarinstitut) Liberal adult education plays a key role in engaging with and educating immigrants. (Pieksämäki Adult Education Centre) Schools have to be given the chance to provide labour market oriented education as well as national language instruction to school-age children. Teachers must be given training that takes adult immigrants into consideration. (Finnish (Evening) Institute Työväenopisto)

62 The state should use these institutions as educational forums and train a few teachers for this purpose. (Somero Adult Education Centre) Immigrant education in liberal adult education should be structured better (with regard to adult education centres) in terms of target levels and the number of hours of instruction. Teachers of immigrants should have a greater awareness where levels are concerned. Today, if a student wants to build upon their studies with different courses from different schools, the number of hours varies widely and levels are somewhat fluid. Vasa Arbis has, for example, tried to build a structure with a minimum of 60 hours per level, in order to give the student sufficiently sized entities that will lead them to an objective, such as complete a general language proficiency exam in one of the national languages. (Vaasa (Swedish) Adult Education Centre (Vasa Arbis)) There should be greater financial support. Study vouchers do not cover the total amount of education being provided whatsoever. The percentage of liberal adult education in immigrant education should be increased from 57% to at least 75%. (Kymenlaakso Adult Education Centre and Folk High School) Co-operation between the Ministry of Employment and the Economy and the Ministry of Education is lacking. For example, the amount of education under the educational administration that can be provided to unemployed immigrants is restricted (immigrants whose integration periods have expired have a different status). (North Karelia College Niittylahti) Some of the responses shared new ideas, experiences and good practices related to immigrant education. Some of the institutions also expressed their wishes for assistance and support that they wanted for their own instruction. The municipalities of Hankasalmi and Konnevesi were involved in the Ulkomailta osaajaksi Keski-Suomeen project, which was administered by the Jyväskylä Institute of Adult Education, which is part of the Jyväskylä Educational Consortium. The goal of the project was the regional development of the immigrant service system. A project report was published on 31 December 2010 for both municipalities. (Hankasalmi Adult Education Centre; Hankasalmi and Konnevesi) I ve heard excellent feedback on, for example, using drama in immigrant education. Our school uses drama in, among other things, children s language instruct, for which we ve received extremely positive feedback. The attitude of Swedish-speaking children toward Finnish has improved and they are much more willing to use it. (Länsi-Turunmaa Adult Education Centre) 61

63 Our school is planning an open house week for immigrants, so we can introduce them to different courses and even lower the threshold for participation. The problem in Iisalmi is that, on one hand, immigrants would like separate courses intended exclusively for them (computers), but ultimately there aren t enough participants, because there aren t very many immigrants here. (Iisalmi Adult Education Centre) The KOL (Finnish Association of Adult Education Centres) could host, for example, immigrant education development days, where schools would be able to network and exchange good practices. (Espoo Adult Education Centre) We want to provide instruction to various groups (e.g. companies, grocery stores, government agencies) prior to the arrival of immigrants. Where can we find immigrants who would be willing to come and train the local population? Is there any kind of database of trainers? (Mäntyharju Adult Education Centre) Experiences taken from the Nutukka project could surely yield good practices and educational themes for use in instruction and further refinement. Matters related to arranging for instruction in respective native languages. Basic education for adult immigrants, new National Board of Education content, education and shared ideas on how to make things happen at the practical level. Common, uniform frameworks for work. Instruction in civics and key knowledge, not just language skills. How to take the interactivity of multiculturalism into consideration, immigrants training Finnish citizens. (Otava Folk High School) Many of the respondents hoped that the role of immigrants in institutions and society would be enhanced and established. According to the respondents, this would particularly promote strengthening the relations between Finnish citizens and immigrants. Some of the ideas proposed included joint courses, where Finnish citizens and immigrants would study side by side. Participating in normal courses would be the best way to integrate into the community; contacts with others would be made easier through shared interests and language skills would improve through practice. (Tuusula Adult Education Centre) Efforts are being made to increase the number of courses shared by Finnish citizens and immigrants; experiences with similar arrangements could be taken from different parts of Finland and even internationally. (Finnish Adult Education Centre of the City of Helsinki) Ideas on how to encourage immigrants to join normal courses and provide teachers with the tools to support them in their learning as part of 62

64 the class. Keeping immigrants in mind and considering their needs in planning school information, notification systems, customer service and all types of activities. It s not just a question of offering courses in Finnish, but rather how to learn to work together with people from different countries. Another thing worth mentioning is the wonderful teachers we ve received in talented immigrants, who possess unique expertise. The number of teachers with immigrant backgrounds on our faculty has steadily increased, expanding from language instruction to a variety of subjects. (Kuopio Adult Education Centre) The immigrants in our courses are friendly, sociable and positive. Local people should make a greater effort to make contact and get to know these immigrants. (Malax-Korsnäs Adult Education Centre) Funding for the development of learning environments and co-operation with other education providers as well as creating common ground between immigrants and Finnish citizens. (Jyväskylä Christian Institute) Immigrant education is one component, but it won t solve everything. There s also work to be done on the other side - employers should encourage difference in management/coping, so that immigrants can be more effectively employed. Immigrants should also be more considered as a rural strength - rural areas need labour and it s easier to become a fullfledged member of the community there. In the Helsinki Metro Region, immigrants live and work in their own areas, separate from the Finnish population. Perhaps Finland s true internationalisation will be driven by rural areas. (Summer University of Tampere) In addition to the above responses, institutions also made a wide variety of other important comments, ideas and developmental recommendations. Below are a few examples of these: It would be good to get advance information on immigrants coming to the area well in advance of their arrival. The number of immigrants and their nationalities would be needed for planning. (Seinäjoki Adult Education Centre) I also handle the duties of upper secondary level secretary, which is why I ve noticed that The language proficiency exams in basic vocational education for immigrants/karelians (Kostomuksha) are too difficult. Russian boys in particular have a hard time getting into basic vocational education groups. (Kainuu Vocational College/Kuhmo Adult Education Centre) 63

65 Every year, the City of Porvoo receives quota refugees. The preliminary integration training for these immigrants should have a stable funding base, especially for illiterate foreigners. Many are forced to wait as long as six months to enter labour market oriented education. The state funding for the municipality is not enough for this we need additional funding. (Porvoo Adult Education Centre) The system is very diverse and just providing instruction is not enough strong support systems are necessary. The temporary status of those arriving at reception centres, constant changes, etc. have an unreasonably adverse effect on education. Attention should be given to continuity. (Kanneljärvi Folk High School) Immigrants are not capable of funding their own studies at all. Some have been able to study in this year-long programme on unemployment aid (self-motivated study that promotes employment) and a few have received student aid. Because some immigrants fall through the cracks and are left without any support, our study vouchers are crucial. The adult education centre study voucher system should be developed so that we can bring in more immigrants to study. The experiences have been positive. The students are motivated, with all of last year s participants passing the intermediate level language proficiency exam and gaining strong language skills. In this type of year-long course, immigrants get long-term personal guidance in finding a study place and looking for jobs. Immigrants often feel like they re being given the runaround, without anyone knowing their overall life situation. (Finland Bible Institute) This survey wasn t geared toward study centres, which differ from adult education centres and folk high schools. This is why many of the questions were difficult to answer and there may be some room for interpretation in the figures given. This should be noted when interpreting them. (KSL Study Centre) Occasionally, expert assistance would be needed for the action being applied for. Immigrant projects should be given more time to be put together. Recruitment is time-consuming and should also be included in funding. (OK Study Centre) We would also like to offer immigrants liberal adult education courses. (Pajulahti Sports Institute) 64

66 Sources Aikuisten maahanmuuttajien kotoutumiskoulutus. Suositus opetussuunnitelmaksi Opetushallitus. [Cited ] Available in online form: ops.pdf Kivisik, K., Mentula, H., Nissilä, L. (toim.) Opas aikuisten maahanmuuttajien kotoutumiskoulutukseen. Opetushallitus, oppaat ja käsikirjat 2011:5. Tampereen yliopistopaino Oy. Pöyhönen, S., Tarnanen, M., Kyllönen, T, Vehviläinen, E-M, Rynkänen, T Kielikoulutus maahanmuuttajien kotoutumiskoulutuksessa. Tavoitteet, toteutus ja hallinnollinen yhteistyö. Jyväskylä yliopisto, soveltavan kielentutkimuksen keskus. [Cited ] Available in online form: Ministry of the Interior Immigration Department appointment decision (SM021:00/2010), concerning the Osallisena Suomessa project. 22 March 2010 [Cited ] Available in online form: le/osallisena-suomessa-asettamispaatos pdf Vaherva, T, Malinen, A., Moisio, A., Raivola, R., Salo, P., Kuusipalo, P., Silvennoinen, H., Vaahtera, K Vapaan sivistystyön vaikuttavuus ja suuntaviivaopinnot. Koulutuksen arviointineuvoston julkaisuja 25. [Cited ] Available in online form: portal/19/julkaisu_nro_25.pdf Valtionosuusrahoitusta saaneet vapaan sivistystyön oppilaitokset. Yksikköhinnat vuodelle Vapaan sivistystyön kehittämisohjelma Opetusministeriön asettaman valmisteluryhmän loppuraportti. Opetusministeriön työryhmämuistioita ja selvityksiä 2009:12. [Cited ] Available in online form: Liberal adult education section in the National Board of Education website. [Cited ] 65

67 Additional information on liberal adult education institutions: Adult education centres: XX Finnish Association of Adult Education Centres: php?k=21768 Folk high schools: XX Finnish Folk High School Association: eng.html Summer universities: XX Finnish summer universities: in_english Study centres: XX Opintokeskukset.fi: Sports institutes: X X e.g. Opintoluotsi.fi: 66

68 Appendix 1: Immigrant education in liberal adult education institutions 2010 survey form Immigrant Education in Liberal Adult Education Institutions 2010 The survey was sent to all liberal adult education institutions in Finland. In order for the survey to collect as much data on immigration as possible, it is important that as many institutions as possible respond. If you are unable to answer a question, move on to the next: Respondent information 1) Institution name and area(s) of operation 2) Respondent name 3) Respondent contact information (contact information is treated confidentially) 4) Total hours of instruction provided at the institution in ) Full-time teachers at the institution in ) Part-time teachers at the institution in ) Total number of students at the institution (combined number of students) 67

69 7) Oppilaitoksen koko opiskelijamäärä (kaikki opiskelijat yhteensä) Antal studerande vid läroanstalten (det totala antalet studerande) 8) Kuinka suuri osa oppilaitoksenne opiskelijoista on maahanmuuttajia? (Vastaukseksi riittää arvio). Hur 8) What stor del percentage av de studerande of your institution's vid Din läroanstalt student är body invandrare? is made up (Det of immigrants? räcker med en uppskattning om uppgifterna inte har insamlats.) (An estimate will suffice.) Omaehtoinen koulutus 2010 Självständig Self-motivated utbildning study Omaehtoisella koulutuksella tarkoitetaan muuta maahanmuuttajille suunnattua koulutusta kuin työvoimapoliittista Self-motivated study koulutusta. is any form of education intended for immigrants that is not labour market oriented adult education. 9) Järjestikö oppilaitoksenne maahanmuuttajille suunnattua omaehtoista koulutusta vuonna 2010? Ordnade 9) Did your Din institution läroanstalt offer självständig self-motivated utbildning study riktad for immigrants till invandrare 2010? år 2010? nmlkj Kyllä Ja nmlkj Ei Nej nmlkj Yes nmlkj No 10) Osallistuneet Total number yhteensä of participants Antal deltagare sammanlagt 11) Opetustunnit Total number yhteensä of hours of instruction Undervisningstimmarna sammanlagt 12) Kurssien Total number lukumäärä of courses yhteensä Antal kurser sammanlagt 13) Kurssien sisältö tai aihealueet mahdollisimman tarkasti 13) Course content or subjects please be as specific as possible Kursinnehållen eller ämnena så exakt som möjligt Education provided with other forms of funding in 2010 Muulla rahoituksella toteutettu koulutus 2010 Utbildning som genomförts med annan finansiering ) Did your institution offer labour market oriented education for immigrants in 2010? 14) Järjestikö oppilaitoksenne maahanmuuttajille työvoimapoliittista koulutusta vuonna 2010? Ordnade Din läroanstalt arbetskraftspolitiska integrationsutbildning för invandrare 2010? nmlkj Yes nmlkj No nmlkj Kyllä Ja nmlkj Ei Nej 15) Osallistuneet Total number yhteensä of participants Antal deltagare sammanlagt 16) Opetustunnit Total number yhteensä of hours of instruction Undervisningstimmar sammanlagt 17) Opiskelijatyöpäivät yhteensä Elevarbetsdagar sammanlagt 68 18) Kurssien sisältö Kursinnehållen

70 16) Opetustunnit yhteensä Undervisningstimmar sammanlagt 17) Opiskelijatyöpäivät yhteensä Elevarbetsdagar 17) Total number sammanlagt of student work days 18) Kurssien sisältö Kursinnehållen 18) Course content 19) Järjestikö Did your institution oppilaitoksenne provide kunnan any municipally-funded rahoittamaa kotoutumiskoulutusta integration training vuonna in 2010? 2010? Ordnade Din läroanstalt kommunfinansierad integrationsutbildning 2010? nmlkj Kyllä Yes Ja nmlkj Ei NoNej 20) Osallistuneet yhteensä Antal 20) Total deltagare number sammanlagt of participants 21) Opetustunnit yhteensä Undervisningstimmarna 21) Total number of hours sammanlagt of instruction 22) Kurssien sisältö Kursinnehållen 22) Course content 23) Järjestikö oppilaitoksenne koulutusta maahanmuuttajille tilaus tai henkilöstökoulutuksena vuonna 2010? 23) Did your institution provide made-to-order or personnel training for immigrants in 2010? Ordnade Din läroanstalt utbildning riktad till invandrare som beställnings eller personalutbildning 2010? nmlkj Kyllä Yes Ja nmlkj Ei NoNej 24) Osallistuneet yhteensä Antal 24) Total deltagare number sammanlagt of participants 25) Opetustunnit yhteensä Undervisningstimmarna 25) Total number of hours sammanlagt of instruction 26) Kurssien sisältö Kursinnehållen 26) Course content 27) Järjestikö oppilaitoksenne projekti ja hankerahoituksella maahanmuuttajille suunnattua koulutusta vuonna 2010? Ordnade Din läroanstalt projektfinansierad utbildning riktad till invandrare år 2010? 69 nmlkj Kyllä Ja nmlkj Ei Nej

71 27) Järjestikö oppilaitoksenne projekti ja hankerahoituksella maahanmuuttajille suunnattua koulutusta vuonna 27) Did 2010? your institution provide project-funded education for immigrants in 2010? Ordnade Din läroanstalt projektfinansierad utbildning riktad till invandrare år 2010? nmlkj Kyllä Yes Ja nmlkj Ei NoNej 28) Osallistuneet yhteensä 28) Total number of participants Antal deltagare sammanlagt 29) Opetustunnit yhteensä Undervisningstimmarna 29) Total number of hours sammanlagt of instruction 30) Kurssien sisältö Kursinnehållen 30) Course content 31) Myönnettiinkö Did your institution oppilaitoksellenne receive any study opintoseteliavustusta voucher aid for 2010? vuodelle 2010? Beviljades Din läroanstalt studiesedelmedel år 2010 nmlkj Kyllä Yes Ja nmlkj Ei NoNej 32) Myönsikö oppilaitoksenne opintoseteliavustusta maahanmuuttajaopiskelijoille 2010? Beviljades 32) Did your Din institution läroanstalt grant studiesedelmedel any study vouchers för invandrarstuderande to immigrant students år 2010? in 2010? gfedc Kyllä Yes (number Ja (opiskelijoiden of students) määrä/antal studerande) gfedc Ei NoNej Kielikoulutus Språkutbildning Language instruction 33) If your institution provided language instruction in Finnish or Swedish to immigrants, at which 33) Mikäli oppilaitoksenne järjesti maahanmuuttajille suunnattua suomen tai ruotsin kielen koulutusta, language proficiency level(s) was the instruction aimed? (Number of courses by level) mille kielitaitotasoille koulutus oli suunnattu? (Kurssien määrä tasoittain) 34) Om Din läroanstalt ordnade utbildning i finska eller svenska språket, riktad till invandrare, vilken nivå 34) Text is missing! för språkkunskaper syftade utbildningen till? (Antal kurser enligt nivå) 35) Järjestikö Did your institution oppilaitoksenne provide yleisiin preparatory kielitutkintoihin S2/R2 education valmentavaa for general S2/R2 koulutusta language certifications vuonna 2010? in 2010? Ordnade Din läroanstalt S2/R2 utbildning som förbereder den studerande för allmänna språkprov år 2010? nmlkj Yes Kyllä Ja nmlkj No Ei Nej 36) Osallistuneet yhteensä Antal deltagare sammanlagt 70 37) Opetustunnit yhteensä Undervisningstimmarna sammanlagt

72 35) Järjestikö oppilaitoksenne yleisiin kielitutkintoihin valmentavaa S2/R2 koulutusta vuonna 2010? Ordnade 35) Järjestikö Din läroanstalt oppilaitoksenne S2/R2 utbildning yleisiin kielitutkintoihin som förbereder valmentavaa den studerande S2/R2 koulutusta för allmänna vuonna språkprov 2010? år 2010? Ordnade Din läroanstalt S2/R2 utbildning som förbereder den studerande för allmänna språkprov år 2010? nmlkj Kyllä Ja nmlkj Ei Nej nmlkj Kyllä Ja nmlkj Ei Nej 36) Osallistuneet yhteensä 36) Osallistuneet yhteensä 36) Antal Total deltagare number sammanlagt of participants Antal deltagare sammanlagt 37) Opetustunnit yhteensä 37) Undervisningstimmarna Total Opetustunnit number yhteensä of hours sammanlagt of instruction Undervisningstimmarna sammanlagt 38) Järjestikö oppilaitoksenne yleisen kielitutkinnon (S2/R2) testejä vuonna 2010? 38) Ordnade Järjestikö Din läroanstalt oppilaitoksenne tester (S2/R2)inför yleisen kielitutkinnon allmänna (S2/R2) språkprov testejä år 2010? vuonna 2010? 38) Did your institution provide general language certification (S2/R2) examinations in 2010? Ordnade Din läroanstalt tester (S2/R2)inför allmänna språkprov år 2010? nmlkj Yes Kyllä Ja nmlkj Ei No Nej nmlkj Kyllä Ja nmlkj Ei Nej 39) Osallistuneet yhteensä 39) Antal Osallistuneet deltagare sammanlagt yhteensä 39) Total number of participants Antal deltagare sammanlagt Muu koulutus (esim. ammatillinen koulutus, perusopetus jne.) Other Muu Annan koulutus utbildning education (esim. (t.ex. (e.g. ammatillinen yrkesutbildning, vocational koulutus, education, grundutbildning perusopetus basic osv.) jne.) education) år 2010 Annan utbildning (t.ex. yrkesutbildning, grundutbildning osv.) år ) Järjestikö oppilaitoksenne jotain muuta koulutusta maahanmuuttajille vuonna 2010? 40) Ordnade Järjestikö Din läroanstalt oppilaitoksenne någon jotain annan muuta utbildning koulutusta för invandrare maahanmuuttajille år 2010?(t.ex. vuonna yrkesutbildning, 2010? 40) Did your institution offer other forms of education for immigrants in 2010? Ordnade grundutbildning Din läroanstalt osv.)? någon annan utbildning för invandrare år 2010?(t.ex. yrkesutbildning, grundutbildning osv.)? nmlkj Yes Kyllä Ja nmlkj Ei No Nej nmlkj Kyllä Ja nmlkj Ei Nej 41) Total Osallistuneet number yhteensä of participants 41) Antal Osallistuneet deltagare sammanlagt yhteensä Antal deltagare sammanlagt 42) Opetustunnit yhteensä 42) 42) Total Opetustunnit number Undervisningstimmarna yhteensä of hours of instruction sammanlagt Undervisningstimmarna sammanlagt 43) Kurssien sisältö 43) Kursinnehållen Course content Maahanmuuttajaopiskelijat Immigrant Invandrarstuderande students 44) Minkä kieliryhmien edustajia osallistui oppilaitoksenne maahanmuuttajille suunnattuun koulutukseen? 44) Vilka What Minkä språkgrupper language kieliryhmien representerade group edustajia representatives osallistui de studerande participated oppilaitoksenne som deltog in immigrant maahanmuuttajille i utbildningen education riktad suunnattuun your till invandrare institution? koulutukseen? vid Din läronanstalt? Vilka språkgrupper representerade de studerande som deltog i utbildningen riktad till invandrare vid Din läronanstalt? gfedc albania Albanian / (please albanska indicate (opiskelijoiden the number määrä, of students, jos tiedossa if known) / antal studerande om det är känt) gfedc albania / albanska (opiskelijoiden määrä, jos tiedossa / antal studerande om det är känt) gfedc arabia Arabic / arabiska gfedc arabia / arabiska gfedc bengali Bengali / bengali gfedc bengali / bengali gfedc bosnia Bosnian / bosniska gfedc bosnia / bosniska gfedc englanti / engelska gfedc englanti / engelska gfedc hindi / hindi gfedc hindi / hindi 71 gfedc espanja / spanska gfedc espanja / spanska

73 gfedc gfedc gfedc gfedc English gfedc Hindi gfedc Spanish gfedc Dutch gfedc Italian gfedc Chinese gfedc Kurdish gfedc Portuguese gfedc Persian, Farsi gfedc Polish gfedc French gfedc Romanian gfedc German gfedc Serbo-Croatian gfedc Somali gfedc Tagalog, Pilipino gfedc Thai gfedc Turkish gfedc Russian gfedc Hungarian gfedc Vietnamese gfedc Estonian gfedc Other(s) (what?) 45) What languages are used to provide information on immigrant education at your institution? 46) Osallistuiko maahanmuuttajia oppilaitoksenne normaaliin opetustarjontaan kuuluville kursseille? Deltog invandrare i kurser som ingår i det normala utbudet av utbildning vid Din läroanstalt? 72 Vastaukseksi riittää karkea arvio, jos tietoa ei ole kerätty. Det räcker med en grov uppskattning om uppgifterna inter har insamlats.

74 45) Millä kielillä oppilaitoksenne tiedottaa maahanmuuttajille suunnatusta koulutuksesta? På vilka språk informerar Din läroanstalt om utbildning som riktar sig till invandrare? 46) Do immigrants participate in the normal course offering at your institution? Please provide a rough estimate if no precise data is available. Other study, co-operation and the future 47) Does your institution engage in local/regional co-operation with other actors in providing immigrant education? nmlkj Yes nmlkj No 48) Co-operating parties 49) How do you think the amount and content of immigrant education will develop at your institution? 50) Do your teachers have sufficient materials appropriate for immigrant education? 51) Have teachers of immigrants at your institution participated in any supplementary training? 52) What kind of supplementary training do teachers of immigrants at your institution need? 73

75 52) Millaista täydennyskoulutusta oppilaitoksenne maahanmuuttajien opettajat tarvitsevat? Vilken typ av fortbildning behöver lärarna för invandrare vid Din läroanstalt? 53) Maahanmuuttajakoulutuksen Recommendations, wishes or järjestämiseen other comments liittyviä concerning ehdotuksia, immigrant toiveita education. tai muita terveisiä. Förslåg, önskemål eller annan hälsning som hänför sig till ordnandet av invandradutbildning. Kiitos osallistumisestasi! Thank Tack för you Ditt for svar! your time! Please Muistathan remember painaa to lähetä painiketta click on the 'Send' vastattuasi button when kyselyyn! you have completed the survey! Lähetä Send 74

76 Appendix 2: Liberal adult education institutions which received the survey Adult education centres 1. Ahjola Adult Education Centre 2. Akaa Adult Education Centre 3. Aurala Adult Education Centre 4. Auranlaakso Adult Education Centre 5. Autere-opisto 6. Borgå medborgarinstitut adult education centre (BMI) 7. Espoo Adult Education Centre 8. Adult Education Centre of South Karelia 9. Eura Adult Education Centre 10. Hamina Adult Education Centre 11. Hanko Adult Education Centre (Finnish) 12. Hangö svenska medborgarinstitut adult education centre (Swedish) 13. Hankasalmi Adult Education Centre 14. Harjula Adult Education Centre 15. Hausjärvi Adult Education Centre 16. Heinola Adult Education Centre 17. Swedish Adult Education Centre of Helsinki (Arbis) 18. Institute for Adult Education in Helsinki 19. Finnish Adult Education Centre of the City of Helsinki 20. Hiiden Opisto - Adult Education Centre 21. Huittinen Area Adult Education Centre 22. Hyrnsalmi Adult Education Centre 23. Hyvinkää Adult Education Centre 24. Hämeenkyrö Adult Education Centre 25. Ii Adult Education Centre 26. Iisalmi Adult Education Centre 27. Iitti Adult Education Centre 28. Ikaalinen Adult Education Centre 29. Ilmajoki Adult Education Centre 30. Ilomansti Adult Education Centre 31. Imatra Adult Education Centre 32. Inari Adult Education Centre 33. Ingå Adult education centre 34. East Häme Adult Education Institute 35. Jakobstad Swedish Adult Education Centre (Arbis) 36. Jalasjärvi Adult Education Centre 37. Community College of the Joensuu Area 38. Jokela Adult Education Centre 39. Open College of Jokihelmi 40. Jokilatva Adult Education Centre 41. Jokilääni Adult Education Centre 42. Juuka Adult Education Centre 43. Jyvälä Adult Education Centre 44. Jyväskylä Adult Education Centre 45. Jämsä Adult Education Centre 46. Järvenpää Adult Education Centre 47. Adult Education Centre Järvilakeus 48. Lake Ostrobothnia Adult Education Centre 49. Kaakko Adult Education Centre 50. Kaarina-Piikkiö Community Education Centre 51. Kainula Adult Education Centre 52. Kalajoki Adult Education Centre 53. Kalliola Adult Education Centre 54. Kangasala Adult Education Centre 55. Kannus Adult Education Centre 56. Adult Education Centre Jukola 57. Karkkila Adult Education Centre 58. Karstula Adult Education Centre 59. Kaskikuusi Adult Education Centre 60. Kaskinen Adult Education Institute, Kaskö medborgarinstitut (Swedish) 61. Kauhajoki Adult Education Centre 62. Kaukametsä Adult Education Centre 63. Adult Education Centre of Kauniainen 64. Kemijärvi Adult Education Centre 65. Kemi Adult Education Centre 75

77 66. Kemi Workers Institute (Evening School) 67. Kempele Adult Education Centre 68. Kerava Adult Education Centre 69. Adult Education Centre of Central Karelia 70. Keuruu Adult Education Centre 71. Kianta-opisto 72. Kiiminkijoki Adult Education Centre 73. Kimitö Adult Education Centre (Swedish) 74. Kirkkonummi Adult Education Centre 75. Kiuruvesi Adult Education Centre 76. Kivalojen seutuopisto adult education centre 77. Northeast Savo Adult Education Centre 78. Kokemäki Adult Education Centre 79. Kokkola Adult Education Institute - Karlebynejdens institut (Swedish) 80. Kolari Adult Education Centre 81. Korsholm Adult Education Centre (Swedish) 82. Adult Education Centre of Kotka 83. Kouvola Adult Education Centre 84. Adult Education Centre in Kristinestad 85. Kronoby Adult education centre 86. Kuhmo Adult Education Centre 87. Kuopio Adult Education Centre 88. Kurikka Adult Education Centre 89. Kuusamo Adult Education Institute 90. Kymenlaakso Adult Education Centre and Folk High School 91. Kyrönmaa Adult Education Centre 92. Kyröskoski Adult Education Centre 93. Lakeus Adult Education Centre 94. Lakeudenportti Adult Education Centre 95. Lapua Adult Education Centre 96. Laukaa Adult Education Centre 97. Lempäälä Adult Education Centre 98. Lieto-Tarvasjoki Adult Education Centre 99. Lieksa Adult Education Centre 100. Lievestuore Adult Education Centre 101. Linnala College 102. Loimaa Vocational and Adult College 103. Loppi Adult Education Centre 104. Lovisa svenska medborgarinstitut adult education centre (Swedish) 105. Malax-Korsnäs Adult Education Centre 106. Medis Institute of Adult Education in Mariehamn 107. Medborgarinstitutet Raseborg adult education centre (Swedish) 108. Merikarvia Adult Education Centre 109. Meän opisto 110. Mikkeli Adult Education Centre 111. Muonio Adult Education Centre 112. Mäntsälä Adult Education Centre 113. Mäntyharju Adult Education Centre 114. Naantali Adult Education Centre 115. Nokia Adult Education Centre 116. Nykarleby arbetarinstitut adult education centre (Swedish) 117. Närpes Adult Education Centre 118. Adult Education Centre of the Orivesi Region 119. Otsola Adult Education Centre 120. Oulujoki-opisto 121. Oulujärvi Adult Education Centre 122. Oulu Adult Education Centre 123. Oulunsalo Adult Education Centre 124. Oulu-opisto 125. Paimio Adult Education Centre 126. Paltamo Adult Education Centre 127. Saaristo Adult Education Centre 128. Pedersöre medborgarinstitut adult education centre (Swedish) 129. Perhonjokilaakso Adult Education Centre 130. Petäjä-opisto 131. Pieksämäki Adult Education Centre 132. Pielavesi-Keitele Adult Education Centre 133. Pietarsaari Finnish (Evening) Institute Työväenopisto 134. Pirkkala Adult Education Centre 76

78 135. Pori Vocational Adult Education Centre 136. Porvoo Adult Education Centre 137. Posio Adult Education Centre 138. Pudasjärvi Adult Education Centre 139. Puolanka Adult Education Centre 140. Puruvesi-opisto 141. Puulan seutuopisto 142. Pyhäjärviseudun aikuisopisto adult education centre 143. Pälkäne Region Adult Education Centre 144. Raahen Vocational Adult Education Centre (Raahe-opisto) 145. Vocational Adult Education Centre in Raisio 146. RaJuPuSu Adult Education Centre 147. Ranua Adult Education Centre 148. Rauma Adult Education Centre 149. Rautjärvi Adult Education Centre 150. Northern Lights Institute 151. Riihimäki Adult Education Centre 152. Rovaniemi Adult Education Centre 153. Rovaniemi Municipal Adult Education Centre 154. Ruokolahti Adult Education Centre 155. Adult Education Centre of Ruovesi 156. Ruukki Adult Education Centre 157. Saarijärvi Adult Education Centre 158. Salla Adult Education Centre 159. Salo Adult Education Centre 160. Sastamala Community College 161. Savitaipale Adult Education Centre 162. Seinäjoki Adult Education Centre 163. Sibbo medborgarinstitut (Swedish)- Sipoon kansalaisopisto adult education centre 164. Siilinjärvi-Maaninka Community College 165. Sisä-Savo Adult Education Services 166. Soisalo-opisto 167. Somero Adult Education Centre 168. Sonkajärvi Adult Education Centre 169. Sotkamo Adult Education Centre 170. Suomenselkä Adult Education Centre 171. Taivalkoski Adult Education Centre 172. Tampereen työväenopisto adult education centre 173. Teuva Adult Education Centre 174. Tohmajärvi Adult Education Centre 175. Toimela Adult Education Centre 176. Tornio Adult Education Centre 177. Toukola Adult Education Centre 178. Turku Finnish (Evening) Institute Työväenopisto 179. Tuusula Adult Education Centre 180. Utsjoki Adult Education Centre 181. Vaasa Adult Education Centre 182. Wahren-opisto adult education centre 183. Vakka-Suomi Adult Education Centre 184. Valkeakoski Adult Education Centre 185. Valko Adult Education Centre 186. Vanajavesi Adult Education Centre 187. Vantaa Adult Education Centre 188. Vasa Arbetarinstitut (Vasa Arbis) adult education centre 189. Wellamo Community College 190. Vieremä Adult Education Centre 191. Viitaseudun opisto adult education centre 192. Virrat Adult Education Centre 193. Väståbolands medborgarinstitut adult education centre (Swedish) 194. Vörå-Oravais-Maxmo medborgarinstitut adult education centre (Swedish) 195. Ylivieska Adult Education Centre 196. Adult Education Centre of Upper Karelia 197. Ylöjärvi Adult Education Centre 198. Åbo Swedish Adult Education Centre (Arbis) 199. Äänekoski Adult Education Centre Folk high schools 1. Agricola-opisto (Agricola Educational Centre) 2. Aktiivi Institute 3. Alkio College 77

79 4. Borgå Folk Academy 5. South Ostrobothnia Folk High School 6. Eurajoki Christian Folk High School 7. Evangelical Folk High School of Southern Finland 8. Evangelical Folk High School of Ostrobothnia 9. Folk High School Axxell 10. Free Christian Folk High School 11. Haapavesi Folk High School 12. Evangelical School of Helsinki 13. Helsinki Christian Folk High School 14. Houtskär Christian Folk High School 15. Iso Kirja College 16. East Häme Adult Education Institute 17. East Karelia Folk High School 18. Jaakkima Christian Folk High School 19. Jamilahti Folk High School 20. Joutseno Folk High School 21. Jyväskylä Christian Institute 22. Jämsä Christian Folk High School 23. Kainuu Folk High School 24. Kalajoki Christian Folk High School 25. Kankaanpää folk high school 26. Kanneljärvi Folk High School 27. Kansanlähetysopisto 28. Karkku Evangelical College 29. Karstula Evangelical College 30. Kauhajoki Evangelical College 31. Kaustinen Evangelical Folk High School 32. Central Ostrobothnia Culture Institute 33. College of Central Finland 34. Kiljava Institute 35. Kitee Evangelical Folk High School 36. Christian Folk High School of Nykarleby 37. Kronoby Folk High School 38. Folk High School of the Deaf 39. Kuusamo Folk High School 40. KVS Distance Education Institute (Oriveden opisto) 41. Kymenlaakso Adult Education Centre and Folk High School 42. Lahti Folk High School 43. Lapua Christian Folk High School 44. Lehtimäki Folk High School 45. Lieksa Christian Folk High School 46. Liminka Folk High School 47. Loimaa Evangelical Folk High School 48. Luther-opisto (Church Training College) 49. West-Finland College 50. Lärkkulla Foundation Folk Academy 51. Metalworkers Murikka Institute 52. Muurla Folk High School 53. Norrvalla Folk High School 54. Otava Folk High School 55. Paasikivi-opisto 56. Partaharju Folk High School 57. Pekka Halonen Academy 58. Perheniemi Evangelical Folk High School 59. Peräpohjolan Opisto folk high school 60. Pohjantähti College 61. North Karelia College Niittylahti 62. North Savo Folk High School 63. Pohjola-opisto 64. Portaanpää Christian Folk High School 65. Päivölä Folk High School 66. Ranua Christian Folk High School 67. Raseborg Institute 68. Raudaskylä Christian Institute 69. Reisjärvi Christian College 70. Rovala Folk College 71. Savonlinna Christian College 72. Siikaranta Folk High School 73. Finnish Youth Institute 74. Finnish Bible Institute 75. Finnish Theological Institute 76. Svenska Österbottens folkakademi 77. Turku Christian Institute 78. Workers Academy 79. Valamo Folk High School 80. Valkeala Christian Folk High School 81. Folk High School of Finland Proper 82. Voionmaa Folk High School 78

80 83. Västra Nylands folkhögskola 84. Ylitornio Christian College 85. Åland Folk High School Summer universities 1. Summer University of South Karelia 2. Summer University of South Ostrobothnia 3. Summer University of Hangö 4. Helsinki Summer University 5. Summer University of Häme 6. Summer University of Jyväskylä 7. Summer University of Kainuu 8. Summer University of Central Ostrobothnia 9. Summer University of Kuopio 10. Kymenlaakso Summer University 11. Summer University of Lapland 12. Summer University of Western Finland 13. Mikkeli Summer University 14. North Karelia Summer University 15. Summer University of North Ostrobothnia 16. Summer University of Päijät-Häme 17. Savonlinna Summer University 18. Summer University of Tampere 19. Summer University of Turku 20. Vaasa Summer University 21. Open University/Åland University of Applied Sciences Sports institutes 1. Kisakallio Sports Institute 2. Kuortane Sports Institute 3. Eerikkälä Sports Institute 4. Lapland Sports Institute 5. Solvalla Sports Institute (Swedish) 6. Sports Institute of Finland 7. Tanhuvaara Sports Institute 8. Sports Institute Kisakeskus 9. Pajulahti Sports Institute 10. Varala Sports Institute 11. Vuokatti Sports Institute Study centres: 1. Democratic Civic Association 2. FOLDER 3. Church Service Study Circle Centre 4. KSL Study Centre 5. OK Study Centre 6. Citizens Forum Study Centre 7. MSL Study Centre 8. Svenska Studiecentralen (SSC) 9. TJS Study Centre 10. Workers Educational Association WEA 11. Green Cultural and Educational Centre ViSiO 79

81 Appendix 3: Liberal adult education institutions responding to the survey* and their respective fields Adult education centres Selfmotivated study Labour market oriented education Municipallyfunded integration training for immigrants Made-toorder or personnel training Project funding Study voucher aid for immigrant students Preparatory S2/R2 education for general language certifications General language certification (S2/R2) examinations Ahjola Adult Education Centre, Tampere x x Aurala Adult Education Centre, Turku x Auranlaakso Adult Education Centre, Aura, Marttila, Oripää, Pöytyä. Borgå medborgarinstitut adult education centre (BMI), City of Borgå x x Espoo Adult Education Centre, Espoo x x x x x x x x Adult Education Centre of South Karelia x x x Hamina Adult Education Centre, Hamina, Miehikkälä and Virolahti Hankasalmi Adult Education Centre, Hankasalmi and Konnevesi x x Harjula Adult Education Centre x x x 80

82 Hausjärvi Adult Education Centre, Municipality of Hausjärvi Heinola Adult Education Centre, Heinola x x x x Institute for Adult Education in Helsinki, Helsinki Finnish Adult Education Centre of the City of Helsinki, Helsinki Huittinen Area Adult Education Centre, Huittinen-Harjavalta-Punkalaidun x x x x x x x x x x x x x Hyrnsalmi Adult Education Centre, Hyrynsalmi x Hyvinkään Opisto x x x Iisalmi Adult Education Centre, Iisalmi and Upper Savo Iitti Adult Education Centre, Municipality of Iitti Ilmajoki Adult Education Centre,, Ilmajoki municipal region x x Imatra Adult Education Centre, City of Imatra x x Jakobstad Swedish Adult Education Centre (Arbis) Open College of Jokihelmi, Haapavesi, Kärsämäki, Merijärvi, Oulainen, Pyhäntä and Siikalatva Jyväskylä Adult Education Centre,, City of Jyväskylä, Luhanka, Muurame, Uurainen x x x x x x x x x x 81

83 Jämsä Adult Education Centre, City of Jämsä and Municipality of Kuhmoinen Järvenpää Adult Education Centre, Central Uusimaa Adult Education Centre Järvilakeus, Kauhava, Evijärvi, Lappajärvi Lake Ostrobothnia Adult Education Centre, Alajärvi, Soini ja Vimpeli Kaakko Adult Education Centre, Municipality of Parikkala x x x x x x x x x Kainuu Vocational College x Kuhmo Adult Education Centre x x Kalajoki Adult Education Centre, Kalajoki x x Adult Education Centre Jukola, Nurmijärvi x x Karkkila Adult Education Centre, City of Karkkila Kaskikuusi Adult Education Centre x (Lapinlahti and Varpaisjärvi (until )) Kauhajoki Adult Education Centre, City of Kauhajoki and Municipalities of Isojoki and Karijoki. Kaukametsä Adult Education Centre, City of Kajaani x x x x x x x x x x x 82

84 Kauniainen Adult Education Centre Kemijärvi Adult Education Centre, Kemijärvi, Pelkosenniemi, Savukoski Kempele Adult Education Centre, Municipality of Kempele Adult Education Centre of Central Karelia, liberal adult education Keuruu Adult Education Centre, Keuruu, Multia, Petäjävesi x x x x x x x x Kianta-opisto, Municipality of Suomussalmi x x x x Kiiminkijoki Adult Education Centre, Haukipudas and Kiiminki Kirkkonummi Adult Education Centre - Medborgarinstitutet i Kyrkslätt Kivalojen seutuopisto adult education centre, Keminmaa, Simo, Tervola Adult Education Centre of Korsholm, Mustasaari Adult Education Centre Adult Education Centre in Kristinestad (Swedish) Kristiinankaupunki Adult Education Centre (Finnish) Kuopio Adult Education Centre, Kuopio, Karttula, Tuusniemi Kyrönmaa Adult Education Centre, Isokyrö- Laihia-Vähäkyrö x x x x x x x x x x x x x x 83

85 Lakeudenportti Adult Education Centre x Lieto-Tarvasjoki Adult Education Centre, Lieto, Tarvasjoki Loimaa Vocational and Adult College, City of Loimaa Loppi Adult Education Centre, operating in the Municipality of Loppi Malax-Korsnäs Adult Education Centre, Municipalities of Malax and Korsnäs Medis Institute of Adult Education in Mariehamn Mikkeli Adult Education Centre,operating in the Municipalities of Mikkeli, Ristiina and Hirvensalmi. Mäntsälä Adult Education Centre x x x x x x x x x x x Mäntyharju Adult Education Centre, operating in Mäntyharju Naantali Adult Education Centre (Naantali, Rymättylä, Merimasku, Velkua, Livonsaari) Oulujoki-opisto,Municipalities of Muhos and Utajärvi Oulujärvi Adult Education Centre x x x Oulu Adult Education Centre x Oulunsalo Adult Education Centre x x 84

86 Paltamo Adult Education Centre, Paltamo, Ristijärvi Pedersöre medborgarinstitut adult education centre (Swedish), Pedersöre Pieksämäki Adult Education Centre, Pieksämäki Pietarsaari Finnish (Evening) Institute Työväenopisto, Pietarsaari Porvoo Adult Education Centre, Porvoo, Askola x Posio Adult Education Centre, Municipality of Posio Puulan seutuopisto, Joutsa, Kangasniemi and Toivakka Pyhäjärviseudun aikuisopisto adult education centre, Säkylä and Köyliö Pälkäne Region Adult Education Centre, Pälkäne x x x x x x x x x x x x x x x x x Raahe-opisto x x Riihimäki Adult Education Centre x x x x Adult Education Centre of Ruovesi x x x Seinäjoki Adult Education Centre, City of Seinäjoki Siilinjärvi-Maaninka Community College x x x x 85

87 Sibbo medborgarinstitut (Swedish)- Sipoon kansalaisopisto adult education centre Somero Adult Education Centre, Somero + Koski TL x x x Sotkamo Adult Education Centre x x x Taivalkoski Adult Education Centre x x x Tampereen työväenopisto adult education centre, Tampere Tornio Adult Education Centre x Citizen skills (incl. physical education), language, handicrafts, music and art instruction as well as made-to-order courses within their own municipal area Tuusula Adult Education Centre, Municioality of Tuusula Utsjoki Adult Education Centre, Municipality of Utsjoki Wahren-opisto adult education centre, Forssa and Tammela x x x x x x x x x x x x x x x Vakka-Suomi Adult Education Centre x x x x x x x Subregion of Vakka-Suomi (Laitila, Uusikaupunki, Pyhäranta, Taivassalo, Kustavi, Vehmaa) Valkeakoski Adult Education Centre, Valkeakoski, South Pirkanmaa x x x x x x x x x x 86

88 Vanajavesi Adult Education Centre, Hattula, Hämeenlinna, Janakkala x x Vantaa Adult Education Centre, Vantaa x x Vasa Arbetarinstitut (Vasa Arbis), City of Vaasa Wellamo Community College, Lahti, Asikkala, Hollola, Hämeenkoski, Kärkölä, Myrskylä, Nastola, Orimattila and Padasjoki Vieremä Adult Education Centre x x Virrat Adult Education Centre Väståbolands medborgarinstitut adult education centre (Swedish), operating throughour the city of Länsi-Turunmaa (Parainen, Nauvo, Korppoo, Houtskari, Iniö). Ylivieska Adult Education Centre, Ylivieska, Alavieska and Sievi Äänekoski Adult Education Centre, Äänekoski x x x x x Folk high schools Borgå Folk Academy, Porvoo South Ostrobothnia Folk High School, South Ostrobothnia, Finnish-speaking Ostrobothnia Evangelical Folk High School of Southern Finland Folk High School Axxell, Lappfjörd, Parainen, Kimitö, Espoo, Helsinki, Lovisa x x x x x x 87

89 Iso Kirja College x x East Häme Adult Education Institute x Jaakkima Christian Folk High School x x x Jamilahti Folk High School, Hamina Joutseno Folk High School, located in South Karelia, operating throughout Finland Jyväskylä Christian Institute, Central Finland x x Kanneljärvi Folk High School, West Uusimaa, Finland Proper, Central Finland and Helsinki Karkku Evangelical College, folk high school Finland x Karstula Evangelical College x x x x Central Ostrobothnia Culture Institute, operating in Ostrobothnia and throughout Finland Central Uusimaa Vocational Institute, Keuda Tuusula x x x Pekka Halonen Academy x x Kirkkopalvelut ry / Agricola Educational Centre Kronoby Folk High School x x x x 88

90 Kymenlaakso Adult Education Centre and Folk High School, folk high school, City of Kouvola Folk High School (*Note! Responses apply to the folk high school section*) Liminka Folk High School, operating throughout Finland, specifically in North Ostrobothnia West-Finland College, Satakunta x x x Lärkkulla Folk Academy, language and music education Muurla Folk High School, Salo x Otava Folk High School, Finland and also distance students abroad North Karelia Educational Federation of Municipalities x x x x x x North Karelia College Niittylahti x x x North Savo Folk High School x x x Pohjola-opisto, Oulu x Raudaskylä Christian Institute, Ylivieska, Oulu South Savonlinna Christian College, Savonlinna, Savonlinna region, East Finland, throughout Finland Church of Finland Church Training College Foundation x 89

91 Finnish Bible Institute x x Svenska Österbottens folkakademi/närpes Adult Education Centre, immigrant programme Valamo Folk High School, national liberal adult education institution, based in Heinävesi Voionmaa Folk High School, folk high school Ylöjärvi, Pirkanmaa x x x x x Åland Folk High School x x x Summer universities x Summer University of Kuopio, North Savo x x Summer University of South Ostrobothnia, Open university studies, vocational supplementary training and liberal adult education. Association of the Summer University of Tampere, administrator Tampereen kesäyliopistoyhdistys ry, Pirkanmaa Mikkeli Summer University, liberal adult education; vocational supplementary training and open university studies, elementary school and language courses Summer University of North Ostrobothnia, operating in the North Ostrobothnia region x x x x x 90

92 Study centres Citizens Forum Study Centre, organisational liberal adult education KSL Study Centre, national institution OK Study Centre, national adult education institution and education provider for 67 national NGOs Sports institutes Eerikkälä Sports Institute Pajulahti Sports Institute * In addition, Kannus Adult Education Centre, Toimela Adult Education Centre, Merikarvia Adult Education Centre and Finnish Youth Institute reported via that they had not offered any immigrant education in These responses were not included in the report. 91

93 Online ISBN (pdf) In co-operation with: Finnish Association of Adult Education Centres (Kol) Finnish National Board of Education