Education Division

Impacts of the appropriation for positive discrimination (PD) in comprehensive schools

In line with its objective, the funding for positive discrimination (PD) has compensated for area-based differences in well-being in comprehensive schools caused by the urban structure. The appropriation is considered to be important and its criteria oriented in the right direction.
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Project for Youth Social Inclusion and Me school development to prevent social exclusion in comprehensive schools

Good experiences have been gained with the measures taken to reduce inequalities between children and young people and prevent their social exclusion, but the permanence of the effects is uncertain.
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Achievement of environmental policy objectives in procurement

The environmental policy objectives set by the City Council in 2012 have not been fully achieved in the City of Helsinki’s procurement. Although environmental criteria have been set in several procurements with significant environmental impact in the past, more extensive development has only begun in recent years with the Carbon-neutral Helsinki 2035 action plan.
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Communal student welfare in basic education

Preventive communal student welfare has been promoted in accordance with the Student Welfare Act, but the pupils’ right to receive psychologist and welfare officer services in student welfare was not realised within the statutory deadline.
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Impacts of enhancing the use of space

The results obtained on enhancing the use of space and changing the measures used for this purpose have varied in different services of the City. However, taking the views of customers and staff into account has been found to be important in facility alterations.
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Achievement of the objectives of early childhood education and care

The objectives set for early childhood education and care (ECEC) in the City Strategy were achieved for the most part, but the staff shortage may undermine the achievement of the objectives in the future.
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Realisation of digitalisation in basic education

Basic education currently has sufficient and functional digital environments, systems and equipment, but they must be developed and replaced. The digital and pedagogical skills of teachers have not improved as planned, and there is a lack of sufficient monitoring data on the development of pupils’ skills.
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Integration of families with children in the Education Division

The integration of families with children has been promoted in the Education Division, but the division must increase the development of the skills of its own staff with regard to integration.
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