Report on the educational trip “Future shaping and ESD in governmental, educational and non-governmental institutions in Finland”, 19 May to 12 June 2025

by Robert Unteregger

Future Council Foundation (since 1997) and Pedagogical University of Berne

Content

Foreword 6

Some insights and next steps	8

Helsinki, 19 May - 2 June

20/21 May

Conference Education in emergency, University of Helsinki

By Finnish Church Aid and University of Helsinki	12

22 May, in the morning

University of Jyväskylä, 9.15-11.45h On-line participation in the

Course for Master students on Education for Global sustainable

development EGSD by Heidi Layne, Senior lecturer

in Educational Sciences at the University of Jyväskylä	13

22 May, at noon

Market at port, 12-14h, meeting with Paula Tiihonen, first and

long-time secretary of the Committee for the future of the

Finish Parliament (retired since 2016), and Osmo Kuusi,

social scientist and her former colleague at the Committee	13

23 May

Residence of Prime Minister at Snellmaninkatu 1A /

Café Engel nearby, 10.30-12.15h, meeting with Eeva Furman,

Secretary General of Finnish National Commission on

Sustainable Development/Prime Minister´s Office	13

25 May, at noon

A half-an-hour visit in the Central Library, 2nd floor: ”the Finnish

Expert Panel for Sustainable Development (of the National

Commission on Sustainable Development) invites citizens to

participate Room 2050 at Oodi, May 25th–26th ”	14

26 May, in the morning, Turku

Kupitta, Turku, Finland Futures Research Centre,

a Department at the Turku School of Economics,

University of Turku. Meeting with Juha Kaskinen, Director	16

26 May, in the afternoon

Finnish National Agency for Education EDUFI,

Hakaniemenranta 6, 14.30h. Meeting with Minna Kelhä, Director;

Anne Liimatainen, Senior Adviser; Hanna Pohjonen,

Counsellor of education; Ida Immonen,

Specialist Internationalization Services	20

27 May

Meeting with Erkka Laininen, OAJ / OKKA (Finnish teachers’

union / Foundation for teaching, education and personal

development) at the Union’s building in Pasila, Helsinki.

Subject: pedagogical issues.	26

28 May, in the morning

Meeting with Erkka Laininen, OAJ / OKKA at the Union’s

building in Pasila, Helsinki. Subject: Indicators for a sustainable

future, Certification of educational institutions	30

28 May, in the afternoon

Meeting with Maria Höyssä, Senior Research Fellow,

Finland Futures Research Centre, University of Turku and

Senior Advisor, Committee for the Future, Parliament of Finland,

and Jaana Tapanainen-Thiess, Chief Specialist, Prime Minister's

Office, Government Strategy Department, Policy Planning Unit

(in charge of the government’s report on the future),

at the Small Parliament, 13-15h	33

Russia 2017 – three scenarios from 2007

A booklet of the Committee for the future (2007),

Osmo Kuusi, Hanna Smith, Paula Tiihonen (editors)	35

29 May, in the afternoon

Anna Uitto, Professor emerita in Biology Education

Research group of Biology and Sustainability Education,

Faculty of Educational Sciences,

Siltavuorenpenger 5A, University of Helsinki	35

Tampere, 2-4 June

3 June, in the morning

Jenni Skaffari, teacher at Nature School Korento, a unit that

supports nature and sustainability education in formal education

in Tampere; educational faculty building Virta,

Åkerlundinkatu 5 B, at 8.30.	37

Roosa Ritola is coordinating two projects in the primary

and lower secondary education in the city of Tampere.

The framework for both projects is the concept of

eco-social education . – documents	38

Essi Aarnio-Linnanvuori, Senior University Lecturer and

researcher, Faculty of Education and Culture | Education;

Tampere University	44

Oulu, 4-8 June

5 June, in the monring

Maria Ojala, professor of Socio-ecological Resilience in FRONT

research program (Frontiers of Arctic and global Resilience),

University of Oulu	47

4-8 June

Seppo Saloranta, PhD, Oulu, is a pioneer in ESD.

We meet several times, once assisted by Tero Aho,

Seppo’s successor as principal of Hönttämäki school	48

(Eastern Finland)

Arto O. Salonen, Professor at the University of Eastern Finland,

Department of Social Sciences – documents	51

Jyväskylä, 8-11 June

9 June, in the afternoon

14h Ruusupuisto, room Minna: Elisa Heimovaara,

International coordinator. Faculty of Education and

Psychology, University of Jyväskylä	56

10 June, in the morning

9h Ruusupuisto, room Minna, University of Jyvaskylä

Meeting with Elisa Heimovaara, Matti Rautiainen, Senior lecturer,

and Mikko Hiljanen, University teacher, both from the Faculty of

Education and Psychology, Department of Teacher Education;

and on-line with Heidi Layne, Senior Lecturer, Faculty of Education

and Psychology, and Apoorwa Hooda, post-doc student,

working with Heidi.	59

Helsinki, 11-12 June

11 June

Visit to the National Library	62

Annex	64

20 / 21 May

Conference Education in Emergency, University of Helsinki	65

22 May

Course for Master students on Education for Global sustainable

development EGSD by Heidi Layne, University of Jyväskylä	71

23 May

Eeva Furman: Is the future yesterday, today or in 2030?	73

26 May

Future guidance by Johanna Ollila	77

26 May

>Finnish national Board on Education / 2016:	79

New national curriculum for basic education: Focus

on school culture and integrative approach

>Sustainable Development, national core curriculum,	81

PPP by Hanna Pohjonen

27 May

>Planetary social Pedagogy, PPP by Erkka Laininen, OKKA	90

>Anne-Katrin Holfelder:

Towards a sustainable future with education?	95

28 May

>Indicators for a sustainable future,	108

PPP by Erkka Laininen, OKKA

>Committee for the future (2007): Russia 2017	115

– three scenarios

3 June

Korento Nature School guides children and young people 126

to close contact with nature (article, official website of

Tampere City

5-8 June

>Seppo Saloranta: A Roadmap to ESD School, Chapters 1-4 130

>Seppo Saloranta: How to get sustainable	139

development part of school culture (PPP)

Foreword

As co-founder and responsible of the Future Council Foundation (since 1997), I met Ero Paloheimo, the first chairman of the Committee for the Future of the Finnish Parliament in 2006 at a conference on the representation of future generations in political institutions in Budapest. The conference’s title was “Do we owe them a future?” and it was organized by the Hungarian NGO Protect the future. Paula Tiihonen, the first secretary of the Finnish Committee for the Future, provided the contribution to the publication documenting the conference. In 2016, I could participate at an international seminar in the Finnish Parliament, in Helsinki, organized by Paula Tiihonen for the Committee for the Future. So, I have had early contacts with Finnish pioneers in long-term future shaping and got an idea of the degree of its institutionalization. Obviously, there is much to learn and study.

When the Future Council Foundation was found in 1997, our ideas and propositions were pioneer’s work, publicly in a general way welcomed, maybe understood to a certain degree, but quite far from realization. Today, within the multiple crisis, the situation is different. We are in contact with MP, scientists, administrations and educational institutions, and the creation and strengthening of long-term future shaping in an institutional way is nearer to realization than ever.

In 2009, I met the director of the Institute of upper secondary education at the Pedagogical University of Berne, Elizabeth Stuck, and somehow we had the idea that I should create a seminar in Education for sustainable development ESD, as a pilot project, since ESD couldn’t yet be found in the official curriculum. The seminar was realized in 2010 for the first time. The contact with PU Berne continued, and since 2016, I can carry out and develop the seminar in ESD on a regular basis. In 2017, at the yearly reflection-meeting on ESD of the director of the Department of Education of the canton of Berne, I presented a short report about ESD in Finland. To get first information and contacts, I had called the Finnish embassy in Berne. The next call was to Erkka Laininen from OAJ / OKKA (Finnish teachers’ union / Foundation for teaching, education and personal development). In a very short time I got a lot of very useful information and documents. At the end of 2019, the Future Building Site at Cudrefin at the lake of Neuchâtel started the project “Pioneer grammar schools in ESD – shaping ESD methodically with a Whole School Approach”. Since 2022 I can realize two different seminars in ESD at PU Berne, one based on practical teaching, the other more on conceptual and organizational issues. In 2024, a new curriculum for upper secondary education came into force in Switzerland. In addition to the traditional subjects, seven new transversal themes of very different kinds were added, among them ESD. Since subjects and themes in the curriculum have been put together rather like a conglomeration, it is not obvious how all should be connected, interrelated and practically organized. The situation has become even more complicated because based on the Swiss curriculum, most of the 26 cantons are now formulating their own cantonal curriculums, concretizing the Swiss one. Facing that situation, the president of the Swiss grammar school teachers has publicly declared that Swiss grammar schools are entering now a phase of several years of reform.

In the middle of all those developments and considering the next steps to do within the work of the Future Council Foundation as well as in charge of the project “Pioneer grammar schools in ESD” and as a lecturer of Education for sustainable development and supporting its development at PU Berne, I thought it a good idea to take some distance and visit another country and study how it tackles those challenges. There were many good reasons that this country would be Finland.

The resulting educational trip “Future shaping and ESD in governmental, educational and non-governmental institutions in Finland” was an undertaking with a clearly practical intention: To meet persons in different institutions in charge of future shaping and/or ESD, get direct insights into their work and organization, get first-hand information and an exchange of experiences, to get impetus and ideas for the next steps in future shaping and ESD in Switzerland.

I was very impressed and encouraged by the openness and readiness by which my requests for meetings and information were answered, and so the trip has become a very rich source of information, inspiration, ideas and contacts. It showed that some of the next steps could become common steps, too. Thank you to all involved indeed!

Robert Unteregger

The trip was made possible by the support of the Future Council Foundation and the Pedagogical University of Berne.

Some insights (**) and next steps (>)

Long-term future shaping / futures

What	measure
** a structure of long term future shaping institutions With the Committee for the Future of the Finnish Parliament, the government’s report on the future, the Finland Future Research Centre of the University of Turku (Helsinki and Tampere), the Academic Futures network, the national Commission on sustainable development and SITRA, the Finnish Innovation fund directly accountable to Parliament, Finland disposes of a well-founded structure of institutions working on the long-term futures of Finnish society, with a history and a tradition of some decades, and with well proven methods. Given this context, its protagonists still must proceed with extraordinary engagement and competence to assure its existence and advancement, and to provide the necessary means is always a challenge. Often linked to education, futures are / could become a part of every day’s culture in Finland. In Switzerland, there is no comparable structure.
> Make known and discuss the lack of such a structure in Switzerland with MP, Federal Chancelry, members of Swiss Academies a+, Swiss cooperatives, foundations	Continue / start talks soon, contacts exist
> Project Knowledge-based, long-term future shaping Switzerland The Federal Chancellery has been obliged by parliament to provide a continuous long-term situation-analysis of the country in 2012. In 2018 the Chancellery has produced a booklet “Switzerland 2030”, and in 2022 an e-booklet “Switzerland 2035”. FCF has proposed to the Federal Chancellor in several meetings not only to analyze the situation of the country, but also to add knowledge-based and methodically the element of long-term future shaping. 15 scientists have already agreed to support the project. There could be installed an interactive e-platform with the necessary basic information on the development of the country in the past, existing strategies for the future in all different fields of action and proposed visions, inviting and enabling interested citizens and school classes to take part in long-term future shaping of the country.	Continue the talks with the Federal chancellery, informing about the situation in future shaping in Finland, showing possibilities to make the theme inviting for citizens and schools.
> Make concrete the idea of forming a committee for the future (with MP and experts/practitioners) in Switzerland	Contact with MP exists, to continue
>Organizing a next small Swiss conference on institutionalizing future shaping in Switzerland, in the Bernese Generation House, as in 2024 To inform Swiss actors and institutions involved on all the developments in future shaping and to advance the awareness of the situation	Foreseen for October/November 2025
>If we succeed in advancing the proposal of creating a Committee for the future in Switzerland, organize a conference with representatives and experts of different long-term institutions of other countries in Berne, to promote knowledge and motivation among the involved actors	In accordance with the advancement of the project
>to get better informed about the foresight-work already existing within the EU, explore how it could be used for Swiss long-term future shaping	Contact >Maria Höyssä, Senior Research Fellow, Finland Futures Research Centre, University of Turku and Senior Advisor, Committee for the Future, Parliament of Finland, and >Jaana Tapanainen-Thiess, Chief Specialist, Prime Minister's Office, Government Strategy Department, Policy Planning Unit (in charge of the government’s report on the future)
> Implement futures / future shaping in schools and municipalities world-wide The Committee for the Future has proposed that futures education be incorporated into curricula throughout the EU. Since summer 2024, the EU disposes of a commissioner for intergenerational fairness. During the preparation of the UN-Declaration on future generations (2024), FCF has proposed to implement future shaping in schools and municipalities world-wide. It has discussed that proposition with a member of the UN university’s Policy Research Center. It is to explore how those propositions can be developed and proposed to the corresponding offices in EU and UN.	Contact Maria Höyssä, Committee for the Future, and explore whether a collaboration in this matter would make sense; EDUFI
>Elaborate a basic didactical method for future shaping / futures for schools world-wide	Contact Juha Kaskinen, FFRC Turku, Johanna Ollila, UTurku Erkka Laininen, OKKA EDUFI Kristof Fenyvesi, Finnish Institute for Educational Research, JYU, Eva Furman, others

Education for sustainable development ESD

**a strongly set value basis for ESD All the persons I have met in the meetings showed strong convictions that eco-social values form the basis for human life and action on earth. I have perceived that attitude as an attitude of common sense as well as of a strong belief. The curricula for primary and upper secondary schools are based on those repeatedly expressed convictions. How ESD should be taught in school (didactic) and what organizational measures are necessary to make ESD effective, there is a situation of exploration. How future teachers are introduced to ESD differs from educational department to educational department of the universities. Schools and teachers are in a situation where they can do many things to promote ESD, but they can as well leave it just aside, doing nothing. Together with the given autonomy of the schools, there is much space for pioneer projects and efforts to advance the implementation of ESD by developing certificates and comparing studies on the state of ESD in schools and curricula. The situation of ESD in Switzerland is to a certain degree similar to the situation in Finland, although it is not as advanced. But as I perceive it, there is a rather strong difference at the first point. In Switzerland, I don’t perceive strong and widely shared convictions in the eco-social base of human life on earth. There is a strong individualism, sometimes combined with ignorance and indifference. That takes much strength form the efforts to foster ESD in our country effectively.
** Nature Schools With the Nature Schools in Finland, I have encountered an element in public education that I haven’t known before (although it made me remember my experiences as a boy scout). Those schools are a strong element to stress the relatedness of humans and environment in public education – to all learners. And it can start a connectedness to nature that otherwise may not take place.
>Overall view, network ESD-Schools Having encountered Seppo Saloranta (Roadmap to ESD Schools) and Erkka Laininen (OKKA, certification of eco-transformative schools), got an insight in the multinational seminary on Education in Global Sustainable Development of Heidi Layne JYU and learnt about the comparing study on sustainability competences of Apoorwa Hooda, it would be quite worth to sit together and to get a general idea where we stand with ESD and ESD-schools on an international level. Pioneer schools in ESD as well as concepts for ESD-schools could be compared, and maybe common basic concepts and practices found. Maybe an open common frame / structure for ESD Schools could be formulated, for a general orientation. This could help to rise awareness and understanding of ESD among the actors involved and publicly, too.	Contact the mentioned Finish colleagues, Swiss colleagues, Arien Wals (U Wageningen, Netherlands, UNESCO-Chair ESD); EDUFI Encourage students to do research in this field;
>Develop ESD with several courses over the whole time of studying at PU Berne As practiced by Essi Aarnio-Linnanvouri, U Tampere. She can teach the same group of students on ESD over three years, one course per year.	Propose that to the responsible of PU Berne
>Implement several tools and information on ESD encountered in Finland in one’s own seminar on ESD Brochure Roadmap to ESD-School, Bicycle-Model, Concept of Eco-social schools, Planetary Social Pedagogy, international dimension of ESD, Nature Schools, …	The next seminar will start in October 2025
>PUBerne – Wisdom Group Such a group could also set to work and reflection at PUBerne. ESD would become more concrete, practical, part of one’s own life as well as of school life, practicing dialogue, reflection, sharing experiences …	Bring in the idea at PUBerne, among students as well as staff
>Certification of Pioneer Grammar schools in ESD Within the project Pioneer Grammar Schools in ESD, we could hand out the first certificate on 4th of July 2025, to a grammar school in Gossau, Switzerland. By now, the project is supported by members and the office of the Club of Rome, too (having its seat in Switzerland). We will compare the process of certification Erkka Laininen is working with for the certification of schools by OKKA and check what elements could be useful to develop the certification-process of the project.	Will be done within the next weeks
>Values in curricula and schools Place and role of values in school curricula are quite different in Finland and Switzerland. Discuss those issues with students and invite them to explore them – and, by doing that, developing and clarifying one’s own position.	On-goning, in the seminar on ESD at PHBerne
>Promoting the Bernese Consensus on ESD 2025 Communicating the place and position of values in the Finnish school curricula and its strong foundation in common sense / belief can help to make understood and to spread the Bernese Consensus on ESD.	From now on

Helsinki, 19 May – 2 June

20/21 May

Conference Education in emergency, University of Helsinki

By Finnish Church Aid and University of Helsinki

The Conference focuses on education under most difficult conditions (war, heat as a consequence of climate crisis), with speakers and participants from many parts of the world

One main message: Education is one of the few pillars of hope in regions of harassing crisis – but only 3% of the whole aide to regions in crisis is spent on education. The awareness of the importance of EiE must be risen.

Several speakers tell under what conditions they are teaching.

Personal and moving statements of rector, dean of the edu. department and other people in charge. Common message: education is a social and inclusive expedition and can form and sustain society to a good degree.

>>>Attached: Program

Personal talk with Friedrich Affolter, Global Education Cluster Coordinator, UNICEF, and his wife at the Helsinki City reception at the City Hall, 20 May 18.30h.

“He has led and participated in programs on strengthening inclusive and gender-sensitive learning systems, community education and mobilization, risk-informed education-for-resilience programming, education for peacebuilding, early childhood development, and psychosocial protection – in duty stations including Syria, Afghanistan, Angola, South Africa, Sudan, Bolivia and UNICEF HQ New York.” To form and coordinate clusters at concrete places of emergencies means to create and cultivate links between the different players involved in education and other fields so that a most effective collaboration can be established.

Personal talk with Heidi Layne, Senior lecturer on Global sustainable education GSE at the University of Jyväskylä and two of her students

Heidi oversees a course on GSE for Master-students. We detect that our situation and challenges in ESD are very similar: silo-attitude and practice, establishing systemic whole-institution/school-approach, … Fortunately, the last unit of her course takes place tomorrow, 9.15-11.45h. Heidi invites me to assist the course by zoom.

22 May

University of Jyväskylä, 9.15-11.45h On-line participation in theCourse

for Master students on Education for Global sustainable development

EGSD by Heidi Layne, Senior lecturer in Educational Sciences at the

University of Jyväskylä

>>>Attached: Program of the course, structure of the presentations

Market at port, 12-14h, meeting with Paula Tiihonen, first and long-

time secretary of the Committee for the future of the Finish

Parliament, and Osmo Kuusi, social scientist and

her former colleague at the Committee.

We discuss many issues about foresight, its functions and possibilities. Osmo has

brought a booklet “Russia 2017” with him, written a long time ago by Paula, Osmo

and another author. >>>I could get a copy of it from the Committee for the future. He

gives me a very recent text of his own with >>>scenarios on Nigeria, from bright to

Disastrous. – At the end of our discussions we find out that Paula at her garden and

me at the future building site in Cudrefin have both become cultivators of oaks – not

by our own decision but invited by nature and climate crisis.

>>>Worldwide future shaping hubs:

https://millennium-project.org/

https://futuresconference.fi/

23 May

Residence of Prime Minister at Snellmaninkatu 1A / Café Engel nearby,

10.30-12.15h, meeting with Eeva Furman, (until 2022 SYKE Finnish

environment institute, Director of the Environmental Policy Centre),

Secretary General of Finnish National Commission on Sustainable

Development/Prime Minister´s Office

The Commission coordinates on a meta-level many players of SD in Finland, not so much by concrete single measures than by interlinking, informing, engaging, inspiring.

In her work, Eeva does not stress und make much use of the 17 SDGs. A systemic approach and understanding where single elements are not stressed matters more: “We don’t do SDG.” To her, it is rather a daily, lively exercise, like sports. At the 30th anniversary of the Commission, the youths of the country were invited to create poems about positive futures. Nature and culture are much more connected and embedded than in our traditional views. They are interlinked and must be orchestrated. Foresight and future shaping matter.

Link: Commission | Sustainable Development (https://kestavakehitys.fi/en/commission)

Attached:

>>> Article by Eeva Furman: Is the future yesterday, today or tomorrow? – Finnlands unexpected sucess story: https://www.sitra.fi/en/blogs/future-yesterday-today-2030/ - checked 24 May 2025

Hints:

>On next Sunday, from 12-19h, in the Central Library, at the 2nd floor, ”the Finnish Expert Panel for Sustainable Development (of the Commission) invites citizens to participate Room 2050 at Oodi, May 25th–26th “ – I shall participate (see below, 25 May)

>In the University of Jyväskylä, there exists a group wisdom, studying, working and living SD: JYU.Wisdom - School of Resource Wisdom | University of Jyväskylä

>A high school where future is a subject to learn/study: Kirkkonummi High school, near Espoo

>UN-habitat, UNESCO: https://www.unesco.org/en/articles/unesco-and-un-habitat-build-case-culture-and-sustainable-cities-world-urban-forum

25 May

From 12-19h, in the Central Library, 2nd floor: ”the Finnish Expert Panel for Sustainable Development (of the National Commission ) invites citizens to participate Room 2050 at Oodi, May 25th–26th”

Figure by the Falay Transition Design collective

The Finnish Expert Panel for Sustainable Development invites everyone to visit the Room of Future, where it is possible to experience and imagine what a post-sustainability transformation future looks and feels like. Room 2050 is organized in collaboration with the Falay Transition Design collective at Helsinki Central Library Oodi from Sunday to Monday, May 25th–26th.

The Room of Future is based on three positive images of futures created in collaboration with Demos Helsinki. In True-cost Economy, ecological and social harms and benefits are included into the prices of products and services. In Planetary Rules, an international, science- and norm-based system regulates overconsumption, restores nature and is responsible for the principles of fair use of natural resources, artificial intelligence and weapon systems. In Sustainability Awareness Revolution, education and learning strengthen the change in values, which leads people to direct their interests, skills and resources in ways that support the sustainability transformation.

Room 2050 is an invitation for citizens to seek and create new ideas for building a positive and sustainable future. Room 2050 is open to everyone at Helsinki Central Library Oodi (in Room Kuutio) on Sun–Mon, May 25th–26th, from 12 PM to 7 PM. You can arrive at any time, though by booking a visit in advance*, you can avoid queuing and ensure the possibility to visit the room. We have specifically reserved times on Sun from 2 PM to 4 PM and Mon from 4 PM to 6 PM for visitors attending without a reservation. Only a limited number of people can enter the room at a time. It is recommended to reserve ca. 40 minutes for the whole visit to Room 2050. You can book your visit time from the links below.

You can make a reservation for Sunday, May 25th here.

You can make a reservation for Monday, May 26th here.

More information about the images of futures: News on the images of futures; Discussion entry 1/2025 by the Finnish Expert Panel for Sustainable Development»

Source: www.Kestavyyspaneeli.fi (Homepage of the experts’ panel of the Finnish national Commission on Sustainable development)

26 May

Kupitta, Turku, Finland Futures Research Centre, a Department at the Turku School of Economics, University of Turku. Meeting with Juha Kaskinen, Director.

A historical approach:

1640, under Swedish rule, a first academic institution was founded in Turku, then the capital of the Finnish region. In 1810, the Finnish region came under Russian dominance. The academy of Turku was transferred to the new capital, Helsinki, and was transformed into the University of Helsinki in 1828. In 1917, Finland became independent from Russia. In 1919, in Turku, a Swedish University was founded, and in 1920, the Finnish-speaking University of Turku was founded, with private donations and as a private institution. It became semi-public only in 1970, financed by the government with 60%; 40% are provided by the university itself.

The School of Economics was founded in the 1950s, and at the beginning she focused on education and training. By now, there is more research. Today, the school is a department of the University of Turku, organized in 12 disciplines. Every year, about 300 graduated students leave the school.

Both, the University of Turku as well as the School of Economics were founded through the pressure of the Finnish civil society.

The Finland Futures Research Centre was founded in 1992, as a department of the School of Economics. Its task, as Juha Kaskinen says, is to make sense of future(s). Today, its staff amounts to 60 persons, together with doctoral researchers and MA students, there are about 100 persons involved. In addition, about 10 persons working for the Centre are stationed in Helsinki, and a few in Tampere. The financing of the Centre has always been and still is an adventure. ¼ of the yearly budget of about 4 million euros is financed by the state, the rest must be found by the Centre itself, from different sources, like Academies, EU, … Many projects, within time-windows from one hour to six years, are based on non-permanent contracts. Sustainability has been a main topic from the beginning, as well as education. The Centre collaborates with private companies, too, focusing on strategic foresight, including training.

The FFRC at work

For ten years, the FFRC has an international program, and many students from different continents study at the Centre. By now, ten postgraduate theses have been produced, about three per year. Yearly, about twenty graduates with a MA leave the Centre.

Education matters a lot. Since 1998, the Centre provides the materials for a course on futures with 25 ECTS taught by professors of the nine universities that are members of the academic futures network. Juha stresses that futures education is taught and accessible for all, at the universities as well as at the open universities. Since 1998, about 10’000 Finns have participated in the course.

In official documents on primary and secondary schools, future thinking is mentioned, but what and how it is taught is not so clear. Under the title “Futures guidance and education”, members of the FFRC offer since 2017 instructions for teachers and educational specialists:

“• We offer a Futures Guidance academic study module (15 ECTS cr) and have

trained over 200 teachers, counsellors and HR specialists in Finland since 2017.

• Yearly we reach almost 2000 experts in the education field via our lectures and

tailored training sessions.

• We provide free teaching materials and exercises for futures guidance and education.

• We collaborate actively with governmental organizations, NGO’s, universities,

schools and students.

• We facilitate futures oriented processes related to futures skills and competences

as well as development needs in the fields of education and work life. …”

Source: https://tulevaisuusohjaus.fi/wp-content/uploads/2020/11/Futures_Guidance_and_Education.pdf - checked 1 June 2025 – for more: see the link to Johanna Ollila

The Finnish ministry of education is producing a >>>vision on education in collaboration with about eighty experts. The paper is scheduled for this year.

The themes of the work of the Centre have a wide range. It works with and for countries (often of the third world) on strategic foresight, and with companies and municipalities (Juha mentions the example of Salo, a town in Finland where Nokia had production capacities that were very important for Salo. Doing strategic foresight, one must tackle the unexpected, too. So, the question arose what the municipality would do if the company left Salo – and answers in forms of scenarios were imagined. Later, unexpectedly, Nokia left Salo – and the municipality had, because of that strategic foresight done, some plan what to do.)

While taking with Juha, it shows more and more that Finland has by now a methodically and institutionally grown and well founded network in futures / future shaping / strategic forecast: the FFRC, Finland Futures Academy, the Committee for the future of the Finnish Parliament (where MP get “infected” with futures), the government’s four-year-report on the Future, the Finnish innovation fund Sitra, the onward going introduction of futures competence in schools and open education, … Yet, the advancement of that development depends still on a few very capable and engaged people.

The regions of Finland are obliged to deliver some foresight for certain fields of action, and the legislation prescribes some qualitative and quantitative measures for foresight concerning environment, economy, employment and skills.

Methodically, the basis of the Centre’s work is strategic foresight. Values matter and are an intrinsic element in foresight and developing visions.

At the end of the meeting, asked about the future of the futures work of the FFRC, in Finland and in general, Juha mentions that futures have by now a good ground, but must be spread further. In a complicated and fast world, futures have an important, decisive role to play. Knowledge-based foresight allows to a certain degree transparent societal decision-making and can be an effective help against a strong short-term preference, mis- and des-information and populism /authoritarianism. Facing the many challenges of our societies (in Finland: one field of action is the future of the forest industry, circular economy), we must think and act in longer terms. One must think more about positive possibilities of futures, too, and not let them be dominated by dystopias. And about foresights in general: “It is better to be weakly right than totally wrong.”

Before leaving, Juha gives me

>a very informative copy of the newsletter “futuuri” of the FFRC, and

>a copy of the study “Future Directions and Possibilities for the University”, produced by FFRC and the University of Turku’s strategic planning unit.

Links:

>https://tva.utu.fi/en/ Finland Futures Academy (FFA) is a network of 9 Finnish universities promoting and coordinating academic futures education in Finland. The FFA was established in 1998 to promote and co-ordinate academic futures education and research in Finland and globally. The network is coordinated by the Finland Futures Research Centre at the University of Turku.

>https://tva.utu.fi/en/fs-mooc/ Invitation to futures studies Mooc (1 ECTS) “Getting to know futures studies” by Uni of Turku, FFRC, Finland Futures Academy – checked 1 June 2025

>Johanna Ollila, Future guidance: https://tulevaisuusohjaus.fi/english/

Education and training: We are based in the University of Turku (UTU) currently offering academic education and continuation education for teachers nationwide in Finland.

Introduction to Futures Skills (5 ECTS cr)
– teacher training 2024–2026
– degree module at UTU & Open University 2025–

Basics of Foresight (5 ECTS cr)
– degree module at UTU & Open University 2023–

Futures Guidance Program (15 ECTS cr)
– degree module at UTU & Open University 2020–
– duration: 8 months

The future is approached at three levels:

1) Personal futures thinking (individual)
2) Futures guidance (community)
3) Futures research and foresight (system).

>>> Attached: the whole article “Future guidance”

>Julkaisun pysyvä osoite on: Futures Consciousness as a Human Anticipatory Capacity – Definition and Measurement, thesis PHD

Ahvenharju, Sanna (2022-06-10)

https://urn.fi/URN:ISBN:978-951-29-8892-1

ABSTRACT

As the world has become more complex, our minds are ever more challenged in understanding the potentials and possibilities of future developments. To overcome these challenges, we must develop and challenge our minds and the way we see ourselves and our surroundings, so that we can better navigate towards the future. This dissertation presents a conceptualisation and operationalisation of a novel five dimensional concept of Futures Consciousness (FC) and embeds it in the framework of Anticipatory Systems. Furthermore, it uses psychological constructs to identify individual differences as means to describe anticipatory capacities. The study identifies five different dimensions: time perspective, agency beliefs, openness to alternatives, systems perception and concern for others that together form an integrated concept of Futures Consciousness. This model is further operationalised with a psychometric scale that measures the manifestation of Futures Consciousness among individuals. The development of the FC Scale confirms that Futures Consciousness is not just a theoretical model, but an actual phenomenon that lends itself to empirical study.

The work presented in this dissertation is a result of collaborative efforts between social and personality psychologists and futures researchers utilising both quantitative and qualitative methods to develop the conceptualisation drawing on both scientific traditions. This summary sets the theoretical grounds for Futures Consciousness as a human anticipatory capacity that can be applied to both individuals and collective systems. This capacity is not domain – nor situation – specific, but a more general capacity that persists across various situations and over time, and is present in various life domains, such as work, education, and family, as well as in response to global issues. As such, studying and measuring individual variations in Futures Consciousness could prove useful in education, governance, capacity building, business development, and research.

KEYWORDS: Futures consciousness, future thinking, future orientation, anticipation, futures literacy, foresight, time perspective, futures education

>Kone-Foundation: https://koneensaatio.fi/en/ -

“Academic and artistic freedom

We foster academic and artistic freedom. Research and the arts must be allowed to develop and operate from their own starting points. Free, responsible and diverse art and research are the prerequisites of civilization.

Eco-social awareness

To us, eco-social awareness means social, cultural and ecological responsibility for the human race, other species and the environment. Our approach relies on the humanist quest to understand humans and the world and to think critically, but at the same time we see humans as part of the earth’s ecosystem and dependent on its biodiversity. …”

Website, checked 1 June 2025, Kone Foundation’s strategy 2021-2025

26 May

Finnish National Agency for Education EDUFI, Hakaniemenranta 6, 14.30h. Meeting with Minna Kelhä, Director; Anne Liimatainen, Senior Adviser; Hanna Pohjonen, Counsellor of education; Ida Immonen, Specialist Internationalization Services

General introduction (Ida Immonen)

Finland in brief • population 5.6 million (18 inhabitants / sq. km) • two official languages: Finnish and Swedish • persons with foreign background: 8,5 % of the population • education level of the working age population: - 9 % comprehensive education - 44 % upper secondary education - 45 % tertiary education.

Underlying educational understanding is based on equity. “Everyone has the right to basic education free of charge. The public authorities shall guarantee for everyone equal opportunity to receive other educational services in accordance with their ability and special needs, as well as the opportunity to develop themselves without being prevented by economic hardship.” (Constitution of Finland)

Two-tier national administration

Ministry of Education and Culture	Finnish National Agency for Education
•Education policy	•National development agency
•Minimum time allocation	•National core curricula & qualification requirements
•Preparation of legislation	•Support for evidence-based policy-making
•State funding	•Support for reform and development
•Services for learners
•Supporting internationalization

EDUFI’s tasks in a nutshell • developing education and training, early childhood education and care and lifelong learning, taking care of services and management duties related to them, and anticipating society’s competence and education needs • drafting the national core curricula for comprehensive and general upper secondary education, basic education in the arts, vocational education and training, and early childhood education and care • facilitating programmes and contracts that promote internationalisation and providing consulting services for internationalisation • providing services for student admissions • producing information to support development and decision-making in our field, and developing the education field’s central information databases • making decisions on the recognition of studies completed abroad as well as duties dealing with language and translator’s degrees

Sustainable development in the national core curricula (Hanna Pohjonen)

There are two national core curricula, one for basic education (2014), and one for upper secondary education (2019). The general goal of ESD is formulated as follows: “ESD allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future.”

Sustainability education is emphasized in education: • Underlying values of primary and basic education and upper secondary education • Development of school culture • Transversal competences • Multidisciplinary learning modules (basic education) • Subjects. - All Finnish schools are expected to have some sustainable development or environmental system. For example: Green Flag, the Finnish national Sustainable Development Certification of Educational Establishments

Underlying values: Basic education is built on respect for life and human rights. It directs the pupils to defend these values and to appreciate the inviolability of human dignity. Basic education promotes well-being, democracy and active agency in civil society. • Uniqueness of each pupil and right to a good education • Humanity, knowledge and ability, equality and democracy • Cultural diversity as a richness • Necessity of a sustainable way of living.

The underlying values of the National core curriculum for general upper secondary education are built on democracy and the Finnish ideal of education, in which studying and learning are deemed to regenerate society and culture. • General knowledge and ability • Respect for life and human rights as well as the inviolability of human dignity. • Equity, gender equality, democracy, and wellbeing • Necessity for a sustainable way of life.

Principles/themes that guide the development of the school culture: ”The goal is to create culture (basic education) that promotes learning, participation, well-being and a sustainable way of living.”: 1) Well-being and safety in daily life 2) Interaction and versatile working approach 3) Cultural diversity and language awareness 4) Participation and democratic action 5) Equity and equality 6) Environmental responsibility and sustainable future orientation ”

The National core curriculum for general upper secondary education stresses a school culture that creates positive attitudes, inspires learning, and promotes a sustainable future.” School culture development is underpinned by the following themes: 1) A learning community 2) Participation and sense of community 3) Well-being and sustainable future 4) Equality and equity 5) Cultural diversity and language awareness.

The sustainable way of living and learning environments outside the classroom are emphasized in both curricula.

Educational autonomy is high: • There is room for local or regional specificities • Teachers have pedagogical autonomy • Teachers can decide the methods of teaching as well as textbooks and materials

>>>Attached: PPP Sustainable development National Core Curricula by Hanna Pohjonen, Senior Adviser, Education Finnish National agency for Education

ESD in Finnish Vocational Education VET (Anne Liimatainen Senior Adviser, Education Finnish National Agency for Education)

Finnish VET in a nutshell • VET comprises initial and further training. • VET has many target groups: young people, adults and people in working life who need upskilling or reskilling, unemployed. • VET provides students with strong vocational competence. Another key principle is continuous competence development. • Versatile learning environments − VET-institutions, workplaces (including apprenticeship training), digital environments and various combinations of these. • National network of 134 VET institutions, which are different in size and scope (multisectoral nature). • 160 VET qualifications to which EDUFI has prepared qualification requirements.

Examples of units in ESD in initial vocational qualifications

Compulsory common unit: Promoting sustainable development, 1 cp, Learning outcomes: • Principles of sustainable development • Carbon neutrality and a circular economy • Ethical aspects of operation and sustainable development.

Vocational optional unit: Working with climate responsibility, 15 cp Vocational competence requirements • Examining the background of climate change • Presenting the impacts of climate change and solutions to it • Enhancing work with climate responsibility

New vocational optional units in further vocational qualifications and Specialist vocational qualifications

Promoting the Green Transition 15 cp, Vocational competence requirements: • Green Transition as a Phenomenon • Green Transition in the Industry • Planning Green Transition Activities • Promoting Green Transition.

Developing circular economy operations 30 cp, Vocational competence requirements: • Concept of Circular Economy • Designing Circular Economy Solutions • Implementing Circular Economy Solutions

National sustainability roadmap for VET

• The roadmap work has created goals and action pathways for five key focus areas of sustainability work: 1. Leadership and Organisational Culture 2. Pedagogical Solutions and Learning Environments 3. Staff Expertise and Professional Identity 4. Partnerships that Transform Society 5. Carbon Neutrality by 2035

>>>Attached: PPP Finnish Vocational Education and Training & Sustainable Development by Anne Liimatainen Senior Adviser, Education Finnish National Agency for Education

27 May

Meeting with Erkka Laininen, OAJ / OKKA (Finnish teachers’ union / Foundation for teaching, education and personal development) at the Union’s building in Pasila, Helsinki. Subject: pedagogical issues.

Organization

OAJ is the large Finnish teachers’ union. OKKA is an associated, independent foundation, founded 1997 with a grant from the Finnish Ministry of education. Erkka Laininen is one of three persons working for OKKA. The foundation is part of many influential networks. OKKA engages in several fields of action: teachers’ education, research, Sustainable Development certification of educational establishments; granting scholarships, publications, summer schools.

Erkka has a formation as an engineer and a background in adult education.

Pedagogical perspective: from ESD to PSP (Planetary Social Pedagogy)

Erkka thinks that ESD as it has been taught until now in schools has not much changed Finnish schools in general. Eco-social thinking has become by now a common part in teacher education. About 2016, Arto Salonen, Erkka and others proposed a more transformative learning, named Planetary Social Pedagogy (PSP):

In a strongly interconnected world, that interconnectivity asks for a new systemic thinking and knowledge, and new moral dilemmas appear: What is and what should be our range to others, non-human creatures, future generations, …? Future-oriented agency is a central element of PSP.

In a short-term, capitalistic economy, work is to a high degree shaped by this economy and separated from the world as understood in PSP. To make work a part of that world, some fundamental questions must be reflected:

>What are our true, basic needs?

>What about end-less desires?

>What does corporate responsibility mean?

>What should be produced?

>What would improve the environmental system?

Human beings are also creative beings, artists, in dialogue with others, co-operators.

That human dimension opens many ways to connect to the world in a holistic way. So, art is a central element of PSP, too.

Erkka has used PSP in his work with adults and made encouraging experiences. Concerning the headmasters of schools, he thinks barriers to PSP are more of an internal than external kind. Concerning teachers, he recommends that they should have experiences that go with PSP. It not only matters what you know, but as well who you are.

>>>Attached: PPP OKKA, Planetary Social Pedagogy

Links / Literature

>Salonen A., Laininen E., Hämäläinen J., Sterling St.: A THEORY OF PLANETARY SOCIAL PEDAGOGY. In: Educational Theory, 2023, Nr. 4, volume 73

Abstract. The escalating planetary crises of human-induced climate change, the depletion of natural resources, and declining biodiversity call for urgent actions to be taken at all levels of society and by the global community. The current political strategy for a sustainable future that emphasizes economic and technological progress is insufficient to bring about the change required; an educational approach based on identities, values, ethics, and new worldviews is also needed. In this article Arto O. Salonen and his coauthors consider the kind of pedagogy that could support a transformation of the human conception of reality into a form that both recognizes the connections and interactions between people, society, and the planet, and imparts an ethical orientation to action that strengthens the health and integrity of all entities. A theory of planetary social pedagogy (PSP) is based on traditional social pedagogy, which provides a theoretical framework for formal, nonformal, and informal education. PSP aims at building a deep holistic understanding of the relationship between the individual, society, and Earth by integrating the fragmented human conception and experience of reality by uniting the three dimensions of a social-ecological worldview: spatial, temporal, and ethical. Moreover, PSP is a cyclical learning process that alternates between cognitive, metacognitive, and epistemic levels of learning. The ultimate goal of using PSP is to lay the foundation for a fundamental transformation of the ideals, values, and culture that shape human behavior in ways necessary for securing a sustainable future. Key Words. planetary social pedagogy; social pedagogy; social-ecological worldview; transformative learning; systems thinking; sustainable future

Link: https://onlinelibrary.wiley.com/doi/full/10.1111/edth.12588

>Justin W. Cook, editor, Sitra (The Finnish Innovation Fund Helsinki, Finland) (2019): Sustainability, Human Well-Being, and the Future of Education. Open access Book

Contents

1 Learning at the Edge of History 1	Justin W. Cook

2 Toward Robust Foundations for Sustainable Well-Being Societies: Learning to

Change by Changing How We Learn 31	Harold Glasser

3 Sustainable Wellbeing Society—A Challenge for a Public Sector Institution 91

Jari Salminen

4 Schools as Equitable Communities of Inquiry 121	Robert Riordan and Stacey Caillier

5 Transforming Our Worldview Towards a Sustainable Future 161	Erkka Laininen

6 Towards Solving the Impossible Problems 201	Asta Raami

7 Unlocking the Future of Learning by Redesigning Educator Learning 235	Adam Rubin and Ali Brown

8 Four-Dimensional Education for Sustainable Societies 269	Charles Fadel and Jennifer S. Groff

9 Creativity, the Arts, and the Future of Work 283	Linda F. Nathan

10 A New Narrative for the Future: Learning, Social Cohesion and Redefning “Us” 311	Marjo Kyllönen

11 Climate Change Education: A New Approach for a World of Wicked Problems 339

Anna Lehtonen, Arto O. Salonen and Hannele Cantell

12 Case Study: Kaospilots—From Passive Listeners to Global Change Agents 375

Jenna Lähdemäki

13 Case Study: The Finnish National Curriculum 2016—A Co-created National Education Policy 397	Jenna Lähdemäki

Index 420

Link: https://link.springer.com/book/10.1007/978-3-319-78580-6

From the introducing article of J. Cook:

“…In order to advance past Our Common Future, can we be more specifc about sustainability? And if so, what does that yield, especially with respect to education? My organization, Sitra-The Finnish Innovation Fund occupies an unusual space in the political, industrial, and academic systems architecture of Finland. Sitra is a public fund with accountability to Parliament, but enjoys independence by virtue of its endowment established by the Bank of Finland in 1967. Its mandate is to improve Finnish society and the economy by providing thought leadership backed by strategic investments that can spur transformation. Since 2012, Sitra has been working to develop an ambitious societal model for the near 14 J. W. COOK future organized around the theme of sustainable wellbeing. In this distinctly Nordic approach to sustainability, society would build upon the strengths of Nordic social democracy and focus on helping people achieve rich and meaningful lives. This, we believe, is a precondition to spurring a rapid societal transformation toward sustainability; it is when sustainability becomes conflated with sacrifice or austerity that status anxiety and other fears overwhelm an individual’s willingness to change behaviors. Nonetheless, in this model, planetary boundaries (Steffen et al. 2015) are the necessary overarching constraint on human activity, while systems of human and social capital aligned with more efficient and human-centered economic and governance models form the building blocks of a sustainable wellbeing society. As part of Sitra’s second working paper on sustainable wellbeing (Hellström et al. 2015), we developed from extensive research six interrelated principles upon which society could establish a new narrative about its future and initiate a transformative cycle of sociotechnical development:

1. Addressing Wellbeing in a Holistic Way: Daily life has become vastly more complex for most people. To cope, better lifemanagement skills and social inclusion are needed; wellbeing must be made a political priority. Personalized solutions that support physical and mental wellbeing while requiring individual responsiility must be prioritized.

2. Adjusting to Planetary Boundaries: Climate change and resource depletion are already acting on societies. The elements of environmental sustainability, such as de-carbonization, must form the basis of policy-making in both public and private sectors.

3. Empowering Individuals and Communities: People must have a voice in the issues that affect them. Citizens must begin to share a vision for a sustainable future and most importantly, be able to find a place to thrive in that future. They must be treated as co-owners, not just customers of policy decisions and community-based solutions should be prioritized.

4. Moving to a Regenerative and Collaborative Economy: Economic structures need to be reformed to foster wellbeing without relying on increasing consumption of natural resources. Businesses should not be treated as if they exist in isolation but are treated as part of an ecosystem. Collaborative and sharing economies point the way forward.

5. Building Competencies for a Complex World: New competencies will be needed to thrive in a complex, interconnected world where information is ubiquitous. Learning will be lifelong and life-wide. The unique potential of each person is a source of value in an automated world. 6. Developing Inclusive and Adaptive Governance: Governance must evolve both within government and among communities. Administrative silos must be dismantled where necessary in favor holistic, horizontal approaches to policy challenges (Fig. 1.3) (Hellström and Hämäläinen 2015). …”

Fig. 1.3 Sitra’s Sustainable Wellbeing Model

>I mentioned the research by Raisa Foster about arts and eco-social education. Here you can find the list of her publications: https://raisafoster.com/#publications

>Anne-Katrin Holfelder: Towards a sustainable future with education? (2019)

In: The politics of making and un-making (sustainable) futures Volume 14, pages 943–952, open access

Abstract

The call for a kind of education which can contribute to a sustainable future has resulted in the “education for sustainable development” (ESD) campaign. What is implied here is that a sustainable future can be achieved if people are properly educated. ESD ignores the current, popular perception that the future is non-shapeable and determined regarding sustainability issues; ESD presupposes a necessary understanding of a future that can be formed. The logic of standard education supports the perception of a future non-shapeable through the promotion of competencies designed for flexibility. Nevertheless both systems still conceive of education mainly as training, closing down the future. In this contribution, I argue that ESD needs to take current educational systems and today’s society with their non-sustainable future-building practices into account, because otherwise ESD would not make any difference to the educational and societal status quo. My main objective is to show that education must be thought of as something other than just training: considering education predominantly as subjectification holds the possibility for open and alternative futures. In this article, I discuss the potentials of this understanding (and the notion of an open future) for education with a view to sustainability. I explicitly address an interdisciplinary audience with the aim of raising awareness that education is more than training.

https://link.springer.com/article/10.1007/s11625-019-00682-z

>>>Attached: the whole article

28 May

Meeting with Erkka Laininen, OAJ / OKKA (Finnish teachers’ union / Foundation for teaching, education and personal development) at the Union’s building in Pasila, Helsinki. Subject: Indicators for a sustainable future, Certification of educational institutions

In the 1990es, quality standards like ISO-systems 14001 were created and applicated in the industrial sector. Adult education advanced (with the national defense force as client), and the national agency for education was established. By an initiative of the OAJ, criteria for schools were formulated, about environmental, educational, organizational aspects and on school culture.

Since 2015, reflecting the ideas of transformative learning and in contact with Stephan Sterling (Emeritus Professor of Sustainability Education at the Centre for Sustainable Futures/Sustainable Earth Institute, University of Plymouth, UK), considering international standards for eco-schools, UNESCO-standards and collections of good practices, new ideas about how criteria for good schools should look like were developed. A school as a whole should take a stand to future and sustainable development:

Maybe the weakest point of this new orientation was how concretely it was to be introduced and anchored in a school.

A long term future-orientation becomes an essential element of a transformative educational institution. Key-question: What kind of future do we want to promote as an institution?

In implementing this new orientation, vocational schools are quite ahead of comprehensive schools. Transformation of working life is very near, present and rapid, and for specific vocational fields descriptions of skills and competences are more concrete and easier to compose than for the curricula for the comprehensive schools.

Since 2004, OKKA has certificated 141 educational institutions (all kind of schools).

The procedure of the certification can start when a school asks for it and the management of the school stands behind it. It comprises

>an introduction with an on-line presentation of the procedure of the certification

>a self-evaluation by the school, with 5-10 qualification groups (1 management), working with an e-Delphi on-line tool (a learning and dialogical process) to find needs of development

>The self-evaluation is supported by external auditors, trained by OKKA. They examine how the results of the self-evaluation have been discussed within the school.

>Then the school provides a development plan and a commitment to implementation, and a pedagogical plan, too.

>After six month it must be showed that work on the plans has started.

>On basis of a report, the OKKA Foundation then decides about the certification.

After about three years, the certification can be renewed (What was three years ago? Where stands the school today? And, considering four different futures-pathways: What kind of school do we want to promote?

The schools pay for the certification. At the beginning, the OKKA’s work for the certification was supported by the EU and different sources, then by the ministry of education, on an yearly basis, since 2017 on a somewhat better basis.

Attached >>>PPP OKKA, Indicators for a sustainable future

28 May

Meeting with Maria Höyssä, Senior Research Fellow, Finland Futures Research Centre, University of Turku and Senior Advisor, Committee for the Future, Parliament of Finland, and Jaana Tapanainen-Thiess, Chief Specialist, Prime Minister's Office, Government Strategy Department, Policy Planning Unit (in charge of the government’s report on the future), at the Small Parliament, 13-15h

The Finnish Committee for the Future was established in 1993, at the same time as the Finnish Future Research Centre, on an initiative of the Finnish Parliament. Its first task was to formulate the parliament’s answer to the government’s report on the future.

The first reports on the future of the government used to focus on one topic and were out-sourced. Today, the report is developed in-house, in a participatory process where the different ministries and several experts are involved, and more than a dozen foresight reports from other institutions are consulted in the process.

A few years ago, there were some difficulties in maintaining the edition of the report on the Future, when the report was mandated to an institute without bidding. An intervention of the Committee was necessary to maintain the edition of the report and to avert a stop. Today, the formal basis of the government’s report is “a working order of parliament” (not a law, rather an agreement). It also demands that the report has two parts, part 1 a kind of general situation analysis, part 2 focusing on one (or few) topic.

As Jaana and Maria describe the whole process of the elaboration of the report on the future, it becomes obvious that it is by now a quite sophisticated procedure: For the first part of the report, the analysis of the situation with a focus on political, environmental, economic, technological and social factors of change, all ministries are involved and reports of other foresight institutes studied, many workshops are organized. Some methodological key-words: draft morphological box, big picture thinking, cross-ministerial. Experts and institutions are asked to fill a questionary with twenty questions on the topic, technically managed with an exel-sheet, which makes it easier to compare and summarize the answers. In a second step, factors of uncertainty related to these themes are reviewed. Based on these examinations, four scenarios 2025-2045 about the potential courses of development of the operating environment were prepared:

>World of Cooperation

>World of intensified Competition

>Eastern World (with China as protagonist)

>Crumbling World.

Then, the scenarios are examined on the opportunities, risks, actions and preparedness related to each scenario from Finland’s perspective.

Part 1 includes 90 proposed actions, presented by scenario. In addition, each scenario includes a number of preparedness measures, intended to be considered when it starts to be possible or likely that the situation is taking the direction towards a scenario in question.

Part 1 of the report comprises about 500 pages.

In addition, about 50 citizen-dialogues with about 300 persons were realized to gather broader popular feedback on how the population sees the situation of the country. – The results of these dialogues were not directly used for the elaboration of the report.

For the second part of the report, one or a few topics are chosen by the Government. The current report’s second part focuses on how foresight can be leveraged better in the drafting of laws and how future generations and their rights can be better taken in to account. Among the results of the report, seven development proposals are formulated:

General techniques for the identification of regulatory needs and the preparation of laws that help reflection on alternative futures;

Make foresight a continuous activity throughout the legislative process and political decision-making;

Outline processes for the use of foresight knowledge at all stages of the legislative process: before, during and after the process;

Adopt the EU and the OECD’s development proposals concerning foresight capabilities and strategic foresight;

Improve the “future sensitivity” of current legislation with ex-post evaluations;

Lower the costs and the demands for expertise in the creation of foresight knowledge;

Make use of foresight to pursue sustainable development goals.

The mechanism by which the fulfilment of those resolutions is checked, is as follows: The Committee receives every year a report on the stand of the work on its resolutions (written by the ministries). Then it decides whether it keeps the resolution in its report as before or whether it takes it off the report.

The topic of Part 2 of the report has also the full attention of the Committee for the Future and of those elaborating the answer to the report: How to integrate all the foresight and futures work effectively into law drafting and legislature? – There is no corresponding procedure – not yet.

Documents

I receive two copies of documents that are almost, but not yet in a final form:

>Committee for the future: Government Report on the Future, Parts 1 and 2: Outlook on the Finland of the Next Generations (the Committee’s response to the Government’s Report)

>Committee for the future: Government Report on the Implementation of the 2030 Agenda: Towards a Carbon-Neutral Welfare Society

Links:

>Committee for the Future of the Finnish Parliament: https://www.eduskunta.fi/EN

>EU strategic foresight: Strategic Foresight in the EU - European Commission

>Lithuania’s vision for 2050: https://lrv.lt/media/viesa/saugykla/2023/12/x4ltEIwkfxE.pdf

Studying the Committee’s reports on the Government’s reports on the future and on the implementation of the 2030 Agenda, I can see that the Committee requests with emphasis the integration of futures education into the curricula of all kinds of schools. – A request that goes hand in hand with the Future Council’ Foundation's recommendation to introduce future shaping (What do we want to be within a generation’s step (20-25 years)? What first steps to do today? – Working with those questions on topics one is interested in, documenting it on one own’s e-platform) into schools and institutions (governmental as well as non-gov.) world-wide, so that a well-based futures communication becomes possible and understood world-wide.

Committee report on government’s report on the Future:

Page 27/28:

Parliament requires that the Government do the following: …

6) Develop ways for children and young people under the age of 18 to comment on matters concerning the future and actively participate in Finnish decision-making and building a shared sustainable future. …

8) Develop the future preparedness of decision-makers in accordance with the proposals provided to Finland by the OECD, for example; and add futures guidance, futures education and futures literacy that support an active personal relationship with the future to school curricula. …

Committee report on government’s report on the implementation of the Agenda 2030: Towards a carbon-neutral welfare society:

Page 17:

The Committee for the future is in favor of increasing futures education and study and careers guidance. The Committee itself has also proposed the same thing previously in its statement on strategic foresight in the EU (TuVL 3/2021 vp – E 130/2020): “The Committee for the Future proposes that futures education be incorporated into curricula throughout the EU. Furthermore, training in futures literacy must be systematically provided to administrations and decision-makers throughout the EU. …

The Committee for the Future supports the idea raised during the hearings of experts that teacher training must significantly focus on the thinking and dialogue skills required by sustainable development, as well as the related pedagogy. In the Committee’s opinion, this could also develop into a significant area of education export in the future.

The Committee for the Future is in favour of increasing regional cooperation between parties such as businesses, organisations, associations and educational institutions (from early childhood education and care to universities and higher education institutions) in a way that supports regional strengths and lays the foundation for sustainable growth.

Page 24:

… decision-makers must establish credible guidelines and prerequisites for sustainable activities that inspire hope. …

The meeting brings many hints, experiences, know-how, reports that are very helpful and instructive for the next steps that the Future Council Foundation proposes to strengthen the long-term future shaping work in Switzerland. Some very short and incomplete notes:

>The structure Government’s report on the future – response of a Committee of the Parliament seems quite apt to be implemented in Switzerland, too. A kind of report on the situation exists already, in nucleus, and there is a contact with interested MP – an inviting way to make the long-term and future shaping more present and effective in Parliament and Government.

>The role of future shaping / futures requested in education is a common proposition of the Committee and the FCF. First pioneer projects are realized – how to make them broader? – Here we should keep in touch. Things are on the move!

>Futures / foresight are existing in Finland for decencies, practiced methodically by experienced institutions – that is not the case in Switzerland. What to do? > meetings with the Federal Chancellery, the Swiss Academy of Sciences a+ - others?

>The two reports and other papers will be read and reflected further.

Russia 2017 – three scenarios from 2007

At the meeting in the Small Parliament, I have also got a hint where to find the text Russia 2017: three scenarios, of the Committee for the future (2007), Osmo Kuusi, Hanna Smith, Paula Tiihonen (editors). (The publications of the Committee are accessible on the Committee’s website.) It is the text that Paula Tiihonen and Osmo Kuusi have recommended to me at our meeting a week before.

The book and the three scenarios illustrate how helpful and instructive well grounded, succinct scenarios can/could be – if they are properly used.

>>>Attached the three scenarios from Russia 2017, pages 37-44

29 May

Anna Uitto, Professor emerita in Biology Education,
Research group of Biology and Sustainability Education,

Faculty of Educational Sciences, Siltavuorenpenger 5A, University of Helsinki. We meet at the above mentioned address, and since today is Ascension Day, a holiday, we are the only guests in the building. A good opportunity for a free and deep talk.

Anna is interested in science and sustainability education, especially in primary and secondary schools. She was the only professor in Didactics of Biology (combined with Geography, a Finnish tradition) in Finland.

She (together with10 other researchers) has just published a book on Biology and ESD; in Finnish:

Uitto, A., Jeronen, E., & Yli-Panula, E. (Eds.) (2024). Biologian opetus ja tiedekasvatus kestävän tulevaisuuden edistäjinä. (Ainedidaktisia tutkimuksia ; No. 27). Suomen ainedidaktinen tutkimusseura. https://doi.org/10.23988/sats.1066

-Sustainability issues are important but sometimes difficult to be taken into account in subject-specific school education. This book tries to figure out biology as science, science education and how the education could also reach true sustainability issues with ecological, social and economic perspectives.

Anna knows Seppo Saloranta (whom I shall visit in Oulu) who was a former student of hers, and mentions Erkka Laininen, Arto Salonen and EDUFI among the main stakeholders in ESD didactics in Finland.

She mentions the European sustainability competence framework GreenComp >>> JRC Publications Repository - GreenComp The European sustainability competence framework

What to do with the old forests in Finland?

All teachers love their subject most. – How to foster transversal competences? – In Biology, there are a lot of socio-scientific issues to be treated: food, health, vaccinations, critical thinking, …

Sensitive issues: values, to form opinions – political didactical thinking, transformation (Erkka)

In Biology, there are several issues where values and rights can be well discussed. It is where science, values, responsibility and faculty of judgement meet. – How to go along with students with different world views? How to tackle a position of genetic determinism with scientific knowledge and Common Sense? How to collaborate with stakeholders outside of school ? – The same issues are discussed all over Europe, and often thoroughly thought through arguments can be found in German literature.

For Anna it matters that pupils and students learn to act in society. Experience: “I can do something in this society.” Empowerment!

She mentions two current lecturers in ESD form Helsinki Institute of Sustainability Science, University of Helsinki:

Antti Laherto, Docent (Science Education), University Lecturer: My research deals with learning, teaching and communication of science and technology in

secondary and primary schools

teacher education

out-of-school and informal learning environments.

In my current research I connect science learning to agency, futures-thinking and Education for Sustainable Development (ESD), and work also with the concepts of teacher's professional agency, authenticity and relevance of science education, and Responsible Research and Innovation (RRI) in school contexts. I have studied scientific and technological literacy and public engagement in several societally relevant fields of science and innovation, such as nanotechnology and climate change. I've been involved in the following EU-funded projects: …

Illona Södervik, Docent (Education - Life Science Pedagogy); Senior lecturer, Visiting Professor (STEAM Didactics Centre, Vytautas Magnus University): My reserach deals with the development of expertise during university studies in teacher education and in life sciences (particularly in biology, pharmacy and medicine). I am interested in the role of conceptual understanding in authentic case-processing and learning of practical, hands-on skills and how the development of adaptive expertise can be facilitated via instruction. …

Tampere, 2-4 June

Tampere, 3 June

Jenni Skaffari is teacher at Nature School Korento, a unit that supports nature and sustainability education in formal education in Tampere; jenni.skaffari@tampere.fi. We meet at the educational faculty building Virta, address Åkerlundinkatu 5 B, in the lobby, at 8.30.

Pre-school-goups and classes from 2,4 and 7 grad normally come to pass one day at Nature School Korento. The important point, Jenny says, is nature-connection, phenomenon-based, hands-on experience and encounter of nature. Especially for children who are not often out-doors, for lonely, introverted children nature can become a haven: encounter snow, rain, hands-on actions, learn how to dress, to care for themselves can foster a positive way to live: children learn, their dynamics can change. For immigrant children, the trip to a Nature School may lead to a first encounter with a forest.

Jenni works full-time. She is at Korento School since 2007. She manages about 140 one-day-class-visits per year. To a small degree, there is teacher education, too. It is an official job of the environmental education service of the city of Tampere. To a small degree, Jenny also instructs teachers.

One day is not much time. Then it depends on the teachers, headmasters and schools how the inspirations and experiences at Korento School are followed up in school. The visit-days are not systematically integrated in curricula and school-life. There is a Nature School Association in Finland, with some dozens of schools, supported by the ministry of education; there are projects, partnerships, …

Today, Jenni starts a kind of an official summer course in a parc in Tampere town. The summer holidays have just started. In a similar way as the one-day visits at Korento School, but only for about two, three hours, children and youth (parents may come, too) can participate. At this first day, Jenni also instructs young people who will do that job during the summer holidays. At about 11 am I met her and youths and groups of children in a park at Nekala, Vihiojantie 11. I can be present at their work and have some more insightful talks.

There are two tasks: One is to follow a cord fixed on the ground and, with a kind of small transparent cup combined with a magnifying glass to fix and look thoroughly at small animals or other special things to be detected. The other task takes place at a small brook: The children can catch small animals from the brook and compare them with some drawings of animals to find out what kind of animals they are, and then bring the animals back to the brook. And they can fill a small glass tube with water from the brook. Those samples will be used for an examination of the quality of the water by the Finnish environment institute (if I remember right). Observing the children working on those tasks, I learn and understand a lot.

>>>Attached: Article on Nature School Korento, from Tampere City Website

Roosa Ritola has been coordinating two projects in the primary and lower secondary education in the city of Tampere for the past two years. The framework for both projects goes under the concept of eco-social education or eco-social approach in education.

roosa.ritola@tampere.fi; got in contact only three days ago, there is no fitting time-window for a meeting. But Roosa sends a few very informative documents on her educational work in the city of Tampere.

Roosa Ritola (MSc, BEng)

projektipäällikkö

040 538 3687roosa.ritola@tampere.fi

Tampereen kaupunki

Sivistyspalvelujen palvelualue/

Kaupunkiympäristön palvelualue

Frenckellinaukio 2

PL 487

33101 Tampere

www.tampere.fi

Here some very informative slides from Roosa's PPP ”Eco-social Approach in the primary and lower secondary education in Tampere”:

Essi Aarnio-Linnanvuori, Senior University Lecturer and researcher, ympäristökasvatus ja kestävä kehitys

Faculty of Education and Culture | Education; Tampere University

City Centre Campus. She gave me the hint to contact Jenni Skaffari and Roosa Ritola, and finally we meet at 16 pm at the educational faculty building Virta, address Åkerlundinkatu 5 B, in the lobby.

Essi thinks that the line in eco-social / ESD education from 2014 until now has not been strong enough. As teachers, headmasters and whole schools you could and can say: If you don’t want it, you can leave it! Of teachers and researchers she demands to look proud on the future, curiosity, resilience and some enthusiasm.

Eco-social education and ESD concern the whole human being, and they are personal. There must be practical and experimental approaches, and self-reflection.

Students are not per se change-agents. We should go deeper into the more uncomfortable themes, to the dark sides of the wicked problems, identify and name them, work with their future dimensions, imagining viable futures.

We must thematize the private sphere, too: consumption, traveling, … and try to find viable ways.

How to teach this? – It’s not only facts. One must reflect the old, given values – dialogue and explore viable ways. One practical procedure to make visible and thematize a variety of opinions and positions in a group is to ask questions to be answered on a scale from agreement to clear disagreement, inviting the participants to position themselves on a line on the floor, imagined or real, with “yes” on one end, and “no” on the other end.

To make the many dimensions of teaching climate change education /ESD comprehensible, Essi and colleagues have elaborated the bicycle model:

Emotions, Hope, Action, Knowledge, Values, Worldview, Motivation … all interconnected!

>>>Attached: Cantell H, Tolppanen S, Aarnio-Linnanvouri E, Lehtonen A (2019): Bicycle Model on climate change education: presenting and evaluating a model, Environmental Education Research, DOI 10.1080/13504622.2019.1570487

In the context of future literacy, Essi observed in several narrative workshops, that the participants often take the welcomed elements of the present to create with them the ideas of the future they want. They seem not to be used to start thinking on real threatening developments and to imagine ways how to tackle them and find viable future paths. Essi wants that to change and proposes to practice imagination in a combination of sciences and arts.

The faculty of Education and Culture is a small faculty where one knows each other. There is internal exchange. The team has some common understanding. Every three years, the curriculum is reformulated. On the topic of sustainability, there is one professor and one lecturer. There are about 200 students. The courses on climate change education / ESD are obligatory and integrated in the students' curriculum. Essi, who is researcher as lecturer as well, can teach the same students sustainability education during three years, one course per year. That allows her to develop the subject, and she can observe how the students succeed in entering deeper into the subject and start to form viable ideas how to integrate the topic into their own teaching, and to perceive it in a whole school approach.

Asked how she imagines to develop her activities in the coming years, Essi says that the subject is a life long project. She will go on improving her teaching and go away from the comfort zone. She will consider the educational policy documents on sustainability that are going to change. Strengthen the holistic approach, combined with pragmatic ideas, and deliver.

A problematic aspect in the political context is a request to go back to the basics – to put interdisciplinarity, ESD, complexity aside and not face today’s societal challenges in school.

Essi mentioned three schools as examples for schools that are pioneers in eco-social education:

Lempäälän lukio (Lempäälä Upper Secondary School): https://lempaalanlukio.yhdistysavain.fi/

Their climate group's website: https://www.ilmastosoturit.fi/

Ruusuvuoren koulu (Ruusuvuori Lower Secondary School): https://www.vantaa.fi/fi/palveluhakemisto/toimipiste/ruusuvuoren-koulu

Their "save the world" group's website: https://sites.google.com/view/korsovalittaa/etusivu

Mahnalan ympäristökoulu (Mahnala Environmental Primary School): https://hameenkyro.fi/palvelut/kasvatus-ja-opetus/peruskoulut/mahnalan-ymparistokoulu/

The English names are my translations, so they are not official. But I thought they might be helpful to keep track of what level each school is working on.

Oulu, 4-8 June

Oulu, 5 June

Maria Ojala is working as a professor of Socio-ecological Resilience in FRONT research program (Frontiers of Arctic and global Resilience) at the University of Oulu since August 2024. We meet at 10am at the unique building of the University of Oulu.

At the beginning, Maria asks many questions about the Foundation’s work on future councils in Switzerland. She mentions the Institute for future Studies in Stockholm, founded in the 70ies: >>>https://www.iffs.se/en/about-us/about-futures-studies/

Then we turn to the topics of her work. FRONT is a larger transdisciplinary profile project of the University of Oulu, funded by the research council of Finland. The research themes of FRONT are

>Resilient human-environment relations

>Resilient human-economy and value network relations

>Resilient human-society relations

>Resilience research methods.

One of Maria’s main fields of research is about how young people react to and deal with the multiple crisis of our time. The decisive moment is the experience that you can do something. But often it is very difficult to reach it. The conflicts are there, often on an emotional level: hopelessness – does it really matter what I do?; black-white perception, blocking thinking pattern. Hope, future shaping (imagining what can be, become possible) and agency are the creative forces that can help us breach and overcome the hinderances. Maria asks for a basic change from a rather cognitive approach to a perspective that focuses on the emotions, in a socio-emotional way (not in the manner of analytical clinical psychology).

The ways young people find ways do deal with today’s multiple crisis can be very individual. Schools have an important role. Teachers are often aware of the problems, but have no tools to react, and may be afraid to discuss them and tackle the challenge to find viable paths to react to them. There must be a practice of small behavior change, the parents are important, nature education is a strong positive element. – Maria plans a survey study about these issues in Finland. (I can send her the names of the three pioneer schools in eco-social education that Essi Aarnio-Linnanvuori has mentioned in Tampere.)

>>>Link: https://www.oulu.fi/en/projects/frontiers-arctic-and-global-resilience/

4 / 5 / 6 / 7 / 8 June

Seppo Saloranta, PhD, is a pioneer in ESD, Oulu. 34 years experience of working in school => 9 years class teacher => 25 years principal at Hönttämäki school => 25 years responsible person for environmental education/ education for sustainable development in department of education in Oulu - 2 years working at Helsinki University => Dissertation: The importance of a school’s culture in implementing Education for Sustainable Development in Basic Education grades 1–6 Schools. - International experiences => 2 Comenius and 2 Erasmus projects => hosted guests from 24 European countries => visited schools in 12 European countries. Today, he is retired from school, but still advances ESD in FINNSES-network, https://www.finnses.fi/. We meet several times, once assisted by Tero Aho, Seppo’s successor as principal of Hönttämäki school.

On an afternoon’s trip, Seppo shows me three different schools. Since there are already holidays, there are no classes, teachers nor pupils, which allows us to focus on the school buildings and their peculiarities. The first school building is very big in shape and structure, and a quite new one. It was financed by private hands, since the municipality couldn’t afford it. It will be in possession of the municipality only in the future, when the municipality will have paid for it. The second school building was started without a fixed classroom-structure. They wanted to find out what was really needed for the way they wanted to teach. They found out that the noise was too disturbing, so they finally added walls, but walls of glass, so that at least for the eyes, the space of the school remained transparent. The third school was the school where Seppo was at work during most of his professional life: Hönttömäki koulu. A small, flat building, planed for about 150 pupils (now with about 280 pupils). And with a small church among the buildings, that has become by now part of the school rooms, too. And with a quite green environment, inviting to be outside and to play. – The trip makes clear to what degree a school building – shape, dimension, materials, place – may influence teaching, organization and culture of a whole school.

In his professional life, Seppo has experienced the evolution from nature education to environmental education, then, about ten years ago, to eco-social education / ESD. In the Finnish curriculum for primary schools from 2014, sustainability is mentioned more than 100 times (digitality, to compare with, only about 20 times). Working on those themes for decencies and as a long-time principal of a primary school, Seppo could develop a well-founded comprehension of how an ESD school could be developed, shaped and become effective. He stresses the importance of school culture, based on specific values. In the booklet “A roadmap to an ESD-School”, produced in Erasmus KA2 Program (2016-2018), where he worked together with three other schools from Island, GB and Belgium, the structure of a school of that kind is presented in an elaborated form, indicating the decisive factors:

>>>Attached: The first chapters of “A Roadmap to an ESD-School”, produced in Erasmus Program (2016-2018)

Link: ecoroad_roadmap_to_an_esd_school.pdf

On an international level, efforts to advance environmental education have already a history of some decades: In 1981, on an UN-initiative, the Foundation for Environmental Education FEE was founded and started with first steps in Europe. The Green Flag network of eco-/ESD-schools (mentioned by Erkka Laininen OJA/OKKA and Seppo) has its basis in the member-organizations of FEE and is by now a worldwide network: Eco-Schools is implemented in 101 countries! Eco-Schools can be found in 79 countries through Foundation of Environmental Education (FEE) member organisations and in 22 countries through international schools. As of this year 2025, there are 52,552 Eco-Schools are the world and 13,700,972 students registered in Eco-Schools. Source: >>>https://www.ecoschools.global/

Another initiative, Environment and School initiatives ENSI, was initiated by OECD in 1986: ENSI was established 1986 as a project of OECD´s Centre for Educational Research and Innovation/CERI with 11 participating countries focussing on the promotion of environmental awareness and such “dynamic qualities” as initiative, independence and the readiness to accept responsibility. At that time, these relatively new school requirements were not normally related to each other. ENSI centered on the concept of environmentally oriented project teaching, which offered potential for the development of human creativity, intelligence and organizational skills. Source: https://www.ensi.org/About_us/History/ . After 2015, ENSI wasn’t an active project any more.

Based on his long experience at Hönttämäen School, Seppo says that to form a school culture needs much time and patience. Teachers are often prone to consider their subject as the most important and not well trained in the required interdisciplinarity. Teamwork and open discussions on the school culture often are a challenge. To create a fostering frame for ESD, some basic structures of a school must be changed: To make possible team-building and open discussion, a new time-window was established: Wednesday, 13h. To break up the mechanical frame of the lessons, longer breaks were introduced. The general perception of always losing time had to be reformed by perceiving more clearly the value-orientation and by creating other rhythms in the school life. Then not only the teachers, but also the parents of the pupils must be informed and involved. By 2014 (primary school) and 2019 (upper general secondary school) ESD has a strong backing from the national core curricula, at least conceptually. The way to effective practice of ESD and to a corresponding school culture is still a real challenge and, in general, a “verité à faire”. Asked about the prospect of a broad and effective practice of ESD in Finnish schools, Seppo answers that it should advance faster, but that he is too realistic to believe in a fast reform.

>>>Attached: Slides from the PPP “How to get SD part of the school culture?”, Saloranta 2018

Eastern Finland

Arto O. Salonen, Professor at the University of Eastern Finland, Department of Social Sciences, PO Box 1627, FIN-70211 Kuopio, tel. +358 50 359 0613 ; arto.salonen@uef.fi

Around Whitsuntide, I was on the way from Oulu to Jyväskylä, with Kuopio on the way, but given the holyday and the many projects Arto is in charge of, we couldn’t meet in person. Instead, he sent me several links of those projects:

SusTra Sustainability Transformations - Doctoral Education Pilot https://sites.uef.fi/sustra/?lang=en

Sustainability Transformations is a doctoral education pilot implemented jointly by ten Finnish universities and the Finnish Environment Institute. The doctoral education pilot will train 40 doctoral graduates in 2025–2027. The Ministry of Education and Culture, together with the Research Council of Finland, has granted 10.2 million euros to the doctoral education pilot in sustainability transformations. The participating universities have hired the students admitted to the doctoral education pilot.

Sustainability transformations research is interdisciplinary and solution-oriented, focusing on climate change, biodiversity loss and depletion of natural resources. Themes of research include citizens’ lifestyles, planetary health and well-being, production and consumption, governance and law, and cultural transformations.

https://www.uef.fi/fi/artikkeli/saastamoisen-saatiolta-merkittava-rahoitus-kestavyysoikeuden-ja-talouden-tutkimukseen

https://sisu-stn.fi/en/

Then, Arto is also involved in preparing an edition of the international journal of social pedagogy on Eco-social pedagogy:

Jyvä

skylä, 9-11 June

9 June, in the afternoon

Elisa Heimovaara, International coordinator/Kansainvälisten asioiden suunnittelija, Student and Academic Services/ Koulutuspalvelut
Faculty of Education and Psychology/Kasvatustieteiden ja psykologian tiedekunta, University of Jyväskylä/Jyväskylän yliopisto
Ruusupuisto RUU B237 P.O.Box 35 FIN-40014 Jyväskylä, Finland
mobile: +358 400 247421 (also WhatsApp)
e-mail: elisa.r.heimovaara@jyu.fi; edupsy-international@jyu.fi

The University of Jyväskylä is a partner-university of the Pedagogical University of Berne. Eliza is the contact person in Jyväskylä.

Elisa mentions several courses on ESD and connected with it, offered at Jyväskylä University:

There is a compulsory course in ESD, an “Introduction to planetary well-being”, since mid-2024.

Planetary Well-being online studies at the Open University of the University of Jyväskylä are available free of charge to everyone. These MOOC studies cover themes such as climate change, biodiversity loss and resource wisdom. Build your knowledge and learn from scientific research.

What does planetary well-being mean and what should we know about it? What kind of sustainability challenges are we facing when it comes to the well-being of our environment? How should we go about addressing these challenges? Explore these topics and more through latest scientific knowledge across various disciplines.

In total, Planetary Well-being encompass four courses that are open to everyone free of charge. Each of the 1-ECTS courses is available to study fully online, at your own pace. Start your studies and gain invaluable insight and know-how!

Course contents are available for you to explore on the JYU Online Courses platform before registration. To see the assignments and to complete the courses, please register and sign up for each course.

>>> https://www.jyu.fi/en/open-university/courses-offered/planetary-well-being

In Bachelor’s Degree and Master´s Degree Programs two courses on Education, Society and Change are offered. The courses are about how to build a democratic, equal and sustainable society through education.

Responsible, sustainable expertise, advanced studies (MA)

Course explores questions of sustainability from the perspectives of education and psychology. It supports growth towards sustainable and responsible expertise.

How can experts in the fields of education and psychology participate in building an even more sustainable future? How do the questions of sustainability appear to experts in education and psychology? During the course, students will develop their sustainability knowledge dialogically in multidisciplinary groups, while at the same time actively building their understanding of the sustainable and responsible expertise. In the course, sustainability is discussed from an ecological, economic, social, and cultural perspectives.

Learning outcomes:

>Upon completion of the course, students will be able to

>understand how sustainability is interconnected with expertise in their field of study and its professional development.

>reflect and apply the principles of sustainability in multidisciplinary collaboration.

create sustainability-based methods and practices as part of a multidisciplinary team.

Study materials:

Study materials will be specified in the study programme.

>>> https://studyguide.jyu.fi/2024/en/courseunit/kpts1000/

Education for Global Sustainable Development (Heidi Layne)

The course is a compulsory part of the Master's Degree Program in Development, Education and International Cooperation. The course is also part of the specialization module "Global and Sustainable Education" of the Master's Degree Program in Educational Sciences.

Upon completion of the course, students will

be able to understand, analyze and design sustainable and development education through critical lenses.

understand the main debates around sustainable development (education) (political, historical perspectives, dimensions and competencies).

be able to acknowledge, understand and apply postcolonial/decolonial (and other critical perspectives) on the sustainable development education.

be able to consider global south perspectives on sustainable development education.

In 2015 United Nations member countries adopted 17 goals (SDGs) aiming for peace and prosperity of the planet now and in the future. However, they are critiqued for being too Eurocentric. The course introduces students to these goals, through a critical, postcolonial and decolonial theory review. The course content comprises of definition of concepts and dimensions of sustainability (economic, ecological, social, and cultural) and the roles of education in developing sustainable futures. Students will be introduced to global south perspectives through guest lectures, and they are further challenged to deconstruct Euro and/or western centric normative assumptions. Lectures and readings introducing different analysis strategies will guide students’ learning to question and identify structural challenges of global sustainable development and education. During the course, students will participate in lectures, group discussions and project work.

Contents:

Debates around sustainable development education (policies and theoretical debates).

Postcolonial, decolonial and other critical theories.

Selected perspectives from the global south on sustainable development education.

SDGs:

https://sdgs.un.org/goals(aukeaa uuteen välilehteen)

>>> https://sisu.jyu.fi/student/courseunit/otm-2b8ef18d-a39d-484c-b525-b4eee3be8cba/brochure

At the University, there is also an open change-maker community:

JYU.Wisdom - School of Resource Wisdom

JYU.Wisdom is an open, scientific community actively promoting planetary well-being in society. Our activities include progressive research, education development, impactful societal interaction, and support for JYU’s sustainability work.

JYU.Wisdom facilitates collaboration for sustainability

JYU.Wisdom is a transdisciplinary community of scholars, students, and specialists, that provides opportunities for intellectual exchange and learning, for interdisciplinary research and education, and for collegial support, inspiration, and new ideas.

JYU.Wisdom has a mission that matters: planetary well-being. JYU.Wisdom advances science-based understanding about the boundary conditions for planetary well-being and recommends actions for reaching it in society. The community's planetary well-being research is a recognized thematic research profiling area of JYU.

JYU.Wisdom is an open community. Everyone is welcome to join the community's activities, which cover a wide range of sustainability themes. Wisdomers share a willingness to:

cross traditional disciplinary boundaries,

support our vision to promote the well-being of human and nonhuman life simultaneously, and

reduce existential risks to the diversity of life unique to Earth.

>>> https://www.jyu.fi/en/research/wisdom

Teachers’ education in Finland

According to Finnish law, since the 80ies, all Finnish teachers (but not those persons in charge of 1-6 years old children) must achieve MA degree, with at least 60 ECTS in pedagogical studies. There are several titles: study councillor, subject teacher, principals, adult educators, university teacher, … Finnish universities depose of a large autonomy. There are eight universities. To start teachers’ studies, students must pass a literature test and an aptitude test (in form of an interview of 20-30 minutes).

Some history

In 1863, the first Finnish teachers’ seminary was founded in Jyväskylä. Its first protagonist was Uno Cygnaeus (“learning by doing”). It was also the first teachers’ school where classes were hold in Finnish.

After WWII, under social-democratic rule, the Finnish school was shaped as a common school for all. While the primary school (1-6) was paid by the state, middle school and upper secondary school were not free of charge, therefore it was available only for those who could pay for it. There was a comprehensive school reform in the 1970ies, with 9 obligatory school years, paid by the state. Today, the school system consists of primary school (1-6), secondary school (7-9), upper secondary school and vocational education and training VET (10-12). In the 1980ies, VET consisted roughly in two years’ school and one-year professional practice. In the 90ies, because of economic depression, it became difficult to find places, and there were misuses. Today, professional education and training in school forms the basis of VET, while working in an enterprise is quite less than half, about one 6th, monitored by a supervisor.

Traditionally, education in Finland has a high standing and is a matter of honour. After WWII, Finnish people were proud to support the “lesser” people with open access to education. Today, Elisa observes, this attitude is, to some degree, crumbling: Education for education’s sake? – The less you understand, the better – with no remorse.

The international reputation of Finnish schools and education system came with their success in the Pisa-check in 2003. To their development afterwards, Elisa adds two critical aspects: Education has become a prestige field for politicians, and resources are lacking.

University of Jyväskylä was founded in the 60ies. Today, there are about 15’000 students and about 2600 lecturers.

10 June, in the morning

Meeting at JYU, Department of Education: with Elisa Heimovaara, Matti Rautiainen, Senior lecturer, and Mikko Hiljanen, University teacher, both from the Faculty of Education and Psychology, Department of Teacher Education; and on-line with Heidi Layne, Senior Lecturer, Faculty of Education and Psychology, and Apoorwa Hooda, post-doc student, working with Heidi.

Matti and Mikko are strongly engaged in political education, in democracy as a way of life, to live it (Dewey). There is a strong tradition of phenomena-based, inquiry-based educational research and teaching at JU. A speciality of JU is to mix subject-teacher students from different subjects and let them shape projects in interdisciplinary groups, stressing experience, action, collaboration and cooperation.

How strong is the connection with ESD? Not all the students make the connection between that interdisciplinary way of learning and ESD. And the economic part is not very present there. Matti and Mikko understand their role in opening the eyes of the students, and to give them freedom how to deal with the challenges. It is up to the responsibility of the students how to adopt and shape ESD. The two lecturers observe quite a distance between the levels of concepts and of practice. School often don’t have forums and forms to deal with the challenges of ESD. They see the necessity of dialogue and action – but how to get there? Then, there is a line in teachers’ families that is quite traditional and with a strongly national orientation and not very prone to ESD. It has, until now, no “official” place in the schools.

>>>Literature:

Rautiainen, M., Hiljanen, M., & Tallavaara, R. (2024). Education for democracy and democratic citizenship. In S. Harnow Klausen, & N. Mård (Eds.), Developing a Didactic Framework Across and Beyond School Subjects : Cross- and Transcurricular Teaching (pp. 197-209). Routledge. https://doi.org/10.4324/9781003367260-18

Fornaciari, A., Rautiainen, M., Hiljanen, M., & Tallavaara, R. (2023). Implementing Education for Democracy in Finnish Teacher Education. Schools, 20(1), 164-186. https://doi.org/10.1086/724403 (open access here: https://jyx.jyu.fi/jyx/Record/jyx_123456789_90198)

Apoorwa has just finished a survey on ESD in the education-systems of different countries: COMPARING SUSTAINABILITY COMPETENCES ACROSS SCHOOL CURRICULA IN EUROPE AND BEYOND. May 2025. Apoorwa Hooda and Orsolya Tuba. Glocal Minta Oy (Finn minta)

>>>https://inclusive-future.eu/wp-content/uploads/2025/06/SUSTAINABILITY-SCHOOL-CURRICULA_InclusiveFuture_May2025.pdf

Some insights form the executive summary:

eight partner countries: Bulgaria, Finland, Greece, Hungary, Portugal, Romania, Spain, and Türkiye.

The project aims to support the integration of sustainability competences into the schooling and educational process, creating a more inclusive environment and empowering primary and secondary schools towards sustainable practices.

Recommendations and Next Steps

General recommendations for policymakers include providing more resources and support for schools, developing national assessment tools, and ensuring consistent and relevant teacher training focused on sustainability issues in education. Country-specific recommendations address individual challenges and needs. For teacher education programs, it is recommended to integrate sustainability into both pre-service and in-service training, and for school leaders, it is recommended to support whole-school approaches, teacher collaboration within the school, as well as inter-school collaborations. Next steps for the project involve strengthening the findings through empirical data, and eventual development of an inclusive pedagogical model for teaching, learning, and assessing sustainability competences, providing guidance to teachers and educators.

Conclusion

This study highlights the progress and challenges in integrating sustainability competences into school curricula across eight partner countries. While all countries show commitment, variations in implementation and readiness indicate a need for continued support and development. The InclusiveFuture project plays a vital role in facilitating this integration, contributing to a more sustainable and inclusive future.

(On 11th of July, 9am, in the aftermath of the trip, I have an on-line meeting with Kristof Fenyvesi, Finnish Institute for Educational Research, JYU. He couldn’t take part at the meeting in Jyväskylä in June. – He is interested in futures, future shaping, mentions the Voros cone. How to make this part of ESD/school/teaching? Maybe the JYU and the PUBerne could start working on that theme?)

Helsinki, 11-12 June

11 June

Visit to the National Library

It is a comparably small, fine building, with about six floors, the books presented along the traditional school subjects, on the last floor with books on Philosophy, Religion and Ethics. On the second floor, there is a closed door, with no entrance for current visitors, the room behind it housing documents from the time of the 19th century, when Finland was a Grand Duchy of the Russian empire.

The Library is very inviting for reading, and so I had a better look into two books, one a dissertation on the Nordic wars when Finland was dominated by Sweden and later by Russia, the other a biography of Tove Jansson, creator of the Moomins.

ANNEX

20 / 21 May

Conference Education in Emergency, University of

Agenda

View sessions online

The main speeches and panels of the conference will be streamed online. Follow the live stream of the conference from this link: HelsinkiUniTube Live Stream

TUESDAY

8:30-9:15 Arrival

09:20 – 09:45 Welcome words: Tomi Järvinen, Executive Director, FCA and Kaarle Hämeri, Chancellor, University of Helsinki

Location: Auditorium

09:50-10:00 Opening remarks: Mikaela Nylander, Secretary of State, Ministry of Education and Culture of Finland

Location: Auditorium

10:00- 10:30 Keynote Address: Dianah Nelsen, Chief of Education, Education Cannot Wait (ECW)

Topic: No Child Left Behind: Safeguarding Learning Amid Global Disruption

Location: Auditorium

10:30-11:15 Coffee Break and networking with photo exhibition and booths.

Location: Agora

11:15 -12:00 High Level Panel: Dr. Nafieh Assaf, Deputy Minister of Education, Palestine; Ms. Margarita Focas Licht, Director of Partnerships, Global Partnership for Education (GPE) and H.E. Rashed Al Hemeiri, Director of Development and International Cooperation at United Arab Emirates Ministry of Foreign Affairs

Facilitator: Piya Itkonen, FCA Country Director Somalia

Location: Auditorium

12:00 – 12:30 Expert Speech: Friedrich Affolter, Global Education Cluster Coordinator

Topic: Now What? Education in Emergencies, the Education Cluster and the Humanitarian Reset

Location: Auditorium

12:30-14:00 Lunch

14:00 - 14:40 Panel discussion: Faiza Hassan, Director, Inter-agency Network for Education in Emergencies (INEE); Pia Korpinen, Education Specialist, Ministry of Foreign Affairs Finland Ethiopia; Seme Nelson, Country Director, Finn Church Aid (FCA) South Sudan

Facilitator: Jennifer Roberts, EiE Expert

Location: Auditorium

14:40-15:10 Agree / Disagree- statement based ‘Hot Seat’: Filbert Idha, FCA Uganda Education Lead Specialist; Lyydia Mäkinen, Plan International Finland, Education in Emergencies Specialist; Luke Stannard, Can’t Wait to Learn

Facilitator: Nadine Nashashibi, FCA IOPT Education Officer

Location: Auditorium

15:10-15:45 Fireside Chat: Regional Teacher Initiative for Africa with:

Oxfam Denmark: Collaborative and Empowered: Supporting Teachers in Crisis Context in South Sudan

Yei Teacher Training College: Inclusive Teacher Development in South Sudan

ADPP Mozambique: Enhancing Teachers Resilience and Well-being in Disaster-Prone areas of Mozambique

Finn Church Aid: The BRIGHT Project. Building Resilience, Inspiration and Growth Holistically for Teachers – BRIGHT in Crisis Contexts

Facilitator: Adeline Fournier, Deputy Team Lead, Regional Teachers Initiative for Africa

Location: Auditorium

15:45- 17:15 Parallel Academic Paper sessions

A parallel session for theoretical and empirical papers will take place on Tuesday 20th May. These sessions provide a forum for dialogue and sharing of expertise in Education in Emergency situations. The papers presented will focus on, but not limited to, the following sub-themes.

Session 1: Mental Health and Psychosocial (MHPSS) support for teachers and students in emergencies

Room: U3043

Session 2: Preparing teachers in pre-and in-service teacher education for emergencies and crises

Room: U3039

Session 3: Partnerships and cooperation within Education in Emergencies responses

Room: F3005

Session 4a: Values and principles underlying Education in Emergencies

Room: U4075

Session 4b: Values and principles underlying Education in Emergencies

Room: F4050

Online session 1, Room: U3029

Online Session 2, Room: U4080

View detailed list of papers presented in each session here: PROGRAMME FOR THE ACADEMIC PARALLEL SESSIONS

We have also created a PDF book of abstracts of all the abstracts from this call, you can access it here.

17:20-17:45 Launch of the joint Call to Action: Tomi Järvinen, Executive Director of FCA and Danielle Falk, International Rescue Committee

Location: Auditorium

18.00 Leaving for the Reception

18:30-20:00 Helsinki City Reception

Location: Helsinki City Hall

WEDNESDAY

08:30 - 09:00 Arrival

09:00 - 09:10 Opening Remarks: Ikali Karvinen, Deputy Executive Director FCA and Arto Kallioniemi, UNESCO Chair and Hannele Niemi, UNESCO Chair

Location: Auditorium

09:10-09:30 Keynote Address: Prof. Loise Gichuhi, University of Nairobi, Education Economist and EiE Expert, INEE Focal point for Kenya, ERICC Board Vice Chair

Location: Auditorium

09:30-10:00 Keynote Address: Valentine Moige, Junior school teacher and focal point for SNE and Inclusion, Kenya; Natalia Savchenko, teacher and a school principal, Ukraine

Topic: Being a teacher in EiE- the realities and lived experiences from Kenya and Ukraine

Location: Auditorium

10:00 - 11:00 Coffee Break and networking with photo exhibition and booths.

Location: Agora

11.00-11.40 Expert Speech: Danielle Falk, Ph.D., ERICC Research Consortium Global Lead on Teacher Issues

Topic: Evidence base on supporting teacher wellbeing and best practices for continuous professional development in EiE settings

Location: Auditorium

11:45 - 12:30 Panel Discussion: Prof. Loise Gichuhi, University of Nairobi; Valentine Moige, Junior school teacher and focal point for SNE and Inclusion, Kenya; Natalia Savchenko, teacher and a school principal, Ukraine; Dr Ata H Darwish, Al-Azhar University.

Facilitator: Alevtina Sedochenko, Education Advisor FCA Ukraine

Topic: Critical voices around teacher wellbeing and CPD in Education in Emergencies

Location: Auditorium

12:30 – 14:00 Lunch Break

14:00-14:15 Moving to selected sessions and takeaway coffee served in lobby outside Auditorium

14:15 – 16:30 Parallel Sessions: Practitioners’ Corners

Session 1: Innovations in EiE Delivery

Topic: Come to discover high-quality tech solutions for various infrastructural environments, all focusing on enhancing learning outcomes and experiences as well as teachers’ pedagogical approaches. During the spotlights you will have a chance to hear more from the UNICEF Global Learning Innovation Hub, who will showcase its work in accelerating access to quality digital education, including in emergency settings working with UNICEF Country Offices and governments. GraphoGame: the most researched literacy game in the world, will bring their award winning learning platform and HundrED: a mission-driven organisation helping every child flourish through education innovation presents solutions from their Global Collection 2025. Tespack will showcase their solution on bringing energy and internet to distant and challenging contexts.

Presenters: UNICEF Innovation and Learning Hub, HundrED, GraphoGame, Tespack

Facilitation: Reeta Partanen, FCA

Room: F3005

Session 2: Refugee Integration

Topic: Join the discussion on challenges and solutions of future refugee responses. How to move from encampment policy to national integration? How to support host governments in integration of refugee learners to national education systems?

Presenters: ERICC Research Consortium, UNHCR and Mazen Khzouz Country Director Syria FCA , Wycliffe Nsheka Country Director Uganda and Ethiopia FCA

Facilitators: Filbert Idha, Finn Church Aid

Room: Pieni Juhlasali (F4050)

Session 3: Teacher Continuous Professional Development in EiE settings

Topic: Join World University Service of Canada and Finn Church Aid in a learning session on professional development opportunities in Education in Emergencies and Protracted Crises situations. What has worked and why in teacher training, mentoring and coaching? What should be done differently?

Presenters: World University Service of Canada (WUSC), Finn Church Aid

Facilitators: WUSC & Saara Turunen, FCA

Room: Studium 1 (F3020)

Session 4: Human rights-based argumentation for EiE

Topic: Join this practical session to work on EiE Advocacy. We will be using international human rights treaties as a base of advocacy messaging, using examples from different humanitarian contexts.

Presenters: EiE Hub and UNESCO (online), INEE and Finn Church Aid

Facilitators: Faiza Hassan, INEE

Room: F3010

16:30-17:15 Closing by Organizers: Lin Min Aung Country Director FCA Myanmar and Dean Johanna Mäkelä, Faculty of Educational Sciences

Location: Auditorium

22 May

on-line participation in the Course for Master students on Education for Global

sustainable development EGSD by Heidi Layne, Senior lecturer in Educational

Sciences at the University of Jyväskylä, 9.15-11.45h

Von: Layne, Heidi <heidi.j.layne@jyu.fi>

Gesendet: Mittwoch, 21. Mai 2025 21:43

An: Unteregger, Robert <Robert.Unteregger@phbern.ch>

Betreff: RE: Educational trip "Future shaping and Education for sustainable development in governmental, educational and non-governmental institutions in Finland", 19th May to 12th June

Dear Robert, below you see the structure of this course and what kind of lectures they have had. This will help you to understand better the presentations that students are doing tomorrow. Attached are the instructions for the final assignment. They will present their course plans. The students are from two of our English medium programs: Master’s degree program on Educational Sciences (EDUMA) and Development Education and International Cooperations (DEICO).

Date	Form	Topic

20.3.	In class	Introduction to SDGs	Tiina Kontinen

27.3.	In class	SDGs’ critique’s implications for education	Heidi Layne

3.4.	Hybrid	Feminist pedagogy	Peace,

Musiimenta

Amon Mwiine

10.4.	Hybrid	Decolonial pedagogy (title tbc)	Nyamwaya

Munthali

24.4.	In class	Critical pedagogy	Heidi Layne

Quivine Ndomo

8.5.	Hybrid	Schooling in challenging context	Saswati Paik

15.5.	In class	Supervised group work	Tiina & Heidi

22.5.	In class	Pitching the course ideas to peers	Heidi &

Quivine/Abitha

Great that you can join us tomorrow.

Heidi

Template for the final paper for Education for Global Sustainable Development – 2025

Course Plan: SDG X with pedagogical approach Z [please formulate and insert your own title based on your choices]

Group members: [list names]

1. Course Information

Course Title:

Intended student group: [school level /university / adult education / community etc]

2. Course Description [300-450 words]

[A brief overview of the SDG that is discussed and the selected specific theme related to it. Use reference to relevant webpages/literature. Then provide a general overview of the content of the planned course].

3. Learning Objectives

[list 2-4 skills and/or knowledge students are expected to gain by the end of the course]

4. Pedagogical Approach [300-500 words]

[Describe the pedagogical approach, its main concepts, and reflect on how the approach shows in your course design. Use 2-3 references to academic literature on the selected pedagogy; you can use course literature and search for additional sources in JYUDOK. Add a list of references in the end of the paper]

5. Teaching Practices

[give a short description of intended teaching methods and learning activities. No references needed here]

6. Content of the course

[give a description of the course outline with 4-5 course sessions with content and teaching practices. No references needed]

7. Critical reflection of the selected approach [300-350 words]

Reflect on the potentialities and limitations of the selected pedagogical approach in reference to the learning objectives and the selected student group.

8. Reflection of group/pair work [250-350 words]

Reflect the contributions of each group member and the depth of discussion you had in preparing this plan. In the end, in reference to the assessment criteria in Moodle, suggest a grade for your final paper.

List of references

23 May

Is the future yesterday, today or in 2030?

Eeva Furman

Writer

Eeva Furman

Published

February 14, 2018

Finland’s unexpected success story

What were the factors that over a period of one hundred years transformed Finland from a poor nation divided by a civil war into a model country of sustainable development? This is the only question to which an international group of researchers was seeking an answer when visiting the Permanent Mission of Finland to the United Nations in New York last summer. Finland is indeed considered a model country of sustainable development in the north, in the south, in developed and in developing countries, all of which were also represented in the group. The group is currently writing a report on the opportunities and state of sustainable development to serve as a guideline for UN member states.

According to the indicators of the 2030 Agenda, what is currently done in Finland is also among the best in the world. Even just the tools used to measure development in Finland rank high in international comparisons in terms of their coverage. Finland is also a winner when it comes to longevity: the Finnish National Commission on Sustainable Development is the longest-serving commission in the field of sustainable development in the world that has remained active without interruptions. This is also at the core of the carefully built policy model of sustainable development, which, too, has attracted a lot of positive attention internationally.

Is this all true or a dream – or perhaps eyewash?

If Finland really is a model country of sustainable development, what have the Finns done successfully, to what extent and within what timescale? (see Prime Minister’s Office report in Finnish with English abstract) The challenges and opportunities of sustainable development in the world are changing rapidly and Finland is not unaffected by this change, but closely linked to it. How is Finland doing in terms of managing climate issues, the level of consumption, production structures or the reconciliation of work and the economy? And what kinds of burdens does Finland impose on other countries as regards, for example, waste? Will Finland be accelerating the challenges of sustainable development in the future or will we be at the heart of creating pathways to solutions?

“Now is the time to assess the situation because things are not always what they seem at first sight.

This year, answers to these and other questions will be sought as regular and independent evaluation is part of Finland’s model of sustainable development policy. The evaluation will provide a comprehensive picture of the situation for the parliamentary elections in spring 2019 and the related political decisions. The Expert Panel for Sustainable Development believes this policy evaluation to be a very important and insightful part of Finland’s model. Because sustainable development policy is such a complex system, we, the members of the expert panel in Finland have drawn up a proposal for how the evaluation should be conducted in order for it to best serve its purpose.

International approach to the evaluation of Finland’s impact paths

Looking into the future challenges us Finns to reflect on the impact pathways: it is important to recognise the national and international impact pathways and to assess how Finland invests in them. Of course, for the evaluation to be legitimate, it should be assessed how successfully the goals that have been set have been reached. The analytic perspective provided by science helps to evaluate sustainable development, which requires long-term policies.

Interdependencies can be examined through sets of goals. We recommend these five spearheads be used in the examination:

the environment as the basis for health and well-being;

energy and natural resource reform that is socially fair;

equality and inclusion as building blocks for a sustainable society;

rethinking approaches to work and the economy;

transferring responsibility from individuals to the global community.

With wide participation, we can deepen the shared understanding and interpretation of sustainable development and its goals, challenges and opportunities. At best, such an evaluation is a shared learning process in society and improves the preconditions for a societal discussion and the mainstreaming of sustainable development.

The international dimension provides an evaluation with the required objectiveness. What does Finland really look like on the global scale? To what extent is Finland’s contribution greater that its size might merit, for both good and bad things?

It will be interesting to see the results of the evaluation at the beginning of 2019.

26 June (Turku)

Future guidance by Johanna Ollila

Futures Guidance combines futures research methods with guidance-oriented thinking.

In Futures Guidance, the future is seen open, containing many different possibilities. Humans naturally like to think about and focus on the future, but future-oriented thinking can also be learned and taught. Futures Guidance provides people with the tools for thinking and acting in ways that enable them to focus on their future expectations while also preparing for different chains of events. Futures Guidance also helps people imagine their future selves and roles within their communities and environments. Instead of envisioning a singular future that is set on a linear path, the goal of Futures Guidance is to assess the future as a more comprehensive set of entities and nonlinear continuum.

Education and training

We are based in the University of Turku (UTU) currently offering academic education and continuation education for teachers nationwide in Finland.

Introduction to Futures Skills (5 ECTS cr)
– teacher training 2024–2026
– degree module at UTU & Open University 2025–

Basics of Foresight (5 ECTS cr)
– degree module at UTU & Open University 2023–

Futures Guidance Program (15 ECTS cr)
– degree module at UTU & Open University 2020–
– duration: 8 months

The module includes three units:

Introduction to futures thinking (5 cr)

Futures guidance in practice (5 cr)

Personal paths to the future (5 cr)

The future is approached at three levels:

1) Personal futures thinking (individual)
2) Futures guidance (community)
3) Futures research and foresight (system).

The program´s emphasis is on group work, individual work and reflection, fostering transformative learning.

The participants are mostly adult students with long experience in working life, who work as study counsellors, career and employment counsellors, mentors, coaches, support persons of young people in danger to become marginalized, nowadays also experts in human resources, personnel development, strategy, marketing etc.

The methods and tools of Futures Guidance are suited for e.g.:

Providing student guidance in various educational institutions

Providing support for coaching and guidance workshops

Providing workforce education for people who are switching fields or searching for their own field

Youth work

Working with immigrants and other special groups

All those who are interested in thinking about the future!

We have translated our Futures Guidance workbook in English and five other languages. Also our Get a Life simulation, which allows users to explore and imagine their future working life and educational paths, is translated in English.

Futures skills

Futures skills are the skills that are needed for creating the future, making better long-term decisions and can be used in various futures. They are based on futures studies and futures consciousness.

Futures skills consist of the following cognitive, emotional and functional capacities:

Envisioning multiple futures: to challenge presumptions and logical thinking in imagining alternatives and even impossibilities

Systemic thinking and perceiving complexity: to detect and identify the interrelations and interdependencies of systems as well as the changing regularities of systems

Development of time-perspective: to recognise multiple concepts of time, to understand the relation of past, present and future, to perceive long-term changes, and to expand one’s time-perspective

Critical thinking: to evaluate the formation and underlying assumptions of various concepts of past, present and future, including one’s own

Non-linear thinking and creativity: to use imagination in challenging and surpassing one’s beliefs and preconceptions regarding the future, to extend the boundaries of imagination

Proactive and responsible action: to understand the personal and collective responsibility regarding the present and the future, to make justified value judgements to impact the future by action, and to assess the impact long into the future

Accepting uncertainty and unknown: to direct one’s thinking and action to the open future without certainty over the consequences

Reflection and value reflection, personal relation to future: to recognise and evaluate one’s values, world view, futures view as well as one’s assumptions and feelings about the future

Source: https://tulevaisuusohjaus.fi/english/ - checked on 1 June

26 June

fINNISH NATIONAL BOARD OF EDUCATION / 2016

Finnish National Agency for Education

27 May

Foundation for teaching, education and personal development OKKA

Anne-Katrin Holfelder

Towards a sustainable future with education?

Special Feature: Original Article

The politics of making and un-making (sustainable) futures

Open access

Published: 06 May 2019

Volume 14, pages 943–952, (2019)

Introduction: futures in education

Education and the future are inseparably intertwined. It is impossible to think about educational matters without making references to the future. Our understanding of future determines, for example, what knowledge and which skills are considered to be important for the next generation. Regarding sustainability issues, it makes a difference whether sustainability is thought as a concrete aim which can be reached through technical innovation and efficiency, or whether it is more a normative direction which needs to be determined democratically. Futures in education determine decisions in the present and thus can be understood as “futures for the present.” If the future is the same as the present or can be predicted with any certainty, then it would seem to be not so difficult to decide what the next generation should best be equipped with. However, if the future is presumed to be uncertain, which is ultimately the case, then the necessary knowledge and skills are not that easy to determine.

Future in education is more than a mere temporal category: future is a symbol of “something better” (Milojević 2005). Future ought to (and can) always be better than the past; so in that sense it is different from the present. Future is understood as something which belongs to the next generation; they should have a better future than the present (Pfeiffer 2007). Thus, future needs to be understood as open, not determined, where one has the freedom to shape one’s own future. So future in education is strongly related to freedom (Biesta 2010). This understanding became possible after Enlightenment, at a time when humanism—the notion of human freedom and progress—became the dominant perspective, and when the development of a better society was the main ideal. Education should make this ideal realizable through active engagement of the individual with his or her (human and non-human) environment. This means, further, that the notion of future in education is always considered as a result of human actions (Bokelmann 1969), but it is not understood as radically open, that is, shapeable in the sense to design a better future, something that would be closer to the ideal of a humane world. The future should be obliged to promote and support values such as democracy and self-determination. This ideal of a humane future should be understood as a guiding principle, one that imposes clear limitations on non-humane developments, rather than as a realistically achievable objective. Hence future, based on a humanistic understanding of education, is a guiding normative idea and less a prediction of a certain development (ibid.). Education has been considered as something which is free of any direct purpose or external will but, at the same time, clearly normative: it should help to bring society closer to an idealized humane future. Postmodern and postcolonial theories made us aware of the contingency of society and the problematic linear understanding of time and progress, as well as a teleological understanding of future (Milojević 2005). From a normative point of view, we must be aware that a teleological understanding of future is problematic in education today; however, what we should hold on to is the close connection between future and freedom (Biesta 2010), future as a symbol for shapeability, openness, change and self-determination.

On closer observation of society and educational practice, the described idealized picture of education seems difficult to maintain. Especially institutionalized education is far from being free of external influences (e.g., the educator or society’s interests). The promise of a better future has been shattered because of a number of severe global crises. Future in post-modern societies has come to be understood, instead, as uncertain and contingent. But which understanding of future should serve today as the reference point for educational decisions? It would be conceivable to adhere to some desired vision of the future but also to adhere to a future forecasted from the present dominant perception of it. Those two different perceptionsFootnote1 of “futures for the present” mark the parameters within which education occurs in education programs as well as in the public discourse. The future understandings give information about how education is perceived: education could be considered as a means to approach a specific end; it could also be seen as a means to respond to a given situation in the future. Neither viewpoint takes the idea of future in education seriously. In the first case, future is not understood as open and left to the next generation. Education serves rather as an instrument for attaining some specified objective. In the second case, future is not considered as the result of human actions, it is reduced to being just something we react to. In both cases, education is a means, a qualification which can be reached. And in both cases, the understanding of education contradicts the importance we attach to self-determination and openness.

In this contribution, I discuss the meaning of an open future for education in the context of sustainability. The importance of education as a main contributor to a sustainable future is omnipresent. I take the worldwide “education for sustainable development” campaign as an example for how education is discussed predominantly, with regard to sustainability (part II). I argue that a broader perspective on future making practices in society and institutions must be acquired. The leading question in the discourse is more often, “How can we close the knowledge–action gap?” Education in that context is often referred to as a “tool” or “remedy” which can bring about a better future if used correctly. What is missing is the integration of our current understanding of future in educational institutions (part III) and society (part IV). Our current understanding of future in present-day educational institutions and of future practices in society stands in opposition to the idealized notion of future in ESD and thus sustainability. I argue that these notions need to be explicitly addressed in designing ESD; otherwise ESD would do nothing beyond paying lip service to sustainability while continuing to foster the current non-sustainable status quo. In the final section (part V), I will discuss how education can be conceived in the context of sustainability as this pertains to an understanding of future as open. This openness is a necessary assumption when thinking about social change (Sandford 2013). I argue for an understanding of education, which considers education as more than qualification or training (for reaching a pre-defined aim). Motivated by the observation that education in public and political discussions is often regarded as a solution to non-sustainability, I want to address an interdisciplinary audience.Footnote2

Education for a sustainable future

Agenda 21 initially mentioned education as one important contribution to sustainable development. This resulted ultimately in the ESDFootnote3 campaign, initiated by UNESCO and promoted worldwide during the UN Decade of education for sustainable development beginning in 2005. Education (mainly understood as enabling the learner to acquire certain competencies) is supposed to make a significant contribution to sustainable development. The ESD program is a highly ambitious one; it implies the hope of actually making a sustainable future:

ESD is an essential contribution to all efforts to achieve the SDGs, enabling individuals to contribute to sustainable development by promoting societal, economic and political change as well as by transforming their own behaviour. ESD can produce specific cognitive, socio-emotional and behavioural learning outcomes that enable individuals to deal with the particular challenges of each SDG, thus facilitating its achievement. In short, ESD enables all individuals to contribute to achieving the SDGs by equipping them with the knowledge and competencies they need, not only to understand what the SDGs are about, but to engage as informed citizens in bringing about the necessary transformation (UNESCO 2017).

The aim of the campaign has been to educate people so that they acquire competencies and learn to think and behave in a sustainable way. ESD is a wide-ranging project that concerns all types of education (formal and non-formal, general and specialized vocational), all disciplines, and persons of any age. It goes beyond imparting knowledge or raising awareness. Its main focus is on fostering sustainable behavior, in private and non-private contexts. In the academic milieu, the call to foster sustainable behavior was mainly answered by determining what the necessary competencies for so doing must be. Among the more important proficiencies are systems-thinking competence, anticipatory competence, normative competence, strategic competence, interpersonal competence and critical thinking (Wiek et al. 2011; Rieckmann 2013). In general, competencies are understood as a combination of cognitive skills and abilities as well as the motivational, volitional, and social readiness to solve problems responsibly in a variety of situations (cf. Weinert 2001). Consequently, competencies are not based on any specific knowledge content, but rather more oriented toward questions of how the acquisition of the required competencies can be made possible. Many scholars stress the point that innovative learning (enabling students to acquire competencies) is indispensable for ESD (e.g. Gidley 2012).

ESD clearly exceeds the goal to impart knowledge and raise awareness; it is about a variety of learning outcomes that are conceived as a contribution to societal transformation. The success of education in accordance with the logic of the political call will be determined by the extent to which sustainable development goals (SDGs) are realized. This ambitious and all-embracing objective is surprising because of the gap between knowledge, awareness, and action, something that is well-known from decades of environmental education (Kollmuss and Agyeman 2002). But the hope of creating a better future through education seems to rest on the development of more innovative and alternative methods and the focus on competencies. This “new orientation” tries to improve the negative image of environmental education which is still burdened with having an image of being indoctrination and instrumentalisation (cf. Jickling and Sterling 2017). In addition, the lack of success of environmental education is often attributed to its focus on catastrophes. According to the promoters of ESD, however, shifting this focus to competencies would be one plausible response to this criticism. The claim is that competencies combine the openness to reflect on values with one’s own viewpoint in conjunction with the focus on actions. This focus on actions is further strengthened by an orientation toward a positive vision (Haan 2006).

In the academic discussion of ESD, this euphemistic promotion of a politically set program is contested: It is still criticized for reasons of instrumentalisation (Kopnina 2012; Dahlbeck 2014; Sund and Öhman 2013; Bonnett 2004). These scholars stress the point that setting a sustainable future as a clear, realistic goal in education (and, in so doing, determining exactly what constitutes sustainable action) is not the right approach. Rather, sustainable development should be considered as a process in which citizens need to take an active part. Therefore the focus of education should be on the promotion of critical thinking and reflecting (Jickling and Wals 2008; Öhman and Östman 2008). Scholars raising this criticism often refer to the continuation of the developmental paradigm in ESD, which sees development as technological progress and economic growth, and thus reproduces societal foundations that are considered to be the cause of the crisis and not as its solution (Bonnett 2004). Humans are able to control and manage crises via science and technology (Kopnina 2014); learners are addressed as consumers, reflecting a neoliberal economic understanding of the human being as one more component in a market-dominated and market-controlled society (Selby 2006). Huckle and Wals (2015) even concluded that ESD failed to challenge neoliberalism, accusing ESD of being “misplaced idealism” (ibid., p. 492). The need for the active integration of pluralistic views and alternatives is further highlighted (Kopnina 2012). The meaning and understanding of education in various ESD approaches is tightly connected to the underlying notion of (a sustainable) future: If a sustainable future is assumed to be attainable through technical innovation, efficiency and different consumer habits—which is the case for the dominant sustainable development paradigm—the needed knowledge and skills can be defined quite precisely (cf. Kopnina 2014). Future is then something forecastable and calculable. If the concrete form of a sustainable future needs to be negotiated in society, participation and decision-making skills become more important aims in education.

The presented critique on ESD is based on normative arguments. I would like to expand the discussion of education in terms of sustainability by integrating structural and empirical arguments into it. So far, success or limitations are discussed mainly on the individual psychological level. ESD (like all education) is clearly a project about the future. My objective here is to draw to the special attention of my readership that a human being is socialized in particular way, depending on the society of which he or she is a part and on the particular school system in which he or she is educated, with its established future practices. It is therefore important that we have a look at how the future is perceived in current educational systems (part III) and Western developed societies (part IV). My argument is that if ESD really wants to contribute to societal transformation in the direction of sustainability, the preconditions for so doing need to be addressed and, at the same time, the limitations of education beyond the knowledge-action gap need to be recognized (part V).

Education for an uncertain future

Since at least two decades, education policies have been influenced increasingly by actors outside the traditional education system, such as the IMF, World Bank and OECD (Robertson and Dale 2009; Walker 2009). Educational systems in many OECD countries have undergone a change toward an output-orientation with a focus on competencies. With the PISA study (first conducted in 2000), the OECD defined what is regarded as important competenciesFootnote4 (in mathematics, text understanding, science, and financial literacy) worldwide. In addition to subject-related competencies, the OECD also developed competencies which are considered as important for “a successful life and a well-functioning society” (Rychen and Salganik 2003). With its Definition and Selection of Competencies Program (DeSeCo), the OECD defined key competencies important for all individuals in globalized modern societies (OECD 2002). Key competencies are “acting in heterogeneous groups,” “acting autonomously,” and “interactive use of mediums and tools.” The defined competencies are based on the following depiction of the future:

“Globalisation and modernisation are creating an increasingly diverse and interconnected world. To make sense of and function well in this world, individuals need for example to master changing technologies and to make sense of large amounts of available information. They also face collective challenges as societies—such as balancing economic growth with environmental sustainability, and prosperity with social equity. In these contexts, the competencies that individuals need to meet their goals have become more complex, requiring more than the mastery of certain narrowly defined skills” (OECD 2005, p. 4).

The leading questions for defining competencies were the following: “What do individuals need in order to function well in society as they find it; what competencies do they need to find and to hold down a job; what kind of adaptive qualities are required to cope with changing technology?” (ibid., p. 6) In this description, a clear assumption about the future is made. There seems to be no doubt the world is becoming increasingly more complex and that current problems are worsening. The future is understood as uncertain and fast-changing, which justifies the importance attached to flexibly applicable competencies. The OECD names normative issues (“democratic values and achieving sustainable development” are considered as “shared values”) which are not specified in greater detail. The OECD document says that “competence is also an important factor in the ways that individuals help to shape the world, not just to cope with it” (ibid., p. 6), whereby “shaping the world” seems to be less a goal than it is a useful side effect. A clearer statement about what is desirable and what the links between agency and coping might be is missing.

On the explicit level the focus on competencies is justified for the sake of the learners; on the implicit level, justification of the selected competencies is criticized for following the neoliberal logic of the market aiming to create a flexible future worker. Education is shaped increasingly by market principles such as competitiveness and producing human capital to fulfill the needs of a global economy (Milojević 2005; Rizvi and Lingard 2009; McCarthy et al. 2009; Hursh 2010). Education has become an investment which needs to pay off, in accordance with cost–benefit considerations (Sandford 2013). Although the idea underlying PISA initially was to evaluate societal participation, the study instead sparked competition (Steffens 2007).

The task of education on this understanding is first of all to make the acquisition of defined competencies possible. This task is strongly connected to “objective” knowledge (Andreotti 2014, p. 23) not only in terms of content, but also in terms of pedagogy. Pedagogy has become increasingly evidence-based, requiring validation for certain methods (Biesta 2007). Future is understood as uncertain in the sense that it does not seem possible to shape it actively. In keeping with this understanding of future, learners are perceived as passive recipients of knowledge, delivered to an uncertain future. Montuori (2012) speaks of “reproductive education” because, on this understanding, the aim of education is to make students adapt rather than to allow them to create (ibid., p. 65). Milojević (2005) criticizes the failure to question whether the globalized future perceived today is “the future” (ibid., p. 64); this “taken-for-granted future” means that other visions are obscured or made invisible and their proponents silenced (ibid.). Sandford (2013) describes this neoliberal economic vision as empty one because present demands are merely extended into the future. Teaching and schooling speak more the language of competitive excellence, a practice which narrows learners’ prospects and their view of the future considerably, instead of offering different possibilities (Hutchinsons 2002, p. 57). Amsler and Facer (2017) call the neoliberal and outcome-oriented shift in Western school systems as an “anticipatory regime” which stifles imagination and experimentation. On this understanding the future is not a place of possibilities,Footnote5 but rather one of foreboding, creating anxiety and necessitating control (ibid.). The future as something non-shapeable and without any alternatives is also a dominant societal perception which I will turn to in the next section.

A narrowed future: empirical consideration

In fact, humans constantly look to the future, and create mental images of what the future might be like. These self-created images emerge as hopes, fears, and expectations, and thus influence what people feel is worth doing in the present and are among the causes of present behavior (Liu and Lin 2016, p. 81).

Looking ahead to the future is inherently human; it is considered to be an important aspect of decision making and behaviour. Those “futures for the present” are of interest vis-à-vis educational concerns, and they are researched widely in the field of environmental education and ESD. But a negative image of, and pessimistic attitude toward, the societal and environmental future is almost always inherent in most of these studies conducted in western societies (e.g. Hicks 2012; Eckersley 2002). These studies stress the point that most young people are aware of (and concerned about) the environmental situation, but that they are not optimistic about change or improvement. One way to distinguish among various mental images of the future is to differentiate between expected (probable), promised (possible), and preferred (positive visions of) futures (Eckersley 2002). Based on those categories, most studies of young people refer primarily to probable futures. Images of future society are limited to likely outcomes which follow current paths and logics, in other words, which mirror the present. Although awareness of the possibilities for change can be stated, a connection between probable futures and preferable futures is missing. The “real world” and the “ideal world” are differentiated when discussing sustainability-related topics (Zeyer and Roth 2011). Although sustainability is considered as a desirable goal, real changes to improve things are thought to be possible only in an “ideal world,” that is, one in which morality constitutes the basis for actions. In the “real world,” neoliberal market logic and unmitigated self-interest dominate and are thought to be unavoidable. As both worlds are disconnected from each other, there can be no hope of any improvement. The future is largely perceived as predetermined and unsustainable (Holfelder 2017). Young people often express feelings such as helplessness or hopelessness (Ojala 2017).

ESD focuses mainly on society in general and therefore more distant futures, rather than an individual’s personal future—something that is likely due to the educational system’s separation of disciplines. Distant futures are viewed as static images which can be described from an outside perspective (Carabelli and Lyon 2016). Such visions of the future are considered to be modified copies or a reflection of the present because they reproduce society’s current problems (Eckersley 2002). Research on youth futures indicates that societal or distant future is distinguished from one’s own or the near future (Cook 2015; Eckersley 2002). But it is not the case that visions of societal, economic or ecological futures do not influence individual, personal futures; there is just no linear connection between them. This also explains why young people can be pessimistic about the societal, especially the environmental, future but still be optimistic about their own (e.g. Rubin 2013; Jenkins and Pell 2006). I follow Carabelli and Lyon (2016) in arguing that it is important to discuss both futures—the distant and the near—for obtaining a more complete idea about how young people orient themselves vis-à-vis the future and its challenges. Thus I would like to point to some sociological studies regarding young people and future directions in Western societies. In contrast to the distant future, the near future is explored by reconstructing the practices of young people as they engage with it.

Future is perceived as uncertain and rapidly changing, affecting how people orientate themselves in time (Woodman 2011). Woodman (2011) found a relatively present-centered orientation to the future in his observations of young people from Australia. Concentration on the short term which is perceived as shapeable is considered as one practical way of dealing with this uncertainty. Cook (2015) describes similar findings in her overview of youth studies researching the individual’s own future: one’s own, long-term future turns out to be of significantly less interest than the immediate or short-term future. Brannen and Nilsen (2002) name three different types of future orientation among European youth. (1) The future is deferred or postponed; what counts is the present. (2) In accordance with the model of adaptability, what happens in the future depends on oneself. Future itself is not predictable; it is perceived as uncertain. Young people, mainly those in higher education, consider it their task to be prepared for the future labor market. But they do not perceive themselves as active because “their emphasis is less on mastering their routes through the labor market and more on negotiating its vagaries” (ibid., p. 527). (3) Another way of dealing with the future is to concentrate on “short-term projects” in which it is considered to be an extension of the present. This type of orientation is found more often among young people with fewer economic and social resources. Leccardi (2012) describes similar orientations. Either the young people follow the model of adaptability and flexibility (“future without a project”); or they concentrate on “short-term projects” in which the future is considered to be an extension of the present. Social relations, security and trust (in societal institutions) seem to be important factors for planning and engaging with a longer term future (Heggli et al. 2013; Cook 2015). When the future is perceived as complex, one may be overwhelmed by too many choices; the future becomes something overpowering. Coping strategies are the avoidance of responsibility, accepting things (in the long-term future) as they are, or concentrating solely on one’s own immediate future where a more positive impact is perceived (Cook 2015). What all of these studies have in common is that the future is not seen as something one acts on, but rather as something which acts upon oneself.

Thinking education as more than training

All education springs from images of the future and all education creates images of the future. Thus all education, whether intended or not, is a preparation for the future. Unless we understand the future for which we are preparing, we may do tragic damage to those we teach. Unless we understand the powerful psychological role played by images of the future in motivating – or de-motivating – the learner, we cannot effectively overhaul our schools, colleges or universities, no matter what innovations we introduce (Toffler 1974).

The quotation pleads for carefulness in taking a defined image of the future for justifying certain decisions in education. In favor of the next generation, Toffler argues for a diverse and thus open understanding of future in education because the future belongs to the succeeding generation. One main task of education is thus to encourage and support the coming generation in shaping its own future toward the ideal of a democratic and just society.

The political call for ESD emphasizes the possibility of creating a better world through education. With this in mind, future is clearly understood to be a result of human action, that is, the promise of a certain future (a sustainable one) can be fulfilled under the condition that all people are educated in a certain way. This understanding of ESD means that education is understood as training to obtain a qualification. It follows the dominant educational paradigm in Western systems, namely, that education should equip learners with competencies which are deemed useful for a fast-changing and uncertain future. The underlying justification for this is a “taken-for-granted”Footnote6 future which “reinforce[s] the status quo, in many cases by attempting to use education as an agency in colonizing technologically and economically deterministic futures” (Gough 1990, p. 308). Future is something which you cannot shape but which acts on you; it is a threat (Facer 2013) rather than something formable which would give individuals an alternative other than submission. The OECD selected competencies reproduce and support this currently prevalent notion of a deterministic future. The OECD’s selected competencies are undoubtedly important ones, but they are not inherently tied to specific moral values. They are merely means which can be used to achieve any end. E.g., the competence to think systemically can be used in warfare but also for carbon-reduced transport systems. Referring to the future as taken-for-granted (perceived in the present as passive and non-shapeable) can only result in adaption, whereby change (or initiating it) would be not possible. In both cases—for ESD and the educational system—future is perceived as a narrowed predetermined path. And in both cases, a specific notion of educability is evoked. A picture is sketched which considers human beings as closed entities able to learn anything if just the right methods are selected. This is in line with the increasingly evidence-based understanding of education wherein the basic question is “what works” or “what is effective” and not “what is it effective for” (Biesta 2010). The belief in educability, and with it the idea of an educable identity, is reproduced when the question of how to overcome the knowledge-action gap is raised, instead of asking what is and should be the contribution of education in terms of sustainability. The presented empirical findings show that the majority of young people do consider the future as non-shapeable, a response which is considered to be passive. At most they see their own, near future as shapeable. But this idea of future is opposed to an understanding of education connected to freedom (described in the introduction) and it is contrary to what is needed for socioecological transformation. Those educational approaches especially, which are motivated by the idea of social change, must be based on the notion of an open future (Sandford 2013). Without it, change is inconceivable. Thus a closed perception of the future must be one of the main tackling points for education with a view to sustainability. As long as education is seen only as a “tool” for attaining a certain future, and the success of education is measured only according to how well the promoted competencies are used, the demand for an open future is undermined.

I would like to raise awareness to the fact that education is more than just training or qualification. I consider Biesta’s (2010) distinction between three overlapping domains as useful in discussing this: qualification, socialisation, and subjectification. The last domain emerged during the Enlightenment and is strongly related to the notion of freedom.Footnote7 Subjectification is understood as an active process whereby an individual becomes a subject through his or her engagement with his or her (human and non-human) environment. Subjectification, contrary to socialisation, is not the integration into pre-existing orders. In fact, it allows the individual to reflect on existing orders and power relations. Consequently education actually includes a societal dimension, although this focus is often ignored (not only by considering learning as an individual process, but also in missing the chances presented by group processes). For Biesta (2010), subjectification has the potential to bring something new into the world and to the discourse because of the general acceptance of the idea that every human being is unique. He also makes a case for democracy because, fundamentally, democracy implies plurality and difference. The condition for opening alternative futures is the freedom to think and act differently (cf. Osberg 2010), which is not given when underlying societal structures, norms, rules and logics (e.g. economic growth and competitiveness) are considered as “natural” and immutable (see “A narrowed future: empirical consideration” section). But even on this understanding, it is not enough to merely inject new or different versions of futures (Facer 2013). Facer (2013) and Osberg (2010) both plead for a qualitative shift and the integration of uncertainty of the future into educational approaches: “Taking care of the future” (Osberg 2010, p. 163) means that we should take the incalculability of the future into account, and treat it as a starting point for shapeability (Facer 2013). Even providing different visions would be a “form of denial of the unknown” (ibid., p. 161). Osberg (2010) stresses, instead, the point of “experience and experiment of the possibility of the impossible” (ibid., p. 163). Education especially can be one site for such experimentation.Footnote8 Unlike politics where there is pressure to act, education does not require a final decision which excludes other future possibilities. What else, if not education, can serve as the venue for such experimentation?

While politics is, in principle, totalizing, dividing, spatial (applying certain rules and not others to the future, no matter how temporary and contingent these may be), education can be in principle inventionalistic (using the interplay of otherness to arrive at new rules) (Osberg 2010, p. 164).

Before any misunderstandings arise, I do not mean that there is something wrong with education conceived and practiced as qualification. There is only something wrong when this is the only accepted understanding of it. My objective is to show the difficulties for educational theory and practice in terms of sustainability, within the logic of current systems, and to raise awareness that education must and can be conceived differently. Of course, it is questionable whether this idealized demand is possible within Western school systems or even within a society grounded on many non-sustainable patterns. But one cannot expect to bring calculable results from education deemed merely qualification; education needs to be understood more as an offering than as a technique. This brings me to the next point, namely, accepting the limits of education.

Education is increasingly understood as an evidence-based effort. This is the technocratic version of education. The “how” is the dominantly discussed question, not the “why” (Biesta 2007, 2010). Biesta (2007) claims that, despite prevailing practice, education ought not to be thought of as something similar to medical science because education is more complex than mere physical interaction; education (even in qualification-based settings) is a symbolic interaction (Biesta 2007). Thus, the uncertainty and non-causality of educational processes must be a fundamental point in devising educational processes (ibid.). Education must be grounded in the “idea of an authentic human being” (Bonnett 2017, p. 87)—a human being which is a social being and dependent on fellow human beings as well as on societal structures. Accepting learners as social beings would mean taking them seriously and attempting to comprehend their views. A resulting, sustainability-relevant question would be then, “How can education strengthen learners as human beings and support them in seeing the future as something shapeable although it is uncertain?” rather than, “How can certain competencies for an externally determined future be acquired?” Taking learners seriously and seeing education as something beyond qualification would also mean teaching them to reflect on their own educational surroundings. In the concrete case of sustainability, this means to reflect on the situation that a normative collective goal is being promoted among young learners at school—an institution in a system where individual performance is the measure of achievement. It is questionable whether the mere promise of a theoretical possibility for change is sufficient motivation for transforming a pessimistic society. So here, one must be cognizant of the structures and the limits to education.

It is not possible to discern at present how a project such as ESD can work in the best way. This would also not be desirable because education is a prospective project and human beings are neither predictable nor absolutely controllable. Still, as an illustration, I would like to share some thoughts on how the abstract and theoretical critique could be integrated into educational practice.

To reiterate, the first point (or rather the prerequisite) for education in terms of sustainability is to take the target group seriously. Simply establishing a normative principle as an educational pretext that the future is shapeable (as is done in the case of ESD) does not take the concerns of next generation sufficiently into account (because most of them do not believe that the future is shapeable). Bonnett’s notion of action competence—“being effective in the real world” (2004, p. 143)—is crucial. But this can be accomplished only through real-world projects (cf. Wiek et al. 2011). I consider current societal norms, structures and logics as one main of the reasons for precluding a shapeable-future option (see Amsler as well as Kaufmann et al. in this issue). Education in sustainability must take into account explicitly societal and institutional conditions, and address them; otherwise it will reproduce and strengthen current, non-sustainable conditions (cf. Löw Beer 2018). Of course, such underlying structures will hardly be changed by education alone (especially by institutionalized education), but at least education affords the opportunity to make learners cognizant of these structures and conditions and provides them with a platform to reflect on them. In keeping with this approach is the notion of offering different views and interpretations of the present. As a guiding idea, education should enable learners to think and imagine concepts for alternative futures (Bateman 2012; Montuori 2012; Hutchinsons 2002). This is strongly connected to historical awareness (Amsler and Facer 2017; Andreotti 2014). How we view the future depends on how we see the past and the present (Kool 2017). A clarification of the historical developments leading up to the current situation would be one contribution to encouraging belief in the possibility for change. This includes, in addition to proposing different views and interpretations of the world, demonstrating that the current form of capitalism and a neoliberal understanding of the world is not a “naturally occurring” phenomenon, but one that has been historically and culturally evolved (and thus could have been and could be different). In academics, it is widely accepted that ESD needs to present the complexity of, and a pluralistic view on, problems. Kopnina (2012) warns that an emphasis on this “pluralistic view” harbors the danger of sustaining dominant political ideologies, because mainly those who have (socioeconomic and political) power and voice will be represented. Education holds the possibility to give the voiceless a voice. This also includes consideration of different concepts of nature. But, with the shift from environmental education to ESD, alternative approaches declined (Jickling and Sterling 2017; Sauvé 1996; Kopnina 2012; Hampson 2012); the anthropocentric view became dominant, wherein nature is considered only as an exploitable resource. One could argue that acceptance of a broad demand for ESD (in all types of schools and across subjects) has only been possible with an uncontested idea of ESD, similar to the manner in which sustainable development itself is uncontested. Which brings me to my final point on the discourse within ESD. A discussion about the idea of sustainability per se is crucial: it is not enough to confine the discussion to competencies as the output of ESD, because the focus on competencies leaves the question open as to which contents are selected. Competencies such as systems thinking or critical thinking are open to different interpretations of sustainability because they are only framed by a weak idea of it. Thus the continuation of coal mining, for example, can be considered sustainable because mining is only problematic for the ecological dimension. A stronger (and more normative) understanding of sustainability would exclude coal mining from sustainable practices. Without this stronger notion of sustainability, which accepts that there are critical ecological limitations that must be addressed, the crucial potential of education is missed because, under the weaker notion, nearly every status quo can be defended as sustainable. ESD often lacks a direct reference to a sustainability concept or, respectively, sustains a problematic non-sustainable notion of society (see “Education for a sustainable future” section). Without a consensus on certain views and clear objectives, the understanding of sustainability and justice within ESD is left open to any and every interpretation. One approach to this might be to define or determine exactly which contents need to be discussed or considered in ESD. Sustainability-related abstract values such as (social and economic) justice or democracy are relatively easy to agree on. The challenge is to discuss them in terms of concrete real-world situations. Defining or determining content could be a starting point for initiating discourse among educators about the concretization of a sustainability concept in ESD.

Conclusion

How we understand the future influences how we think about education. The prevalent view today is that the future is uncertain and non-shapeable (in terms of societal change), a view which is supported by the decision of modern educational systems to promote flexibly applicable competencies. Standardly, education means, therefore, mainly to prepare ourselves for this contingency. In contrast, the ESD campaign promotes the idea that a sustainable future is possible if people are educated in a certain way. It assumes that people consider the societal future as shapeable, an assumption that ignores the prevailing societal perception. But ESD also follows a similar understanding of what education ought to be: namely, it is conceived as training for achieving a specific aim. In both cases, future is a closed concept; the kind of future the learners should be educated for is already prescribed and, to that extent, immutable. This implies a shortsighted view of the individual and of education itself, which misses the real potentials of education for the desired societal transformation. But if education is also conceived of as a form of subjectification, educational approaches would be oriented towards the individuals’ formability and creativity. In the context of ESD this would mean to support and enable learners’ self-efficacy with regards to the societal future. Subjectification-based education would also mean education as a platform for experimentation and critique (e.g., of societal conditions but also of the sustainability concept itself). Where else, if not in education, is it possible to reflect collectively on current societal conditions and to consider alternatives, without having to engage in some immediate action? Education as a platform for experimentation and critical thinking requires us to think of the future as open and, at the same time, it has the potential to open up alternative futures for us to pursue.

Notes

This distinction and the following analysis of futures in education need to be understood analytically.

This means that I am compelled to condense and simplify some of the discussion.

I use the term “Education for Sustainable Development” for efforts in education which refer to the political call for sustainable development. I do not integrate (often already much longer existing) educational approaches which are highly relevant with regard to sustainability. Here, I rather use “education in terms of sustainability”.

Competence in the context of PISA is defined as “the necessary prerequisites for meeting complex demands” (OECD 2001). A solely cognitive notion of competence is used here; motivational and volitional aspects (cf. Weinert 2001) are not included.

The critique that the neoliberal influence forecloses future possibilities is also made explicitly for ESD and environmental education (Schindel Dimick 2015; Derby et al. 2015; Hursh et al. 2015).

Gough distinguishes “tacit,” “token” and “taken-for-granted” futures.

Biesta sees this initial idea still as closed, because there is a concrete picture of an ideal human being. Still, he considers the connection of freedom and education as valid.

Masschelein (2011) points out to the initial meaning of school which “means first of all `free time´” (ibid., p. 102). Free time means “time of study, thought and exercise. (…) Scholè, however, is the time without destination and without aim or end.” (ibid., p. 103).

28 May

Foundation for teaching, education and personal development OKKA

28 May

Committee for the future (2007), Osmo Kuusi, Hanna Smith, Paula Tiihonen (editors)

Russia 2017: three scenarios

Pages 37-44

Scenario 1: INFLUENTAL GLOBAL PLAYER

Scenario written by eye-witnesses from the year 2017: After more than 10 years of uncertainty and searching, Russia’s economy began to grow quickly with capital accumulated through high energy prices. Russia’s investments, whose level at the beginning of the 2000s was less than 20 % of GNP, rose sharply after 2008. Large energy companies occupying a monopolistic position served as the economy’s engine. The state’s share of ownership in these companies is large, but in practice it is professional managers in Russia’s political leadership, and their immediate circles, that exercise most control over the companies. Among other incentives, they are motivated by partial ownership of the companies. Professional managers and investors have also emerged from those people who earlier invested their resources abroad. The key starting point for economic prosperity has been the innovative subsidiaries launched by the big energy companies. Russia’s top state leadership and leading figures in the monopoly companies realised that diversification of production was crucially important from the standpoint of both the companies themselves and Russia’s economy. The energy companies’ professionally competent management realised around 2008 that their ability to accumulate profits in the energy sector over the long term required an expansion of operations into areas tangential to the energy sector - such as energy technology equipment and vehicles. To be able to export more energy abroad, the companies had to do something about the wasteful consumption of energy in Russia and look for new energy sources. Large companies started new ventures in areas tangential to the energy sector. For example, new fi rms are selling solutions and technologies with which energy can be conserved, such as home insulation and appliances and equipment that use less energy. Through their monopoly position, and because of their close relations with Russia’s central government, in practice the companies have found it easy to pressurise and just force their customers to begin using the subsidiaries’ energy-saving products. The skilled managers of the new fi rms have realised that the development of competitive solutions requires foreign expertise. So they have hired many experts from the EU area. Many Finnish experts have been hired because Russian fi rms tend to consider that large European and US companies are risky partners. The Russian fi rms are afraid that large global players will take away the benefits of their innovations. Close cooperation between Finland and Russian fi rms in the fi eld of education has also promoted the use of Finnish experts. Although Russia joined the World Trade Organization (WTO) in 2008, this did not get in the way of the fi rms’ monopolistic operations. It has been difficult for the authorities overseeing the WTO agreement to demonstrate that discrimination against major competitors was being practised in favour of the companies, which were in principle independent of the state. Russia’s huge area and very diverse reserves of raw materials have provided excellent opportunities for new energy-technology innovations, both for the introduction of new energy sources and the more effective exploitation of old ones. As already mentioned, new developments have by no means been restricted solely to energy-related applications. One target of the expanded operations has been the forest products sector. Russia has become one of the world’s centres of wood processing and the forestry industry. Russian fi rms control a large part of the world’s forest resources. Russia is developing its own technology, learning from the technology in use in Western countries. The aviation industry has been another highly developed area. Russia is investing heavily in civilian applications of its military technology. Russian creativity, the use of which had been largely rendered impossible over the long period of uncertainty, is now in use in the liberally funded research and development units of the big energy companies and their subsidiaries. Although 38 Russia otherwise continues to shun strong foreign influence, possibilities have opened up for researchers and developers in the new venture fi rms for an extremely diverse interaction with the international research and development community. It is understood that only completely free communication between experts can result in important innovations. In order to facilitate effective international interaction, everyone working in the R&D units has to be eager to communicate in “Esperanto English”. The development units with their free communication appear gradually to be evolving into something which goes beyond just the driving force of innovation in the Russian national economy; they are also increasingly the places where Russia’s new leaders are to be found. It is no wonder that young Russians are now, in 2017, competing for these jobs just as young Japanese have competed for places in the product development units of keiretsu companies. It is also interesting that young people from abroad are very eager to work in these “innovation factories”. Looking at individual energy sources, conventional oil is seen primarily as a transitional form of energy that is financing investments. Investments have been made especially in the transport infrastructure for oil and in making its supply more efficient. Gas serves as a source for financing investment, but is also a central target of investment. Gas poses a particular challenge for the development of superior new extraction technologies (for example with gas reserves in regions of permafrost). Russia continues to invest very heavily in nuclear power, although scepticism towards nuclear power has been expressed more and more boldly in recent years. Russia continues in pursuit of its aim to export electricity produced by nuclear power. Since the EU countries in particular remain critical towards the importation of electricity from Russia, in recent years investments have been made into opening uranium mines. More and more criticism of traditional forms of energy is being expressed by the independent research institutions of the major energy companies. Dependence on these forms of energy is considered old-fashioned and an insult to Russian intelligence. Among other ideas, plans to transmit solar energy directly from space, using huge collecting membranes and lasers, are in fashion. More and more people are also asking the question: Why produce new energy, when ingenious methods of conserving it exist? Russia’s leaders have welcomed the new strategy of the energy companies for two reasons. First, the state leadership understood as early as the first years of the 2000s that Russia could peacefully maintain its influence in the world only through its exports of energy. Secondly, to avoid unemployment and to promote economic growth the diversification of Russia’s production was a necessity. In a society with the traditions of a planned economy, it was natural to use the big state controlled companies for these two purposes. The modernisation and streamlining of education, as well as the promotion of student exchanges with EU countries are essential parts of the strategy being pursued. Besides the diversification of the energy sector, the influence of education has begun to show itself in various forms of entrepreneurial activity, for example offering IT services. Thus far, however, this increase in entrepreneurial activity has been quite modest and has been directed almost exclusively at the domestic market. In particular, the bureaucratic control of international interactions continues to hinder the supply of services internationally. Recently the new generation has taken to questioning the authoritarian administration more and more, demanding broader freedoms of expression and enterprise. People have started to ask whether it is essential for Russia to stick to a managed democracy. More and more individuals are beginning to believe that augmenting genuine democracy will no longer lead to the sort of chaos that was experienced in the early 1990s. Others feel, however, that Russia continues to suffer from such great tensions - for example those based on huge income differentials - that it is not yet possible to tolerate a democracy that might challenge the strong state leadership that is acting on behalf of the nation’s interests. When Russia became a member of the WTO in 2008, it consented to changing the structures of its internal and external trade to fi t in with the world economy by eliminating, among other things, laws and administrative regulations that discriminate against foreign entrepreneurs. In part these changes have remained dead letters, however. The population trend has turned positive, providing a foundation for a resurgent Russian nationalism, which at times has been expressed in 39 conflicts with national minorities. For example, there is still a strong demand for transparency in the financial support given by foreign civic organisations to Russia’s civic organisations. From the point of view of the exploitation of energy resources, a difficult problem has been the depopulation of large regions of the north and east. In the new Russia the old Soviet-style subvention policy is not in favour, even though the effi cientutilisation of reserves of raw materials would still require some subvention. A big problem continues to be inequality between cities and the countryside, an inequality that results from decades of policy discriminating against rural areas and agriculture. The country is more and more clearly divided into four types of area. First are the large centres of population. The most important of these are those centres in which the head offices of new conglomerates (energy fi rms and their subsidiaries/new ventures) are situated. The bulk of the conglomerates’ research and product-development activity is concentrated in the large centres, and especially in those where there are educational institutions that provide high-quality schooling. Moscow has maintained its strong position because of the location there of the supreme state leadership. Second, the great majority of production activity and part of the research and development activity tangential to the energy sector are located in centres close to sources of raw materials. These centres continue to be afflicted, however, by a certain narrow-mindedness, which causes young people to move away, although improved data communications links (Internet connections) have eased the sense of isolation. Areas that emphasise a good quality of life- and personal services constitute a third group. Thus far these areas have been important primarily as places for holidaymaking. Fourth, there are outlying areas where a lot of old people live. In spite of increased interaction, Russia still regards the European Union with a certain degree of suspicion. Despite the Union’s solidifi cation, Russia has preferred to maintain close relations with the Union’s individual member countries. Most attention has been paid to neighbouring countries and the Union’s big member countries.. Those countries’ economic dependence on Russia’s energy resources has furnished a firm foundation for Russia’s objectives. Because Russia will not tolerate a unipolar world led by the United States, it has at the same time supported the Union in order to separate it from its transatlantic link. This policy has been successful. Without united leadership, the conflict-ridden Union has provided a good fi eld of operations for Russia’s purposeful Europe policy. Russia has increased energy-sector cooperation with China, but on the other hand China is perceived as a rival. Gas shipments to China began in 2011. The fact that the eastern Siberian pipeline has not been connected to China’s oil pipeline network illustrates the suspicion that exists between China and Russia, however. Instead, Russia is selling oil to Japan and India, in addition to the EU. The preservation of in- fluence and economic interests in the area of the CIS has remained a primary objective, and Russia is not ready to cooperate on an equal footing with third parties in that area. For the same reason, Russia has shown no readiness to resolve frozen conflicts. On Russia’s western frontier, political developments in Ukraine and Belarus have been an ongoing source of problems, since they are crossed by numerous oil and gas lines, on whose operation Russia’s connections with Europe depend. Russia’s most difficult foreign and security policy problems have, however, been in the Caucasus and Central Asia. Prolonged armed conflicts in the Caucasus inflamed relations to the point that antagonisms erupted in 2012 into armed clashes that in turn led to unrest across society. The strengthening of Islam’s international and demographic position is an ongoing concern for Russia’s state leadership. The budget for Russia’s armed forces has grown throughout the period under review, especially in connection with the Caucasus conflict. There has been room for this, since, in spite of the major expenditure on investments, energy export earnings continue to swell the state’s coffers. In 2006 the armed forces’ budget was about 21 billion. In connection with the war in the Caucasus, the budget broke the 30 billion level somewhat earlier than had been planned in the 2006 rearmament programme. In accordance with Russia’s general strategic policy, one central objective of the armed forces is to support Russia’s position of power in the energy market. In proximity to Finland’s frontiers, the protection of infrastructure and oil and gas transport routes in the St. Petersburg area is being emphasised in the mission of Russia’s armed forces, and is visible, further, as increasing military activity close to Finland’s maritime and land frontiers. The big oil terminals built at Primorsk and the submarine gas pipeline from Kondratjevo to Greifswald, Germany, have added to defensive and reconnaissance operations carried out by submarines and patrol vessels.

Scenario 2: MOSAIC RUSSIA

Scenario written by eye-witnesses from the year 2017: In the first years of the new millennium, nationalism and even hatred between nationalities reappeared in Russia. Antagonism was directed especially against the Caucasian, national minorities in Russia, but also against others. The greatest single cause was the Chechnya question. When the new president took office in 2008, the possibility emerged of resolving the problems of the Caucasus in a new way. Each of the two parties to the war in Chechnya admitted to its excesses and errors. In order to get the situation unstuck, a retroactive pardon was declared for all the crimes that had happened in Chechnya, as well as unsolved crimes in Russia identified as being linked to Chechnya. Among other things, these included the bombings of apartment blocks that had restarted the Chechen war. The name of this scenario, MOSAIC RUSSIA, refers to the colorful mosaic of regions, nationalities and lifestyles. Now, in 2017, we see this diversity as positive, and tolerance has increased markedly in every way. The fact that the Islamic population is growing constantly because of a high birth rate gives rise to tensions, however. The seeds of a new economic upturn were planted during the Putin presidency. Wages rose throughout his tenure on the strength of wealth generated by high energy prices. The expansion of the middle class in the metropolises engendered consumer demand and a growth in trade. The administration succeeded in ensuring political continuity and economic stability beyond the 2008 elections by concentrating on those issues that affected the daily life of the ordinary Russian most urgently. The implementation of reforms in agriculture, housing, education and health care, admittedly, was for the most part passed on to the new administration. A well-educated and increasingly affluent middle class has adopted a leading role in Russia’s renewal. The traditional power-holders’ grip loosened when the revenue received by Russia for the export of energy declined markedly. The main reason for the energy sector’s recession was the exclusion of foreign players from Russia’s energy industry beginning in 2006. That led to inadequate and ineffectual investments in energy production. In particular, conservation of energy was badly neglected. A temporary drop in the price of energy brought the crisis to a head just before the 2008 elections. Not until 2012 was Russia’s energy sector reopened to international fi rms. Russia’s stable conditions and its entry into the WTO treaty in 2008 have in recent years started a genuine foreign investment boom in raw-material and energy production, and in energy conservation. Concern has again arisen in Russia as to whether its national energy and raw-material reserves will wind up under the control of international companies. As noted, beginning in 2008 an innovative and increasingly wealthy middle class emerged as the country’s saviours. Matters were helped by the arrival in the labour market, around 2008, of the large body of young people born at the end of the 1980s. That age group’s innovativeness was deployed effectively. The general increase in tolerance allowed for opening up to foreign markets in a new way. Now, in 2017, Russia is negotiating to become a member of the EU. Although entry into the EU is very unlikely, Russia has already become integrated into the world economy and functions according to the principles of the global market economy. Russia’s middle class in particular has been able to accumulate wealth with through selling services on the international market. Information and communication technology services have occupied a key position. With state investment directed towards the ICT sector, vigorous centres of ICT expertise have appeared, especially near to major population centres and universities. Startup companies are being supported through a variety of funding mechanisms. Tax-free zones have been formed. In addition to the ICT sector, the centres of expertise have also acted as engines for the development of the rest of the high-tech sector. Several international companies are getting their research –and development work - and, still, assembly operations - performed in Russia, both for Russia’s own needs and for third-party countries. In the aviation sector, the Russians have recently been able to produce amazing innovations. Special attention has been directed towards basic education. Its level has been boosted constantly, while at the same time attention continues to be focused on the especially gifted. Russia continues to have an abundance of highly educated individuals capable of leading demanding and large projects. The demands of the Russian state itself are boosting the development of the ICT sector, and thus the development of other business sectors as well. Launched at the turn of the century, Russia represented the first step in this direction. In addition to ICT and high-tech, another sector that has grown vigorously is tourism and related train technology. Russia has developed into a rail tourist’s wonderland. This country of great distances has invested heavily in trains: Russian Regional Jet is already beating out ATR, Bombadier and Embraer. The signifcant increase in iternational tourism has also brought new wealth to Russia’s remote regions. Traditional, grassroots-level Russian resourcefulness and creativity have become a national strength. Although legal modes of operation are strictly followed in major issues and in international interaction, public authorities have a “flexible” interpretation of the laws and the exchange of favours between friends that occur in the domestic market. The new entrepreneurial class has been able to build its own identify as a player in society at large. Its various organisations function effectively in lobbying legislators, regulators, and various parties in the state apparatus. It is precisely Russia’s distinctive business culture that has made negotiations with the EU diffcult. Russia and the European Union have, however, already agreed on the almost-free movement of labour, and on a mutual exemption from visas. Russia has defined clear rules of conduct concerning its forest resources and concluded an investment protection agreement with the European Union. Europe’s main energy sector player has also become one of the world’s centres for the forest products industry and wood processing: it controls a large portion of the world’s forest resources and possesses the latest Western technologies. Since 2010, all of the world’s leading paper and pulp manufacturers have established themselves in Russia, engendering competition which has also led to the rapid development of the setor. A market-based Russian subcontracting, service, and infrastructure network has come into being in the sector, but, with corporate acquisitions and mergers, global players have taken over the largest Russian forest products fi rms. Thanks to vigorous investment at the begining of the 2000s, Russia’s internal logistics and transport infrastructure have improved markedly. Russia’s position as a corridor between Asia and Europe has opened up and continues to gain strength. Russia has also created the functional political relations and operational prerequisites needed for opening a new north-south transport corridor from a new economic power - India - through Iran and Russia to central and northern Europe. Russia has invested heavily in logistical infrastructure and harbour projects at the head of the Gulf of Finland. Russia has assumed logistical leadership in the Baltic Sea by acqiring Estonia’s and Finland’s leading logistics enterprises and shares of their main harbours. It has also assumed a leading position in the railways, by transporting goods between Russia and Finland, between Russia and Estonia, and in transit across Russia. In addition, Russia is taking part, along with other countries, in the direction and oversight of the traffi c of Baltic goods, and in preventing harmful environmental side-effects. Pressures for the implementation of social reforms, as well as reforms pointing in the direction of democracy and a state founded on laws, grew at once in the wake of the 2008 elections. By now, in 2017, Russia has developed into a multiparty democracy - albeit one with a special Russian flavour - that respects individual freedoms and protects them effectively. The main point of departure for the new administration’s social policy has been Russia’s worrying population trend. Even before the new administration took over in 2008, long-term plans had been drafted to resolve the problems of Russia’s population trend. As a result of the rise in the population’s educational level and the increase in wealth, the population’s health status and the conditions under which families live have clearly started to improve. The consumption of alcohol has begun to decrease substantially, especially in the large population centres. These trends have led to a drop in the death rate and a rise in the birth rate. As a consequence, the population 42 has started to increase. The rise of the middle class and the improvement in the state’s fi nances have provided a basis for a new social policy that supports population growth and strives to reduce social differentials that had become huge. The educated labour force moves freely in the domestic market and, increasingly, in foreign markets, according to demand and the most attractive employment prospects. This has led to a dizzying increase in pay for those employees for whom there is a high demand. Those who work in declining sectors or regions have, by contrast, been living very modestly. The welfare-state model of European social democracy has not been adopted as the foundation of social policy. The American model of a support and insurance system founded on the individual’s personal sense of enterprise has been better suited to a mosaic society composed of many elements. Public health constitutes an exception, however. On the basis of its own experiences and those of neighboring countries such as Finland, Russia has decided to invest heavily in public health promotion directed at the entire population. In recent years, based on the vigorous development of information technology, electronic health care (for example, electronic patient records accessible via the Internet) has developed very rapidly in Russia. From the standpoint of social policy, the differentials between geographic areas have been especially problematic. The developmental paths followed by Russia’s regions have diverged sharply from one another. Some regions have got to ride the wave of industrial and commercial development by specialising, or by virtue of their natural riches. Big cities such as Moscow, St. Petersburg and Novosibirsk have benefited from the concentration of expertise in the ICT sector. In addition, St. Petersburg’s environs have witnessed the development of a “Russian Detroit” - that is, a cetre for the foreign automobile industry - that has been able to bring with it and/or create a local network of subcontractors, as well as the prerequisites for the commencement of automobile and parts shipments from Russia to other countries. The concentration of Russia’s population in the major cities has led to growing problems in smaller communities. Some areas have become impoverished and miserable because of geographic isolation, the disappearance of a primary source of livelihood, a population fight, and the absence of investment, natural resources, and political will. Migration from former Soviet republics has eased the availability of labour in the country’s frontier areas. Immigration from the former Soviet republics dried up, however, before 2010. By that time, those who had been left outside Russia’s borders when the Soviet imperium broke up, and who wanted to move back, had already resettled themselves in Russia. Now, in 2017, the frontiers of Russia and the new republics have become stable and border controls are able to prevent most illegal immigration. Keeping pace with the Barents gas project, the Murmansk area has developed into the northern Kola region’s centre, and the importance of the city’s harbour is growing as a support base for goods shipped via the Arctic Ocean. After initial diffculties, British companies continue to exploit the Sakhalin oil deposits. Exploitation of new oil and gas fi elds in the Omsk region has commenced. This has made Omsk western Siberia’s industrial and commercial centre, and at the same time has led to a new divide between Europe and Asia. Rusia’s cooperation and relations with the Omsk region’s neighbour - the oil state of Kazakhstan - are getting closer and receiving more attention. The Sakhalin, Barents and Omsk projects have shifted the focus of Russia’s energy production development away from the areas exploited at the bginning of the 2000s, and have boosted the political and commercial interest of foreign players in investing in the areas’ further development and the realising the fi- nancial gains to be made there. The army’s role in society has clearly decreased. In the fashion of other major powers, the army has taken on the role of “policing” the world’s various trouble spots. In those tasks Russia is acting in ever-closer cooperation with NATO. In 2012 Russia stopped maintaining its army on the basis of conscription. The armed forces - substantially smaller than before - are associated especially with peacekeeping operations, both on Russia’s southern frontier in the Caucasus and central Asia, and, at the behest of the U.N., in various other parts of the world.

Scenario 3: POWER ELITE’S RUSSIA

Introduction Is this sort of scenario even possible? In this scenario, Russia is governed by fear. Over the centuries, the 43 Russian people have become accustomed to government through fear and repression - the Mongols’ might in 14th-century Russia; the Russia of Ivan the Terrible; Peter the Great, who built St. Petersburg with slave labour; and the Russia of Stalin’s persecutions. It is hardly possible that the future will hold anything comparable to these periods, although the Russian way of life would appear to include a tendency to honour those who, like Ivan the Terrible, Peter the Great, and Stalin, have fashioned an order of iron. The scenario may represent just about no one’s goal. Even for those who belong to the elite, it is not a very positive vision for the future. How could Russia nevertheless wind up with government by fear? Such may transpire if the values of mistrust, authoritarianism and an admiration for ruthless force gain the upper hand, and especially if those who hold power are also afraid. The atmosphere of mistrust is associated with relations both within and outside Russia. In addition to interpersonal relations, in Russia mistrust may also be directed towards institutions - the justice system, the integrity of elections, the venality of officials, and the dependability of agreements between business enterprises. In an atmosphere of mistrust, the notion normally prevails that only a stupid person is honest. Many signs of mistrust are to be found in Russia’s stance towards foreigners. Foreign players are perceived as being antagonistic towards Russia, and even as the causes of Russia’s problems. Particular suspicions exist of a conspiracy operating under a cloak of humanitarian values - a conspiracy that threatens Russia’s state sovereignty and terrtorial integrity. The extension of this way of thinking to the rules governing civic organisations operating from abroad - prohibiting the activity they fi nance in Russia - is certainly a trend that parallels the scenario and feeds fear and mistrust. Authoritarian values and values that idealise power advance the scenario. If an uncritical loyalty to leaders and absolute obedience to their commands are considered a value, the prerequisites are created for a course of events such as this scenario. ORDER, fashioned with a heavy hand, may be the key word that sweeps events along in the direction of this scenario. From the standpoint of avoiding this ominous scenario, it is important that Russia’s state leadership also be aware of the problem of trust. In 2006 President Putin noted that - what has become a characteristic feature of our country’s political life, [is] low levels of public trust in some of the institutions of state power and in big business. The reasons for this situation are understandable. The changes of the early 1990s were a time of great hope for millions of people, but neither the authorities nor business fulfilled these hopes. Moreover, some members of these groups pursued their own personal enrichment in a way that had never been seen before in our country’s history, at the expense of the majority of our citizens and in disregard for the norms of law and morality. “In the working out of a great national program which seeks the primary good of the greater number, it is true that the toes of some people are being stepped on and are going to be stepped on. But these toes belong to the comparative few who seek to retain or to gain position or riches or both by some short cut which is harmful to the greater good.” These are fi ne words and it is a pity that it was not I who thought them up. It was Franklin Delano Roosevelt, the President of the United States of America, in 1934. The scenario story of an eye-witness in 2017 Now, in 2017, the power-holding elite is composed mostly of those who control the secret police, the army, and the big energy companies. In addition to them, the elite includes those who work in the key positions of public administration. The economic conditions for the elite’s retention of power originate, above all, in the export of energy. The elite is able to maintain a high standard of living on the strength of the export revenues, although, since 2006, the foundations of the economy have not diversified. The living standard and other living conditions enjoyed by the middle class depend largely on how loyally they serve those in the elite. A great portion of the population lives modestly, with some obtaining their primary subsistence from the land or the barter economy. The average citizen can live quite safely if he or she avoids involvement in matters that the power apparatus considers dangerous. In addition, the average citizen naturally has to show members of the elite a humble respect and a willingness to serve. Personal security is in fact in much greater jeopardy for members of the power elite. In an atmosphere of mistrust, there is no way to take power except to inherit or seize it from someone else. Skillful individuals are seen more as a threat to one’s own power than as a resource. An antagonistic nationalism plays a central role in the scenario. The elite has transformed criticism of itself into hatred towards other peoples both within and outside the country. It consoles those living in poverty that they can proudly say they are Russian and disparage others. Officials actively feed suspicions that foreign civic organisations are threatening order and Russianness. Wars in the southern Caucasus and elsewhere are being utilised in a patriotic spirit, defending the Russian populace. Through secret police operations, attempts are being made to keep Central Asia and Ukraine within the Russian sphere of influence. A close confederation has been deveoped with Belarus. The key prerequisites for today’s POWER ELITE’S RUSSIA are the centralisation of power and the effective control of the media and civic organisations. The Internet has also been brought under close surveillance. Today, in 2017, the rule of law is lacking. In particular, equal treatment under the law and in terms of personal security are no longer realised at all. Today, Russia no longer has a genuine, functional opposition, and corruption extends its reach to the highest levels of the state machinery. Widespread corruption and the cringing behaviour of the power elite have not promoted internationally competitive goods and services based on ICT or other new technologies. Few innovations have been made in the atmosphere of mistrust and fear. Russia is being forced to resort to the acquisition of foreign technology in order to safeguard its foreign currency revenues, which are primarily based on the export of energy. In the development and activity of the armed forces, attempts are being made to create the image of a still-strong superpower. Limited resources constitute a difficult constraint, however. To some extent, investment in the export of military supplies makes it possible to compensate for the lack of funds. The authoritarian atmosphere has not, however, been especially conducive to innovations, even in this area. Still, Russia can continue to boast of its very effective combat helicopters, which many countries are interested in. At the level of rhetoric, at least, superpower relations have returned to a sort of arms race and mutual mistrust reminiscent of the cold war. Russia’s armed forces justify their strong position by referring to nightmare scenarios concerning the threat of the United States, NATO, China and Islamic fundamentalism. Russia takes a rigidly negative view of NATO’s expansion, and attempts by different methods to pressure countries within its sphere of interest to stay out of NATO. As a counter-force to NATO expansion, Russia is cultivating its own network of alliances. The most faithful ally is Belarus, whose armed forces, numbering 85 000, immediately strengthen Russia’s forces in any conlfict situation in the western strategic direction. With cheap deliveries of gas, Russia has also been able to entice some CIS countries into active anti-NATO activity. Examined from the standpoint of military operations, Finland and Sweden, as well as the Baltic countries, fall within the defensive zone of St. Petersburg’s and Moscow’s air defenses. Strategic targets in need of protection in Finland’s vicinity include St. Petersburg, as well as Murmansk and the entire Kola region. Since 2006, Russia’s armed forces have stepped up defensive and reconnaissance operations with submarines and patrol vessels in the Baltic. The Baltic feet has been reinforced even somewhat more than was proposed in the rearmament programme approved in the first decade of the 2000s. In accordance with the programme, the Baltic fleet has received ten new frigates, as well as new diesel submarines. The northern fleet has acquired five new nuclear submarines. The conscription-based army is perceived as having an important role in tying the citizenry to the system of power. The total strength of the armed forces that can be mobilised at short notice has stabilised at over one million soldiers. In addition, the strategic reserve consists of over four million soldiers who have completed their mandatory service. In strategic nuclear weaponry, Russia’s goal has been to preserve parity with the United States. This has been difficult, however, because of the weakness of Russia’s economic foundations. The EU countries have accused Russia of having sold nuclear weapons technology abroad in recent years.

3 June

From the official website of Tampere city:

Korento Nature School guides children and young people to close contact with nature

Article

27.9.2023 16.33

Korento Nature School is located in Terälahti, Teisko. At Korento, children and young people can experience the peace of nature and learn various subjects outdoors. The children will gradually adopt environmentally friendly methods and choices, as the main objective of environmental education is a shared sustainable future. Class 7H of Juhannuskylä School visited Korento on a Monday in August.

Korento Nature School is certified by the LYKE development centre, the Finnish Association of Nature and Environment Schools. Korento has been operating for over 20 years. The photo shows student mentor Siena Hietala, Olivia Inkeroinen and Yashar Ranjdoos

The most memorable experience of the Nature School Day was probably a tiny leech. The environmental educator Jenni Skaffari, who guides school groups at the Nature School, picks the worm in her hand.
This leech doesn't suck blood and is harmless to humans. Who wants to hold it?
The leech is passed gently from hand to hand, and sometimes Skaffari applies water from the river on the little worm. After the inspection round, the creature is returned to its home river.
“The leech grabbed the skin, and it felt nice, not in any way disgusting”, explains a student from class 7H, Vasilisa Gromova.
Her classmate Lilja Ahonen regards Nature School Day as a pleasant variation in the school's everyday life.
“It was a little boring at first, as we had to sit in class and listen. But when we got to do stuff ourselves, it really was fun. And we don’t get any homework today!”

Experiences in nature

Holding the leech sums up many key issues for the Nature School. The environmental educator Taru Lindgren, who is responsible for groups in pre-primary education and early childhood education and care, says that the starting point in Korento is a relationship with nature.
“We study in nature and from nature. When children and young people gain a personal experience of being in nature, they also want to take care of and take responsibility for the environment”, says Lindgren.
Korento Nature School offers its visitors programme packages that are based on and support the curriculum. The packages have been carefully considered, but they also offer plenty of flexibility and an opportunity to consider the wishes of the schools.
“During the day we listen and observe the energy level of the group. We are able to change our plans according to the needs of the group, as we plan a lot of things beforehand”, Lindgren explains.
The basic idea of the Nature School is that children and young people can do and experience themselves. Thus, class 7H of the Juhannuskylä School spent a good time by the river, catching invertebrates, under strict guidance, of course. These were then brought to the class for identification and examination with a microscope. At the same time, the group reflected on what the occurrence of the species would indicate about the state of the river.

Catching invertebrates with a net is certainly an experience that will be remembered. Aleksej Petsnikov and Jooa Siilinkari.

Nature is a versatile learning environment

Biology and physical exercise have traditionally been taught outdoors in nature. According to Skaffari, the special feature of Korento Nature School is that it is possible to learn many different subjects and topics in nature. The programme for class 7H from Juhannuskylä includes mathematical tasks, the basics of programming, emotional skills and performing arts.
“Any subject can be studied in nature. And even if everyone doesn’t learn a specific thing, they might absorb other skills or knowledge: how to relax, a sense of belonging or the courage to spend more time in nature”, Skaffari says.
The seventh grades of the Juhannuskylä School visit Korento every year at the beginning of the autumn semester. The school focuses on visual arts and Latin, which means that pupils come to it from many different schools in Pirkanmaa. Nature School Day is an excellent opportunity to develop team spirit in a class.

Korento leaves memories and impressions

The Nature School Korento aims to serve day-care centres and schools so that the school path in Tampere includes a nature school day in preschool, as well as the fourth and seventh grades. The Korento calendar is usually filled in quickly by these main target groups, although the distance to Terälahti might be challenging for some of the day-care centres and schools.
Children and young people travel to Korento on Nysse bus services; the journey from the city centre takes an hour, and some groups also need to take bus from their school to the city centre first. According to Vasilisa and Lilja, the bus trip from their school to Korento was pleasant, however, as they could spend the time on the bus doing things they liked.
According to the environmental educators at Korento, the best thing about their own work is the actual field work: every day they get to meet a new group of children and adults – and they can take the group out into nature.
“Many pupils are left with a positive impression of the visit, and even those who are initially a little reluctant, often find at least something that inspires them. That makes this job so great, Skaffari says.

The river near Korento Nature School provides plenty of interesting bugs for inspection. In the photo, Siiri Karvonen, Lin Demirel and Polina Kandeikina, and in the front row Olivia Inkeroinen and Vasilisa Gromova.

A leech is examined by Olivia Inkeroinen, Vasilisa Gromova, Juha Viinikkala, environmental educator Jenni Skaffari, Julius Kauppinen, Lilja Ahonen and Iisa Ohtonen.

Text: Päivi Stenroos

Photos: Laura Hap

4-8 JUNE

Booklet Roadmap to ESD School

Some slides from Saloranta’s PPP

October 2018