ISBN 978-952-13-4897-6 (pb)ISBN 978-952-13-4898-3 (pdf)

Publications 2011:25Finnish National Board of Educationwww.oph.fi/english

NATIONAL FRAMEWORK FOR BEFORE- AND AFTER-SCHOOL ACTIVITIES IN BASIC EDUCATION 2011

The Finnish National Board of Education adopted the Na-tional Framework for Before- and After-School Activities in Basic Education on 19th January 2011.

Before- and After-School activities were initiated on 1st August 2004 in compliance with the Framework issued in the same year. Activities have expanded considerably sin-ce then and the law governing the activities was reformed on 1st January 2007.

The National Framework for Before- and After-School Ac-tivities document is a Regulation and Before- and After-School activities falling under the Basic Education Act must be provided in compliance with this Regulation as from 1st August 2011. The Regulation requires providers of Before- and After-School activities to amend their local curricula to conform to the new Framework.

Publications 2011:25

NATIONAL FRAMEWORK FOR BEFORE- AND AFTER-SCHOOL ACTIVITIES IN BASIC EDUCATION 2011

Finnish National Board of Education

© Finnish National Board of Education

Publications 2011:25 ISBN 978-952-13-4897-6 (pb)ISBN 978-952-13-4898-3 (pdf)

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Layout: Taittotalo PrintOne, Helsinki

Printing: Juvenes Print – Tampereen Yliopistopaino Oy

www.oph.fi/english

REG. NO. 1/011/2011 REGULATION Binding DATE 19th Jan. 2011

Providers of before- and after-school activities Validity: From 1st Aug. 2011 until further notice Provisions on which the Basic Education Act, competence to issue the section 48a(3) Regulation is based: (amend. 1136/2003)

Repeals Regulation No.: 5/011/2004

NATIONAL FRAMEWORK FOR BEFORE- AND AFTER-SCHOOL ACTIVITIES IN BASIC EDUCATION

The Finnish National Board of Education has adopted the National Framework for Before- and After-School Activities in Basic Education to be observed as per the Annexe in before- and after-school activities provided in accordance with Chapter 8a of the Basic Education Act from 1st August 2011 until further notice.

Before- and after-school activities falling under Chapter 8a of the Basic Education Act must be provided in compliance with this Framework as from 1st August 2011. The Regulation requires providers of before- and after-school activities to amend their local curricula.

Providers of before- and after-school activities may neither fail to comply with nor deviate from this Regulation.

Director General Timo Lankinen

Director Jorma Kauppinen

ANNEXE National Framework for Before- and After-School Activities in Basic Education 2011

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Contents

1 Premises for provision of before- and after-school activities in basic education .................................................................................... 5 1.1 Underlying values and mission ......................................................... 5 1.2 Policies guiding before- and after-school activities .......................... 6

2 Objectives of before- and after-school activities ............................... 8 2.1 Support for parents’ and school’s educational task .......................... 8 2.2 Support for well-being, emotional life and social development ....... 9 2.3 Support for ethical growth ................................................................. 9 2.4 Promotion of involvement, equality and equitability and social empowerment ......................................................................... 10

3 Contents of before- and after-school activities ................................ 12

4 Special needs children in before- and after-school activities ....... 14 4.1 Before- and after-school activities during general, intensified and special support ......................................................... 15 4.2 Co-operation in provision of activities ............................................. 16

5 Provision, planning and evaluation of activities at municipal level ........................................................................................ 18 5.1 Provision of before- and after-school activities ............................... 18 5.2 Planning and evaluation of activities ................................................ 21 5.3 Action plan ......................................................................................... 22

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1 Premises for provision of before- and after-school activities in basic education

Before- and after-school activities refer to supervised activities provided for pupils in basic education according to the Basic Education Act1. These activi-ties are the responsibility of local authorities as a whole. According to the Basic Education Act, the Finnish National Board of Education determines the objec-tives and core contents of before- and after-school activities by issuing a frame-work for these activities2. Before- and after-school activities must be provided in compliance with this framework.

This framework uses the term ‘child’ to refer to a pupil in basic education participating in before- and after-school activities. Children are not considered pupils when participating in these activities. Chapter 4 uses the term ‘pupil’ when referring to support for learning and school attendance determined in the Basic Education Act.

1.1 Underlying values and mission Before- and after-school activities are based on the values of basic education, which include human rights, equality, democracy, preservation of natural diver-sity and viability of the environment, and acknowledgement of multiculturalism. In the same way as basic education, activities should promote responsibility, a sense of community and respect for the rights and freedoms of the individual.

The social premise for provision of before- and after-school activities is to provide each child with a safe growth environment. The key purpose of activities is to support children’s growth and development, while also supporting their families and schools in their educational tasks. The role of before- and after-school activi-ties is to promote the child’s holistic well-being from the following perspectives:

• Guidance of children’s leisure activities • Support for children’s growth and development

1 Basic Education Act (628/1998; perusopetuslaki), sections 48 a, b, c, d, e and f (as amended by Act 1136/2003)

2 Basic Education Act, section 48 a(3) (as amended by Act 1136/2003)

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• Support for children’s school attendance and learning • Early intervention and social empowerment

1.2 Policies guiding before- and after-school activities Before- and after-school activities aim to reduce the time that children have to spend on their own without safe adult presence and guidance before and after the school day. The solutions, procedures and operational environments relating to provision of these activities shall support achievement of the objec-tives set. Before- and after-school activities shall be organised so as to ensure the safety of the operational environment and prevent children from becoming targets of bullying, harassment or violence.

Before- and after-school activities consolidate children’s self-esteem and de-velopment of diverse interaction skills. They also inspire and support children to find their own strengths and develop their own skills. Activities coach chil-dren to look after themselves and provide opportunities for creative self-fulfil-ment. Well-organised and high-quality before- and after-school activities guide children to gradually grow into a healthy, active and sustainable lifestyle and towards living in a world that has become international and technologically minded, while taking children’s needs and abilities into account.

Activities are planned taking both individual and communal considerations into account. Before- and after-school activities are group activities and the rules and values guiding a group contribute to shaping children’s social growth. The aim is to provide children with diverse and recreational activities that meet their needs, while also offering them opportunities for rest and time on their own. Events during the school day and children’s own experiences should be taken into account in activities as far as possible.

Before- and after-school activities shall be built as a continuum to the educa-tional tasks of early childhood education and care and pre-primary education. Activities are guided by the general educational objectives of basic education. Activities have their own special characteristics, because they are based on vol-untary participation and take place during children’s leisure time. Promotion of children’s holistic well-being can best be achieved by making use of and com-bining natural growth environments and pedagogical competence. The aim is to create an open, encouraging and unhurried atmosphere.

Children’s independence will increase gradually as they grow, but they still need adult protection, presence and guidance. Before- and after-school activi-

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ties must have an adequate number of qualified, competent and professional instructors. Activities are planned and implemented making use of multidisci-plinary co-operation between different parties and co-operation with children’s families. The purpose of co-operation is to enable staff to get to know children better and identify their needs while also improving the quality of activities. Long-term employment relationships will promote permanent human relations, which in turn will increase children’s feeling of safety and enable instructors to support children’s development.

It is recommended that before- and after-school activities be included in mu-nicipal plans for the well-being of children and young people3. Activities shall be organised so as to take into account the needs of different language groups4 and the needs of children of different ages. In addition, the needs of children from different cultural groups as well as special local characteristics are to be taken into account as far as possible.

3 Child Welfare Act (417/2007; lastensuojelulaki), section 12

4 Basic Education Act, section 48 b(3) (as amended by Act 1136/2003)

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2 Objectives of before- and after-school activities

The general objective of before- and after-school activities is to support par-ents’ and school’s educational task as well as children’s emotional development and ethical growth. In addition, activities shall promote children’s well-being and equality in society, while also preventing social exclusion and increasing inclusion.5 This objective obligates all parties involved in provision and imple-mentation of before- and after-school activities.

Each local authority will specify the general objectives laid down in the Basic Education Act and described in this Chapter with due consideration for its local needs, operational environment and municipal strategic policies.

2.1 Support for parents’ and school’s educational task The starting point for supporting parents’ educational task is that parents or legal guardians have the primary responsibility for their children’s upbringing. Instructors have professional responsibility for children’s education in before- and after-school activities. The principle guiding instructors’ work is educa-tional partnership, which refers to professional educators’ commitment to work together with parents in order to support children’s growth, development and learning.

Support for parents’ and school’s educational task requires co-operation based on mutual respect and equality. Homes should be encouraged to participate in co-operation, while also promoting the active role of parents.

Before- and after-school activities and basic education co-operate and develop structures and procedures suitable for local co-operation. Before- and after-school activities staff work with staff providing pupil welfare services to sup-port children’s holistic well-being and school attendance. The common goal should also be visible in dealing with matters concerning an individual child, transferring information and participation of before- and after-school activities staff in discussions concerning the child when necessary, with the consent of

5 Basic Education Act, section 48 a(1) (as amended by Act 1136/2003)

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the parents or guardians. Open and confidential interaction will create a foun-dation for good co-operation and information measures.

Children may be provided with an opportunity to do their homework as part of before- and after-school activities in a manner agreed between the parents, the teacher and the instructor involved.

2.2 Support for well-being, emotional life and social development

Before- and after-school activities aim to support children’s well-being, emo-tional life and social development. The instructor’s positive attitude and pres-ence plays a key role in this respect. It is important for every child to feel that they are valued and accepted. Children also need to feel that they are accepted by their peers and that they belong to the group. By doing things together, chil-dren learn skills required for social interaction, such as reciprocity and resolv-ing disagreements by positive means. Children are guided to recognise various feelings and to regulate their own behaviour.

Encouraging and spurring children supports the development of their self-esteem, while they also learn to trust their own skills. The joy of participation and experiences of success are emphasised. Before- and after-school activities should support children’s interests and, as far as possible, familiarise them with various leisure activities.

Before- and after-school activities shall be safe and unhurried both as a growth environment and in terms of atmosphere. It is important that activities provide children with opportunities both for taking a rest and calming down and for outdoor exercise and physical activities. Tasty snacks and a pleasant environ-ment enhance the experience of well-being.

The common policies of the school and before- and after-school activities sup-port and consolidate children’s well-being and social development. Multi-pro-fessional co-operation that takes children’s needs into account will also con-tribute to composition of groups for activities and placement of children into groups. The aim is to shape the day to form an integrated whole for children.

2.3 Support for ethical growth Before- and after-school activities support children’s ethical growth and un-derstanding of people’s equality. The ethical premises of activities consist of

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the values determined for basic education in the National Core Curriculum for Basic Education and the educational principles and practices agreed in co-operation with school and children’s homes.

A child-oriented approach plays a key role in before- and after-school activi-ties. Every child is seen as being a valuable individual. Children are responsi-ble for themselves and for their actions according to their age and developmen-tal phase. They need adult guidance in their ethical thinking and interaction skills. Of special importance in ethical education and support for equality are the example set by adults, the group’s interactions and ethical questions faced in everyday situations.

The objective of ethical growth is understanding responsibility and reciprocity. As part of before- and after-school activities, children are guided to gradually grow to take responsibility for:

• their own well-being and healthy lifestyles; • other people’s well-being and related rights and responsibilities; • feelings and consequences caused by their own actions that affect them-

selves and others; • rules and agreements relating to the group’s activities; • positive attitudes towards the environment, nature and a sustainable life-

style.

A communal atmosphere of responsibility, trust and caring in before- and after-school activities promotes ethical growth. Ethical education and enhancement of equality make use of group interaction, discussions relating to different situations, opportunities provided by art, play and physical exercise, as well as aesthetic experiences and an action-based approach. Children are guided to adopt procedures that enable them to deal with possible problem situations in a positive and solution-oriented manner.

2.4 Promotion of involvement, equality and equitability and social empowerment

Before- and after-school activities aim at promotion of involvement, equality and equitability and social empowerment. Activities are carried out so as to increase children’s experiences of success and involvement. It is important for children to be heard in activities and to be able to participate in planning and implementing activities.

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Special attention should be paid to promotion of participation of children in need of special support and of those from different cultural backgrounds. Be-fore- and after-school activities respect children’s own linguistic and cultural backgrounds and lifestyles and values. At the same time, care is taken to ensure that no-one is placed at a disadvantage due to ethnic origin, gender, age, reli-gion or disability, for example. In the same way as in basic education, special attention will be paid to children from Saami, Romany or immigrant back-grounds, as well as sign language children. Learning about different cultures makes it possible to diversify activities, increase understanding and reduce prejudices, as well as to enrich the time that children spend together.

Before- and after-school activities enhance children’s equality in society. The objective is for every child to receive support and guidance according to their own development level and needs. Developmental differences and different needs of girls and boys are taken into account in planning and implementation.

Children shall be allowed to participate in formulating common rules and agreements according to their age and to gain experiences of involvement. Involvement, equality and equitability prevent bullying and exclusion. The aim is to detect factors causing exclusion at the earliest possible stage and to pro-vide support as required. Success in this respect calls for multi-professional co-operation between before- and after-school activities, health care and social services, early childhood education and care, pre-primary and basic education and children’s homes.

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3 Contents of before- and after-school activities

The contents of activities shall support achievement of the objectives set in ac-cordance with the National Framework for Before- and after-school activities in Basic Education and municipal action plans. Providers and organisers of ac-tivities are responsible for planning contents and their implementation for each site where activities are organised. Contents shall be planned and implemented taking into account the provisions of this framework, the number of children in-volved in the activities, the diversity of the activities and opportunities for differ-entiation of the activities and working in small groups. Parents and other guard-ians are provided with opportunities to participate in planning activities. Parents and guardians shall be informed of the action plan and the contents of activities.

Before- and after-school activities highlight children’s right to a safe child-hood and growth environment. Children’s needs and their own wishes are to be taken into account when planning contents. Discussions and exchange of information between children, parents and instructors about what types of ac-tivities children are interested in and what brings them joy and recreation will have a bearing on practical implementation of the contents. Contents are also influenced by local conditions and cultural factors, opportunities provided by different seasons and other practical considerations, co-operation with other municipal parties, instructors’ own strengths and organisers’ priority areas.

High-quality contents of before- and after-school activities will create an inte-grated and diverse whole for children. The contents are used to consolidate children’s involvement and the collaborative nature of activities. Activities fea-ture social interaction that supports growth and development, experiences of joy and recreation, aesthetic experiences and opportunities to develop different types of skills.

When selecting contents, special attention is to be paid to play, creative activi-ties and positive experiences that support growth and development according to the age of the children. Physical exercise and outdoor activities as well as rest and relaxation play a key role in activities. Educational guidance is also incorporated into snack times. Children are guided to adopt an appropriate eating routine and good food choices and table manners in an unhurried en-vironment.

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Diversity in the provision of contents will consolidate children’s cultural iden-tities. Children will learn about Finnish and other traditions related to their different cultural backgrounds by means such as songs, games and parties. Contents may be related to various goal-oriented interests and other activities that support development. Activities may also offer children opportunities to find their own interests. Participation in school club activities and basic educa-tion in the arts may form part of children’s before- and after-school activities.

Before- and after-school activities are to be put together from the following thematic contents:

• ethical growth and equality • play and interaction • physical exercise and outdoor activities • meals and rest • culture and traditions • manual skills and crafts • visual, musical, bodily and linguistic expression • media skills • daily chores, the living environment and a sustainable lifestyle • various areas of knowledge and skills.

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4 Special needs children in before- and after-school activities

Before- and after-school activities consolidate children’s holistic growth and development. Provision and implementation of before- and after-school activi-ties are premised on the general objectives and contents even for those chil-dren with special needs. Children’s age, developmental phase and individual needs must be taken into account when planning working methods and the operational environment. Activities shall support development of children’s self-esteem and own initiative, social growth and independence according to their own abilities. Children shall be encouraged to be active and take their own initiative. They should be offered opportunities to gain experiences of success and do things together.

Planning and clarity of activities and use of time, combined with anticipation of situations, play a particularly important role for children with special devel-opmental needs. The significance of play becomes pronounced in terms of the youngest children in particular. Diverse activities and action-based working methods promote children’s development. Physical activities, games and play also provide effective means of practising self-regulation and compliance with rules. Special attention should be paid to co-operation skills and promotion of positive interaction.

Facilities and equipment must also suit the needs of special needs children. Attention should be focused on aspects such as the size, adaptability and ac-cessibility of facilities and the proper condition of routes. Well-designed solu-tions will make it easier for children to function and move about independently within the facilities. Choice of colours and lighting may contribute to percep-tion of the environment and provide stimuli. Activities must always be organ-ised so as to ensure children’s psychological, physical and social safety.

Instructors’ professional skills in working with special needs children will be consolidated through orientation, for example. Instructors’ work may also be supported by means of consultancy provided by special needs teachers or pu-pil welfare staff. Co-operation with school increases staff’s knowledge of pupils and in-service training ensures competence.

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4.1 Before- and after-school activities during general, intensified and special support

According to the Basic Education Act, pupils enrolled in education are entitled to guidance counselling and sufficient support in learning and school attend-ance directly as the need arises.6. Based on the Act and the National Core Curriculum for Basic Education7 prepared by the Finnish National Board of Education, support available for pupils may be divided into general, intensified and special support. These are different types of support solutions in terms of scope and duration. Where necessary, before- and after-school activities may form part of support for learning and school attendance provided for a pupil in basic education. The National Core Curriculum for Basic Education defines the levels of support as follows:

• General support forms part of all education, teaching and guidance pro-vided for a pupil. In such cases, the need for support is generally short-term and the pupil may only require one form of support, such as remedial teach-ing or part-time special needs education.

• A pupil in need of regular support for his or her learning or school at-tendance or in need of several forms of support at the same time are provided with intensified support in accordance with a written learning plan prepared for him or her on the basis of a pedagogical assessment. Intensified support is by nature more intense and persistent than general support.

• Special support is provided for pupils who cannot adequately achieve their growth, development or learning objectives through other support meas-ures. Provision of special support is subject to an administrative decision, which is based on a pedagogical examination. The pupil will be provided with a plan on individual teaching arrangements (IEP), which must indicate how to provide education and other support in accordance with the deci-sion on special support issued for the pupil.

Pupils who have received a decision on special support are entitled to ap-ply for before- and after-school activities for the whole duration of basic education. Each local authority decides on the scope of activities. Where possible, before- and after-school activities for pupils receiving special sup-port shall be organised as part of other before- and after-school activities.

6 Basic Education Act, section 30(1) (as amended by Act 642/2010)

7 Amendments and additions to the National Core Curriculum for Basic Education, Regulation No. 50/01/2010

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Where pupils’ needs warrant it, activities may also be organised in their own groups. Provision of before- and after-school activities in groups organised by age, as far as possible, supports development of pupils receiving special support.

Where a pupil receiving intensified or special support participates in before- and after-school activities, it is important that staff working in before- and after-school activities take the child’s support needs into account. It is equally important for the school to perceive the opportunities provided by before- and after-school activities to support the pupil’s school attendance and learn-ing.

4.2 Co-operation in provision of activitiesWhen planning arrangements for activities, co-operation between the parents, the school and before- and after-school activities plays a particularly important role. The ways in which the needs of a pupil receiving intensified or special support and the objectives relating to growth and development are to be taken into account in before- and after-school activities are to be agreed with the pupil’s parents or other guardians and possibly with school staff. Multi-profes-sional co-operation enhances opportunities to provide the pupil with adequate support.

The learning plan used during intensified support and the plan on individual teaching arrangements (IEP) provided as part of special support may, where required, include descriptions of the pupil’s participation in before- and after-school activities and of co-operation with the organiser. These may describe how the objectives and operational models of before- and after-school activi-ties support the pupil’s development. This is to ensure that the pupil’s day be-comes an integrated educational whole.

Information about provision of intensified and special support, related docu-ments and data included in such documents are to be kept confidential. Handing over confidential information concerning a pupil to before- and after-school activities staff requires specific permission to transfer informa-tion from the pupil’s legal guardian. The before- and after-school activities instructor may participate in drawing up the learning plan as part of intensi-fied support or plan on individual teaching arrangements (IEP) provided as part of special support for the pupil with the guardian’s consent. As providers of activities, local authorities are required to ensure that people working in before- and after-school activities are acquainted with the statutes governing

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processing of personal data, secrecy and non-disclosure obligation, as well as with obligations arising from the Child Welfare Act.8

Pupils receiving intensified or special support may be entitled to school trans-port free of charge, as decided by their local authority. In terms of both these and any other pupils entitled to transport, efforts should be made to ensure that these pupils will also have the opportunity to make use of the school trans-port benefit when organising before- and after-school activities9. When trans-port is organised, it is imperative to attend to safety, division of responsibility and provision of adequate instructions for all parties involved.

8 Child Welfare Act, section 25

9 Basic Education Act, section 48 b(3) (as amended by Act 1136/2003)

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5 Provision, planning and evaluation of activities at municipal level

Local authorities bear overall responsibility for provision of before- and after-school activities in basic education in compliance with relevant statutes and this Regulation.

Each local authority determines in its standing order the administrative sector under which activities are to be placed in accordance with the provisions of the Local Government Act10. The standing order determines which official or body will be responsible for activities.

5.1 Provision of before- and after-school activitiesLocal authorities may provide activities alone or jointly with other local authori-ties, or they may purchase these services from another public or private service provider or acquire services by granting a subsidy to a service provider11. Local authorities may also make use of the above-mentioned provision methods at the same time. Public service providers are local authorities, municipal consor-tia, parishes and federations of parishes. Private service providers include, for example, organisations, associations, companies and other service providers. The local authority and the service provider must sign an agreement on provi-sion.

Where a local authority provides or purchases before- and after-school activi-ties in basic education, activities must be made available, in the extent deter-mined by the local authority, to first- and second-year pupils in basic education and, as regards other year classes, to pupils who have received a decision on special support in accordance with the Basic Education Act12. In such cases, the local authority receives a statutory government transfer.

10 Local Government Act (365/1995; kuntalaki), sections 16(1) and 50(1) (as amended by Act 1068/2008) and (2)

11 Basic Education Act, section 48 b(3) (as amended by Act 1136/2003)

12 Basic Education Act, sections 48 b(1) (as amended by Act 1136/2003) and 17(2) (as amended by Act 642/2010)

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For the purpose according to the Act on the Financing of Educational and Cul-tural Provision13. The condition for receiving the central government transfer is that activities are provided for the above-mentioned child groups. The local authority must provide municipal residents with details of activities and provi-sion methods in accordance with its action plan.

Children’s participation in before- and after-school activities is voluntary for parents. Activities must be offered for 570 or 760 hours during the school year to each participating child14. Families may make use of the time available for activities according to their own needs. Activities may be organised every weekday during the school year for an average of 3 or 4 hours per day, for example, either in the mornings or afternoons or both. As a general rule, activi-ties may be provided on weekdays between 7 am and 5 pm. It is expedient to schedule before- and after-school activities at such times that will prevent children from having to spend time on their own and support reconciliation of school attendance, parents’ work and family leisure time in the best possible way. When admitting pupils to before- and after-school activities, they must be subject to equal admission criteria15. A monthly fee may be charged for before- and after-school activities16.

Children participating in before- and after-school activities must be offered a snack17. Snacks should be planned to be balanced and varied so as to comply with national nutritional recommendations and take special dietary needs into account.

Children participating in before- and after-school activities are entitled to a safe operational environment18. Activities may be organised at school or other local facilities suitable for the purpose. As providers, local authorities must ensure that the facilities and equipment are safe, functional and fit for purpose. Any site used for activities must have a valid safety and rescue plan. The space requirements of before- and after-school activities will be taken into account, as far as possible, when planning the use of school facilities,

13 Act on the Financing of the Provision of Education and Culture (635/1998; laki opetus- ja kulttuuritoimen rahoituksesta), section 5(3 a) (as amended by Act 1137/2003)

14 Basic Education Act, section 48 b(4) (as amended by Act 1081/2006)

15 Basic Education Act, section 48 b(2) (as amended by Act 1136/2003)

16 Basic Education Act, section 48 f(1) (as amended by Act 1081/2006)

17 Basic Education Act, section 48 d (as amended by Act 1136/2003)

18 Basic Education Act, section 48 d (as amended by Act 1136/2003)

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renovating school buildings and building new schools. The operational en-vironment must contribute to achievement of the objectives set for activities and, in addition to safety, the nature and purpose of activities, children’s interests and the diversity of activities must be taken into account when plan-ning the environment.

Care resulting from an accident that takes place during before- and after-school activities is provided free of charge for the child concerned19. Local authorities may take out insurance to cover children participating in before- and after-school activities.

Before- and after-school activities must have a sufficient number of competent instructors, considering the form of provision20. In addition to ensuring the number and competence of instructors, local authorities have a statutory duty to make sure that any person working in personal interaction with a minor without the presence of a parent or guardian will be asked to produce an ex-tract from their criminal record.21

Staff working in before- and after-school activities may not disclose any con-fidential information concerning a child or his or her parents or guardians or hand over any confidential documents to third parties. Disclosure of informa-tion and handing over any documents is only allowed with specific consent from a parent or guardian22. Those responsible for basic education and related pupil welfare services may hand over to those responsible for before- and after-school activities any information that is indispensable in terms of appro-priate provision of activities. If a child is transferred to morning or afternoon activities provided by another education provider, the previous education pro-vider must, notwithstanding the secrecy provisions, submit any information in-dispensable for provision of education or activities to the new provider without delay. Equivalent information may also be submitted upon request from the new education provider23.

19 Basic Education Act, section 48 d (as amended by Act 1136/2003)

20 Basic Education Act, section 48 e (as amended by Act 1136/2003)

21 Act on Checking the Criminal Background of Persons Working with Children (503/2002; laki lasten kanssa työskentelevien rikostaustan selvittämisestä), section 2(2) (as amended by Act 1138/2003)

22 Act on the Openness of Government Activities (621/1999; laki viranomaisten toiminnan julkisuudesta)

23 Basic Education Act, section 40(2) (as amended by Act 642/2010)

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5.2 Planning and evaluation of activitiesEach local authority providing before- and after-school activities must adopt an action plan for before- and after-school activities referred to in the Basic Edu-cation Act24, drawn up with due consideration for the National Framework for Before- and after-school activities in Basic Education and for local conditions. The purpose of the action plan is to support local provision and development of before- and after-school activities and to increase the systematic and long-term nature of activities.

Each local authority must also evaluate the before- and after-school activities provided or acquired by it and take part in external evaluation of its activities. The key findings of evaluations must be made public.25

Each local authority also determines in its standing order the administrative sector under which activities are to be placed in accordance with the provi-sions of the Local Government Act26. It is also advisable to determine in the standing order the official or body that has the authority to decide on issues such as:

• provision and co-ordination of activities; • contract for outsourced services27 and implementation of supervision; • deciding on grants and implementation of supervision; • preparation and approval of the action plan; • decisions on admitting children to before- and after-school activities; • reduction and non-collection of activity fees.

24 Basic Education Act, section 48 b(4) (as amended by Act 1136/2003)

25 Basic Education Act, section 48 c (as amended by Act 1136/2003)

26 Local Government Act, section 50(1) (as amended by Act 1068/2008) and (2)

27 Act on Public Contracts (348/2007; laki julkisista hankinnoista)

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5.3 Action planNo further provisions referred to in the Basic Education Act28 have been issued on the content of the municipal action plan concerning before- and after-school activities. Each local authority decides on the content of its action plan.

An action plan should include the following topics:

1. Mission and objectives

2. Thematic priorities and principles of planning

3. Key aspects relating to provision of activities, such as: • activity sites and facilities • activity hours • activity fees29

• provision of information on activities • applying for activities and admission criteria • number of children and scope of activities • size of a child group • staff resource allocation, staff structure and instructors’ qualifications • checking the criminal backgrounds of instructors • orientation for instructors • travel and transport arrangements • snack arrangements • safety and rescue plan • insurance issues • financial plan

4. Monitoring and evaluation of activities • internal evaluation of activities • participation in external evaluation of activities • publication of findings

28 Basic Education Act, section 48 b(4) (as amended by Act 1136/2003)

29 Basic Education Act, section 48 f (as amended by Act 1081/2006)

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5. Co-operation and exchange of information in before- and after-school ac-tivities • with homes • with school; co-operation with class and special needs teachers • in terms of procedures relating to disclosure of confidential personal

data concerning a child • between different administrative sectors • between the provider and organisers of activities • within networks • in terms of multi-professional pupil welfare work • in terms of co-operation, marketing and sponsorships with companies

and organisations in before- and after-school activities30

30 Co-operation, marketing and sponsorships between educational institutions and business enterprises. Finnish National Board of Education and Finnish Consumer Agency. Memorandum of 1st November 2007.

ISBN 978-952-13-4897-6 (pb)ISBN 978-952-13-4898-3 (pdf)

Publications 2011:25Finnish National Board of Educationwww.oph.fi/english

NATIONAL FRAMEWORK FOR BEFORE- AND AFTER-SCHOOL ACTIVITIES IN BASIC EDUCATION 2011

The Finnish National Board of Education adopted the Na-tional Framework for Before- and After-School Activities in Basic Education on 19th January 2011.

Before- and After-School activities were initiated on 1st August 2004 in compliance with the Framework issued in the same year. Activities have expanded considerably sin-ce then and the law governing the activities was reformed on 1st January 2007.

The National Framework for Before- and After-School Ac-tivities document is a Regulation and Before- and After-School activities falling under the Basic Education Act must be provided in compliance with this Regulation as from 1st August 2011. The Regulation requires providers of Before- and After-School activities to amend their local curricula to conform to the new Framework.