Finnish birch 2.

Curvi loudspeaker Design of Finnish  birch plywood

 

Here are the Curvi Model 1 and Etude Reference loudspeakers at the CML Audio base in Manchester, UK. Both of these speakers use Finnish Birch plywood in their construction. The Curvi uses a laminated approach to give resonance quelling variable wall thickness and a streamlined reflection reducing transmission line. The Etude Reference (not commercially available) is founded on a birch ply framework covered with 4 mm birch ply skins, this hollow, cavity walled structure is then filled with a high density polyurethane foam. The baffles are machined from laminated birch plywood.

 

www.curvi-hifi.com

 

Birch plywood was specified by the BBC as the only wood that can be used in making the cabinets of the long-lived LS3/5A loudspeaker.

 

http://en.wikipedia.org/wiki/Birch

 

 

Finnish birch 1.

Pihla Gross  Silver Birch tree

http://www.degreeart.com/users/pihla-gross

 

The Finnish national tree is birch. It grows all over the country from lush southern parts to most northern Lapland fells. It seems to be all around you, you grow up with it. It is part of your internal and external  landscape.

The silver birch (Betula pendula), with its striking white bark, lush green leaves and gracefully drooping branches, is perhaps the most beautiful native tree in Finland’s forests, so it came as no surprise when the winner of the vote to choose the country’s national tree was announced in 1988.

 

My brother planted a line of 15-20 birch trees to border one side of our plot of land. In addition one birch tree was planted in the front of the house. Over the years the trees grew to be really beautiful and grand.

For the Midsummer celebration each side of the front door was decorated by a birch tree. And naturally we smoothed ourselves in sauna with a bunch of birch twigs which gave out a lovely aroma. Sauna's wood-burner stove was filled with birch wood to give  lovely heat. Nostalgic childhood memories. 

 

Finnish  birch is used for many purposes  like  buildings, floorings, boat building, pieces of furniture and many Design objects just to mention few end products.

 Finnish  birch is different from Baltic birch.

Birch plywood is made from laminations of birch veneer. It is light but strong, and has many other good properties. Birch plywood is used to make longboards (skateboard), giving it a strong yet flexible ride. It is also used (often in very thin grades with many laminations) for making model aircraft.

Extracts of birch are used for flavouring or leather oil, and in cosmetics such as soap or shampoo. In the past, commercial oil of wintergreen (methyl salicylate) was made from the sweet birch (Betula lenta).

 

Birch-tar or Russian oil extracted from birch bark is thermoplastic and waterproof; it was used as a glue on, for example, arrows, and also for medicinal purposes

 

Fragrant twigs of silver birch are used in saunas to relax the muscles.

 

Birch leaves are used to make a diuretic tea and extracts for dyes and cosmetics.

     Ground birch bark, fermented in sea water, is used for seasoning the woollen, hemp or linen sails and hemp rope of traditional Norwegian boats

 

Many of the Indians of North America prized the birch for its bark, which due to its light weight, flexibility, and the ease with which it could be stripped from fallen trees, was often used for the construction of strong, waterproof but lightweight canoes, bowls, and wigwams.

 

The Hughes H-4 Hercules was made mostly of birch wood, despite its better-known moniker, "The Spruce Goose".

 

Birch plywood was specified by the BBC as the only wood that can be used in making the cabinets of the long-lived LS3/5A loudspeaker.

 

Birch sap is a traditional drink in Northern Europe, Russia, and Northern China. The sap is also bottled and sold commercially. Birch sap can be used to make birch syrup, which is used like maple syrup for pancakes and waffles. Birch wood can be used to smoke foods.

http://en.wikipedia.org/wiki/Birch

Framery phone booths mix Finnish design and engineering - Good News from Finland

Framery phone booths mix Finnish design and engineering - Good News from Finland

Finland's former first female President Tarja Halonen lecturing at Harvard Kennedy School

       

Former President of Finland Named as Angelopoulos Global Public Leaders Fellow at Harvard Kennedy School

December 18, 2014

by Doug Gavel

CAMBRIDGE MA -- Tarja Halonen, who served two terms as President of the Republic of Finland (2000-12), has been named as Angelopoulos Global Public Leaders Fellow at Harvard Kennedy School (HKS), it was announced today by HKS Dean David T. Ellwood. Halonen will begin her fellowship in February 2015.

Halonen has an impressive and lengthy background in public service, having held a number of elected and appointed positions. Prior to her election as the first female President in Finnish history, she served as Minister for Foreign Affairs (1995-2000); Minister of Justice (1990-91); Minister for Nordic Cooperation (1989-91); and Minister at the Ministry of Social Affairs and Health (1987-90). She also held a number of top committee positions while serving a member of the Finnish Parliament from 1979 to 2000. Prior to her time in national office, Halonen served as a trade union attorney (1970-74; 1975-79) and as a member of the Helsinki City Council (1977-96).

Halonen has held various national and international honorary positions including as Co-Chair of the UN High-level Panel on Global Sustainability (2010-12), Co-Chair of the International Labour Organization (ILO) World Commission on the Social Dimension of Globalization (2002-04) and Co-Chair of the UN Millennium Summit in 2000. Among many other positions, she is currently the Co-Chair of the High Level Task Force for International Conference on Population and Development (ICPD) (2012-) and a member of the Leadership Council of the UN Sustainable Development Solutions Network (2014-). A graduate of Helsinki University, Halonen also holds 17 honorary university degrees. 
"President Halonen is an accomplished and inspiring leader, who has worked tirelessly on behalf of human rights and sustainable development while in high office," said Ellwood. "She brings a wealth of skills and experience and a passion for public service that will resonate with the entire Kennedy School community, and we look forward to welcoming her to campus.” 

As Angelopoulos Fellow, President Halonen will become an active participant in the academic and intellectual life of the school, collaborating with scholars and researchers, lecturing, writing and meeting with students. 
”I am very excited about the fellowship at Harvard Kennedy School and the opportunity to foster dialogue between politics and academia," said Halonen. "One particular focus during my stay will be sustainable development as it is a topic I have been working on very much in recent years and will be extremely relevant in 2015.”

The Angelopoulos Global Public Leaders program provides opportunities for high-profile leaders who are transitioning out of public office or other leadership positions to spend time in residence at Harvard for teaching, learning and research. The program was established with support from Gianna Angelopoulos, Olympic organizer, Ambassador of the Greek State, lawyer and former Member of Parliament. Angelopoulos is an active Member of the Clinton Global Initiative and serves as Vice-Chairman of the HKS Dean's Council.
"Her impressive track record of public leadership makes Tarja Halonen an ideal candidate to serve as Angelopoulos Fellow at Harvard Kennedy School," said Angelopoulos. "She will have the opportunity to engage with students, scholars and faculty on a range of policy areas drawing upon her expertise in local and national government, as well as her work on important international issues. I am honored to have her serve as the second Angelopoulos Public Leaders Fellow.”

Harvard Kennedy School maintains an abiding commitment to advancing the public interest by training skilled, exceptional leaders and solving public problems through world-class scholarship and active engagement with practitioners and decision makers. The school offers the depth, reflection, insight, and excellence of ideas and teaching that can shape future leaders, affect public policies, and make an impact on people and their daily lives.

Geographies:

   

  

Tarja Halonen, former president, Republic of Finland

"President Halonen is an accomplished and inspiring leader, who has worked tirelessly on behalf of human rights and sustainable development while in high office," said HKS Dean David T. Ellwood. "She brings a wealth of skills and experience and a passion for public service that will resonate with the entire Kennedy School community, and we look forward to welcoming her to campus.” 

Copyright © 2015 The President and Fellows of Harvard College

http://www.hks.harvard.edu/news-events/news/articles/tarja-halonen-appointment

 

 

 

 

 

The Fund for Peace (FFP) has ranked Finland the most stable country in the world

 

The Fund for Peace (FFP) has ranked Finland the most stable country in the world     

 

More Finland Positives.

Two people on snowshoes gazing over the Pielinen lake in Lieksa, North Karelia.

             The Fund for Peace (FFP) has ranked Finland the most stable country in the world for the second consecutive year, this time placing the country in a league of its own in its Fragile States Index.

 

Sweden, in turn, was ranked the second most stable country in the world despite being downgraded from the “Very Sustainable” category by the American think tank. Last year, Sweden was the only country in the highest category in addition to Finland.

 

This year, South Sudan overtook Somalia atop the annual index as the most fragile country in the world. Meanwhile, Russia was ranked the 85th most fragile country and Finland the least, or 178th, most fragile country in the world.

 

The FFP annually ranks countries according to their performance across a total of 12 indicators, such as security, income inequality and political climate. This year, the Fragile States Index was published for the ninth time.

HS-HT
© HELSINGIN SANOMAT
Photo: Tea Karvinen

 

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Helsingin Sanomat

Parent Category: Finland

Category: Domestic

29 Dec 2014

Finland

Finland is a Nordic welfare state where equality is the fundamental ideology behind education. Thanks to the brilliance of Finnish education, the country has managed to advance into a world-class knowledge society, where education is provided by 14 universities and 24 universities of applied sciences. In addition to tuition in the national languages, these higher education institutions also offer over 450 English-language programmes.

 

Education from the top of the world

 

Finland is a stable country with a fully functioning infrastructure, education system, health care services and a vibrant cultural life. Studying in Finland is therefore a safe, though quite an exotic way to acquire academic and professional experience as well as to gain personal growth.

 

With a population of just over five million, Finland is a spacious land with people-friendly cities; the traffic is manageable, rush hours are a rarity and the cities are designed for walking and cycling as well as driving.

http://www.ehef.asia/finland

 

Finnish Teacher education

Finnish Teacher education

 

Teachers in Finland are highly trained. In general education all teachers are required a Master’s degree. In vocational education teachers should have a Master’s degree or Bachelor’s degree. The high level of training is seen as necessary as teachers in Finland are very autonomous professionally.

Teaching and guidance staff within day-care centres generally have Bachelor’s degrees. Pre-primary teachers in schools hold a Master’s degree.

Guidance counsellors in basic and upper secondary education and training should have a Master’s degree and guidance counsellor studies. Special needs teachers hold a Master’s degree with special pedagogy as the main subject or a teaching qualification including special needs teacher studies.

Teachers at polytechnics are required to have either a Master’s or a post-graduate Licentiate’s degree, depending on their position. They must also complete pedagogical studies. University teachers are generally required to hold a Doctoral or other postgraduate degree.

Teacher training can be either concurrent, with pedagogical training integrated into the Master’s programme, or consecutive, with the pedagogical training completed after the initial degree. The latter is the case for example in vocational teacher education. The consecutive model also serves those who decide on a teaching career later.

At most levelshttp://www.oph.fi/english/education_system/teacher_education of education teachers are required to participate in in-service training every year. Finnish teachers consider in-service training to be a privilege and therefore participate actively.

In-service training is offered by different providers. The state funds in-service training programmes, primarily in areas important for implementing education policy and reforms. Education providers can also apply for funding to improve the professional competence of their teaching personnel.

    

 http://www.oph.fi/english/education_system/teacher_education                

 

Finnish Higher Education

Finnish Higher education

Higher education in Finland has a dual structure. Higher education is provided by universities and polytechnics, also known as universities of applied sciences. Both sectors have their own profiles. Universities emphasise scientific research and instruction, whereas polytechnics adopt a more practical approach. Higher education institutions are very autonomous in organising their instruction and academic year.

There is restricted entry to all fields of study. The applicant volumes outweigh the number of places available. Therefore universities and polytechnics use different kinds of student selection criteria. Most commonly these include success in matriculation examination and entrance tests.

Equal access to higher education is ensured by the wide institutional network, the free education, student financial aid as well as the flexible pathways to higher education. Efforts have also been made to lower the threshold to apply to higher education by developing an on-line joint application system.

Information on higher education degrees and recognition of foreign qualifications in Finland.

 

 

 

Finland: Higher Education      In Finland the higher education system consists of two complementary sectors: universities and polytechnics. Universities emphasise scientific research and education based on scientific research. They grant Bachelor’s and Master’s degrees as well as post-graduate Licentiate and Doctorate degrees. Polytechnics are multi-field regional institutions with strong connection with labour market and regional development. They offer polytechnic Bachelor’s and Master’s degrees and they emphasise applied R&D. The university sector consists of multi-faculty universities, universities of technology, business schools and art academies, all of which carry out research, provide education based on research and award degrees up to doctorates. In addition, university level education is provided at one military academy, the National Defence University, which falls under the defence administration. According to legislation, the purpose of universities is to promote free research and scientific and artistic education, provide higher education based on research, and educate students to serve their country and humanity. In carrying out this mission, universities must interact with the surrounding society and strengthen the impact of research findings and artistic activities on society. The legislation concerning universities (Universities Act 558/2009 and Decree 770/2009) include provisions on the mission of the universities, research and instruction, organisation and administration, staff and official language, students, appeals against university decisions and students’ legal protection. The Universities Act was reformed in 2009. The law further extended the autonomy of universities by giving them an independent legal status, either as public corporations or as foundations under private law. At the same time, the universities’ management and decision-making system was reformed. Most polytechnics are multi-field institutions. In addition the Police College of Finland falls under the administration of the Ministry of the Interior. The autonomous Åland Islands also have their own polytechnic. The Government grants permanent operating licences to the polytechnics. Polytechnic degree studies give a higher education qualification and practical professional skills. The objective of the studies is to provide the necessary knowledge and skills for professional expert functions on the basis of the requirements of working life and its development needs. Polytechnics carry out research and development, which serve polytechnic education and support working life. They play an important role in regional development as providers of high-quality education and developers of the economic life of the regions, in particular small and medium-sized enterprises. The role of polytechnics in research and development supporting regions and working life will be strengthened, for example by increasing the weight of research as a criterion of funding. The legislation on polytechnics defines the responsibilities and degrees awarded the polytechnics. It also include provisions on the mission of the polytechnics, research and instruction, organisation and administration, staff and official language, students, appeals against decisions and students’ legal protection. A Polytechnics reform has been carried out since 2011 in two stages so that the last part of the reform will take effect in the beginning of the year 2015. The reform will give polytechnics an independent legal status. All polytechnics will operate as limited companies. The main funding responsibility of polytechnics will be transferred to the State. Prior to 2015 the responsibility of the funding was divided between the State and municipalities. The operating licences and the educational responsibilities of polytechnics have been revised. Educational responsibilities consist of degrees and degree titles. Ministry of Education and Culture will no longer decide on the degree programmes. The financing system of the polytechnics has been renewed to be more performance-based. The new funding model emphasises quality, impact and efficiency. The institution-specific funding will be primarily determined on the basis of degrees awarded, the quality and efficiency of study processes and R&D. The new Polytechnics Act was confirmed in November 2014. Field-specific educational responsibilities of higher education institutions are defined the legislation or by the Ministry of Education and Culture. Joint educational objectives and university- and polytechnic-specific performance targets are determined in the performance negotiations between the higher education institutions and the Ministry of Education and Culture. Quantitative targets are set for degrees as well as adult education, for example. On the basis of these negotiations, higher education institutions decide on student intake in their fields of study and select their own students. They also draw up their own curricula and design their instruction within the framework of national statutes. Equal access to higher education is ensured by the wide institutional network, the free education, student financial aid as well as the flexible pathways to higher education. Efforts have also been made to lower the threshold to apply to higher education by developing an on-line joint application system. According to the legislation both universities and polytechnics must operate in interaction with the rest of the society. Higher education institutions are very autonomous in organising their instruction and academic year. Generally instruction is offered in two semesters. At universities the academic year usually extends from mid-September to mid-May. Instruction at polytechnics generally starts in August or September and ends in May. The structure of the higher education sector in Finland has been developed for the last few years and will continue to be developed further. The structural development of higher education institutions aims at reallocating resources from structures to improve the quality of teaching and research and to boost international competitiveness by means of, for example, aggregating activities to larger entities.  The structural development seeks to contribute to greater effectiveness and quality of teaching, collaboration between institutions, the society and businesses. Also internationalisation is high on the agenda.  Universities Act (558/2009) Government’s Decree on Universities (770/2009) Polytechnics Act (932/2014) Education and Research 2011-2015. A Development Plan

Finnish Basic Education ages 7 to 16

Finnish Basic Education

Basic education is non-selective

The objective of basic education is to support pupils’ growth towards humanity and ethically responsible membership of society and to provide them with the knowledge and skills needed in life.

 

Basic education encompasses nine years and caters for all those between 7 and 16 years. Schools do not select their students. Every student is allocated a place in a nearby school, but they can also choose another school with some restrictions.

All school follow a national core curriculum, which includes the objectives and core contents of different subjects. The education providers, usually the local education authorities and the schools themselves draw up their own curricula within the framework of the national core curriculum.

 

http://www.oph.fi/english/education_system/basic_education

 

 

 Basic education
The overall distribution of lesson hours for basic education and the minimum number of lessons for core subjects during basic education are decided by the Government. The present distribution of lesson hours was confirmed in 2012 and will be implemented together with the new core curriculum in 2016.
The new distribution of lesson hours in basic education (pdf, in Finnish)
The distribution of lesson hours stipulate such matters as the core subjects taught to all pupils, and the distribution of teaching hours between various subjects.

The national core curriculum is determined by the Finnish National Board of Education. It includes the objectives and core contents of different subjects, as well as the principles of pupil assessment, special-needs education, pupil welfare and educational guidance. The principles of a good learning environment, working approaches as well as the concept of learning are also addressed in the core curriculum. The present national core curriculum for basic education was confirmed in January 2004 and it was introduced in schools in August 2006.
The education providers, usually the local education authorities and the schools themselves draw up their own curricula for pre-primary and basic education within the framework of the national core curriculum. These curricula may be prepared for individual municipalities or institutions or include both sections.
The national core curriculum is being reformed and the new curriculum will be introduced in August 2016.

Curriculum reform 2016
Printed publication can be ordered by e-mail: .
ISBN 952-13-2081-8, 320 pages
Publication in pdf format can be printed from these pages. Some web browsers may experience difficulties in opening larger attachments online. In case of difficulties, please try downloading the files on your computer for browsing.

The publication is divided into five parts

Part I: Index and chapters 1–6 (pdf, 19 Mt)
1. Curriculum
2. Starting points for provision of education
3. Implementation of instruction
4. General support for studies
5. Instruction of pupils needing special support
6. Instruction of cultural and language groups

Part II: Chapters 7, 7.1–7.3 (pdf, 34 Mt)
7. Learning objectives and core contents of education
7.1 Integration and cross-curricular themes
7.2 Studies in mother tongues and the second national language
7.3 Mother tongue and literature

Part III: Chapters 7.4–7.9 (pdf, 25 Mt)
7.4 Second national language
7.5 Foreign languages
7.6 Mathematics
7.7 Environmental and natural sciences
7.8 Biology and geography
7.9 Physics and chemistry

Part IV: Chapters 7.10–7.21 (pdf, 16 Mt)
7.10 Health education
7.11 Religion
7.12 Ethics
7.13 History
7.14 Social studies
7.15 Music
7.16 Visual arts
7.17 Crafts
7.18 Physical education
7.19 Home economics
7.20 Optional subjects
7.21 Educational and vocational guidance

Part V: Chapters 8–9 and Appendix (pdf, 18 Mt)
8. Pupil assessment
9. Instruction in accordance with a special educational task or special pedagogical system or principle
Appendix 1–5
National core curriculum for instruction preparatory to basic education
National core curriculum for voluntary additional basic education

Amendments and additions

Amendments and additions to the National Core Curriculum for Basic Education (pdf)

 

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Finnish Education Policy - pre primary

Finnish Education policy

Providing equal opportunities for all citizens to high-quality education and training is a long-term objective of the Finnish education policy.

 

The key words in Finnish education policy are quality, efficiency, equity and internationalisation. The basic right to education and culture is recorded in the Constitution. The policy is built on the principles of lifelong learning and free education. Education is seen as a key to competitiveness and wellbeing of the society.

There is a wide-spread consensus of the main pillars of education policy and the policy is characterized by cooperation and continuity - evolution rather than revolution. Tripartite partnership among Government, trade unions and employer organisations is an integrated part of policy-making. Participation and consultation of a wide range of different stakeholders play a central role in educational reform.

 

Teachers and the Trade Union of Education as their representative are the key players in the development of education. The main objectives and broad lines of the policy are defined at central level, but the implementation of these is the responsibility of the local level.

The main steering document in the Finnish education policy is the

 

Government’s Development Plan for Education and Research

 

Early childhood education

Pre-primary education is voluntary for the children and families

All children under school-age have a subjective right to early childhood education and care (ECEC). The municipalities are responsible for arranging the ECEC services, for their quality and supervision. Families can also opt for publicly subsidized private ECEC settings. The Finnish ECEC is based on an integrated approach to care, education and teaching, the so-called “educare” model. Learning through play is essential.

The main form of ECEC is day care organised in day care centres and in family day care. The content of ECEC is guided by the National Curriculum Guidelines on ECEC (2003).

 

Other forms of ECEC services include clubs run by the local parishes and other non-governmental organizations and the various forms of open early childhood education activities organized by the municipalities for children and their families. Participation in ECEC is subject to a fee which depends on family income and the number of children. Client fees in municipal day care cover about 14 percent of the total day care costs.

Pre-primary education as part of the ECEC is the systematic education and instruction provided in the year preceding the start of compulsory education. Providing a place in preprimary education free of charge for all children is a statutory duty for municipalities. Participation is voluntary for children, but nearly all 6-year-olds are enrolled in pre-primary education. Pre-primary education is organized in day care centres and schools. Education is based on a local curriculum drawn up within the framework of the National Core Curriculum for Pre-primary Education (2010). Early childhood education, pre-primary and basic education form an integrated whole progressing consistently following the child’s development.

At national level ECEC is the responsibility of the Ministry of Education and Culture as from 1.1.2013. The legislation governing ECEC is currently being reformed. Also the Core Curriculum for Pre-Primary education is being revised as part of the ongoing curricular reform in basic education.

 

     http://www.oph.fi/english/education_system/early_childhood_education

3.3.2015

Pre-primary education is compulsory from August 2015

Participation in pre-primary education or corresponding activities will be mandatory from August 2015. A majority (98 %) of 6 year-old children already attend preprimary education.

 

             

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Free School meals in Finland - world's top class fuel

School meals in Finland - free fuel for children

School meals are important to children’s and young people’s wellbeing. A school  meal is more than nutrition, contributing to learning, healthy growth and development. Finnish legislation guarantees pupils and students the right to free meals during school days from pre-primary and basic education until the completion of upper secondary education.

 A good school meal is seen as an investment in the future. In Finland each pupil and student from pre-primary to upper secondary education can enjoy a free school meal. Nearly 830 000 pupils and students are entitled to free school lunch. In addition to this, some 60 000 children taking part in before- and after-school activities get to enjoy a snack. Some education providers also offer a snack to children taking part in school clubs. Regular meals constitute significantly to children and young people’s wellbeing, their ability to learn and to their healthy growth and development. Meal breaks should allow pupils and students to enjoy their meals in a calm, enjoyable and unhurried manner. Breaks also give pupils and students a chance to interact with others and take a break from teaching.

 

People in Finland are generally proud of the country’s long and unique history of providing free school meals. The law that ensures a free school meal for all children dates back to 1943. The aim was to support the wellbeing and learning of children. A good lunch is more than nutrition. It is something that gives pleasure, relaxes, it refreshes, maintains the ability to work and helps children grow healthy.
School meals generally consist of typical Finnish foods. A good school meal consists of
 

▪ water to quench thirst
▪ a drink ▪ bread and table spread
▪ a side of vegetables ▪ a warm main course

   
A good school meal is seen as an investment in the future. School meals generally consist of typical Finnish foods. A good school meal consists of a warm main course, vegetables, bread and table spread and a drink. Government guidelines offer more detailed support for planning and serving school food.
 

School meals support learning of health, nutrition and table manners National and local regulations form the basis for school meal practices. Education acts and decrees along with national core curricula and local curricula are central documents governing school lunches. Local and school-level curricula define the central principles of arranging school catering. The curricula also describe the objectives for education in health, nutrition and manners. The health-related and social role of school meals, the objectives of nutritional education and learning of manners as well as the recreational aspect of lunch breaks is taken into account when arranging school meals and snacks offered during the school day.

Pupils and students are encouraged to participate in improving school meals.Municipalities and other education providers are responsible for the practical implementation of school meals. They also allocate resources for school catering. Legislation, norms and recommendation require that operations are evaluated and developed on the school level. The implementation, quality and effectiveness of school catering should be monitored continuously as part of the overall evaluation of education. It is also important to give students the chance to actively participate in the evaluation and pay attention to their feedback and suggestions.

 Individual nutritional and health issues are taken into account School meals are organised in cooperation between the school and personnel responsible for meals. Support needs and monitoring concerning pupils’ individual nutritional needs are agreed on in cooperation between the pupils concerned, their parents and school health care staff. Students’ allergies, ethics and religion are taken into consideration when planning school activities and meals. The objective is to ensure the basic diet suits as many students as possible. Support needs and monitoring concerning pupils’ individual nutritional and health issues or treatment of an illness are agreed in cooperation between the pupils concerned, their parents and school health care staff.

Special diet meals must meet common nutritional guidelines unless the diet specifically differs from recommendations. Special diet meals are served according to the student’s diet plan, list of unsuitable food items or medical certificate submitted to school. List of ingredients is generally made available for special diet meals so students can make sure that the meal is suitable for their diet.

Snacks in schools should be healthy Children taking part in before- and after-school activities are entitled to a snack. Similarly to school lunches snacks are used as a pedagogical tool in teaching children about proper nutrition, table manners and food culture. Snacks are designed to offer variety and take into consideration Finnish nutritional guidelines as well as children’s individual needs. A snack may also be offered to children taking part in school clubs. Snacks can either be provided by the school kitchen free of charge or for a fee, or children can bring their snack from home. According to the recommendations sweets, sugary drinks and energy drinks should not be made regularly available in schools and educational institutions. Vending machines and school kiosks should offer healthy and nutritious products. Foods that are rich in fat, sugar and salt are not recommended as daily choices. Parents are consulted about acquiring vending machines or setting up school kiosks. Parents also have the right to decide what kind of marketing their children are subjected to.

 

The above By Finnish National Board of Education P.O.Box 380 FIN-00531 Helsinki, Finland

www.oph.fi www.edu.fi

 

Menu for schools 9.- 13.3.2015  with a fish theme in Kuopio

 

KOULUT 9. - 13.3.2015  Kalateema 
 
 LOUNAS   MAANANTAI  Silakkapihvejä keitettyä perunaa tillikastiketta kiinankaalisalaattia

 Kasvis: Kasvispataa 
 

Monday Lunch: Herringcakes with boiled potatoes in dill sauce / Chinese leaf salad

Vegetarian choice : Vegetable bake

TIISTAI   
Perunavelliä kinkkuleikkelettä tuorekurkkua ruispaloja banaani 
   

Tuesday Lunch: Potato soup with fresh cucumber, rye bread slices and banana

 
KESKIVIIKKO 
Jauhelihalasagnettea Jäävuorisalaattia

Kasvis: Kasvislasagnettea 

Wednesday Lunch: Mincemeat lasagne with iceberg salad

Vegetarian choice: Vegetable lasagne

TORSTAI Broileri-perunalaatikkoa punakaalisalaattia 

Kasvis: Bataattivuokaa  

Thursday lunch : Chicken-potato bake with red cabbage salad

Vegetarian choice: Sweet potato oven dish

PERJANTAI Kalamurekepihvejä perunasosetta porkkanasalaattia

Kasvis: Kasvispihvejä  
 

Friday lunch:Fish cakes with mashed potato and carrot salad

  
Lisäksi lounaalla on tarjolla päivittäin ruisleipää, näkkileipä, kasvisrasvalevitettä, rasvatonta maitoa, piimää sekä vettä.

 

Lunches are served with rye bread, crisp bread, vegetable spread, fat free milk, sour milk and water