For a more inclusive society, we must start by helping teachers in the classroom – Emmanuel Acquah works for equal education for all – Åbo Akademi

Report on Advancing Inclusive Education in Alignment with Sustainable Development Goals

Introduction: Addressing SDG 4 and SDG 10 Through Educational Research

This report details the research of Emmanuel Acquah, Professor of Education at Åbo Akademi University, whose work directly addresses the United Nations Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). The research focuses on creating inclusive and equitable educational environments for all students, regardless of background, by identifying and dismantling structural barriers within the Finnish education system. The core objective is to ensure that all learners have not only access to educational materials but also the requisite skills and support to utilize them effectively, a cornerstone of SDG Target 4.5, which aims to ensure equal access to all levels of education for the vulnerable.

Identified Barriers to Quality and Inclusive Education (SDG 4)

Professor Acquah’s research highlights several systemic challenges that impede the achievement of inclusive and equitable quality education for students with foreign backgrounds. These barriers are structural rather than related to individual intelligence or personality.

Key Structural and Cultural Challenges

• Divergent Epistemologies: Cultural differences in the perception of knowledge and learning methods create significant gaps. For instance, some educational cultures prioritize rote memorization and accurate reproduction, while the Finnish system often emphasizes creative problem-solving. This misalignment directly impacts a student’s ability to succeed and contributes to inequality, undermining SDG 10.
• Inadequate Teacher Preparedness: The current teacher training system in Finland lacks sufficient preparation for managing heterogeneous, multilingual, and multicultural classrooms. This gap forces educators to learn through trial and error, placing them in a challenging position. This issue is critical to SDG Target 4.c, which calls for a substantial increase in the supply of qualified teachers.
• Lack of Appropriate Resources: A significant shortcoming is the scarcity of suitable teaching materials.
  1. Educational materials are often designed for native Swedish speakers, not Finland-Swedish learners, compelling teachers to create their own resources.
  2. Digital learning tools are predominantly aimed at children and are unsuitable for adult learners, failing to promote lifelong learning opportunities for all as mandated by SDG 4.

Systemic Failures and Their Impact on Sustainable Development

The Disconnect Between Policy and Classroom Reality

A fundamental problem identified is the administrative perspective on integration, which often overlooks the educational process. The authorities tend to view integration as a standardized administrative procedure, imposing unrealistic expectations that do not align with the complex reality teachers face in the classroom. This approach hinders the promotion of inclusive societies (SDG 16) and prevents the full realization of human potential.

Socio-Economic Implications and Contribution to SDG 8

The prevailing narrative often frames immigrants as a societal cost rather than an asset. This perspective ignores the significant voluntary and professional contributions immigrants make to society. Professor Acquah aims to develop a new theoretical framework to highlight these contributions, fostering a more inclusive discourse. By failing to properly integrate and educate all members of society, the nation risks losing competent individuals, which directly contravenes the principles of SDG 8 (Decent Work and Economic Growth) by underutilizing available human capital.

Developing Tools for an Inclusive Learning Environment (SDG 4.a)

The SPROK Project: An Innovative Educational Solution

In response to the identified challenges, Professor Acquah and colleagues at Åbo Akademi University and Novia University of Applied Sciences have developed SPROK, a digital language-learning game. This tool is designed to support both students and teachers, directly contributing to SDG Target 4.a, which advocates for building and upgrading education facilities to provide inclusive and effective learning environments for all.

Features and Benefits of the SPROK Game

• Monolingual Learning: The game facilitates language acquisition contextually without reliance on a secondary language, based on research into language learning and memory.
• Adaptability: SPROK features multiple levels of difficulty that can be adapted to each user’s skill level, making it suitable for learners of all ages and abilities.
• Teacher Support: It includes a teacher-specific view that allows educators to monitor student progress, providing a valuable tool for differentiated instruction in diverse classrooms.

The development of SPROK represents a tangible step toward creating the necessary tools to support teachers, empower students, and build a truly inclusive education system in line with the Sustainable Development Goals.

Which SDGs are addressed or connected to the issues highlighted in the article?

The article primarily addresses issues related to two Sustainable Development Goals:

• SDG 4: Quality Education: This is the central theme of the article. It focuses on ensuring “inclusive and fair education for all, regardless of background.” The research of Emmanuel Acquah directly targets the challenges within the Finnish education system to make it more equitable for students with foreign backgrounds, addressing issues like teacher training, appropriate learning materials, and understanding different learning cultures.
• SDG 10: Reduced Inequalities: The article connects educational challenges to broader societal inequalities. It highlights the “gap between native Finns and immigrants in Finland” and addresses the need to change the perception of immigrants from “liabilities” to “assets.” By promoting inclusive education, the work described aims to empower and promote the social inclusion of immigrants, thereby reducing inequalities.

What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s focus, the following specific SDG targets can be identified:

1. Target 4.5: Ensure equal access to all levels of education. The article’s core mission is to achieve “equal education for all” and create “inclusive and fair education for all, regardless of background.” It specifically focuses on students with a foreign background, a vulnerable group in this context, aiming to eliminate disparities in educational access and experience.
2. Target 4.7: Promote education for sustainable development and global citizenship. The research emphasizes that “Cultural differences are extremely important to understand and take into account.” This directly relates to promoting an appreciation of cultural diversity, a key component of Target 4.7, which is essential for creating an inclusive society.
3. Target 4.c: Increase the supply of qualified teachers. The article explicitly states that “teachers are unprepared” and that “teacher training does not prepare teachers for teaching heterogeneous, multilingual groups.” Acquah’s work highlights the urgent need to improve teacher training to equip educators with the skills to manage diverse classrooms, which aligns with the goal of increasing the supply of qualified teachers for inclusive education.
4. Target 10.2: Empower and promote the social, economic, and political inclusion of all. The article discusses integration as “involving individuals in society and providing them with the knowledge and skills required in society and working life.” By improving education for immigrants, the goal is to facilitate their successful integration and inclusion in Finnish society, moving beyond seeing them as “cost items” to recognizing them as “assets.”
5. Target 10.3: Ensure equal opportunity and reduce inequalities of outcome. The article identifies “structural issues” within the education system as a cause for the gap between native Finns and immigrants. Acquah’s research and the development of tools like the SPROK game are actions aimed at dismantling these barriers to ensure that all students have an equal opportunity to succeed, thereby reducing inequalities of outcome.

Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article does not mention official SDG indicators, but it implies several ways to measure progress:

1. The educational achievement gap between native-born students and students with an immigrant background. The article refers to “the gap between native Finns and immigrants in Finland.” A reduction in this gap would be a clear indicator of progress towards Target 4.5 and 10.3.
2. The proportion of teachers receiving training in teaching culturally and linguistically diverse students. The text highlights a “lack of courses on how to work with students from different backgrounds in teacher training programmes.” An increase in the availability and uptake of such courses would serve as an indicator for Target 4.c.
3. Availability of appropriate and culturally relevant educational materials. The article notes the lack of “Finland-Swedish” materials and digital resources for adult learners. The development and adoption of tools like the SPROK game and other suitable materials would indicate progress towards creating more inclusive learning environments (Target 4.a, implied).
4. Societal perception of immigrants. The article points out the problem that “immigrants today are mainly seen as liabilities (cost items), not as assets.” A shift in public and official discourse, measured through surveys or policy analysis, would indicate progress towards the social inclusion goals of Target 10.2.

A table with three columns titled ‘SDGs, Targets and Indicators’

Source: abo.fi