The city of Helsinki has been a good and active partner from the start of CEA. In addition to national samples Helsinki has often ordered local supplementary samples to get a more accurate picture of the learning level in the city. At the moment there is a follow up to the second degree for the pupils who took part in a longitudinal research in 2007-2016. This further study includes relationships with friends and factors of personality in addition to the basic learning to learn elements.

The longitudinal research project MetrOP (Educational Outcomes and Health of Children in the Differentiating Helsinki Metropolitan Area) centres on the learning and wellbeing of the adolescents in the 14 municipalities of the Helsinki Metropolitan Region. Over 8 000 7th graders participated in the study in its 1st stage in 2010. More recently, majority of these pupils have now continued with their studies in high school or vocational schooling. The study is conducted by researchers at the University of Helsinki, the Finnish National Board of Education, the University of Tampere, and the National institute for Health and Welfare. See more in Finnish https://blogs.helsinki.fi/metlo-fin

CEA is again strongly taking part in implementing the OECD’s international PISA-research in Finland with the Finnish Institute for Educational Research in the University of Jyväskylä. The preliminary results of PISA 2015 were published in December 2016 and the PISA 2018 is running.

During the spring of 2017 CEA took part in a comparative study of four countries organized from Japan. The study was led by the research unit of the Japanese Benesse trust (BERD). The targets were the parents’ outlooks and practices in upbringing of children in nursery age and how the parents see themselves as parents and educators. The international report was completed during the spring 2018 and the report based on the enlarged, Finnish data will be released at the end of 2018. CEA and Benesse worked together already in 2008 in the research project “International Survey of Six Cities”. This survey clarified school children's attitudes towards learning.

CEA and Spanish CARSA (Consultores de Automatización y Robótica, S.A.) worked together from October 2017 to April 2018 in a project financed by European Commission’s Joint Research Center: Evidence of Innovative Assessment (EvIA): Literature review and case studies (EvIA). The cooperation lasted from October 2017 to April 2018.  CEA’s impact in the project was to prepare a literacy survey clarifying innovative assessment and to write a synthesis of the whole material.

An eighteen moths’ follow up of teachers and pupils on several grades in three municipalities. We investigate the development of thinking skills, train teachers, make interventions. (The Centre for Educational Assessment) CEA performs the preliminary measurements and a follow up for chosen groups of pupils as well as inquiries for teachers. The research project will produce assessment data of the actions in the project and clarify the pupils’ level of skills and its’ development during/after the interventions. The project produces material also for the wider development of the Finnish school.

CEA has developed a computer-based adaptive (adaptive to the student's skill level) test of learning preparedness to support the discretionary application process in vocational education. The aim of the test is to offer the applicant a possibility to show her/his preparedness to learn in situations in which the diploma of the comprehensive school is missing or is not comparable. The adaptive test of preparedness has been in use since 2016.

The several languages and religions in school –project aims at producing and spreading as versatile data as possible about the need for teacher resources in different school forms. In this context the focus is on minority mother tongues and religions as well as Finnish or Swedish as the second language. During the study the researchers try to find current, research based and functional models in the education of these languages and religions. The researchers seek and examine Information of educational resources and pedagogical practices in early childhood education, pre- and basic education, vocational education, upper secondary school, teacher education and updating training. Free, ethically high standard of interaction is emphasized between researchers and organizers of education on all phases of the project.

 

The government has funded the Support in learning -project which clarifies the materializing a child's or a pupil's right to support in early childhood education and in pre- and basic education. The project goes on until the pupils have moved on to the second grade.

The study was completed in the end of September in collaboration of the CEA researchers and the pedagogical/educational researchers in the University of Tampere.

 

 

The crucial question in today’s global educational and labour policy is what kind of information and compentencies do the young people get from school and what are the new skills/competencies the labour market expects from them. CEA is taking part in a comparative research project “Key Competencies in Contemporary School: Curriculum and New Educational Practice”. The project is led by professor Isak Froumin from the Higher School of Economics (HSE). In addition to the University of Helsinki, other educational institutes are involved: from Russia, Poland, England, USA, Canada, South Korea and China.

The aim of the investigation is to create (local) descriptions about how the 21st century key competencies can be seen in the schools in different countries. In Finland the focus will be on the data of the basics of the curriculum of the year 2014 and the information concerning its’ introduction. The descriptions and a summary will be printed in a book that will be published during the spring 2019.

The Educational Department of Vantaa has ordered a follow up for the digital learning project for the years 2015-2018 (the former name The tablets in Vantaa: new joy and interest in learning). The aim of the study is to survey the use of digital equipment in pre- and basic education and on the second grade and to investigate its’ connection to learning and motivation.

Project Multiliteracy (MOI) aims at developing children's multiliteracy and developing the abilities of the personnel in promoting multiliteracy in pre- and primary education. CEA is a partner in the evaluations during the project. The project has its’ own webpage.

 

Scientific skills and the handicrafty nature and means of science are made visible on the project CREATIONS (Innovative ways to make science education and scientific careers attractive to young people). CREATIONS-project consists of 14 subprojects in which important actors are the University of Bayreuth and CERN (European Organization for Nuclear Research) besides the research group of Hannu Salmi in the University of Helsinki.