35.
You understand the legislation governing the work of a teacher in vocational
and higher education.
36. You teach, guide and assess obeying the laws, amendments and guidelines
that regulate the work of a teacher.
I had a great opportunity to attend this 4 hours webinar after a long pause in my studies.
I am going to summarize what I learned firstly through the questionnaire link which out tutors send to us before the real session start. (AKA, Flipped classroom).
- Where can you find the current Finnish laws and amendments
concerning vocational/university education and working as a teacher? Are
there any English versions available? *
I found all the ACT on
vocational education and training on these websites: finelex.fi and ilo.org.
Finlex is an online database of up-to-date legislative and other judicial
information of Finland. and ilo is International Labour Organization. The laws
are presented in both Finnish and English language.
Personal data include all
information concerning an individual or his or her characteristics or living
conditions if they can be identified as pertaining to the individual, his or
her family or those living with him or her, such as name, personal identity
code, contact details, information on studies, IP address, genetic information
and marital status.
However, based on ACT chapter
11, sections 107-110 (Processing and disclosing data), there are situations
where teacher is obligated to provide information to the duties.
To protect personal and
sensitive information. Confidentiality means respecting and protecting someone
else's secrets and rights to privacy. However, in some circumstances we may
legitimately need to pass on the secret to authorities.
It is necessary to assess how
long school should keep the pupil's data in the school information system for
the purpose of organizing teaching. ( Henkilötietolain 9 § ja 34 §. Kts. myös
Arkistolaitoksen opas säilytysaikojen määrittelyn periaatteiksi).
It is recommended to regularly
(for example, at the end of the semester) delete entries from the pupil that
are no longer justified. Sensitive data must be deleted from the register
immediately after there are no grounds for processing as provided for in the
Personal Data Act. The rationale and need for the retention of sensitive data
shall, as a general rule, be assessed every five years. (Henkilötietolain 11 §
ja 12 § 2 momentti. )
The need to retain personal
data is affected, for example, by the fact that a matter concerning the
organization of teaching may later be dealt with by the Complaints Authority or
as a matter of damages. Sometimes it may be necessary to keep the necessary
entries (for example, absence information) for a pupil attending school for a
longer period of time, even if the data is removed from the electronic service.
Section 40
Confidentiality and handling of
personal data (Amendment 642/2010) Members of bodies responsible for education
provision, persons referred to in Section 37, school social workers, school
psychologists and teacher trainees may not disclose to outsiders what they have
learned in the execution of tasks referred to in this Act about the personal
circumstances and economic standing of pupils or the personnel referred to in
this Act or the members of their families.
- What are the principles of good administration and how are
they evident in the everyday work of a teacher? *
Referring to oja.fi, the core
of teaching consists of four basic values: dignity, truthfulness, fairness and
responsibility & freedom.
Dignity means respect for
humanity. Teachers must respect every person, regardless of gender, sexual
orientation, gender diversity, appearance, age, religion, social standing,
origin, opinions, abilities and achievements.
Truthfulness is one of the core
values in teachers’ basic task, which involves steering learners in navigating
life and their environment. Honesty with oneself and others and mutual respect
in all communication is a basic aspect of teachers’ work.
Fairness is important both when
encountering individual learners and groups but also in the work community.
Fairness involves in particular promoting equality and non-discrimination and
avoiding favouritism.
Teachers are entitled to their
own values, but in their work, teachers’ responsibility is tied to their basic
task and its standards such as legislation and the curriculum.
Finnish Administrative
Procedure Act consists of 12 chapters and 71 sections. It provides the
foundations for good administration provisions and streamlines, how government
agencies propose and establish administrative regulations. It implements and
promote good administration and protection under the law in administrative
matters and promotes the quality and performance of administrative services in
institutions. Therefore, we developed our understanding of a good administrator
while remaining in the role of a teacher based on this act.
(https://gentleway979128527.wordpress.com/)
Some examples of the core principles of the Administrative
Procedure Act (https://www.finlex.fi/en/)
To treat everyone equally and use the competence only for the purposes acceptable under the law(Section 6).
To arrange the use of services
and easily accessible to all (Section 7).
To advice on dealing with
administrative matters and responding to related questions within its
competence (Section 8).
To use the language that is
clear, precise and easy to understand (Section 9).
To assist and promote the
cooperation between authorities(Section 10).
To maintain confidentiality in
dealing with the client’s matter (Section 13).
- How can you ensure the safety of the
environment as a teacher and what kind of things are regulated by the
law? *
I refer you to : Act on
Vocational Education and Training
(531/2017)
Chapter 9
Safe learning environment
Section 80-93
"Right to a safe learning
environment"
Copyright Act (404/1961,
amendments up to 608/2015), which is in 72 sections, 59 pages all copyrights
laws are provided in details. Some examples are:
Subject matter (607/2015)
Economic rights (607/2015)
Moral rights (607/2015)
Adaptation or conversion of a
work (607/2015)
Work of compilation (607/2015)
Work by multiple authors
(607/2015)
Assumed authorship (607/2015) etc.
- How can teacher make sure that the material used in the
class doesn't violate the current legislation? *
The Finnish National Agency for
Education has acquired our copying licence for free initial vocational
education leading to a qualification and preparatory education for vocational
training. (Kopiosto.fi)
kopiosto.fi provides all the updated information on copyrights for teachers.
It is impossible to remember every chapter or section, however, I have gone through the laws of University of Applied Sciences Act, Vocational Education Act and Administrative Law which are very relevant to a teachers work. Now I know that Finlex.fi is a good source to learn about Finnish laws relevant to teacher’s work.
I had only enough time to go through different blogs written by other students to read about more about these laws.
I provide the summary of what I have come up with.
University of Applied Sciences Act has 10 chapters and 68 sections, therefore it is difficult to explain everything here. However, I would try to reflect on few teaching related sections written in Chapter 3 of University of Applied Sciences Act.
The University of Applied Sciences has the freedom of teaching and research (Section 9). The University of Applied Sciences provides teaching and vocational teacher training leading to a university degree within the limits of the license granted to it. The University of Applied Sciences may also arrange specialization training, training containing parts of degrees as in-service training, open polytechnic education or otherwise as separate studies, and other in-service training (Section 10). The specialization training of polytechnics is post-graduate training aimed at professional development and specialization for those already in employment, with the aim of producing know-how in areas of expertise that do not have a market-based training offer (Section 11a). The University of Applied Sciences has head teachers, lecturers and other teaching and research staff. The qualification requirements for teachers and, if necessary, the tasks are regulated by a Government decree (Chapter 5, section 22).
Chapter 6 deals with the student matters.
Vocational Education Act has 14 chapters and 142 sections. This Act provides for professional qualifications within the administration of the Ministry of Education and Culture, the training required for the acquisition of professional competence, and the demonstration and verification of professional competence (Section 1). Section 2 guide the OAMK as the purpose of the diplomas and training referred to in this Act is to increase and maintain the professional competence of the population, enable the demonstration of professional competence regardless of the method of acquisition, develop work and business life and meet its skills needs, promote employment and professional growth. Section 4 of chapter 1 describe that degrees, training and their organization must take into account the needs of working and business life. When planning, organizing, evaluating and developing degrees and training, as well as anticipating competence needs, co-operation with working and business life must be established.
About students, A person has the right to freely apply for a degree or education referred to in this Act (section 37). Equal selection criteria must be applied for admission (Section 39). A factor related to the applicant’s state of health or ability to function must not be an obstacle to admission as a student (section 40). A personal competence development plan shall be prepared for students starting education, in which individual information concerning the identification, recognition, acquisition, development and demonstration of competence and guidance and support measures shall be recorded (section 44). The training provider prepares and updates a personal competence development plan together with the student (section 45). The organizer of the education is responsible for planning the guidance and support measures needed by the student, monitoring the development of the student’s competence and, if necessary, planning the studies supporting study readiness (section 48). Demonstration of professionalism or competence is individually planned in part of the degree or education (section 49). Students have the right to receive feedback on the development of their skills during graduation or education (Section 51). The professionalism and competence required by the parts of the degree are demonstrated by performing practical work tasks in real work situations and work processes (Section 52). The student’s competence is assessed in a variety of ways by comparing it with the competence prescribed in the basics of the degree or education. The assessment must cover all the professional competence requirements and Competence Objectives in accordance with the criteria of the part of the degree or education to be completed (Section 53).
Administrative Law has 12 Chapters consists of 71 sections. Here I would like to reflect on few sections in a summarize way about Administrative Law governing the work of a teacher. Section 1 states that the purpose of this Act is to implement and promote good governance and legal security in administrative matters. The purpose of the law is also to promote the quality and efficiency of administrative services. Section 2 explains the scope of act as this Act lays down the principles of good administration and the procedure to be followed in administrative matters. Section 8 states that within the limits of its competence, the authority shall, as necessary, provide its clients with advice on the handling of administrative matters and answer questions and inquiries concerning transactions.
The whole above summary of Law is written to demonstrate that I have read the law in detail and I have understanding of Law governing the work of teacher.
Question 35: You teach, guide and assess obeying the laws, amendments and guidelines that regulate the work of a teacher
This question need continuous demonstration of sticking to Law in teaching practice and afterwards in the career as teacher. I believe that by practicing and being persistent in asking whatever we are not sure for all our decisions and by updating our knowledge regarding laws, we will be able to manage different situations during our teaching practice professionally.
I find an element of continuity through keep practicing this competence during my teaching career. Therefore, I believe that the way to answer this question is through ensuring adherence to Law while practicing teaching and also adhering to practicing it as part of my continuous development plan in my teaching career as well.
I will observe and ensure to keep my knowledge in this matter updated in my teaching practice at the moment or in the future careers.
