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"en": "This dataset includes interviews with educational personnel and policy-makers in the adult education sector in Latvia working with vulnerable young adults. The interviews discuss contents of study programmes provided by the organisation, pedagogical approaches, gender equality, life management, social problems, socioeconomic status, and active participatory citizenship. The dataset is a seven-interview sample of the interviews collected in Latvia for the Europe-wide EduMAP project (Adult Education as a Means to Active Participatory Citizenship). FSD's holdings also include data collected in the nine other EduMAP countries in their respective languages (the United Kingdom, Turkey, Spain, Romania, Hungary, Greece, Germany, Finland and Estonia). The EduMAP project was funded by the European Commission's \"Horizon 2020\" research and innovation programme (ID: 693388). Different interview schemes were used for interviews with educational personnel and educational authorities. In the interviews with educational personnel, the first questions concerned the interviewee's job responsibilities, practices in the organisation, and the types of vulnerable learners with whom the interviewee worked. Teaching practices were discussed as well as special education available at the organisation, the students' economic situation, and the concept of active participatory citizenship. Regarding the organisation's practices, the interviewees were asked about, for instance, the work processes for designing new educational programmes, pedagogical approaches, and learning/teaching methods that they had deemed particularly appropriate for vulnerable learners. Many facets of the organisation's practices were discussed in terms of gender, i.e. how possible gender differences were taken into consideration in teaching. Pedagogical details of the programmes were discussed in more detail with regard to, for instance, learning and teaching methods, contents of lessons, teaching processes, and the students' possibility of giving and receiving feedback. The interviewees were also asked what types of competences educational professionals working with vulnerable learners possess or should possess. Finally, the interviews examined the impact of the programmes from socioeconomic and sociocultural perspectives as well as the perspective of social activity and legal-political awareness. Attendance and graduation rates were also charted as well as suggestions for the improvement of the programmes. The final questions concerned collaboration and networking with other institutions. The interviews with educational authorities and policy-makers focused more on the national influence in educational policy, i.e. developing and implementing policies and legislation regarding vulnerable groups. In addition, these interviews discussed e.g. consulting representatives of vulnerable groups in developing policies, achievements and shortcomings of current educational policies, and the most important issues faced by vulnerable groups that should be taken into consideration in developing policies. The dataset is only available in Latvian. Questionnaires and participant information sheets are only available in English. The data were organised into an HTML index at FSD.",
"fi": "Aineistossa on haastateltu Latvian aikuiskoulutussektorin koulutushenkilöstöä ja päättäjiä, jotka työskentelevät haavoittuvassa asemassa olevien nuorten aikuisten kanssa. Haastatteluissa käsitellään organisaatioiden nuorille aikuisille suunnattujen koulutusohjelmien tai muun toiminnan sisältöjä, pedagogisia lähestymistapoja, sukupuolten välistä tasa-arvoa ja vaikuttavuutta sekä nuorten koulutuspolkuja, elämänhallintaa, sosiaalisia ongelmia, sosioekonomista asemaa ja aktiivista kansalaisuutta. Haastattelut ovat latviaksi. Aineisto sisältää seitsemän Latviassa kerättyä haastattelua, ja se on kerätty osana Euroopan laajuista EduMAP-hankketta (Adult Education as a Means to Active Participatory Citizenship). Tietoarkistosta on saatavilla myös yhdeksässä muussa maassa kerätyt vastaavat osa-aineistot omilla kielillään (Suomi, Turkki, Espanja, Romania, Yhdistynyt Kuningaskunta, Unkari, Kreikka, Saksa ja Viro). Hanke on rahoitettu EU-komission Horisontti 2020 tutkimus- ja innovaatio-ohjelmasta (hankenumero: 693388). Haastattelurunko oli erilainen koulutushenkilöstölle ja viranomaisille. Koulutushenkilökunnalle suunnatuissa haastatteluissa kartoitettiin aluksi haastateltavan työnkuvaa, organisaation toimintatapoja ja sitä, millaisten syrjäytymisvaarassa olevien aikuisten nuorten parissa henkilö työskentelee. Keskustelut käsittelivät työtä ohjaavia perusperiaatteita, organisaatiossa saatavilla olevaa erityisopetusta sekä nuorten taloudellista tilannetta ja aktiivisen kansalaisuuden käsitettä. Organisaation toimintaan liittyen tiedusteltiin mm. koulutusohjelmien suunnitteluprosesseista, tiedon hyödyntämisestä opetuksen suunnittelussa, käytetyistä pedagogisista lähestymistavoista ja kaikista toimivimmiksi osoittautuneista toimintatavoista. Osana haastattelun aiheita kartoitettiin useassa kohtaa sukupuoleen liittyviä kysymyksiä kuten, miten mahdolliset sukupuolten väliset erot otetaan organisaation opetuksessa huomioon. Edemmällä haastatteluja käsiteltiin yksityiskohtaisemmin organisaation aikuiskoulutuksessa käytettäviä pedagogisia lähestymistapoja, kuten oppimis- ja opetusmetodeja, oppituntien sisältöjä, opetusprosessia ja oppilaiden palautteenantomahdollisuutta. Haastateltavalta tiedusteltiin lisäksi, mitä ominaisuuksia syrjäytymisvaarassa olevien nuorten kanssa työskentelevällä koulutusalan ammattilaisella tulisi olla ja mitä koulutustarpeita niihin liittyy. Haastattelun lopussa keskustelut keskittyivät suunnitelmien ja koulutusohjelmien vaikutustenarviointiin ja niitä tarkasteltiin sosioekonomisesta, sosiokulttuurisesta sekä yhteiskunnallisen osallistumisen ja valveutumisen näkökulmista. Edelleen tarkasteltiin koulutusohjelmien oppilasmääriä ja toiminnan kehitysehdotuksia. Loput haastattelukysymykset käsittelivät yhteistyötä ja verkostoitumista muiden yhteistyökumppaneiden kanssa. Päättäjien ja virkamiesten haastattelurungot erosivat koulutushenkilöstön haastatteluista niin, että päättäjien kohdalla keskityttiin enemmän organisaation toimintaan valtakunnallisen vaikuttamisen tasolla, kuten lainsäädännön kehittämiseen ja toimenpanoon. Lisäksi haastatteluissa käsiteltiin mm. eri asiantuntijoiden ja kansalaisten hyödyntämistä päätöksenteossa, nykyisen koulutuspolitiikan saavutuksia ja merkittävimpiä ongelmia, joihin tulisi nuorten kohdalla puuttua. Aineiston haastattelurunko on saatavilla vain englanniksi, vaikka kysymykset on haastatteluissa esitetty haastattelukielellä."
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"en": "This dataset includes interviews with educational personnel and policy-makers in the adult education sector in the United Kingdom working with vulnerable young adults. The interviews discuss contents of study programmes provided by the organisation, pedagogical approaches, gender equality, life management, social problems, socioeconomic status, and active participatory citizenship. The dataset is a ten-interview sample of the interviews collected in the United Kingdom for the Europe-wide EduMAP project (Adult Education as a Means to Active Participatory Citizenship). FSD's holdings also include data collected in the nine other EduMAP countries in their respective languages (Finland, Turkey, Spain, Romania, Latvia, Hungary, Greece, Germany and Estonia). The EduMAP project was funded by the European Commission's \"Horizon 2020\" research and innovation programme (ID: 693388). Different interview schemes were used for interviews with educational personnel and educational authorities. In the interviews with educational personnel, the first questions concerned the interviewee's job responsibilities, practices in the organisation, and the types of vulnerable learners with whom the interviewee worked. Teaching practices were discussed as well as special education available at the organisation, the students' economic situation, and the concept of active participatory citizenship. Regarding the organisation's practices, the interviewees were asked about, for instance, the work processes for designing new educational programmes, pedagogical approaches, and learning/teaching methods that they had deemed particularly appropriate for vulnerable learners. Many facets of the organisation's practices were discussed in terms of gender, i.e. how possible gender differences were taken into consideration in teaching. Pedagogical details of the programmes were discussed in more detail with regard to, for instance, learning and teaching methods, contents of lessons, teaching processes, and the students' possibility of giving and receiving feedback. The interviewees were also asked what types of competences educational professionals working with vulnerable learners possess or should possess. Finally, the interviews examined the impact of the programmes from socioeconomic and sociocultural perspectives as well as the perspective of social activity and legal-political awareness. Attendance and graduation rates were also charted as well as suggestions for the improvement of the programmes. The final questions concerned collaboration and networking with other institutions. The interviews with educational authorities and policy-makers focused more on the national influence in educational policy, i.e. developing and implementing policies and legislation regarding vulnerable groups. In addition, these interviews discussed e.g. consulting representatives of vulnerable groups in developing policies, achievements and shortcomings of current educational policies, and the most important issues faced by vulnerable groups that should be taken into consideration in developing policies. Background information includes interview date, id, interviewee sector, gender and region where the organisation is located.",
"fi": "Aineistossa on haastateltu Iso-Britannian aikuiskoulutussektorin koulutushenkilöstöä ja päättäjiä, jotka työskentelevät haavoittuvassa asemassa olevien nuorten aikuisten kanssa. Haastatteluissa käsitellään organisaatioiden nuorille aikuisille suunnattujen koulutusohjelmien tai muun toiminnan sisältöjä, pedagogisia lähestymistapoja, sukupuolten välistä tasa-arvoa ja vaikuttavuutta sekä nuorten koulutuspolkuja, elämänhallintaa, sosiaalisia ongelmia, sosioekonomista asemaa ja aktiivista kansalaisuutta. Haastattelut ovat englanniksi. Aineisto on kymmenen haastattelun otos Iso-Britanniassa kerätyistä haastatteluista, ja se on kerätty osana Euroopan laajuista EduMAP-hankketta (Adult Education as a Means to Active Participatory Citizenship). Tietoarkistosta on saatavilla myös yhdeksässä muussa maassa kerätyt vastaavat osa-aineistot omilla kielillään (Suomi, Turkki, Espanja, Romania, Latvia, Unkari, Kreikka, Saksa ja Viro). Hanke on rahoitettu EU-komission Horisontti 2020 tutkimus- ja innovaatio-ohjelmasta (hankenumero: 693388). Haastattelurunko oli erilainen koulutushenkilöstölle ja viranomaisille. Koulutushenkilökunnalle suunnatuissa haastatteluissa kartoitettiin aluksi haastateltavan työnkuvaa, organisaation toimintatapoja ja sitä, millaisten syrjäytymisvaarassa olevien aikuisten nuorten parissa henkilö työskentelee. Keskustelut käsittelivät työtä ohjaavia perusperiaatteita, organisaatiossa saatavilla olevaa erityisopetusta sekä nuorten taloudellista tilannetta ja aktiivisen kansalaisuuden käsitettä. Organisaation toimintaan liittyen tiedusteltiin mm. koulutusohjelmien suunnitteluprosesseista, tiedon hyödyntämisestä opetuksen suunnittelussa, käytetyistä pedagogisista lähestymistavoista ja kaikista toimivimmiksi osoittautuneista toimintatavoista. Osana haastattelun aiheita kartoitettiin useassa kohtaa sukupuoleen liittyviä kysymyksiä kuten, miten mahdolliset sukupuolten väliset erot otetaan organisaation opetuksessa huomioon. Edemmällä haastatteluja käsiteltiin yksityiskohtaisemmin organisaation aikuiskoulutuksessa käytettäviä pedagogisia lähestymistapoja, kuten oppimis- ja opetusmetodeja, oppituntien sisältöjä, opetusprosessia ja oppilaiden palautteenantomahdollisuutta. Haastateltavalta tiedusteltiin lisäksi, mitä ominaisuuksia syrjäytymisvaarassa olevien nuorten kanssa työskentelevällä koulutusalan ammattilaisella tulisi olla ja mitä koulutustarpeita niihin liittyy. Haastattelun lopussa keskustelut keskittyivät suunnitelmien ja koulutusohjelmien vaikutustenarviointiin ja niitä tarkasteltiin sosioekonomisesta, sosiokulttuurisesta sekä yhteiskunnallisen osallistumisen ja valveutumisen näkökulmista. Edelleen tarkasteltiin koulutusohjelmien oppilasmääriä ja toiminnan kehitysehdotuksia. Loput haastattelukysymykset käsittelivät yhteistyötä ja verkostoitumista muiden yhteistyökumppaneiden kanssa. Päättäjien ja virkamiesten haastattelurungot erosivat koulutushenkilöstön haastatteluista niin, että päättäjien kohdalla keskityttiin enemmän organisaation toimintaan valtakunnallisen vaikuttamisen tasolla, kuten lainsäädännön kehittämiseen ja toimenpanoon. Lisäksi haastatteluissa käsiteltiin mm. eri asiantuntijoiden ja kansalaisten hyödyntämistä päätöksenteossa, nykyisen koulutuspolitiikan saavutuksia ja merkittävimpiä ongelmia, joihin tulisi nuorten kohdalla puuttua. Haastatteluiden taustatietoina ovat haastattelun tapausnumero, ajankohta, vastaajan työskentelysektori, sukupuoli, työnkuva ja organisaation alueellinen sijainti."
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"en": "The data consist of interviews of families whose children had been diagnosed with a developmental disability or some other long-term illness. The interviews charted the support received by the families from health and social services, educational services, third sector, and peers and relatives. The interviews were informal and the interviewees talked about, for instance, parenthood, coping, and everyday life of families with special needs children. The dataset is only available in Finnish.",
"fi": "Erityislapsiperheiden vanhempien tukiverkostot 2014 -aineiston haastattelut käsittelevät neljän perheen saamaa tukea elämän varrella, kun lapsella on havaittu kehitysvamma tai muu pitkäaikainen sairaus. Haastattelussa kartoitetaan saatua tukea terveydenhuollosta, sosiaalihuollosta, opetus- ja sivistyspalveluista, kolmannelta sektorilta sekä läheis- ja vertaistuen piiristä. Haastattelujen alussa vanhemmilta kysytään lapsen sairaudesta tai vammasta, milloin ja miten siitä on saanut tietää ja miten sairaus on vaikuttanut perheen hoito- ja asumisjärjestelyihin sekä työmäärään. Seuraavaksi haastattelussa kartoitetaan eri tahoilta saatua tukea elämän eri vaiheissa. Tukeen liittyen keskustellaan mm., onko tuen piiriin ohjattu, onko tukea saanut tarvittaessa ja onko vanhempi toiminut itse tukena tukea tarvitseville. Lisäksi käydään pohdintaa tuen riittävyydestä ja laadusta, jossa vanhempien jaksaminen tulee paljon esille. Vanhemmilta kysytään vielä lapsen sairauden vaikutuksista esimerkiksi parisuhteeseen ja toiseuden kokemuksiin. Lopuksi haastatteluissa käydään läpi ajatuksia menneisyydestä ja tulevaisuudesta. Haastattelut ovat vapaamuotoisia ja niissä keskustellaan laajasti vanhemmuudesta ja erityislapsiperheen arjen kysymyksistä. Koska haastattelukysymykset annettiin haastateltaville etukäteen ja useaan kysymykseen saatettiin vastata yhtä aikaa, kysymykset esiintyvät aineistossa ajoittain peräkkäin. Aineiston taustatekijöinä ovat haastateltava vanhempi (äiti/isä), vanhemman ikä, ammattiryhmä (ISCO-08), siviilisääty, perheen lapsilukumäärä, lasten iät sekä erityistukea tarvitsevan lapsen sukupuoli, ikä ja paikka syntymäjärjestyksessä."
},
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"description": {
"en": "This dataset includes interviews with educational personnel and policy-makers in the adult education sector in Turkey working with vulnerable young adults. The interviews discuss contents of study programmes provided by the organisation, pedagogical approaches, gender equality, life management, social problems, socioeconomic status, and active participatory citizenship. The dataset is a ten-interview sample of the interviews collected in Turkey for the Europe-wide EduMAP project (Adult Education as a Means to Active Participatory Citizenship). FSD's holdings also include data collected in the nine other EduMAP countries in their respective languages (the United Kingdom, Spain, Hungary, Romania, Latvia, Greece, Germany, Finland and Estonia). The EduMAP project was funded by the European Commission's \"Horizon 2020\" research and innovation programme (ID: 693388). Different interview schemes were used for interviews with educational personnel and educational authorities. In the interviews with educational personnel, the first questions concerned the interviewee's job responsibilities, practices in the organisation, and the types of vulnerable learners with whom the interviewee worked. Teaching practices were discussed as well as special education available at the organisation, the students' economic situation, and the concept of active participatory citizenship. Regarding the organisation's practices, the interviewees were asked about, for instance, the work processes for designing new educational programmes, pedagogical approaches, and learning/teaching methods that they had deemed particularly appropriate for vulnerable learners. Many facets of the organisation's practices were discussed in terms of gender, i.e. how possible gender differences were taken into consideration in teaching. Pedagogical details of the programmes were discussed in more detail with regard to, for instance, learning and teaching methods, contents of lessons, teaching processes, and the students' possibility of giving and receiving feedback. The interviewees were also asked what types of competences educational professionals working with vulnerable learners possess or should possess. Finally, the interviews examined the impact of the programmes from socioeconomic and sociocultural perspectives as well as the perspective of social activity and legal-political awareness. Attendance and graduation rates were also charted as well as suggestions for the improvement of the programmes. The final questions concerned collaboration and networking with other institutions. The interviews with educational authorities and policy-makers focused more on the national influence in educational policy, i.e. developing and implementing policies and legislation regarding vulnerable groups. In addition, these interviews discussed e.g. consulting representatives of vulnerable groups in developing policies, achievements and shortcomings of current educational policies, and the most important issues faced by vulnerable groups that should be taken into consideration in developing policies. Background information includes interview date, and the interviewee's gender and role. The dataset is only available in Turkish. One of the interviews was conducted in Arabic with the help of an interpreter, and the interview was translated into Turkish. Questionnaires and participant information sheets are only available in English. The data were organised into an HTML index at FSD.",
"fi": "Aineistossa on haastateltu Turkin aikuiskoulutussektorin koulutushenkilöstöä ja päättäjiä, jotka työskentelevät haavoittuvassa asemassa olevien nuorten aikuisten kanssa. Haastatteluissa käsitellään organisaatioiden nuorille aikuisille suunnattujen koulutusohjelmien tai muun toiminnan sisältöjä, pedagogisia lähestymistapoja, sukupuolten välistä tasa-arvoa ja vaikuttavuutta sekä nuorten koulutuspolkuja, elämänhallintaa, sosiaalisia ongelmia, sosioekonomista asemaa ja aktiivista kansalaisuutta. Haastattelut ovat turkiksi, ja lisäksi yksi haastattelu käytiin tulkin välityksellä niin, että haastateltava vastasi arabiaksi, ja vastaukset käännettiin turkiksi. Aineisto on kymmenen haastattelun otos Turkissa kerätyistä haastatteluista, ja se on kerätty osana Euroopan laajuista EduMAP-hankketta (Adult Education as a Means to Active Participatory Citizenship). Tietoarkistosta on saatavilla myös yhdeksässä muussa maassa kerätyt vastaavat osa-aineistot omilla kielillään (Suomi, Yhdistynyt Kuningaskunta, Espanja, Romania, Latvia, Unkari, Kreikka, Saksa ja Viro). Hanke on rahoitettu EU-komission Horisontti 2020 tutkimus- ja innovaatio-ohjelmasta (hankenumero: 693388). Haastattelurunko oli erilainen koulutushenkilöstölle ja viranomaisille. Koulutushenkilökunnalle suunnatuissa haastatteluissa kartoitettiin aluksi haastateltavan työnkuvaa, organisaation toimintatapoja ja sitä, millaisten syrjäytymisvaarassa olevien aikuisten nuorten parissa henkilö työskentelee. Keskustelut käsittelivät työtä ohjaavia perusperiaatteita, organisaatiossa saatavilla olevaa erityisopetusta sekä nuorten taloudellista tilannetta ja aktiivisen kansalaisuuden käsitettä. Organisaation toimintaan liittyen tiedusteltiin mm. koulutusohjelmien suunnitteluprosesseista, tiedon hyödyntämisestä opetuksen suunnittelussa, käytetyistä pedagogisista lähestymistavoista ja kaikista toimivimmiksi osoittautuneista toimintatavoista. Osana haastattelun aiheita kartoitettiin useassa kohtaa sukupuoleen liittyviä kysymyksiä kuten, miten mahdolliset sukupuolten väliset erot otetaan organisaation opetuksessa huomioon. Edemmällä haastatteluja käsiteltiin yksityiskohtaisemmin organisaation aikuiskoulutuksessa käytettäviä pedagogisia lähestymistapoja, kuten oppimis- ja opetusmetodeja, oppituntien sisältöjä, opetusprosessia ja oppilaiden palautteenantomahdollisuutta. Haastateltavalta tiedusteltiin lisäksi, mitä ominaisuuksia syrjäytymisvaarassa olevien nuorten kanssa työskentelevällä koulutusalan ammattilaisella tulisi olla ja mitä koulutustarpeita niihin liittyy. Haastattelun lopussa keskustelut keskittyivät suunnitelmien ja koulutusohjelmien vaikutustenarviointiin ja niitä tarkasteltiin sosioekonomisesta, sosiokulttuurisesta sekä yhteiskunnallisen osallistumisen ja valveutumisen näkökulmista. Edelleen tarkasteltiin koulutusohjelmien oppilasmääriä ja toiminnan kehitysehdotuksia. Loput haastattelukysymykset käsittelivät yhteistyötä ja verkostoitumista muiden yhteistyökumppaneiden kanssa. Päättäjien ja virkamiesten haastattelurungot erosivat koulutushenkilöstön haastatteluista niin, että päättäjien kohdalla keskityttiin enemmän organisaation toimintaan valtakunnallisen vaikuttamisen tasolla, kuten lainsäädännön kehittämiseen ja toimenpanoon. Lisäksi haastatteluissa käsiteltiin mm. eri asiantuntijoiden ja kansalaisten hyödyntämistä päätöksenteossa, nykyisen koulutuspolitiikan saavutuksia ja merkittävimpiä ongelmia, joihin tulisi nuorten kohdalla puuttua. Aineiston haastattelurunko on saatavilla vain englanniksi, vaikka kysymykset on haastatteluissa esitetty haastattelukielellä. Aineiston taustatietoja ovat haastattelun ajankohta sekä haastateltavan sukupuoli ja rooli. Aineistosta on tehty html-versio, jonka hakemiston avulla haastatteluja on helppo selata."
},
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],
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"issued": "2019-04-26",
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"fi": "Aineistossa on haastateltu Unkarin aikuiskoulutussektorin koulutushenkilöstöä, jotka työskentelevät haavoittuvassa asemassa olevien nuorten aikuisten kanssa. Haastatteluissa käsitellään organisaatioiden nuorille aikuisille suunnattujen koulutusohjelmien tai muun toiminnan sisältöjä, pedagogisia lähestymistapoja, sukupuolten välistä tasa-arvoa ja vaikuttavuutta sekä nuorten koulutuspolkuja, elämänhallintaa, sosiaalisia ongelmia, sosioekonomista asemaa ja aktiivista kansalaisuutta. Haastattelut ovat unkariksi. Aineisto on kymmenen haastattelun otos Unkarissa kerätyistä haastatteluista, ja se on kerätty osana Euroopan laajuista EduMAP-hankketta (Adult Education as a Means to Active Participatory Citizenship). Tietoarkistosta on saatavilla myös yhdeksässä muussa maassa kerätyt vastaavat osa-aineistot omilla kielillään (Suomi, Turkki, Espanja, Romania, Latvia, Iso-Britannia, Kreikka, Saksa ja Viro). Hanke on rahoitettu EU-komission Horisontti 2020 tutkimus- ja innovaatio-ohjelmasta (hankenumero: 693388). Koulutushenkilökunnalle suunnatuissa haastatteluissa kartoitettiin aluksi haastateltavan työnkuvaa, organisaation toimintatapoja ja sitä, millaisten syrjäytymisvaarassa olevien aikuisten nuorten parissa henkilö työskentelee. Keskustelut käsittelivät työtä ohjaavia perusperiaatteita, organisaatiossa saatavilla olevaa erityisopetusta sekä nuorten taloudellista tilannetta ja aktiivisen kansalaisuuden käsitettä. Organisaation toimintaan liittyen tiedusteltiin mm. koulutusohjelmien suunnitteluprosesseista, tiedon hyödyntämisestä opetuksen suunnittelussa, käytetyistä pedagogisista lähestymistavoista ja kaikista toimivimmiksi osoittautuneista toimintatavoista. Osana haastattelun aiheita kartoitettiin useassa kohtaa sukupuoleen liittyviä kysymyksiä kuten, miten mahdolliset sukupuolten väliset erot otetaan organisaation opetuksessa huomioon. Edemmällä haastatteluja käsiteltiin yksityiskohtaisemmin organisaation aikuiskoulutuksessa käytettäviä pedagogisia lähestymistapoja, kuten oppimis- ja opetusmetodeja, oppituntien sisältöjä, opetusprosessia ja oppilaiden palautteenantomahdollisuutta. Haastateltavalta tiedusteltiin lisäksi, mitä ominaisuuksia syrjäytymisvaarassa olevien nuorten kanssa työskentelevällä koulutusalan ammattilaisella tulisi olla ja mitä koulutustarpeita niihin liittyy. Haastattelun lopussa keskustelut keskittyivät suunnitelmien ja koulutusohjelmien vaikutustenarviointiin ja niitä tarkasteltiin sosioekonomisesta, sosiokulttuurisesta sekä yhteiskunnallisen osallistumisen ja valveutumisen näkökulmista. Edelleen tarkasteltiin koulutusohjelmien oppilasmääriä ja toiminnan kehitysehdotuksia. Loput haastattelukysymykset käsittelivät yhteistyötä ja verkostoitumista muiden yhteistyökumppaneiden kanssa. Haastatteluiden taustatietoina ovat haastattelun tapausnumero, vastaajan työskentelysektori, ja työnkuva. Aineiston haastattelurunko on saatavilla vain englanniksi, vaikka kysymykset on haastatteluissa esitetty haastattelukielellä. Aineistosta on tehty html-versio, jonka hakemiston avulla haastatteluja on helppo selata."
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"fi": "Aineistossa on haastateltu Saksan aikuiskoulutussektorin koulutushenkilöstöä ja päättäjiä, jotka työskentelevät haavoittuvassa asemassa olevien nuorten aikuisten kanssa. Haastatteluissa käsitellään organisaatioiden nuorille aikuisille suunnattujen koulutusohjelmien tai muun toiminnan sisältöjä, pedagogisia lähestymistapoja, sukupuolten välistä tasa-arvoa ja vaikuttavuutta sekä nuorten koulutuspolkuja, elämänhallintaa, sosiaalisia ongelmia, sosioekonomista asemaa ja aktiivista kansalaisuutta. Aineisto on kymmenen haastattelun otos Saksassa kerätyistä haastatteluista, ja se on kerätty osana Euroopan laajuista EduMAP-hankketta (Adult Education as a Means to Active Participatory Citizenship). Tietoarkistosta on saatavilla myös yhdeksässä muussa maassa kerätyt vastaavat osa-aineistot omilla kielillään (Yhdistynyt kuningaskunta, Turkki, Espanja, Romania, Latvia, Unkari, Kreikka, Suomi ja Viro). Hanke on rahoitettu EU-komission Horisontti 2020 tutkimus- ja innovaatio-ohjelmasta (hankenumero: 693388). Haastattelurunko oli erilainen koulutushenkilöstölle ja viranomaisille. Koulutushenkilökunnalle suunnatuissa haastatteluissa kartoitettiin aluksi haastateltavan työnkuvaa, organisaation toimintatapoja ja sitä, millaisten syrjäytymisvaarassa olevien aikuisten nuorten parissa henkilö työskentelee. Keskustelut käsittelivät työtä ohjaavia perusperiaatteita, organisaatiossa saatavilla olevaa erityisopetusta sekä nuorten taloudellista tilannetta ja aktiivisen kansalaisuuden käsitettä. Organisaation toimintaan liittyen tiedusteltiin mm. koulutusohjelmien suunnitteluprosesseista, tiedon hyödyntämisestä opetuksen suunnittelussa, käytetyistä pedagogisista lähestymistavoista ja kaikista toimivimmiksi osoittautuneista toimintatavoista. Osana haastattelun aiheita kartoitettiin useassa kohtaa sukupuoleen liittyviä kysymyksiä kuten, miten mahdolliset sukupuolten väliset erot otetaan organisaation opetuksessa huomioon. Edemmällä haastatteluja käsiteltiin yksityiskohtaisemmin organisaation aikuiskoulutuksessa käytettäviä pedagogisia lähestymistapoja, kuten oppimis- ja opetusmetodeja, oppituntien sisältöjä, opetusprosessia ja oppilaiden palautteenantomahdollisuutta. Haastateltavalta tiedusteltiin lisäksi, mitä ominaisuuksia syrjäytymisvaarassa olevien nuorten kanssa työskentelevällä koulutusalan ammattilaisella tulisi olla ja mitä koulutustarpeita niihin liittyy. Haastattelun lopussa keskustelut keskittyivät suunnitelmien ja koulutusohjelmien vaikutustenarviointiin ja niitä tarkasteltiin sosioekonomisesta, sosiokulttuurisesta sekä yhteiskunnallisen osallistumisen ja valveutumisen näkökulmista. Edelleen tarkasteltiin koulutusohjelmien oppilasmääriä ja toiminnan kehitysehdotuksia. Loput haastattelukysymykset käsittelivät yhteistyötä ja verkostoitumista muiden yhteistyökumppaneiden kanssa. Päättäjien ja virkamiesten haastattelurungot erosivat koulutushenkilöstön haastatteluista niin, että päättäjien kohdalla keskityttiin enemmän organisaation toimintaan valtakunnallisen vaikuttamisen tasolla, kuten lainsäädännön kehittämiseen ja toimenpanoon. Lisäksi haastatteluissa käsiteltiin mm. eri asiantuntijoiden ja kansalaisten hyödyntämistä päätöksenteossa, nykyisen koulutuspolitiikan saavutuksia ja merkittävimpiä ongelmia, joihin tulisi nuorten kohdalla puuttua. Haastatteluiden taustatietoina ovat haastattelun ajankohta, numero, haastateltavan sukupuoli ja ammatti. Aineisto on saksankielinen. Yksi haastatteluista on käännetty myös englanniksi. Aineiston haastattelurunko on saatavilla vain englanniksi, vaikka kysymykset on haastatteluissa esitetty haastattelukielellä. Aineistosta on tehty html-versio, jonka hakemiston avulla haastatteluja on helppo selata."
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"fi": "Aineistossa on haastateltu Espanjan aikuiskoulutussektorin koulutushenkilöstöä ja päättäjiä, jotka työskentelevät haavoittuvassa asemassa olevien nuorten aikuisten kanssa. Haastatteluissa käsitellään organisaatioiden nuorille aikuisille suunnattujen koulutusohjelmien tai muun toiminnan sisältöjä, pedagogisia lähestymistapoja, sukupuolten välistä tasa-arvoa ja vaikuttavuutta sekä nuorten koulutuspolkuja, elämänhallintaa, sosiaalisia ongelmia, sosioekonomista asemaa ja aktiivista kansalaisuutta. Haastattelut ovat espanjaksi. Aineisto on kymmenen haastattelun otos Espanjassa kerätyistä haastatteluista, ja se on kerätty osana Euroopan laajuista EduMAP-hankketta (Adult Education as a Means to Active Participatory Citizenship). Tietoarkistosta on saatavilla myös yhdeksässä muussa maassa kerätyt vastaavat osa-aineistot omilla kielillään (Suomi, Turkki, Yhdistynyt Kuningaskunta, Romania, Latvia, Unkari, Kreikka, Saksa ja Viro). Hanke on rahoitettu EU-komission Horisontti 2020 tutkimus- ja innovaatio-ohjelmasta (hankenumero: 693388). Haastattelurunko oli erilainen koulutushenkilöstölle ja viranomaisille. Koulutushenkilökunnalle suunnatuissa haastatteluissa kartoitettiin aluksi haastateltavan työnkuvaa, organisaation toimintatapoja ja sitä, millaisten syrjäytymisvaarassa olevien aikuisten nuorten parissa henkilö työskentelee. Keskustelut käsittelivät työtä ohjaavia perusperiaatteita, organisaatiossa saatavilla olevaa erityisopetusta sekä nuorten taloudellista tilannetta ja aktiivisen kansalaisuuden käsitettä. Organisaation toimintaan liittyen tiedusteltiin mm. koulutusohjelmien suunnitteluprosesseista, tiedon hyödyntämisestä opetuksen suunnittelussa, käytetyistä pedagogisista lähestymistavoista ja kaikista toimivimmiksi osoittautuneista toimintatavoista. Osana haastattelun aiheita kartoitettiin useassa kohtaa sukupuoleen liittyviä kysymyksiä kuten, miten mahdolliset sukupuolten väliset erot otetaan organisaation opetuksessa huomioon. Edemmällä haastatteluja käsiteltiin yksityiskohtaisemmin organisaation aikuiskoulutuksessa käytettäviä pedagogisia lähestymistapoja, kuten oppimis- ja opetusmetodeja, oppituntien sisältöjä, opetusprosessia ja oppilaiden palautteenantomahdollisuutta. Haastateltavalta tiedusteltiin lisäksi, mitä ominaisuuksia syrjäytymisvaarassa olevien nuorten kanssa työskentelevällä koulutusalan ammattilaisella tulisi olla ja mitä koulutustarpeita niihin liittyy. Haastattelun lopussa keskustelut keskittyivät suunnitelmien ja koulutusohjelmien vaikutustenarviointiin ja niitä tarkasteltiin sosioekonomisesta, sosiokulttuurisesta sekä yhteiskunnallisen osallistumisen ja valveutumisen näkökulmista. Edelleen tarkasteltiin koulutusohjelmien oppilasmääriä ja toiminnan kehitysehdotuksia. Loput haastattelukysymykset käsittelivät yhteistyötä ja verkostoitumista muiden yhteistyökumppaneiden kanssa. Päättäjien ja virkamiesten haastattelurungot erosivat koulutushenkilöstön haastatteluista niin, että päättäjien kohdalla keskityttiin enemmän organisaation toimintaan valtakunnallisen vaikuttamisen tasolla, kuten lainsäädännön kehittämiseen ja toimenpanoon. Lisäksi haastatteluissa käsiteltiin mm. eri asiantuntijoiden ja kansalaisten hyödyntämistä päätöksenteossa, nykyisen koulutuspolitiikan saavutuksia ja merkittävimpiä ongelmia, joihin tulisi nuorten kohdalla puuttua. Aineiston haastattelurunko on saatavilla vain englanniksi, vaikka kysymykset on haastatteluissa esitetty haastattelukielellä. Taustatietoja haastatteluissa ovat haastattelun ajankohta, haastateltavan sukupuoli, työskentelysektori ja työnkuva. Aineistosta on tehty html-versio, jonka hakemiston avulla haastatteluja on helppo selata."
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"en": "The dataset consists of texts written by parents aged under 40 on their experiences of parenthood. The study aimed to collect data on how parents experience and discuss their parenthood as well as what kinds of feelings parents have towards their children and other family members. In the writing guidelines, the participants were invited to write about their relationship with their children and other adults in the family and the feelings they experienced relating to parenthood. Additionally, the writers were asked to discuss how their perception of family life had changed after having children and what family meant to them. Background information included the participant's gender and age. The data were organised into an easy to use HTML version at FSD. The dataset is only available in Finnish.",
"fi": "Aineisto koostuu alle 40-vuotiaiden vanhempien kirjoituksista liittyen omaan vanhemmuuteensa. Keruussa pyrittiin kokoamaan aineistoa siitä, miten vanhemmat kertovat ja kokevat vanhemmuuden, millaisia tunteita ja kokemuksia heillä on suhteessa lapseen ja muihin perheenjäseniin. Lasten määrällä ei ollut väliä, eikä sillä, ovatko lapset vastaajan biologisia lapsia. Keruukutsussa vastaajille annettiin kirjoittamisen avuksi muutamia apukysymyksiä. Niissä pyydettiin pohtimaan mm. omaa suhdetta huollettaviin lapsiin, suhdetta muihin perheessä oleviin aikuisiin sekä vanhemmuuteen liittyviä tuntemuksia. Lisäksi vastaajalle tarjottiin mahdollisuutta pohtia esimerkiksi sitä, miten omat mielikuvat lapsiperhe-elämästä ovat muuttuneet lapsen saannin jälkeen, sekä sitä, mitä perhe vastaajalle ylipäänsä merkitsee. Taustatietona kysyttiin sukupuolta ja ikää. Arkistoinnin yhteydessä taustatiedoista tuotettiin erillinen html-hakemisto, jonka avulla aineistoa on helppo selata."
},
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}
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"fi": "Tietoarkisto",
"sv": "Tietoarkisto",
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},
"url": "http://uri.suomi.fi/codelist/fairdata/organization/code/10122-6130",
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"parent": {
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"fi": "Tampereen yliopisto",
"sv": "Tammerfors universitet",
"und": "Tampereen yliopisto"
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"description": {
"en": "The survey charted the implementation of regional, physical, economical, and pedagogical accessibility solutions in educational institutions that provide basic education in the arts in Finland. Questions surveyed, among other topics, the institution's strategies to increase accessibility, in-service training for teachers and the teacher recruitment process, courses and modules provided by the institution, the student selection process, cooperation across administrative and organisational boundaries, and possible obstacles preventing the increase of accessibility. The survey was conducted as part of the ArtsEqual project funded by the Academy of Finland (ID: 314223/2017). First, the respondents were asked whether an equality and non-discrimination plan had been drawn up for the institution and whether an accessibility assessment had been carried out. Questions also focused on whether the institution's teachers had been offered in-service training and whether prospective teachers' previous work experience with different minority groups had been considered during the teacher recruitment process. Regional accessibility was surveyed by asking the respondents whether the educational institution had units in several locations and whether the institution cooperated with other educational institutions. Physical accessibility of the institution was examined with questions on, for example, whether various facilities (e.g. doorways, staff facilities) had been altered to be more accessible. Additionally, questions charted whether attention had been paid to the usability of pedagogical tools. Next, the respondents were asked whether courses and modules offered by the institution were available to groups other than children and young people, and in which languages education was offered. The process of applying to the institution and the student selection process were surveyed. The ways in which the institution had increased financial accessibility (e.g. free student places, scholarships, reduced costs) were also examined. Regarding pedagogical accessibility, the respondents were first asked how teaching strategies and learning materials had been adapted to be more accessible (e.g. by providing materials in plain language). Questions also surveyed the personal study plans of students and the institution's capacity to provide education for special needs groups. Additionally, the respondents were asked whether the institution strived to enhance the accessibility of its communication and whether various methods had been used to increase students' participation. Cooperation across administrative and organisational boundaries was charted by asking the respondents about the institution's cooperation partners. Finally, the respondents were asked to evaluate whether various issues (e.g. lack of financial resources) could obstruct the improvement of accessibility in the institution, as well as whether they thought that the ArtsEqual project had affected the promotion of accessibility in the institution. Background variables included the location of the educational institution, type of the institution, field of study (within arts education), syllabus (general or extended), and number of students.",
"fi": "Tutkimuksessa selvitettiin opetuksen alueellista, fyysistä, taloudellista ja pedagogista saavutettavuutta taiteen perusopetusta antavissa oppilaitoksissa. Kyselyssä kartoitettiin myös suunnitelmia saavutettavuuden lisäämiseksi, opettajien täydennyskoulutusta ja rekrytointia, opetustarjontaa ja oppilaitokseen pääsemistä, hallinto- ja organisaatiorajat ylittävää yhteistyötä sekä mahdollisia haasteita saavutettavuuden lisäämisessä. Tutkimus on osa Suomen Akatemian rahoittamaa ArtsEqual-hanketta (hankenumero 314223/2017). Aluksi kysyttiin, onko oppilaitoksessa tehty tasa-arvo- ja yhdenvertaisuussuunnitelmaa tai arvioitu esteettömyyden ja saavutettavuuden toteutumista. Vastaajilta tiedusteltiin, onko opettajille tarjottu täydennyskoulutusta ja onko rekrytoinneissa otettu huomioon esimerkiksi kokemus vähemmistöryhmien kanssa toimimisesta. Opetuksen alueellista saavutettavuutta kartoitettiin kysymällä, onko saavutettavuutta lisätty esimerkiksi perustamalla uusia opetuspisteitä tai tekemällä yhteistyötä muiden oppilaitosten kanssa. Kysyttiin myös, onko opetuksen fyysistä saavutettavuutta lisätty ja mitä toimenpiteet ovat koskeneet (kulkureittejä, kalusteita, esiintymistiloja, jne.). Lisäksi selvitettiin, miten pedagogisten välineiden käytettävyyteen on kiinnitetty huomiota. Opetustarjontaa kartoitettiin kysymällä, järjestetäänkö opetusta lasten ja nuorten lisäksi muille ryhmille ja mitkä ovat oppilaitoksen opetuskieliä. Selvitettiin myös, onko kaikille halukkaille oppilaspaikka tarjolla ja jos ei, niin miten oppilaaksi valinta tapahtuu. Seuraavaksi kysyttiin, miten oppilaitos on edistänyt opetuksen taloudellista saavutettavuutta (maksuton toiminta, stipendit, alennukset, jne.). Pedagogista saavutettavuutta selvitettiin kysymällä opetuksen ja oppimateriaalien mukauttamisesta, oppilaiden henkilökohtaisista opetussuunnitelmista ja valmiuksista opettaa erityisryhmiä. Vastaajilta kysyttiin myös viestinnän saavutettavuudesta ja toimista oppilaiden osallisuuden lisäämiseksi. Hallinto- ja organisaatiorajat ylittävää yhteistyötä kartoitettiin kysymällä yhteistyökumppaneista. Lopuksi vastaajaa pyydettiin arvioimaan mahdollisia esteitä opetuksen saavutettavuuden lisäämisessä ja sitä, onko ArtsEqual-hanke vaikuttanut saavutettavuuden edistämiseen oppilaitoksessa. Taustamuuttujina ovat oppilaitoksen sijainti, oppilaitoksen tyyppi, tieteenala, oppimäärät ja oppilaiden määrä."
},
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],
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"issued": "2022-02-14",
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"education of students with special educational needs and disabilities",
"disabled facilities",
"equal education",
"equal opportunity",
"cooperation",
"arts",
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"Educational policy",
"Equality, inequality and social exclusion"
],
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],
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"en": "This dataset includes interviews with educational personnel and policy-makers in the adult education sector in Estonia working with vulnerable young adults. The interviews discuss contents of study programmes provided by the organisation, pedagogical approaches, gender equality, life management, social problems, socioeconomic status, and active participatory citizenship. The dataset is a six-interview sample of the interviews collected in Estonia for the Europe-wide EduMAP project (Adult Education as a Means to Active Participatory Citizenship). FSD's holdings also include data collected in the nine other EduMAP countries in their respective languages (the United Kingdom, Turkey, Spain, Romania, Latvia, Hungary, Greece, Finland and Germany). The EduMAP project was funded by the European Commission's \"Horizon 2020\" research and innovation programme (ID: 693388). Different interview schemes were used for interviews with educational personnel and educational authorities. In the interviews with educational personnel, the first questions concerned the interviewee's job responsibilities, practices in the organisation, and the types of vulnerable learners with whom the interviewee worked. Teaching practices were discussed as well as special education available at the organisation, the students' economic situation, and the concept of active participatory citizenship. Regarding the organisation's practices, the interviewees were asked about, for instance, the work processes for designing new educational programmes, pedagogical approaches, and learning/teaching methods that they had deemed particularly appropriate for vulnerable learners. Many facets of the organisation's practices were discussed in terms of gender, i.e. how possible gender differences were taken into consideration in teaching. Pedagogical details of the programmes were discussed in more detail with regard to, for instance, learning and teaching methods, contents of lessons, teaching processes, and the students' possibility of giving and receiving feedback. The interviewees were also asked what types of competences educational professionals working with vulnerable learners possess or should possess. Finally, the interviews examined the impact of the programmes from socioeconomic and sociocultural perspectives as well as the perspective of social activity and legal-political awareness. Attendance and graduation rates were also charted as well as suggestions for the improvement of the programmes. The final questions concerned collaboration and networking with other institutions. The interviews with educational authorities and policy-makers focused more on the national influence in educational policy, i.e. developing and implementing policies and legislation regarding vulnerable groups. In addition, these interviews discussed e.g. consulting representatives of vulnerable groups in developing policies, achievements and shortcomings of current educational policies, and the most important issues faced by vulnerable groups that should be taken into consideration in developing policies. Background information includes interview id and the interviewee's employment field. One of the interviews is a group interview. The dataset is only available in Estonian. Questionnaires and participant information sheets are only available in English. The data were organised into an HTML index at FSD.",
"fi": "Aineistossa on haastateltu Viron aikuiskoulutussektorin koulutushenkilöstöä ja päättäjiä, jotka työskentelevät haavoittuvassa asemassa olevien nuorten aikuisten kanssa. Haastatteluissa käsitellään organisaatioiden nuorille aikuisille suunnattujen koulutusohjelmien tai muun toiminnan sisältöjä, pedagogisia lähestymistapoja, sukupuolten välistä tasa-arvoa ja vaikuttavuutta sekä nuorten koulutuspolkuja, elämänhallintaa, sosiaalisia ongelmia, sosioekonomista asemaa ja aktiivista kansalaisuutta. Haastattelut ovat viroksi. Aineisto on kuuden haastattelun otos Virossa kerätyistä haastatteluista, ja se on kerätty osana Euroopan laajuista EduMAP-hankketta (Adult Education as a Means to Active Participatory Citizenship). Tietoarkistosta on saatavilla myös yhdeksässä muussa maassa kerätyt vastaavat osa-aineistot omilla kielillään (Suomi, Turkki, Espanja, Romania, Latvia, Unkari, Kreikka, Saksa ja Yhdistynyt Kuningaskunta). Hanke on rahoitettu EU-komission Horisontti 2020 tutkimus- ja innovaatio-ohjelmasta (hankenumero: 693388). Haastattelurunko oli erilainen koulutushenkilöstölle ja viranomaisille. Koulutushenkilökunnalle suunnatuissa haastatteluissa kartoitettiin aluksi haastateltavan työnkuvaa, organisaation toimintatapoja ja sitä, millaisten syrjäytymisvaarassa olevien aikuisten nuorten parissa henkilö työskentelee. Keskustelut käsittelivät työtä ohjaavia perusperiaatteita, organisaatiossa saatavilla olevaa erityisopetusta sekä nuorten taloudellista tilannetta ja aktiivisen kansalaisuuden käsitettä. Organisaation toimintaan liittyen tiedusteltiin mm. koulutusohjelmien suunnitteluprosesseista, tiedon hyödyntämisestä opetuksen suunnittelussa, käytetyistä pedagogisista lähestymistavoista ja kaikista toimivimmiksi osoittautuneista toimintatavoista. Osana haastattelun aiheita kartoitettiin useassa kohtaa sukupuoleen liittyviä kysymyksiä kuten, miten mahdolliset sukupuolten väliset erot otetaan organisaation opetuksessa huomioon. Edemmällä haastatteluja käsiteltiin yksityiskohtaisemmin organisaation aikuiskoulutuksessa käytettäviä pedagogisia lähestymistapoja, kuten oppimis- ja opetusmetodeja, oppituntien sisältöjä, opetusprosessia ja oppilaiden palautteenantomahdollisuutta. Haastateltavalta tiedusteltiin lisäksi, mitä ominaisuuksia syrjäytymisvaarassa olevien nuorten kanssa työskentelevällä koulutusalan ammattilaisella tulisi olla ja mitä koulutustarpeita niihin liittyy. Haastattelun lopussa keskustelut keskittyivät suunnitelmien ja koulutusohjelmien vaikutustenarviointiin ja niitä tarkasteltiin sosioekonomisesta, sosiokulttuurisesta sekä yhteiskunnallisen osallistumisen ja valveutumisen näkökulmista. Edelleen tarkasteltiin koulutusohjelmien oppilasmääriä ja toiminnan kehitysehdotuksia. Loput haastattelukysymykset käsittelivät yhteistyötä ja verkostoitumista muiden yhteistyökumppaneiden kanssa. Päättäjien ja virkamiesten haastattelurungot erosivat koulutushenkilöstön haastatteluista niin, että päättäjien kohdalla keskityttiin enemmän organisaation toimintaan valtakunnallisen vaikuttamisen tasolla, kuten lainsäädännön kehittämiseen ja toimenpanoon. Lisäksi haastatteluissa käsiteltiin mm. eri asiantuntijoiden ja kansalaisten hyödyntämistä päätöksenteossa, nykyisen koulutuspolitiikan saavutuksia ja merkittävimpiä ongelmia, joihin tulisi nuorten kohdalla puuttua. Haastatteluiden taustatietoina ovat haastattelun tapausnumero ja vastaajan työskentelysektori. Yksi haastatteluista on ryhmähaastattelu. Haastattelurunko ja esite tutkittavalle ovat saatavilla vain englanniksi, vaikka haastattelukysymykset on haastatteluissa esitetty haastattelukielellä."
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"en": "This dataset includes interviews with educational personnel and policy-makers in the adult education sector in Finland working with vulnerable young adults. The interviews discuss contents of study programmes provided by the organisation, pedagogical approaches, gender equality, life management, social problems, socioeconomic status, and active participatory citizenship. The dataset is a ten-interview sample of the interviews collected in Finland for the Europe-wide EduMAP project (Adult Education as a Means to Active Participatory Citizenship). FSD's holdings also include data collected in the nine other EduMAP countries in their respective languages (the United Kingdom, Turkey, Spain, Romania, Latvia, Hungary, Greece, Germany and Estonia). Different interview schemes were used for interviews with educational personnel and educational authorities. In the interviews with educational personnel, the first questions concerned the interviewee's job responsibilities, practices in the organisation, and the types of vulnerable learners with whom the interviewee worked. Teaching practices were discussed as well as special education available at the organisation, the students' economic situation, and the concept of active participatory citizenship. Regarding the organisation's practices, the interviewees were asked about, for instance, the work processes for designing new educational programmes, pedagogical approaches, and learning/teaching methods that they had deemed particularly appropriate for vulnerable learners. Many facets of the organisation's practices were discussed in terms of gender, i.e. how possible gender differences were taken into consideration in teaching. Pedagogical details of the programmes were discussed in more detail with regard to, for instance, learning and teaching methods, contents of lessons, teaching processes, and the students' possibility of giving and receiving feedback. The interviewees were also asked what types of competences educational professionals working with vulnerable learners possess or should possess. Finally, the interviews examined the impact of the programmes from socioeconomic and sociocultural perspectives as well as the perspective of social activity and legal-political awareness. Attendance and graduation rates were also charted as well as suggestions for the improvement of the programmes. The final questions concerned collaboration and networking with other institutions. The interviews with educational authorities and policy-makers focused more on the national influence in educational policy, i.e. developing and implementing policies and legislation regarding vulnerable groups. In addition, these interviews discussed e.g. consulting representatives of vulnerable groups in developing policies, achievements and shortcomings of current educational policies, and the most important issues faced by vulnerable groups that should be taken into consideration in developing policies. Background information includes interview date, id, interviewee gender and occupation. The dataset is only available in Finnish.",
"fi": "Aineistossa on haastateltu Suomen aikuiskoulutussektorin koulutushenkilöstöä ja päättäjiä, jotka työskentelevät haavoittuvassa asemassa olevien nuorten aikuisten kanssa. Haastatteluissa käsitellään organisaatioiden nuorille aikuisille suunnattujen koulutusohjelmien tai muun toiminnan sisältöjä, pedagogisia lähestymistapoja, sukupuolten välistä tasa-arvoa ja vaikuttavuutta sekä nuorten koulutuspolkuja, elämänhallintaa, sosiaalisia ongelmia, sosioekonomista asemaa ja aktiivista kansalaisuutta. Aineisto on kymmenen haastattelun otos Suomessa kerätyistä haastatteluista, ja se on kerätty osana Euroopan laajuista EduMAP-hankketta (Adult Education as a Means to Active Participatory Citizenship). Tietoarkistosta on saatavilla myös yhdeksässä muussa maassa kerätyt vastaavat osa-aineistot omilla kielillään (Yhdistynyt kuningaskunta, Turkki, Espanja, Romania, Latvia, Unkari, Kreikka, Saksa ja Viro). Haastattelurunko oli erilainen koulutushenkilöstölle ja viranomaisille. Koulutushenkilökunnalle suunnatuissa haastatteluissa kartoitettiin aluksi haastateltavan työnkuvaa, organisaation toimintatapoja ja sitä, millaisten syrjäytymisvaarassa olevien aikuisten nuorten parissa henkilö työskentelee. Keskustelut käsittelivät työtä ohjaavia perusperiaatteita, organisaatiossa saatavilla olevaa erityisopetusta sekä nuorten taloudellista tilannetta ja aktiivisen kansalaisuuden käsitettä. Organisaation toimintaan liittyen tiedusteltiin mm. koulutusohjelmien suunnitteluprosesseista, tiedon hyödyntämisestä opetuksen suunnittelussa, käytetyistä pedagogisista lähestymistavoista ja kaikista toimivimmiksi osoittautuneista toimintatavoista. Osana haastattelun aiheita kartoitettiin useassa kohtaa sukupuoleen liittyviä kysymyksiä kuten, miten mahdolliset sukupuolten väliset erot otetaan organisaation opetuksessa huomioon. Edemmällä haastatteluja käsiteltiin yksityiskohtaisemmin organisaation aikuiskoulutuksessa käytettäviä pedagogisia lähestymistapoja, kuten oppimis- ja opetusmetodeja, oppituntien sisältöjä, opetusprosessia ja oppilaiden palautteenantomahdollisuutta. Haastateltavalta tiedusteltiin lisäksi, mitä ominaisuuksia syrjäytymisvaarassa olevien nuorten kanssa työskentelevällä koulutusalan ammattilaisella tulisi olla ja mitä koulutustarpeita niihin liittyy. Haastattelun lopussa keskustelut keskittyivät suunnitelmien ja koulutusohjelmien vaikutustenarviointiin ja niitä tarkasteltiin sosioekonomisesta, sosiokulttuurisesta sekä yhteiskunnallisen osallistumisen ja valveutumisen näkökulmista. Edelleen tarkasteltiin koulutusohjelmien oppilasmääriä ja toiminnan kehitysehdotuksia. Loput haastattelukysymykset käsittelivät yhteistyötä ja verkostoitumista muiden yhteistyökumppaneiden kanssa. Päättäjien ja virkamiesten haastattelurungot erosivat koulutushenkilöstön haastatteluista niin, että päättäjien kohdalla keskityttiin enemmän organisaation toimintaan valtakunnallisen vaikuttamisen tasolla, kuten lainsäädännön kehittämiseen ja toimenpanoon. Lisäksi haastatteluissa käsiteltiin mm. eri asiantuntijoiden ja kansalaisten hyödyntämistä päätöksenteossa, nykyisen koulutuspolitiikan saavutuksia ja merkittävimpiä ongelmia, joihin tulisi nuorten kohdalla puuttua. Haastatteluiden taustatietoina ovat haastattelun ajankohta, numero, haastateltavan sukupuoli ja ammatti."
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"en": "Contains measurement data of air temperature for the manuscript \"Real-time measurements of micro-climatic temperature and relative humidity in the Finnish cities of Tampere, Helsinki and Rovaniemi\" by Kühn et al. (in preparation) of 12 measurement stations in Rovaniemi.\n\nTechnical Info:\n\nNB: update on 1.7.2026, file Rovaniemi\\_202606.dat added.\n\nThe measurements were conducted at a height of 3 m in the locations listed in Rovaniemi\\_Table1.txt during 3.6.2025-30.6.2026.\n\nEach measurement station consisted of three parts: a temperature and humidity sensor, a solar radiation shield, and an Internet of Things (IoT) device, which collected the measurement data and communicated them to a server via Long Range Wide Area Network (LoRaWAN). Temperature and relative humidity (RH) were measured by one integrated sensor, the Digital Matter I2C Temperature and Humidity Sensor [https://www.digitalmatter.com/wp-content/uploads/2020/09/I2C-Temperature-and-Humidity-Sensor-Datasheet.pdf] Within the sensor, the temperature and RH were measured using the Silicon Labs Si7021-A20 I2C Humidity and Temperature Sensor chip. The chip is factory calibrated and has maximum operating ranges of 0% to 100% RH and -40°C to +125°C temperature. The measurement accuracy for temperature is maximum ±0.4°C if the ambient temperature is between -10°C and 85°C. The measurement accuracy of the chip is maximum ±3% RH if the ambient RH is between 0% and 80%. The Temperature and Humidity Sensor was protected by a radiation shield to minimize the influence of direct sunlight and thermal radiation on the measurements. The radiation shield (height 11.5 cm, radius 14 cm) was made of white plastic and consisted of 9 ventilated plates stacked in a cylindrical design allowing for adequate airflow while shielding the sensor from external radiation.\n\nQuality check\n\nThe temperature data was quality checked using a multi-step procedure. First, values were screened based on long-term climatological daily minimum and maximum temperatures derived from 10 km × 10 km resolution gridded temperature data for the Tampere region (Aalto et al., 2016). Measurements falling clearly outside the climatological range were removed. Subsequently, remaining values were filtered based on statistical properties of the measurements, using median and median absolute deviation (MAD) over short time intervals to identify and remove outliers. A final threshold based on deviations from the local median was applied to exclude any remaining extreme values.\n\nThe Local Climate Zones (LCZs) in Rovaniemi\\_Table1\\_New. have been defined for each measurement station following the Global LCZ data (Demuzere 2022a, Demuzere, et al. 2022b) based on the Local Climate Zone (LCZ) Classification system by Stewart and Oke (2012).\n\nTable Of Contents: The descriptions of the measurement stations are in Rovaniemi\\_Table1.txt. \nColumns \n1. Station\\_code \n2. Station\\_id \n3. latitude \n4. longitude \n5. elevation above mean se alevel (m) \n6. LCZ\\_global\\_point (LCZ at the grid point nearest to the measurement station) \n7. LCZ\\_global\\_r200 (Mode of the LCZs within a 200-meter radius around the measurement station)\n\nThe data (hourly Temperature) of each the measurements are in ASCII (tabulator as separator) files Rovaniemi\\_YearMonth.dat, with Celsius as Unit and missing value -999. \nColumns: \n1. Station\\_code \n2. Timestamp(YMDHH24) UTC \n3. Mean temperature of the previous hour \n4. Minimum temperature of the previous hour \n5. Maximum temperature of the previous hour \n6. Standard deviation of the temperature measurements during the previous hour \n7. Number of measurements during the previous hour (usually 12)\n\nReferences: Aalto, J., Pirinen, P., & Jylhä, K. (2016). New gridded daily climatology of Finland: Permutation-based uncertainty estimates and temporal trends in climate. Journal of Geophysical Research: Atmospheres, 121(8), 3807–3823. https://doi.org/10.1002/2015JD024651 \nStewart ID, Oke TR. Local Climate Zones for Urban Temperature Studies. Bull Am Meteorol Soc. 2012;93(12):1879-1900. doi:10.1175/BAMS-D-11-00019.1 Demuzere, M., Kittner, J., Martilli, A., Mills, G., Moede, C., Stewart, I. D., van Vliet, J., and Bechtel, B. (2022a): A global map of local climate zones to support earth system modelling and urban-scale environmental science, Earth Syst. Sci. Data, 14, 3835-3873, https://doi.org/10.5194/essd-14-3835-2022. \nDemuzere, M., Kittner, J., Martilli, A., Mills, G., Moede, C., Stewart, I. D., van Vliet, J., and Bechtel, B. (2022b): Global map of Local Climate Zones. Zenodo. https://doi.org/10.5281/zenodo.6364593."
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