1. APPROACHES TO PREVENT EXTREMISM AND RADICALIZATION THROUGH EDUCATION IN FINLAND
COUNCIL OF EUROPE EDC/HRE –meeting
16 April 2015, Istanbul
Kristina Kaihari, Counsellor of Education
Finnish EDC/HRE coordinator

2. Corner stones in Finnish Education system: promoting democratic values and practices
Comprehensive, inclusive policy - no streaming
–> equal opportunities for all the children for schooling
Early intervention – special support at once for
pupils in need
positive discrimination budgeting = more financial resources for schools in vulnerable areas
Fostering democratic values, positive cooperation and participative school culture through curriculum -> more resources for Civics Education at all the school levels from 2016
Sharing, using, developing existing best practices

3. Rethinking the value basis of education
Necessity of
sustainable
way of living
Uniqueness
of every student,
high quality
education as
a basic right
Humanity,
culture and
civilization,
equity and
democracy
Cultural
variety
as richness
Core Curriculum for Basic Education

4. Focus of the curriculum reform
Rethinking the learning conception
Importance of students own experiences and activities, feelings and joy
Importance of working together, learning to learn in dialogue with others, being involved actively
Renewing the idea of learning environment
Rethinking the school culture and the relationship between the school and the community
School as a learning community
Diverse and open cooperation with NGO’s and other civil society actors
Rethinking the roles, goals and content of school subjects
Competence areas to support the identity development and strengthening integration between different sciences/subjects

5. Rethinking competences
Taking care of oneself and others, managing daily activities, safety
Cultural competence, interaction and expression
Multiliteracy
ICT- competence
Competence for the world of work, entrepreneur-ship
Participation and influence, building the sustainable future
Thinking and learning to learn
[Chapter 3]
National Curriculum for Basic Education: Transversal Competences - knowledge - skills - values - attitudes - will
Development as a human being and as a citizen
Core Curriculum for Basic Education

6. Examples of EDC/HRE in transversal competences
Pupils are guided to place themselves in the situation of the other. Knowledge of human rights and the rights of the child are fostered. (Cultural competence)
Participation, influencing and construction of
sustainable future -> Pupils learn
to participate in planning their own studies, school work as whole, learning environments and decision-making of a civil society; how rules and agreements are created and what trust means
to negotiate, to mediate, to face and solve conflicts
to judge their suggestions in the light of equity, equality and fairness

7. Reform of the National Core curriculum strengthens EDC from 2016
…”enhancing learning and teaching related to excerting social influence and active participation ” (the government degree, 2012)
->The revision of the curriculum will increase lessons of social studies/civics/EDC (2h/w) on primary level (4-6) and on Upper Secondary level (one compulsory course of 36 hours more citizenship education) from 2016
Student councils became compulsory from 2014 in primary and lower secondary schools
Compulsory in upper secondary level for over 10 yrs
Mandatory Municipal Youth Councils in each municipality from 2014

8. Elements promoting pupils’ activity /National Core Curriculum for Basic and Upper Secondary Education
Learning as active knowledge construction: conception of learning
Learning environment, versatile learning approaches, cooperation with NGO’s and other stakeholders
Operational culture of the school - > spirit of community, dialogue
Real opportunities for pupils to be heard and influence - >student councils
Learning by doing and participating

9. Best practices and tools
KiVa – A national anti-bullying program for Finnish schools
Peer mediation - a solution oriented and voluntary method, where pupil mediators help the parties of the conflict to find a solution to their conflict by themselves and thus change their behaviour.
MLCW Peer Support Scheme - Building a positive school ethos and atmosphere, keep their eyes and ears open and co-operate with the school staff, listen to their classmates and help the lonely or bullied pupils.

10. Me& My City –concept for all the 6th graders in Finland
Me & MyCity is a learning concept
aimed at school children,
covering society, working life
and entrepreneurship.
The Me & MyCity learning environment
is a miniature city where
students work in a
profession and function as
consumers and citizens
as part of society.