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The respondents were also asked if the use of nuclear power was justifiable to reduce fossil fuel consumption, and if they would be willing to pay a higher price for electricity if it decreased the environmental harm or dependence on nuclear energy. Finally, the respondents were asked to evaluate the trustworthiness of a variety of information sources regarding energy production and energy policy, including the Ministry of the Environment, the Government, the Ministry of Employment and the Economy, different energy companies, and the press. Background variables included the respondent's gender, age group, type of municipality of residence, region of residence (NUTS3), level of education, economic activity and occupational status, household gross income, and political party preference.","fi":"Tutkimuksessa selvitettiin väestön suhtautumista energiapoliittisiin kysymyksiin. 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The questionnaire also included questions on topics such as worldview, voting behaviour, trust, values, health, and well-being. The data were collected as part of the Citizen Panel of Swedish-speaking Finns (Barometern), which is part of The Finnish Research Infrastructure for Public Opinion (FIRIPO). The questionnaire proceeded through several thematic sections covering identity, politics, and well-being. The survey began by examining respondents' language identity, bilingualism, worldview, and religiosity. It then explored views on politics and society, including interest in politics, experiences of political influence, and satisfaction with the functioning of democracy. Next, the survey focused on political opinions and voting behaviour, including party support, electoral participation, and voting intentions in relation to the 2024 presidential election. In addition, the questionnaire addressed trust, current societal issues, and sources of concern. 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Aluksi kartoitettiin vastaajien kieli-identiteettiä, kaksikielisyyttä sekä elämänkatsomusta ja uskonnollisuutta. Tämän jälkeen käsiteltiin politiikkaa ja yhteiskuntaa koskevia näkemyksiä, kuten kiinnostusta politiikkaan, kokemuksia poliittisesta vaikuttamisesta sekä tyytyväisyyttä demokratian toimintaan. Seuraavaksi tarkasteltiin poliittisia mielipiteitä ja äänestyskäyttäytymistä, mukaan lukien puoluekannatus, vaaleihin osallistuminen sekä presidentinvaaleihin 2024 liittyvät äänestysaikomukset. Lisäksi kysely sisälsi luottamusta, ajankohtaisia yhteiskunnallisia kysymyksiä ja huolenaiheita koskevia teemoja. Lopuksi kartoitettiin vastaajien terveyttä, elämäntyytyväisyyttä ja sosiaalista taustaa koskevia tekijöitä. Taustamuuttujia aineistossa ovat asuinalue maakuntatasolla, sukupuoli, ikä, syntymävuosi ja koulutusaste. 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}","cumulative_state":1,"data_catalog":"urn:nbn:fi:att:data-catalog-ida","description":{"en":"Software quality research increasingly relies on large-scale datasets that measure both the product and process aspects of software systems. However, existing resources often focus on limited dimensions, such as code smells, technical debt, or refactoring activity, thereby restricting comprehensive analyses across time and quality dimensions. To address this gap, we present the Software Quality Dataset (SQuaD), a multi-dimensional, time-aware collection of software quality metrics extracted from 450 mature open-source projects across diverse ecosystems, including Apache, Mozilla, FFmpeg, and the Linux kernel. By integrating nine state-of-the-art static analysis tools, i.e., SonarQube, CodeScene, PMD, Understand, CK, JaSoMe, RefactoringMiner, RefactoringMiner++, and PyRef, our dataset unifies over 700 unique metrics at method, class, file, and project levels. Covering a total of 63,586 analyzed project releases, SQuaD also provides version control and issue-tracking histories, software vulnerability data (CVE/CWE), and process metrics proven to enhance Just-In-Time (JIT) defect prediction. The SQuaD enables empirical research on maintainability, technical debt, software evolution, and quality assessment at unprecedented scale. We also outline emerging research directions, including automated dataset updates and cross-project quality modeling to support the continuous evolution of software analytics.\n\nNote: This Upload Covers the MongoDB data. The tables are compressed with Z-Standard (zstd). For more details, please refer to the main Zenodo upload (https://doi.org/10.5281/zenodo.17566690)\nDataset Size: ~95.71GB\n\n\nCitation: Please cite this dataset via its published paper: https://dl.acm.org/doi/10.1145/3793302.3793312\n\n@BibTeX\n\n@inproceedings{10.1145/3793302.3793312,\nauthor = {Robredo, Mikel and Esposito, Matteo and Taibi, Davide and Penaloza, Rafael and Lenarduzzi, Valentina},\ntitle = {SQuaD: The Software Quality Dataset},\nyear = {2026},\nisbn = {9798400724749},\npublisher = {Association for Computing Machinery},\naddress = {New York, NY, USA},\nurl = {https://doi.org/10.1145/3793302.3793312},\ndoi = {10.1145/3793302.3793312},\nbooktitle = {Proceedings of the 23rd International Conference on Mining Software Repositories},\npages = {615–619},\nnumpages = {5},\nkeywords = {software metrics, product metrics, process metrics, refactorings, behavioral metrics, RefactoringMiner, PyRef, SonarQube, Understand, CK, JaSoMe, PMD, CodeScene, RefactoringMinerPP},\nlocation 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However, existing resources often focus on limited dimensions, such as code smells, technical debt, or refactoring activity, thereby restricting comprehensive analyses across time and quality dimensions. To address this gap, we present the Software Quality Dataset (SQuaD), a multi-dimensional, time-aware collection of software quality metrics extracted from 450 mature open-source projects across diverse ecosystems, including Apache, Mozilla, FFmpeg, and the Linux kernel. By integrating nine state-of-the-art static analysis tools, i.e., SonarQube, CodeScene, PMD, Understand, CK, JaSoMe, RefactoringMiner, RefactoringMiner++, and PyRef, our dataset unifies over 700 unique metrics at method, class, file, and project levels. Covering a total of 63,586 analyzed project releases, SQuaD also provides version control and issue-tracking histories, software vulnerability data (CVE/CWE), and process metrics proven to enhance Just-In-Time (JIT) defect prediction. The SQuaD enables empirical research on maintainability, technical debt, software evolution, and quality assessment at unprecedented scale. We also outline emerging research directions, including automated dataset updates and cross-project quality modeling to support the continuous evolution of software analytics.\n\nNote: This Upload Covers the RAW CSV data. For more details, please refer to the main Zenodo upload (https://doi.org/10.5281/zenodo.17566690) \nDataset Size: ~1.77TB\n\n\nCitation: Please cite this dataset via its published paper: https://dl.acm.org/doi/10.1145/3793302.3793312\n\n@BibTeX\n\n@inproceedings{10.1145/3793302.3793312,\nauthor = {Robredo, Mikel and Esposito, Matteo and Taibi, Davide and Penaloza, Rafael and Lenarduzzi, Valentina},\ntitle = {SQuaD: The Software Quality Dataset},\nyear = {2026},\nisbn = {9798400724749},\npublisher = {Association for Computing Machinery},\naddress = {New York, NY, USA},\nurl = {https://doi.org/10.1145/3793302.3793312},\ndoi = {10.1145/3793302.3793312},\nbooktitle = {Proceedings of the 23rd International Conference on Mining Software Repositories},\npages = {615–619},\nnumpages = {5},\nkeywords = {software metrics, product metrics, process metrics, refactorings, behavioral metrics, RefactoringMiner, PyRef, SonarQube, Understand, CK, JaSoMe, PMD, CodeScene, RefactoringMinerPP},\nlocation 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Each interview transcript is in its own file, in one of three school-specific folders. Some of the interviews are individual interviews and some are group interviews. The data was collected as part of the Local Educational Ethos (LEE) research project. The interviews with parents cover, among other things, the transition from primary to lower secondary school and how the transition has gone. They also discuss about the school and the relationship between school staff and carers in general. They were also interested in carers' thoughts about the district in which the school is located. Interviews with the school management, teachers and other school staff discuss issues such as the school's practices to ensure equality, the school atmosphere, cultural pluralism, pupils' special support needs and the school as a work community. The area where the school is located is also discussed. The student interviews, on the other hand, ask whether the student enjoys the school and what they think about the school in general. They also discuss relationships with friends and with adults in the school. Discussions include issues such as bullying and how to deal with it. The school's cultural pluralism is also discussed, as well as the student's free time, family relationships, money and thoughts and hopes for the future. Background information includes the interviewee's status (student, guardian, staff), gender and school (school 1, 2 or 3). The data were organised into an easy to use HTML version at FSD.","fi":"Aineisto koostuu kolmen eri koulun oppilaiden, huoltajien sekä henkilökunnan jäsenten haastatteluista, joissa haastateltava pohtivat hyvin toimivia kouluja ja koulutuksen urbaaneja haasteita eriytyvissä kaupungeissa. Kukin haastattelulitteraatti on omana tiedostonaan, yhdessä kolmesta koulukohtaisesta kansiosta. Osa haastatteluista on yksilöhaastatteluita ja osa ryhmähaastatteluita. Aineisto on kerätty osana Paikallinen koulutuseetos (LEE) -tutkimushanketta. Huoltajien haastatteluissa käsitellään muun muassa lapsen siirtymistä alakoulusta yläkouluun ja sitä, miten siirtymä on sujunut. Lisäksi haastatteluissa keskustellaan koulusta sekä koulun henkilökunnan ja huoltajien välisistä suhteista yleisellä tasolla. Haastatteluissa oltiin myös kiinnostuneita huoltajien ajatuksista liittyen kaupunginosaan, jossa koulu sijaitsee. Koulun johdon sekä opettajien ja muun koulun henkilökunnan haastatteluissa keskustellaan esimerkiksi koulun käytännöistä turvata yhdenvertaisuus, koulun ilmapiiristä, monikulttuurisuudesta, painotusluokista, oppilaiden erityisen tuen tarpeista sekä koulusta työyhteisönä. Lisäksi keskustellaan alueesta, jolla koulu sijaitsee. Oppilaiden haastatteluissa sen sijaan tiedustellaan viihtyykö oppilas koulussa ja mitä yleisesti ajattelee kyseisestä koulusta. Lisäksi keskustellaan kaverisuhteista sekä suhteista koulun aikuisiin. Keskusteluissa pohditaan muun muassa kiusaamista ja siihen puuttumista. Myös koulun monikulttuurisuudesta keskustellaan sekä oppilaan vapaa-ajasta, perhesuhteista, rahasta sekä tulevaisuuden ajatuksista ja toiveista. Taustatietoina ovat haastateltavan asema (oppilas, huoltaja, henkilöstö), sukupuoli, koulutieto (koulu 1, 2 tai 3) sekä haastatteluajankohta. 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The survey was answered by primary school teachers and students enrolled in pedagogical studies at Tampere University. First, respondents were asked about their views on the capacity of people and groups of people to change, as well as their experiences and attitudes towards cultural diversity. They were then asked to assess the characteristics of people and groups of people through a variety of statements and perspectives. The second part of the questionnaire asked respondents to reflect on teaching in culturally diverse contexts. For example, respondents were asked how much they had encountered cultural diversity in their work or studies, and how they themselves assessed the relevance of teaching culturally diverse groups of students. The final section asked about perceptions of cultures through different perspectives. Background variables included gender, age (categorized), teaching experience (categorized), province and school size (categorized).","fi":"Tutkimuksessa selvitettiin opettajien ja opettajaopiskelijoiden käsityksiä ja näkemyksiä ihmisten ja ryhmien muovautuvuudesta sekä kulttuurisen moninaisuuden merkityksestä opetuksessa. Tutkimukseen on vastannut peruskoulun opettajia sekä Tampereen yliopiston pedagogisiin opintoihin osallistuvia opiskelijoita. Aluksi kysyttiin vastaajien näkemyksiä ihmisten ja ihmisryhmien muutoskyvystä sekä kokemuksia ja asenteita liittyen kulttuuriseen moninaisuuteen. Tämän jälkeen pyydettiin arvioimaan ihmisten ja ihmisryhmien ominaisuuksia erilaisten väittämien ja näkökulmien kautta. Kyselyn toisessa osiossa pyydettiin pohtimaan opettamista kulttuurisesti moninaisissa konteksteissa. Vastaajilta tiedusteltiin esimerkiksi, kuinka paljon he ovat kohdanneet kulttuurista moninaisuutta työssään tai opinnoissaan, ja miten he itse arvioivat kulttuurisesti moninaisten oppilasryhmien opettamisen merkityksellisyyttä. Viimeisessä osiossa kysyttiin vielä kulttuureihin liittyvistä käsityksistä erilaisten näkökulmien kautta. Taustamuuttujia ovat muun muassa sukupuoli, ikä luokiteltuna, opetuskokemus luokiteltuna, maakunta sekä koulun koko luokiteltuna."},"field_of_science":[{"id":"eb6d49d6-6bfc-4d8c-86b8-d9497924b295","url":"http://www.yso.fi/onto/okm-tieteenala/ta5","in_scheme":"http://www.yso.fi/onto/okm-tieteenala/conceptscheme","pref_label":{"en":"Social sciences","fi":"YHTEISKUNTATIETEET","sv":"Samhällsvetenskaper"}}],"infrastructure":[],"issued":"2024-12-16","keyword":["opettajat","luokanopettajat","aineenopettajat","erityisopettajat","kulttuuri","kulttuurierot","moninaisuus","monikulttuurisuus","maahanmuuttajat","etniset ryhmät","teachers","primary school teachers","teachers of students with special educational needs and disabilities","culture","cultural pluralism","immigrants","ethnic groups","Esi- ja peruskoulu","Kulttuuritoiminta ja -osallistuminen, mielipiteet kulttuurista","Compulsory and pre-school education","Cultural activities and 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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 Greece 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, 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, id, interviewee gender, employment field and job description. The dataset is only available in Greek. Questionnaires and participant information sheets are only available in English. The data were organised into an HTML index at FSD.","fi":"Aineistossa on haastateltu Kreikan 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 kreikaksi. Aineisto on kymmenen haastattelun otos Kreikassa 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, Yhdistynyt Kuningaskunta, 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, haastateltavan työskentelysektori, sukupuoli sekä työnkuva. Aineistosta on tehty html-versio, jonka hakemiston avulla haastatteluja on helppo selata. 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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 Romania 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, Hungary, 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, interviewee employment field and job description. The dataset is only available in Romanian. Questionnaires and participant information sheets are only available in English. The data were organised into an HTML index at FSD.","fi":"Aineistossa on haastateltu Romanian 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 romaniaksi. Aineisto on kymmenen haastattelun otos Romaniassa 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, Yhdistynyt Kuningaskunta, 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. Taustatietoina haastatteluissa ovat haastattelun ajankohta, vastaajan työskentelysektori sekä työnkuva. Aineistosta on tehty html-versio, jonka hakemiston avulla haastatteluja on helppo selata."},"field_of_science":[{"id":"eb6d49d6-6bfc-4d8c-86b8-d9497924b295","url":"http://www.yso.fi/onto/okm-tieteenala/ta5","in_scheme":"http://www.yso.fi/onto/okm-tieteenala/conceptscheme","pref_label":{"en":"Social sciences","fi":"YHTEISKUNTATIETEET","sv":"Samhällsvetenskaper"}}],"infrastructure":[],"issued":"2019-03-29","keyword":["aikuiskasvatus","ammatillinen aikuiskoulutus","elämänhallinta","erityisopetus","koulutuspalvelut","maahanmuuttajat","nuoret aikuiset","opetustyö","oppimisvalmennus","osallisuus","sosiaalinen tuki","sosiaaliset ongelmat","sosioekonomiset tekijät","sukupuolierot","syrjäytyminen","verkostoituminen","adult education","adults","disadvantaged groups","equality between the sexes","immigrants","social exclusion","social problems","social skills","socio-economic indicators","socio-economic status","education of students with special educational needs and disabilities","teaching","vocational education","Ammatillinen koulutus","Tasa-arvo, eriarvoisuus ja syrjäytyminen","Vocational education and training","Equality, inequality and social exclusion"],"language":[{"id":"c757dc29-552d-48b2-9efc-4d53b939a7ef","url":"http://lexvo.org/id/iso639-3/fin","in_scheme":"http://lexvo.org/id/","pref_label":{"en":"Finnish","fi":"suomi","sv":"finska"}}],"metadata_owner":{"id":"541fdb9b-f8a8-4c75-a75d-13f413454d72","organization":"fairdata.fi"},"other_identifiers":[{"notation":"https://doi.org/10.60686/t-fsd3301","identifier_type":{"id":"753e313e-2eb1-4f81-988c-d50e7a7cd7fb","url":"http://uri.suomi.fi/codelist/fairdata/identifier_type/code/doi","in_scheme":"http://uri.suomi.fi/codelist/fairdata/identifier_type","pref_label":{"en":"Digital Object Identifier (DOI)"}},"metax_ids":[]}],"persistent_identifier":"urn:nbn:fi:fsd:T-FSD3301","pid_generated_by_fairdata":false,"projects":[],"provenance":[{"id":"37fb32f9-5a5d-4512-af99-47aa858c3014","title":{"en":"Collection"},"description":{"en":"Contains the date(s) when the data were collected."},"spatial":{"geographic_name":"Romania","reference":{"id":"c2b2f4ac-7aca-4577-b715-598b78182393","url":"http://www.yso.fi/onto/yso/p105030","in_scheme":"http://www.yso.fi/onto/yso/places","pref_label":{"en":"Romania","fi":"Romania","sv":"Rumänien"},"as_wkt":"POINT (25 46)"},"geolocations":{"type":"FeatureCollection","features":[{"type":"Feature","geometry":{"type":"Point","coordinates":[25.0,46.0]},"bbox":[25.0,46.0,25.0,46.0]}]}},"temporal":{"start_date":"2017-01-01","end_date":"2017-07-31"},"is_associated_with":[],"used_entity":[],"variables":[{"id":"2eb6db69-cdc0-4ba3-aca5-3ddc6fbcc667","pref_label":{"en":"Educational authorities and educational personnel in the Romanian adult education sector","fi":"Romanian aikuiskoulutussektorin koulutushenkilöstö ja viranomaiset"}}]},{"id":"973dc36e-70a2-4506-aa89-497c6c3edb38","title":{"en":"Production"},"description":{"en":"Date when the data collection were produced (not distributed or archived)"},"temporal":{"start_date":"2019-03-29","end_date":"2019-03-29"},"is_associated_with":[],"used_entity":[],"variables":[]},{"id":"87f68100-ed07-42a3-a8bf-eb9acd1e9a75","title":{"en":"Production"},"description":{"en":"Date when the data collection were produced (not distributed or archived)"},"temporal":{"start_date":"2019-04-10","end_date":"2019-04-10"},"is_associated_with":[],"used_entity":[],"variables":[]}],"relation":[],"remote_resources":[],"spatial":[{"geographic_name":"Romania","reference":{"id":"c2b2f4ac-7aca-4577-b715-598b78182393","url":"http://www.yso.fi/onto/yso/p105030","in_scheme":"http://www.yso.fi/onto/yso/places","pref_label":{"en":"Romania","fi":"Romania","sv":"Rumänien"},"as_wkt":"POINT (25 46)"},"geolocations":{"type":"FeatureCollection","features":[{"type":"Feature","geometry":{"type":"Point","coordinates":[25.0,46.0]},"bbox":[25.0,46.0,25.0,46.0]}]}}],"state":"published","temporal":[{"start_date":"2017-01-01","end_date":"2017-07-31"}],"theme":[],"title":{"en":"EduMAP: Interviews with Adult Education Policy-Makers and Personnel on the Social Exclusion of Young Adults 2017: Romania","fi":"EduMAP: Aikuiskoulutussektorin päättäjien ja koulutushenkilöstön haastatteluja nuorten aikuisten syrjäytymisestä 2017: Romania"},"created":"2019-03-31T01:03:05Z","modified":"2026-08-14T01:08:07Z","dataset_versions":[{"id":"101507d3-1cfd-4cec-866a-2fb4f4b3c31b","title":{"en":"EduMAP: Interviews with Adult Education Policy-Makers and Personnel on the Social Exclusion of Young Adults 2017: Romania","fi":"EduMAP: Aikuiskoulutussektorin päättäjien ja koulutushenkilöstön haastatteluja nuorten aikuisten syrjäytymisestä 2017: Romania"},"persistent_identifier":"urn:nbn:fi:fsd:T-FSD3301","state":"published","created":"2019-03-31T01:03:05Z","version":1}],"published_revision":8,"version":1,"api_version":3,"metadata_repository":"Fairdata","record_created":"2019-03-31T01:03:05Z","record_modified":"2026-08-14T01:08:08Z"}]}