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Evaluation of immigrants’ education services


The Finnish Education Evaluation Centre (FINEEC) implemented an evaluation related to education services for children and young people with immigrant background. The aim of the project was to assess how well education providers are able to provide children, pupils and students with immigrant background – collectively known as “learners” – with equal opportunities to participate in common education, support them during the education and ensure that they reach the goals set for the education. From the perspective of the development of the education system and education for learners with immigrant background, the project’s aim was to provide evaluation data on what kinds of possibilities education providers have for implementing common educational duties based on national core curricula.

Integration of learners with immigrant background in the existing education system as early, smoothly and flexibly as possible also requires other support measures related to education and integration besides studies in the teaching language of the school, instruction preparing for basic education and preparatory education for upper secondary education and vocational training.  The evaluation studied to what extent education providers offer these education and support services and how necessary and sufficient they consider them to be.

The evaluation focused on education and training given in pre-primary and basic education, general upper secondary education and in vocational upper secondary education and training based on the core curricula determined by the Finnish National Board of Education. Instruction preparing for basic education and preparatory education for vocational training was also included in the evaluation as functions that complement the education system. Education providers produced the empirical data as self-evaluation, since they will play the key role in the enhancement-led implementation of the evaluation results. In order to ensure a varied overall picture, the project followed the principle of multiple constituency: in addition to evaluation survey and evaluation visits, data was gathered from existing documents and statistics. Complementary data was collected also with a survey aimed at teachers and learners with immigrant background in upper secondary education and interviews conducted during evaluation visits.

The results of the evaluation were published in June 2015.



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