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The article examines organisational challenges in the Finnish vocational education and training (VET) to support students’ lifelong learning pathways. Investigation of organizational challenges is done through the students’ transitions either within one school level or from one school level to another or to working life. For supporting the students’ learning pathways, it is argued here that specific attention has to be paid to collaborative practices of the personnel in order to guarantee the transitional fluency. This kind of collaboration is here called distributed pedagogical leadership. For examining the shared practices in the frame of distributed pedagogical leadership, the article introduces both quantitative results from a national survey and a Finnish VET case school and qualitative results from this particular school as several interviews of the leadership team and the teachers. 相似文献
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The article examines the Finnish system of basic education and the means it employs to support good learning and healthy growth and development for all students. The excellent learning outcomes of the Finnish comprehensive school indicate that it is possible to develop a system with both quality teaching and learning, and equity and equality for students. Throughout the article, special needs education is seen as an important, but not dominant, aspect of Finland’s inclusive policies. The article concludes with five theses central to a working model of inclusive education. 相似文献
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