MORE EQUAL AND FLUENT EDUCATION PATHS FOR IMMIGRANTS AND ROMA PEOPLE

Multiculturalism is an increasing influencer on European education policies, educational systems and pedagogical practices. The ethnic minorities - for example Roma people - have lived in Europe long before recent growing immigration phenomenon. To Finland Roma people first came in 1500 century and the recent estimation of the amount of Roma population in Finland is approximately 9200 persons (Rajala and Blomerus, 2015, p. 12). There are between 10 to 12 million Roma living in the EU, at present comprising 28 countries (O’ Hanlon, 2016, p. 1). Europe is also facing increasing amount of incoming immigrants with diverse cultural and educational backgrounds. Human capital is a key factor in the integration process, because it highly impacts in the socio-economic integration (Paola and Brunello, 2016, p. 11). Education has an important role in the integration process and to one’s welfare.

This article describes the education service design process for more equal and fluent education paths for immigrants and Roma people in Northern Finland. The emphasis is especially to strengthen support structures in educational transition phases from comprehensive schools to vocational institutions and from vocational education to universities of applied sciences. The work is done with European Social Foundation support in Northern Finland region by Diaconia University of Applied Sciences, Oulu Diaconia College (vocational education) and Oulu Vocational College in “On Learning steps at Northern Ostrobothnia” project (2015 – 2017).

The primary customers are immigrants, Roma people, teachers, counsellors and social and welfare students. The service design process for more fluent education paths includes primarily following key tasks:
1) Field work to reach Roma people to inform about educational possibilities and support by peer project worker and counsellor;
2) Creating and developing student mentor activity;
3) Creating and developing informal and open multicultural café activity;
4) Creating support structure for transition phase from vocational education to universities of applied sciences;
5) Developing entrance examination processes of universities of applied sciences towards more equal and barrier-free;
6) Providing and co-creating training for teachers and counselors to culturally sensitive working practices and guidance skills;
7) Dissemination of developed supportive model with best practices and creation of co-operation expert network.

Some of the most important results will be highlighted. For example at the moment there are Roma people studying in social services master degree education immigrants studying in healthcare degree education. Co-operation with vocational education is essential to improve one's abilities to access to master degree education. The ongoing work and results accomplished so far give promising signals that inclusive methods and co-creation for more fluent education paths really matters to the people involved whilst the development work also offers a inspiring platform for developers to learn and reflect.