SAMALLE VIIVALLE Models for the partnership between multicultural young people and working life
Contents 3 Collaboration between education and working life is pure action! 4
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Models for company visits – Getting acquainted with working life on a practical level
Ask away!
Discover the rules
Elevator pitch
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14
Weaving networks
From idea to product
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23
The TET period – Make the most of it
The working life evening brings together companies, school and home
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26
Job hunt rehearsal – A path towards TET or a summer job
Career dreams as comics
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iivalle.f i
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Material produced during the project
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Collaboration between education and working life is pure action! Working life skills, networks and sufficient knowledge regarding your options are the young person’s first steps towards their education and career paths. The models for collaboration between education and working life have been developed for supporting young people in familiarising themselves with working life and in practising relevant skills. Developing working life skills need not be boring, which is why the models highlight functionality and young people’s active role. Networks can and should be built – and the best way to learn is by doing it yourself. The collaboration models are the result of three years
strengths that you had not even thought of. Our mission
of development work performed within the Samalle
is to increase equality in our society. Role models,
viivalle project. The models have taken into account the
encouragement and young people’s own experiences
needs of the immigrant young, but they are applicable
with working life are helping them in achieving this goal.
to all young people, since the joint-application system
Familiarise yourself with the casebook’s models for
and learning working life skills are matters that they
company visits, the TET period, parents’ meetings and
are all facing. Young people learn how to promote their
recruitment events, which are easily assimilated into
skills and to recognise how they can make use of them.
lessons. The models have a three-phase structure: the
Through practical exercises and their own experiences,
preparation phase, the activity itself, and the reflection
the young people are familiarised with working life and
phase.
learn to master special terminology. Things are more
The good practices presented here have been
easily remembered when they have been worked on
developed by utilising the study on methods of action.
and discussed in groups. A classmate may have noticed
Schools and companies have participated actively in every developmental phase – planning, testing, assessment and further development. Naturally, the journey included some less successful experiences. However, something
Mapping needs and brainstorming
could always be learned from any mishaps. We owe special thanks to everyone involved in the development work.
Development and finishing touches
Planning actions Drafting concepts with companies/ schools
Have a look at the other material produced during the project: the guidebook on education and working life, the special issue of Duuni magazine on multiculturalism and the videos. Their focus is on working life and young people. We wish to thank the Finnish National Board of Education and the European Social Fund for their
Feedback and assessment
Actions and testing
financial aid. We hope that you enjoy your collaboration- and action-filled journey!
The study on methods of action was utilised in developing the models.
Samalle viivalle ESF-Project
4 | Samalle Viivalle – Models for partnership
Models for company visits – Getting acquainted with working life on a practical level
During a company visit, students get a genuine glimpse of working life. Through practical experiences, working life is brought closer to school life, which also makes it easier to consider one’s own education and career choices. Young people gain knowledge on different options through functional exercises and examples. At the same time, they are acquainted with networks and how they are built, and learn how to utilise their networks while searching and applying for a summer job, for example.
Models for company visits | 5
The Samalle viivalle project’s five thematic company
by an exercise sheet, which facilitates the implementation
visit models have been developed in collaboration with
of the models. The introduction videos (in Finnish) for
teachers and company representatives, and have been
different fields and professions may be used during the
tested in pilot schools across Finland.
introductory lessons. These can be found on the Samalle
The models are based on a three-phase structure.
viivalle website and on kunkoululoppuu.fi.
The company visit is preceded by an introductory lesson
The collaboration between schools and companies
at school which familiarises the students with the theme
is a fruitful learning environment for young people. Tips
of the visit. This knowledge is then further deepened
for starting your school’s company collaboration can
during the company visit. The reflective lesson is all about
be found within the Economic Information Office TAT’s
the things learned during the visit and thoughts that have
other materials. tat.fi/materiaalipankki/
arisen regarding the visit. Each visit model is accompanied
At school Preparation
At the company Deepening knowledge
At school Reflection
6 | Samalle Viivalle – Models for partnership
Ask away!
Make use of the Samalle viivalle ESF project videos: samalleviivalle.fi/ videot/ (in Finnish)
Even if there were a ton of questions circling around in your head, a new environment and unfamiliar people may intimidate even the bravest young person. However, young people are curious and eager to learn about what is going on in different workplaces. In the Ask away! model, students form groups and think of questions that they would like to have answered during the company visit. When the visit is well prepared together beforehand, the threshold for participating in discussions is lowered, and each student gets to be heard. The exercises help to distinguish what kind of skills are required at the workplace, and the students also acquaintance themselves with the relevant special terminology. Ask away! can be implemented as the model for the first company visit.
“Why do elderly people move to a nursing home?” “Why did you choose this profession?” “What are your working hours?” “Do you like your colleagues?” “Why do you like this job?” Students’ questions for a nurse at a nursing home.
At school Preparation
At the company Deepening knowledge
At school Reflection
The students are familiarised with the company in question by watching a relevant video or by browsing the company’s website.
The company representative presents the company and the workplace: what the company does, what kinds of professions and skills are needed, and what qualifications are needed to enter the industry.
Exercise 1: What happened during the visit? Were all of the questions answered? Did you encounter new or surprising information?
Students discuss the theme in small groups: Are you familiar with the field and its professions? What would you like to know more about? Write down the questions that arose during the discussions in the form of small notes.
Selecting the questions: The questions are presented to the class, and the whole class chooses which questions to pose during the visit. The notes are then collected, for example into a box which will be brought along to the visit.
The students present themselves and take turns asking their questions that were prepared together. The exercise sheet can be utilised for writing down the answers.
Exercise 2: General discussion about the industry. Did you find it interesting? Why? Why not? What was your favourite part? Was there something that you were left thinking about?
Ask away! exercise Company’s name:
Date:
Your name:
What does the company do?
Pick 3–5 special terms!
Pick 3–5 professions!
What do you have to study in order to enter the industry?
Find out what skills you need for this job!
samalleviivalle.fi
8 | Samalle Viivalle – Models for partnership
Discover the rules What kind of rules are there at the workplace? Are the
example, whether employees were
employees allowed to chew gum? Why is it important to
allowed to wear a headscarf at work.
have practices that everyone complies with? The Discover
What I found to be the most
Rules are also discussed in the Guidebook on education and working life for multicultural young people.
the rules model is a fun way to compare the rules for
important thing was that the young
school and working life, and it is a good way to introduce
people got a sneak peak at Finnish working
the students to the theme before TET or a summer job.
culture and had the courage to ask questions. After all, young people are still young, and they have an
“ The students’ conceptions of the rules within working
altogether different conception of working life to that
life were pretty much in line with what the company
of adults – especially in cases where they do not have
representative said. They listened to the company
much experience with Finnish culture to begin with.”
representative with enthusiasm and an open mind.
Aino Lapila-Marcus, teacher of a class preparing for basic education, Myllypuro Secondary School
Questions that were on the students’ minds were, for
At school Preparation
At the company Deepening knowledge
At school Reflection
Introducing the theme to the students by watching a video or browsing the company’s website. What kind of rules do you think this industry’s workplaces need?
The company representative presents the company and the rules within the industry and the company.
The visit is followed by a discussion at school.
The students team up with a fellow student consider important rules for working life. The rules are presented and compared in small groups, and the ten most important rules are selected and written down on the exercise sheet, for example.
The students follow up with the list of rules that they compiled beforehand: if the company representative mentions a rule that the students wrote down, they add a tick next to that rule.
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What are the similarities or differences between the rules at school and the rules of working life?
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What new rules did you hear about?
Was there a rule that sounded peculiar? If a rule is not mentioned, the students may ask the company representative about it.
Finally rules written down by the groups are presented and discussed with the whole class. The rules are also brought along to the company visit.
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What were the most important rules of the company?
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Discover the rules exercise What other rules did the company representative find important?
1 Before the visit: Write down the ten most important rules of working life!
2 During the visit: Tick the box if the company representative mentions the rule that you have written down!
3 After the visit: Which were the ten most important rules at this company?
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samalleviivalle.fi
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10 | Samalle Viivalle – Models for partnership
Elevator pitch The Elevator pitch visit trains the students’ skills in
“ As the host of a company visit,
The multiculturalism issue of Duuni magazine provides good tips on how to utilise your own strengths.
presenting their own strengths briefly and concisely for
our aim was to encourage young
a job or TET interview. Before the visit, the students
people to acknowledge how diversity in
go through recruitment ads, which provide some tips
backgrounds and values can be a great
on the skills required and traits valued at workplaces.
asset in working life, which is becoming more
The students help each other to identify their individual
and more international. Our company is global, as are
strengths. The preparatory lesson includes practising the
many of our clients. We can certainly not be described
elevator pitch in front of the class, and during the visit,
as being Finnish to the core!
the students present their elevator pitch to the company
It was very clear that the elevator pitches were
representative. The students can then develop their
planned beforehand, and probably rehearsed,
presentation further based on the feedback that they
too. In regard to feedback, everyone seemed to
receive.
be open-minded and willing to learn more, which was great! The elevator pitches conveyed a positive
“ The visit to Accenture was very successful according
attitude and energy, entrepreneurship and the will to
to the students. The first comments on the subway
succeed. These are values and traits that are valuable
were ‘I wasn’t even aware that such workplaces and
in working life. In addition, speaking and performing
jobs existed’. So at least one central goal was reached!
in front of an audience seemed to be a lot easier than
Presenting the elevator pitch was a good idea.
it probably would have been for many of the previous
Afterwards, the students considered how it went and
generation. We can expect a lot from these young
what they could improve. The concept seems to have
people!”
stuck well with them, and hopefully they will be able to
Kaarlo Hirvi, Accenture
utilise it in the future as well.” Susanna Lindgren, Study Adviser, Hiidenkivi Comprehensive School
At school Preparation
At the company Deepening knowledge
At school Reflection
Familiarising yourself with recruitment advertisements from the company or the industry. What adjectives are used to describe the ideal candidate? What kind of skills and education are required?
The company representative tells the students about the company’s activities and employees. They may also explain what they themselves studied and how they ended up at the company (and not some other company).
Discussing the experience together. How did it feel to present yourself? How did it feel to see and hear others making their presentation?
Discover the students’ strengths. A note is attached to the back of each student, and their fellow students write on it the strengths of the student in question. The notes are discussed with the class and three strengths suitable for job-seeking are selected for each student.
Each student writes their own elevator pitch, which they rehearse by presenting it in front of the class.
The students present their elevator pitches individually.
The company representative gives feedback on the presentations to the group as a whole, and the students write this down.
Utilising the feedback given by the company representative. Based on the comments, the student work on their elevator pitch so that they can use it while applying for a summer job or TET job. The elevator pitch can be attached to a job application, for example.
Elevator pitch exercise The term ‘elevator pitch’ originates in American business culture and refers to a speech as long as an elevator journey, during which the speaker convinces the listener of their competence.
Question for the company: 4
?
,
I speak and
3
.
I am interested in / good at .
I am
, and
2
by nature and my hobbies include .
I am
1
and I study at school. Start here! samalleviivalle.fi
12 | Samalle Viivalle – Models for partnership
Weaving networks Networks are very important. Information on available jobs is often transferred within networks, and the interviewer may ask about the
The Guidebook on education and working life for multicultural young people provides tips for networking.
applicant’s networks at a job interview. With the help of this model, young people learn to identify their own networks and to utilise them in job hunting. During the preparatory lesson, the class is familiarised with the concept of the network. During the visit, the company representative gives tips on how to build networks and explains their importance in working life. During the lesson following the visit, the class further
“All young people have networks, even if they do not have direct contact with working life.”
discusses the students’ own networks. All young people have networks, even if they do not have direct contact with working life. For example, team sport coaches are surely able to say something about young people’s social skills and abilities to work in a group. The exercises help the young people to see contacts established at school, through family and relatives, through hobbies and during free time as well as online contacts as networks. They also help in identifying people who might act as referees when applying for a summer job or internship.
At school Preparation
At the company Deepening knowledge
At school Reflection
Familiarising yourself with the concept of network and discussing what networks mean in your own life or working life.
The company representative discusses the importance of networks for example during their own career and in the activities of the company, and shares some tips on how to make use of networks.
Exercise 1: A) Write down the groups you are a part of yourself, e.g. family, hobby group, etc. B) The whole class: go through your answers and organise them according to which groups you have belonged to since birth and which groups you have joined yourself.
Groups draw up questions on networks and their role in working life to be presented to the company representative.
The students pose their questions to the company representative. It is useful to write down the answers.
Exercise 2: A) Draw a network map of your own groups. This will help you to identify which groups you belong to. B) Who do you think could act as your referee? Who could help you to find a job?
Weaving networks exercises
1. Exercise: What groups do I belong to? A) Write down the groups you are a part of yourself, e.g. family, hobby group, etc.
B) The whole class: go through your answers and organise them according to which groups you have belonged to since birth and which groups you have joined yourself.
Examples: online friends
football team Choir
cooking club
urs
neighbo
dance group
our house
arts and drawing club
the Chinesespeaking community
my family my te ex nded family
tutor students Class 8B
2. Exercise: Network map A) Draw a network map of your own groups. This will help you to identify which groups you belong to.
B) Who do you think could act as your referee? Who could help you to find a job?
For example:
My secondary school
?
School
Class 8B
samalleviivalle.fi
Me
Family
Music club
Hobbies
Football
14 | Samalle Viivalle – Models for partnership
From idea to product Companies and start-ups within creative industries are examples of how you can support yourself with a good product idea. In the model From idea to product, the students are introduced to the company through its products and the design work involved. The objective is to allow the students to design their own new products. In this way, the activities of the company become more tangible for the students, and the companies receive information on what kind of products speak to young people. .
“ For us, the main point of the visit was to help the young people: we wanted to give them the opportunity to get to know our company activities and our company culture as well as to convey a realistic picture of the everyday working life of an entrepreneur in a creative industry. It was also interesting to see how well our brand was known among young people. Culture plays an important role in creative design, and the different cultural backgrounds of the young people also showed in their product ideas. They had designed bold, colourful and decorative headgear,
“The objective is to allow the students to design their own new products.”
introductory videos on different professions: kunkoululoppuu.fi/ videot (in Finnish)
which stood in refreshing contrast to the minimalist Scandinavian style.” Hannes Bengs, Costo
At school Preparation
At the company Deepening knowledge
At school Reflection
Familiarising yourself with the company and its products. Considering and discussing together how products are designed and produced.
The company representative introduces the company’s activities. They also explain about the products and the manufacturing process.
Discussing the feedback on the ideas and the visit itself.
What kind of product or business ideas could be developed? As a group, planning your own product idea to be presented during the company visit.
The students present their product ideas, and receive feedback from the company. Which school subjects could be of use?
What other skills are needed?
From idea to product exercises
Product name
Product description How and for what could the product be used?
Target group Who could be the users of the product?
Draw a picture of the product!
Price
samalleviivalle.fi
€
16 | Samalle Viivalle – Models for partnership
The TET period
– Make the most of it The TET period, i.e. the familiarisation with working life programme, is the introduction to working life for many young people. During TET, the young people are given the opportunity to deepen their own knowledge and skills through different themes and tasks, and to ask for tips and additional information from adults who are in employment. The model also helps companies to provide guidance for young people. A well-prepared TET provides young people with experiences of success and pictures the company as a good employer. This is how the first contacts between companies and future employees are established. Each TET day has specific themes and tasks that help
“ It was easy to transform the exercises for a three-day
to focus on different aspects at the workplace. The
TET. It was very useful for the student to reflect on
exercises help the students to familiarise themselves with
each day: how the day went and what they learned.”
the special terminology and to find out about education
Eija Severinkangas-Kangas, Study Adviser, Rajakylä School
possibilities. In addition, the students familiarise themselves with the workplace’s rules and safety instruc-
“ Thanks to the exercises, I discussed more with the
tions and gain useful knowledge through interviewing
employees, which gave me more knowledge about the
an employee. At the end of the TET week, the students
job.”
practise self-evaluation by writing down their successes, what they could improve and their opinion on their TET
“ Because I had to report after each day how my day had gone and what I had learned, I really had to
workplace.
reflect upon these things. And I noticed that I had
“ Most students received the exercise book with a
actually learned new things!”
positive attitude. The material is not complicated and it is easily printed into a small booklet, which fits nicely
“ Thanks to the exercises, I gained better knowledge
into their bag to be brought along to the workplace.
about the profession and I concluded that it wasn’t
The tasks are well suited for TET periods of different
the right industry for me.”
durations for Classes 8 and 9. With the help of the
“This is how the first contacts between companies and future employees are established.”
exercises, the students get
“ The positive thing about the report was that it was
to know the company, the
mandatory – that meant that I had to pay attention
professions and the working
to the employees’ vocabulary. I learned a lot of new
tasks on a deeper level – in
concepts that I was already able to implement during
other words, they get the
the TET period.”
most out of TET.”
Student feedback on the TET report.
Mirkka Jantunen, Study Adviser, Itäkeskus Comprehensive School
The TET period Exercises and notes Name _____________________________ School and class _____________________________ TET workplace _____________________________ TET supervisor at the company _____________________________ Date _____________________________
Monday Introduction
Tuesday Special terminology
Wednesday Professions and education within the industry
Thursday Employee interview (remember to start thinking about who you would like to interview at the beginning of the week) Friday How did it go?
samalleviivalle.fi
The TET period
Monday Ask your supervisor what your tasks are for the TET period. Also ask about the rules and safety instructions at your TET workplace.
Tasks for the TET period
Rules and safety instructions at the TET workplace
How did your day go? What did you learn today?
samalleviivalle.fi
The TET period
Tuesday Listen carefully when you are having conversations with other employees. Pick up and write down new special terms. You can also ask your supervisor. Explain what the terms mean.
Special terminology
1.
2.
3.
4.
5.
What special terms were used frequently? What kind of work equipment did you use today?
samalleviivalle.fi
The TET period
Wednesday Professions at the TET workplace.
What professions are present at the TET workplace? Where can you study for those professions?
1.
2.
3.
4.
5.
Which nearby educational institutions offer programmes for these professions?
samalleviivalle.fi
The TET period
Thursday Interview with an employee It is advisable to book the interview at the beginning of the week. Ask for help from your supervisor, if necessary. Familiarise yourself with the profession of an employee by engaging in conversation with them.
1. What and where did you study?
2. What do you do during your work day?
3. What kind of tasks do you do by yourself and what kind of tasks involve team work?
4. What do you like most about your job?
5. How can you develop in this profession or job?
6. What kind of person is suitable for this job?
7. Formulate your own question.
What is the salary in this profession?
samalleviivalle.fi
The TET period
Friday How did your TET period go?
1. Why did you choose this TET job?
2. Did you enjoy the job? Why?
3. How did you get this TET job?
4. Where did you succeed?
5. What was too hard?
6. The best thing about TET was:
7. The worst thing about TET was:
8. Would you recommend this TET job to someone else? Why?
9. Did you ask your supervisor to become your referee? What did they reply?
samalleviivalle.fi
The working life evening | 23
The working life evening brings together companies, school and home
The objective of the working life evening is to provide information to the students and their parents on the opportunities offered by working life as well as to share tips on job hunting, job interviews or finding a referee. It acts as a meeting point between school, home and working life. The company representative is there to tell the young
“ Companies also benefit from these events. By partici-
people and their parents about their profession and
pating, we contribute in promoting youth employment,
their work at the company. An immigrant young person
and the company maintains a connection with the
who has proceeded on their career path is also present
current school world. At the same time, we can share
to share their experiences about their studies and work
information on the diverse work opportunities and
experiences. During the night, the young people and their
professions in the field of logistics.”
parents can pose questions to the speakers. In this way,
Eija Viikki-Westenius, Recruitment & HRD Manager, DHL
the parents also get to hear companies’ thoughts on young people and working life, and it is easy to continue
“ It is very useful to hear directly from companies what they expect and need from employees.”
the conversation at home.
“ In order to land a job, the applicant must be active
“ I would like to hear even more about people’s work
and take the initiative. Working life and school are
experiences.”
too far apart. Working life evenings are a splendid
Comments from parents who participated in the working life evening
opportunity to initiate working life collaboration, and it brings working life closer to the students and prepares them for it.” Ville Erkkilä, Study Adviser, Hakunila School
Preparation and motivation The parents are sent an invitation, which describes why the working life evening is being organised and who will be attending. When necessary, the school will organise for interpreters to be present. During the preparatory lesson, the teacher introduces the speakers to the students. The students draft questions, which the teacher then provides to the speakers before the event.
Programme 18:00 Starting the event and introducing the speakers 18:30 on Presentati by the working life representative and answers to the questions provided in advance. Possibility to pose additional questions
At the end of the evening 19:00 tween Free discussion be ung people the parents, yo and speakers.
24 | Samalle Viivalle – Models for partnership
Job hunt rehearsal – A path towards TET or a summer job
For a young person who does not have contacts with working life through their parents or acquaintances, it can be challenging to find a TET job or summer job. The Job hunt rehearsal is a model of action developed at the elementary school Pukinmäki Comprehensive School, where students practise writing a job application and being interviewed for a job. “ The Job hunt rehearsal model offers practical
The applications are sent to the representatives of collaborating companies, who then, together with the
information on working life and teaches how to
teachers, interview all of the students who are participat-
manage nervousness, We warmly recommend it to
ing in the rehearsals. As an additional motivation booster,
other schools, as well!”
the company may offer a real summer job or TET job, but
Finnish teachers Ritva Hyttinen and Reetta Haapamäki, Pukinmäki Comprehensive School
the jobs can also be fictional. All of the students receive feedback, based on which they may develop and improve their job application skills. Through the model, the students get a very realistic experience of a job interview.
Preparation YAt the school, the company representative makes a presentation about the company, applying for a job and the jobs available.
With the help of the teacher, the students prepare themselves for the job application process: during the Finnish or study adviser’s lesson, they write their job applications and compose their CV, which will then be sent to the company representative.
Selection and feedback
Interview The company representative or teacher will interview the students for the job.
The company representative will provide feedback for the students at the end of the interview, as well as sending a concluding report to the study adviser.
The company representative selects the best candidates.
The students themselves give feedback on the interview situation. How did it go? How did it feel? What could I improve?
The students receive tips on what to better focus on in an interview situation, and which things could use some improvement.
The teachers gather the students’ feedback for the companies.
Interview questions
Tell me about yourself.
You
What are you good at? What do you find challenging?
Why did you apply for this job?
Work
Think! samalleviivalle.fi
What work tasks do you believe you would do at this job?
Who could act as your referee?
What is your work experience? What are your hobbies?
. Why would you be suitable for the job?
What could you ask about the job during the interview?
26 | Samalle Viivalle – Models for partnership
Career dreams as comics
A picture is sometimes worth a thousand words. Through comics, it is possible to tell stories from everyday life or highlight themes which are difficult to discuss in words. The world of comics is familiar and interesting for young
about drawing comics and find this to be a refreshing
people. For teachers, it offers tools for discussing topics
variation between all of the written exercises.
related to school and work through pictures. Career
The comics by immigrant students who are at the
dreams as comics has been developed as a collaboration
end of comprehensive school have been particularly
between the Finnish National Gallery’s service Culture for
inspiring. The students have captured their future
All and the Comics Centre.
dreams in pictures in a magnificent way. The comics
Comics can be used in the motivational exercise
of many students who otherwise struggle with their
during the beginning of the lesson, as a method for
school performance have also been very interesting.
compiling the TET diary and for telling the common story
Even if it seems during normal lessons that the student
of the class.
lacks goals and ambitions, their comics illustrate dreams of a good life: education, work, family and a
“ Comics are a method of expression that the students
home of their own. Speech bubbles have captured bril-
are familiar with from arts and drawing classes, and
liant descriptions of school and work in the student’s
most students have also read at least some comics.
dream profession.”
The majority of the students are very motivated
Anu Japisson, Study Adviser, Tehtaanpuisto Secondary School
“ Often there are at least a few students who wish to have some variation from the traditional question– answer exercises. When the same questions were posed in the form of comics, the exercises were much more motivating. In personal guidance, comics are a good discussion opener and support the student’s own thinking. The idea and drafting phase takes up a lot of time, and students may set their goals at too ambitious a level and strive for perfection. In this regard, the exercise can be facilitated at first by using comic templates that don’t have speech or thought bubbles.” Samuli Lindvall, Study Adviser, Turun normaalikoulu
Comic: Daria Timonen
My dream profession The exercise Career dreams as comics, developed by Anu Japisson.
Draw a comic about your dream profession and your future life
1. frame: You studying, either in upper secondary school or vocational college
2. frame: You studying for your dream profession
samalleviivalle.fi
3. frame: You working in your dream profession 4. frame: You and your dream life. What does it include?
ku
28 | Samalle Viivalle – Models for partnership
Material produced during the project Guidebook on education and working life for multicultural young people
“ You can enter working life along different paths. You can begin to consider as early as during secondary school what your dream profession could be. That profession could be found through your favourite
In order to land a good job, young people also need
school subject or hobby. The important thing is that
education after comprehensive school. The guidebook
you listen to your heart and choose carefully. It is
is designed to support students who are about to finish
easier to achieve your dream job if you have received
their studies at secondary school in making their educa-
the appropriate education.”
tion and career choices. It provides practical information
Mehdi Arai and Evelyn Sõer, Samalle viivalle ESF-Project
on study opportunities, introduces the Finnish education system and encourages young people to study. In addition, the guidebook outlines the basic rules
In addition to English, the guidebook has been published in simple Finnish, Swedish, Somali, Estonian
of working life and provides information on working
and Russian. You can download the guidebook in
life issues that are important for young people, such
your preferred language from the project’s website at
as the working hours for minors (under 18 years), equal
samalleviivalle.fi/opas or order it from the Economic
workplaces and tips for preparing for a job interview.
Information Office TAT: tat.fi/materiaalipankki/ or tilaukset@tat.fi
ästä a ja työeläm koulutuksest
risille monikulttuu nuorille
denvertainen
•
ty öt od ist us
• am
t • yh io • verkosto ulutus • luk matillinen ko
työpaikka
Material produced during the project | 29
Duuni magazine, multiculturalism issue (in Finnish) Duuni is a magazine on working life and the job application process targeted at young people. The multiculturalism issue focuses on working life from the perspective of immigrant young people: people who have M
already entered working life share their experiences on
UU
O
EN
ER
UD
be strengths at your workplace.
SU
UM
RI
AN
TT UL
EM
IK
TE
ON
how language proficiency and your own background can The test related to the job application process is suitable to be done in class, and the stories in the articles can be discussed at home with parents. What tips are provided for working life? The magazine provides clear, step-by-step directions for drafting a job application and CV, and how to prepare for a job interview. With the help of these instructions, anyone can become a master at job applications, and it is even useful to read them through when it is time to apply for an internship in your own industry.
MILLA
INEN
The magazine also pictures a functional multicultural
ON M ONIK
ULTTU
URIN
NUORT EN DIA L TULEV AISUUD OGI ESTA EN TY Ö?
work community and the roles that everyone should
1
adopt: TEKSTI Helena Hyvönen KUVAT Teemu Granström KUVANKÄSITTELY
“ When the work community respects everyone as
Ville Salonen
KIINNOSTAVIA DU UNITARINOITA
individuals and leaves room for diversity in viewpoints, dialogue is fostered and the results show in the work
Abdifatah Ibrahim palveluneuvoja
that is performed. Many innovations are born in this way.” Mehdi Arai and Evelyn Sõer, Samalle viivalle ESF-Project
FATAH ON KOULUT
UKSELTAAN MERKO
Nordeaan työharjo NOMI ja tuli ittelun kautta. — Suoritin harjoitte lun erinomaisesti määräaikaisessa ja sain jatkaa työsuhteessa. Armeija n jälkeen sain vakituisen työpaik an. Kun suoritta a annetut tehtävä positiivisella asentee t lla ja hyvällä mielellä pitkälle, Fatah kertoo. , pääsee Nuorille Fatah haluaa sanoa, että kannatt sellaiseen ammatt aa hakea iin, mistä itse tykkää. voivat tukea, mutta Vanhemmat lopullisen päätöks en tekee nuori itse. — Muista positiivi nen asenne! Me ollaan Suomen tulevaisuus samalla tavalla kuin muut.
Download the magazine from the project’s website at samalleviivalle.fi/duuni-lehti/ or order it from the Economic Information Office TAT: tat.fi/materiaalipankki/
Eri alojen am mattilai
set esittäy ty
Eveliina He
tutkija ja suunnitte
lija
20-VUOTIAS ABDIFA TAH
IBRAHIM, tutumm on työpaikkansa in Fatah, ilopilleri ja positiivi esikuva. Nordeas sen asenteen sa työskentelevä Fatah kertoo nauttivansa eniten siitä, kun voi antaa asiakkai palvelua ja jopa lle hyvää ylittää heidän odotuks ensa. — Hyviä muistoja on monia, mutta nyt tulee mieleen kerta, kun yksi asiakas kiitti hyvästä palvelus ja sanoi, etten ta saa koskaan muuttaa Fatah kertoo hymyill asennettani, en. Palveluneuvojan työhön kuuluu muun muassa päivittäiset pankkia siat, sijoittaminen, tietysti erinoim laina-asiat ja ainen asiakaspalvelu. Fatah käyttää äidinkieltään somalia a melkein päivittä laan. Asiakkaat in työpaikalovatkin erittäin tyytyväisiä, kun vat palvelua omalla saaäidinkielellään.
:
ino
Behar Bogujevci autokorimekaanikko
Fanglan
diplomi-i
KUN EVELIINA HEINO
nsinööri
Tao
HAKI
nykyiseen työpaikk töihin, vaatimu aansa kset olivat seuraav at: yliopistokoulutus, laaja kielitait o ja kokemusta monikulttuurisu desta. Juuri näitä uEveliinalla oli. – Työ vaikutti sellaiselta, jossa voin hyödyntää osaamistani. Työssän i parasta on, kun venäjän kielen voin käyttää taitoani ja monikul ttuurista osaamis yhdistettynä sosiaalia ta lan koulutukseen, too. Eveliina kerEveliinan työhön kuuluu erilaiste n tutkimusten suunnittelu ja toteutta minen. Tällä hetkellä kentelee projekti hän työsssa, jonka tavoitte ena on kehittää lapsiperheiden palveluja. Projekti ssa selvitetään, millaista apua lapsiperheet tarvitse vat Suomessa ja Venäjällä. Työpaikalla Eveliina a ja hänen ammatt arvostetaan ja häneltä itaitoaan pyydetään usein kulttuurisissa asioissa neuvoa moni.
EVELIINA ON MUUTT ANUT
SUOMEEN 7-vuotia Hän kertoo oppinee ana. nsa suomen kielen koulussa nopeasti, koska kenenkä än kanssa ei voinut muuta kieltä. puhua mitään Lukion jälkeen Eveliina piti välivuod en ja haki sen jälkeen yliopisto on. Yliopistossa hän opiskeli kieliä yhteiskuntatiete ja itä. – Nuorille voisin sanoa vinkkinä , että kannattaa kokeilla erilaisia asioita. Kannatt aa mennä työharjo teluun tai kesätöih itin jonnekin paikkaa kiinnostaa. n, mikä itseä
AUTOKORIMEKA
vakituis
ANIKKO BEHAR BOGUJEVCI löysi työpaikkansa
en työharjoittelun Turussa ammatt kautta. i-instituutissa opiskell ut Behar sai VV-Autolta aluksi kesätöitä ja työharjo Nykyisin hän on ittelupaikan. töissä Espoon VV-Auto työssään hyvin. ssa ja viihtyy — Työharjoittelu on todella tärkeä, menee hyvin, koska jos se on hyvä mahdoll isuus saada töitä, Behar kertoo. Behar suoritti työn ohessa autokor ammattitutkinn ikorjauksen on vuonna 2010. Koulutus kesti vuoden ja työnantaja maksoi koulupä ivät.
AUTOKORIMEKA
ANIKON TYÖSSÄ
on tärkeää olla yhteistyökykyin en, koska usein tarvitsee työkave reiden apua. Autonko rjausalaa Behar suosittelee fyysisestä työstä tykkääv ille ja ihmisille, jotka haluavat nähdä työnsä jäljen heti. — Työhöni kuuluu pienten ja isojen korjaus. Haasteit kolariautojen a saan isommis ta kolariautoista. Joka päivä oppii jotain uutta, koska autot kehittyvät koko ajan, Behar kertoo. Koska autot tulevat tulevaisuudessa ihmisten tärkeim kin olemaan piä kulkuvälineitä, työn tulevaisuus näyttää Beharin mukaan hyvältä. Kun on aktiivin ja halukas tekemää en n työnsä kunnolla , pärjää kyllä.
KUN TEKNIIKAN DIPLOM
I-INSINÖÖRI Fa muutti Suomeen 15-vuotiaana, hän ei puh kaan suomea. Hän meni suoraan lukioon suomea äidinkie j len tunneilla ja lisäopetuks men kuukauden kuluttua Fanglan alkoi puhu ja jo vuoden kuluttua hän teki tentit suomek — Uuden kielen si oppimiseen ei ole muut kuin harjoitella, Fanglan sanoo. Lukion jälkeen Fanglan lähti opiskele tekniikkaa Teknillis maa een korkeakouluun. kertoo perineensä Amm isältään, joka on myös kon kan insinööri. Fanglan pääsi opintojen aikana työharjo ABB:lle ja teki myöhemmin ABB:n Kiinan yk diplomityön, jonka jälkeen työsuhd e muutetti tuiseksi. — Tehtäväni ovat pitkälti asiakkai den tekn kaupallisiin kysymy ksiin vastaamista. säni on se, että Parast olen tekemisissä ihmisten ympäri maailma a, Fanglan kertoo. KIINAN KIELEN TAIDOIS
TA on ollut Fanglan uran aikana monesti i hyötyä. Myös kulttuur sesta on hyötyä ien tu kansainvälisessä yrityksessä. — Monikulttuurisu us auttaa minua ymmärtämä maiden asiakkai den käyttäytymistä. Nuorelle antaa vinkiksi, että kannattaa käyttää omaa mon tuurisuutta sekä kielitaitoa hyväksi työnhaussa.
or tilaukset@tat.fi. 10
1
30 | Samalle Viivalle – Models for partnership
Young people talk about their study choices
Profession presentation videos tell multicultural job stories
What kind of education opportunities are there after
Role models help in choosing a profession. However,
secondary school? Should I apply for upper secondary
young people’s own circle of family and acquaintances
school or vocational college? Would a university or a
do not always offer examples from all kinds of industries,
university of applied sciences suit my need better? What
and young people do not necessarily receive adequate
does a medical student study? What is an apprenticeship?
information on all the possibilities that working life has
Are the entrance exams difficult? How much do the
to offer.
books cost? Is my Finnish at a sufficient level?
The profession presentation videos take the viewer
These questions, among others, are answered in the
straight to the workplaces. In the videos, young people
student presentation videos filmed during the project.
from different industries talk about their profession and
The videos present the entire Finnish educational system.
career choices and how they have benefited from their
Students from different educational levels and fields talk
language proficiency and multicultural background.
in their own words about what it is like to study and why they have ended up in their field. By following the
“ I use my mother tongue every day at work. The clients
example of others and by listening to their experiences, it
are happy when they receive service in their own
is easier to consider your own choices, too.
language. When you perform your work with a positive attitude and an open mind, you’ll go far.”
“ It would have been good if someone as a complete
Abdi Fatah Ibrahim, Banking Advisor, Nordea Bank
outsider would have come to me and said that I should just be myself. That I don’t always need to go with
The videos can be found at samalleviivalle.fi/videot/
the flow. If you’re strong and true to yourself, people
(in Finnish)
will respect you for who you are. You don’t have to change your personality or the way you dress just because everyone else does it in a specific way. On the contrary: it just shows how brave you are.” Kosar Naeemi, student at Itäkeskus Upper Secondary School in the Samalle viivalle project student presentation video
Additional videos can be found at kunkoululoppuu.fi/videot/ kaikki-videot/ (in Finnish)
Steering Group for the Samalle viivalle project Mervi Angerma-Niittylä, Expert, Finnish Commerce Federation Sirpa Huuskonen, HR Director, ISS, Chair of the Steering Group Anu Löyttyniemi, Education Consultant, City of Helsinki, Education Department, Vice Chair of the Steering Group Tuija Ojanen, Vice Principal, Omnia Sanna Penttinen, Expert, Finnish National Board of Education Hassan Said, Project Manager, R3 The Immigrant Youth Support Association Tiina Valtonen, Study Adviser, Myllypuro Secondary School, City of Helsinki Riitta Wärn, Expert, Confederation of Finnish Industries EK Liisa Tenhunen-Ruotsalainen, Director, Economic Information Office TAT Salla Linkosalmi, Project Manager, Economic Information Office TAT
Workgroup Producers: Päivi Korpela, Evelyn Sõer, Salla Linkosalmi
Translations: Aakkosto Oy
Content Producers: Advertising Kioski, Päivi Korpela,
Publisher: Economic Information Office TAT / Samalle
Evelyn Sõer
viivalle ESF-Project
Commodification of the models: Mehdi Arai,
Subscriptions: tilaukset@tat.fi,
Evelyn Sõer
tat.fi/materiaalipankki/
Visual design and layout: Advertising Kioski
ISBN: 978-952-7073-08-7
Photographs: Mehdi Arai
Year of publication: 2014
We wish to thank the schools and companies that
Samallle viivalle is an ESF-Project, which is coordinated
participated in the development work for the models and
by the Economic Information Office TAT. The project
their representatives for their comments.
developed, among others, methods of action and models that facilitate the introduction of multicultural young people at secondary school to working life and help them in making career choices.
The Elevator pitch, Weaving networks and Make the most of TET are functional models for collaboration between schools and working life. Have a look, and implement them in your school! The Samalle viivalle ESF-Project is coordinated by the Economic Information Office TAT. The models developed during the project facilitate the introduction of multicultural young people at secondary school to working life and help them in making career choices.
samalleviivalle.fi tat.fi