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[{"key": "dc.contributor.advisor", "value": "Olbertz-Siitonen, Margarethe", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Lounela, Kirsi", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2022-06-20T08:41:36Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2022-06-20T08:41:36Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2022", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/81884", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkielma k\u00e4sittelee Suomen koulutuspolitiikan ja koulutukseen liittyvien valintojen esiintymist\u00e4 OECD:n PISA -tutkimusta koskevassa uutisoinnissa brittil\u00e4isess\u00e4 lehdist\u00f6ss\u00e4 vuosina 2015-2020. Suomen koulutusj\u00e4rjestelm\u00e4 on saanut laajaa kansainv\u00e4list\u00e4 huomiota ensimm\u00e4isten PISA-tulosten julkistamisest\u00e4 l\u00e4htien (2001). Suomessa havaittiin pian, ett\u00e4 asema koulutuksen suurvaltana on hy\u00f6dyllinen kansakunnan br\u00e4nd\u00e4\u00e4misess\u00e4. T\u00e4lle tutkimukselle valittuna ajanjaksona Suomen PISA-menestys on kuitenkin ollut hienoisessa laskussa. Aiempaa Suomen koulutusj\u00e4rjestelm\u00e4\u00e4n ja PISAan liittyv\u00e4\u00e4 uutisointia Isossa-Britanniassa koskevaa tutkimusta ei k\u00e4ytett\u00e4viss\u00e4 olleilla menetelmill\u00e4 l\u00f6ytynyt. Tutkimusaineisto, yhteens\u00e4 30 artikkelia, ker\u00e4ttiin nelj\u00e4st\u00e4 sanomalehdest\u00e4: ty\u00f6v\u00e4enpuoluetta l\u00e4hemp\u00e4n\u00e4 olevista The Guardianista ja The Independentista sek\u00e4 oikeistolaisempaa linjaa edustavista The Telegraphista ja The Timesista.\nAineiston analyysi tehtiin hy\u00f6dynt\u00e4en Entmanin kehyst\u00e4mist\u00e4 koskevaa teoriaa t\u00e4ydennettyn\u00e4 Stephen Reesen ajatuksilla kehyst\u00e4misen mit\u00e4 ja miten -kysymyksist\u00e4. Niiden avulla selvitettiin, miten Suomen PISA-menestyst\u00e4 avataan ja kehystet\u00e4\u00e4n brittil\u00e4isess\u00e4 kulttuurisessa, historiallisessa ja yhteiskunnallisessa kontekstissa.\nVuosina 2015-2016 kehyksi\u00e4 olivat: \u201dSuomalaiset sadut\u201d ja \u201dPISA-menestys vai tulevaisuuden taidot\u201d. \u201dSuomalaiset sadut\u201d -kehys kyseenalaistaa Suomen modernin koulutuspolitiikan aseman ja selitt\u00e4\u00e4 Suomen menestyst\u00e4 historian ja suomalaisen yhteiskunnan erityispiirteiden kaltaisilla tekij\u00f6ill\u00e4. \u201dPISA-menestys vai tulevaisuuden taidot\u201d -kehys tekee n\u00e4kyv\u00e4ksi j\u00e4nnitteen perustaitojen ja niin sanottujen \u201dpehmeiden taitojen\u201d sek\u00e4 tulevaisuuden osaamistarpeiden v\u00e4lill\u00e4. Vuosien 2017-2018 kehykseksi muodostui \u201dKontekstualisoidut Suomen oppitunnit\u201d. Suomessa vierailleet toimittajat nostivat koulutuksen menestystekij\u00f6iden k\u00e4rkeen niin sanotut vakioperustelut kuten laadukkaan opettajankoulutuksen ja tasa-arvon. Suomen erityinen sosiaalinen ja kulttuurinen konteksti esiteltiin, mutta sit\u00e4 ei n\u00e4hty esteen\u00e4 opetusmenetelmien lainaamiselle. Kehys vuosille 2019-2020 liittyi toimintatapaan, jossa samoja Suomen koulutuspolitiikasta ja koulutusmenetelmist\u00e4 poimittuja esimerkkej\u00e4 k\u00e4ytettiin sek\u00e4 koulutuspoliittisten uusien linjausten perustelemiseen, ett\u00e4 niiden vastustamiseen. T\u00e4ll\u00f6in rinnalle nousi my\u00f6s oppilaiden hyvinvoinnin korostamisen n\u00e4k\u00f6kulma. \u201dSuomalaiset sadut\u201d \u2013kehyst\u00e4 edustavia artikkeleja lukuun ottamatta k\u00e4sitys Suomen asemasta koulutuksen suurvaltana s\u00e4ilyi brittilehdist\u00f6ss\u00e4 tutkimuksen aikaj\u00e4nteell\u00e4. Aiemmassa tutkimuksessa vastaava huomio Suomen asemasta oli tehty Australiassa. Suomen maabr\u00e4nd\u00e4yksen n\u00e4k\u00f6kulmasta n\u00e4m\u00e4 olivat keskeisi\u00e4 havaintoja. Suomen menestyksest\u00e4 hyvinvointia koskevissa kansainv\u00e4lisiss\u00e4 vertailuissa voisi tulla uusi menestystekij\u00e4 ja inspiraation l\u00e4hde uusille \u201dSuomen oppitunneille\u201d.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "This thesis examines the coverage of the Finnish education system in the British press during the period 2015-2020 on the OECD`s Programme for International Student Assessment (PISA). The Finnish education system has received widespread international attention since the first PISA results were published in 2001. Finland has found that its status as an education superpower is useful for branding the nation. The research material, 30 articles in total, was collected from four newspapers: the left-wing The Guardian and The Independent, and the right-wing The Telegraph and The Times. The analysis was carried out using Entman`s theory of framing analysis, supplemented by Stephen Reese`s ideas on the what and how of framing. These were used to explore how the success factors of the Finnish education system are explained to the public in the British cultural, historical and social context. In 2015-2016, the frames were: \u201cFinnish fairy tales\u201d and \u201cthe PISA ranking or future skills\u201d. The Finnish Fairy Tales frame questions the role of modern Finnish education policy and instead explains Finnish success in terms of factors such as history and the specific characteristics of Finnish society. The PISA ranking or future skills -frame highlights the tension between basic and soft skills and the skills needs of the future. The frame for 2017-2018 was Contextualised Finnish Lessons. The journalists who visited Finland put the so-called standard principles of Finnish education at the top of the list: high-quality teacher training, equality, no private schools, free school meals, individual learning support. The specific social and cultural context of Finland was presented, but was not seen as an obstacle to borrowing educational policies. The frame for 2019-2020 was: From cherry picking to well-being. The concept of cherry picking appears several times in articles related to policy borrowing. It refers to the practice of using examples drawn from Finnish education policy to both justify and oppose new educational policy. This study provided relevant information for nation branding of Finland in the British context. With the exception of the Finnish Fairy Tales -frame, Finland`s status as an educational superpower in the UK was maintained during the time frame of this study. Finland`s success in ranking tables on pupil well-being became a new success factor and a source of inspiration for new Finnish lessons.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2022-06-20T08:41:36Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2022-06-20T08:41:36Z (GMT). No. of bitstreams: 0\n Previous issue date: 2022", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "61", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "framing", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "policy borrowing", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Finnish Lessons or Fairy Tales? : Finnish Education Policies in The British Printed Media Education Reform Discussion in 2015-2020", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-202206203493", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Humanistis-yhteiskuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Humanities and Social Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Kieli- ja viestint\u00e4tieteiden laitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Language and Communication Studies", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Intercultural Communication (maisteriohjelma)", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Master's Degree Programme in Intercultural Communication", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "3134", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "kehysanalyysi", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "koulutuspolitiikka", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "PISA-tutkimus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "kansainv\u00e4linen vertailu", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "media", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "frame analysis", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "education policy", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "Programme for International Student Assessment", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "international comparison", "language": null, "element": "subject", 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