The Finnish National Board of Education organised a training event called Student body activities – the key to active citizenship in Helsinki, Finland in September 7, 2006 (Oppilaskuntatoiminta – avain aktiiviseen kansalaisuuteen in Finnish). Among other things, the training event offered the possibility to discuss good practices of student body activities in basic education, upper secondary education and in vocational education and training. Teachers participating in this training event discussed in small groups the potential, challenges and good practices of student body activities in different educational structures.

STUDENT BODY ACTIVITIES – THE KEY TO ACTIVE CITIZENSHIP: CONTRIBUTION OF THE TRAINING EVENT

The Finnish National Board of Education organised a training event called Student body activities – the key to active citizenship in Helsinki, Finland in September 7, 2006 (Oppilaskuntatoiminta – avain aktiiviseen kansalaisuuteen in Finnish). Among other things, the training event offered the possibility to discuss good practices of student body activities in basic education, upper secondary education and in vocational education and training. Teachers participating in this training event discussed in small groups the potential, challenges and good practices of student body activities in different educational structures. Here are some of their thoughts:

Comprehensive school

1) Potential:

• Conveying the proposals of the student body to teachers' meetings, parents' council, youth council
• The funding of school's activities (teaching aids, student awards)
• The funding of trips
• Motivating students, all students should be participating in the activities
• Contact with the department for youth affairs
• Cooperating with neighbouring schools

2) Challenges:

• Motivating exclusive students
• The funding of the activities and acquiring funds (parents' council, selling coffee etc. in different events, fairs, the school's budget, petition to the municipality); what to sell, e.g., in the student body's kiosks?
• Bookkeeping (responsibility of the supervising teacher or someone else?); how the money is spent (teaching aids, student awards, trips)
• Meetings (time, electing the board, communication); own premises
• Activities of other students than the board members
• The support / lack of support of teachers and the school's administration
• Training of the supervising teacher
• Students do not know all the ways they can have an impact on matters
• Is there too much of organising already?

3) Good practices / ideas:

• Manners week (prize could be, e.g., lunch/dinner for the best class); colour week
• Monitoring school satisfaction, results conveyed to the youth council
• Students drawing up school's rules and regulations
• Different sports tournaments, musical recitals; collective activities/miniature tournaments during breaks (doing sudokus, playing footbag, singing karaoke, playing floorball etc.)
• Cosiness of the school: seats, couches, reading corners etc.

Upper secondary school

Good practices / ideas:

• Question time: the student body presenting questions to teachers
• Supporting hobbies and interests, presenting different hobbies (e.g. thematic afternoons); appealing extracurricular activities to students
• Concerts, musicals, festivals etc.
• Presenting former students, e.g., how they have established themselves in the working life (emphasising the importance of education)
• Going to a TV-show as an audience
• Informal collective activities with the board, e.g., miniature golf, sports day, film night etc.
• Students and teachers supporting common interests together, e.g., school's premises, teaching aids
• Mutual activities of student bodies across school borders, e.g. in the web

Vocational education and training

1) Potential:

• Cooperation between different aged students
• Successful events, experiencing together, grouping
• Providing resources 
• Supporting professional growth
• Link to the curriculum
• Support of the SAKKI ry (interest group of vocational students)

2) Challenges:

• Change in the culture of activities
• Limited resources and funds
• Large educational federations of municipalities; the continuity and activity of the student body in specific educational institutes

3) Good practices / ideas:

• Sports days; well-being days
• Different trips, e.g. skiing trips
• A special grouping day for new students
• Reorganising the "Active institute" -contest (Aktiivinen oppilaitos –kilpailu in Finnish)
• Close cooperation with the head of the different educational units 
• Courses, training and events organised by SAKKI ry
• Friendship day/”Valentine’s Day” event with relative caregivers

Kristina Kaihari-Salminen