| dc.description.abstract | Learning a new vocation or re-learning one that was previously mastered is considered one
of the essential pathways for migrant integration into the Finnish labour market. Thus,
vocational educators should have competencies that support teaching adults with diverse
educational, vocational, cultural, and linguistic backgrounds, and enhance their
participation in the learning community. This research examines learning, teaching, and
integration of adult migrants in Finland. The study analyses what educators and adult
migrant students focus on when talking about learning and teaching. First, the aim was to
gain an understanding of the core aspects that trainers and migrant students refer to when
talking about learning and teaching, and second, the research examined how these core
aspects were related to learning in a new context and teaching adult migrant students. In
addition, the study aimed to deepen the understanding of relationships between learning,
teaching, and integration. The data was gathered at one of the adult institutes in Finland
(aikuisopisto) providing vocational education to adults, located outside of the capital region
of Finland. The study is based on individual, semi-structured interviews with 11 adult
migrant students, 12 trainers, and the institute Rector. In addition, the data set includes a
focus group interview with 6 migrant students participating in the same vocational
training. Theory-guided qualitative content analysis was used as the method of analysis. A
deepened understanding of the data-driven study results was gained through the lenses of
existing theoretical perspectives on language and culture, teaching in diverse settings as
well as on integration and learning. The main result of the study is that both trainers and
migrant students themselves associate difficulties in learning, teaching, and integration
with the existence of cultural differences and poor Finnish language skills. However, study
informants also reflect on personal differences and life situations as an important aspect in
learning, teaching, and integration of adult migrants. Learning in a new context and
teaching migrant students stirs contradictory feelings and are recognised as difficult
activities accompanied by feelings of uncertainty and unpredictability, but also the joy of
learning something new too. The interviewed trainers and migrants point out the existence
of negative beliefs and misconceptions about migrants, their backgrounds, and
competencies as the main barriers to making the most out of some modes of working (like
group work or workplace learning) and the possibility of supporting migrants integration
through participation in formal education. The results of the study indicate a need for all
parties to work towards collective participation in the learning process and a need to look
at differences as offering a positive contribution. Successfully approaching migrant
students requires taking into account the particularities of adult migrant as learners while
being able to concentrate on existing similarities. The study proposes seeing integration as
a collaborative lifelong learning process, which requires involvement and effort by both
migrants and Finns. | |
