Education

Saamelaiskulttuurin ensyklopedia
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The earliest stage of education of the Saami goes back to the early seventeenth century, when the interest of the Scandinavian states in their northern territories increased. The role of the church in organizing the education of the Saami people was central for about 300 years. The teaching was connected with the missionary undertaking of the church, and the building of churches served the authorities? bid for power. The question of the language of instruction and the position of Saami languages within instruction has permeated the history of Saami education. The Saami languages only gained a more established footing in education when the Nordic countries moved over to the comprehensive school system in the 1960s and 1970s.

The first attempt to educate Saami boys in a Swedish school was not particularly successful. The idea was to take sixteen boys for training as priests in order that they might work as missionaries among their own people. In 1606, Daniel Hjort, an advisor of the Swedish King, forcibly took the boys and placed them in a school in Uppsala. The enterprise failed when most of the boys ran away before their schooling even started. The education of Saami boys was started in Piteå in Sweden in 1619, and the so-called Skytte Lapp school (Skytteanska lappskola) was founded in 1632 in Lycksele. In the eighteenth century, new schools were established in conjunction with the main churches in Jokkmokk, LŽsele, Arjeplog, Jukkasjärvi, Gällivare and Utsjoki. In the mid-eighteenth century, a travelling school known as the Catechetical School was developed to provide elementary education for the Saami, and it became the dominant educational institution for nearly 200 years. The function of the catechists was to travel from lodge to lodge, home to home and teach the children to read and write and the commandments, main prayers and articles of faith. Up to the twentieth century, some education was also given in a few so-called Lapp schools and missionary schools. The advent of the elementary school and compulsory education gradually displaced catechetical education, although the elementary schools and catechists continued working side by side for some decades.

In the nineteenth century in Sweden, there was a dispute about which form of school was best suited for the education of the Saami, a travelling one or a permanent one. It was claimed that permanent schools alienated the children from reindeer herding and their traditional way of life, but on the other hand the instruction provided by the catechetical schools was considered deficient. In 1913 the so-called nomad school reform, which was also known as the ?lodge school reform?, was put into effect. The main feature of the reform was the development of a special type of school for nomadic Saami children. Behind the reform there lay the philosophy of a policy of segregation ?A Lapp shall be a Lapp?. The reform was opposed by the Saami, for example in a Saami {{Kuvalinkki|p><P align="justify"> The elementary school principle, which guaranteed the right to an education for everyone, gained ground in the nineteenth century. The firststatute on elementary education in Finland was passed in 1866. The elementary schools and the education provided by the catechists operated side by side until the middle of the twentieth century. The first elementary school in the Saami area was established in Utsjoki in 1878. It was later transferred to the village of Outakoski. Outakoski Elementary School was the only school in the early twentieth century to use the Saami language in teaching. The position of the Saami language in the curriculum was non-existent through the period of the elementary schools. An attempt was made to rectify the situation in the 1920s and 1930s by the Rector of Inari, Tuomo [[Tiedosto:i>|thumb|600px|{{{2}}}]]. The first law on compulsory education in Finland came into force in 1921, but it was not until the law of 1947 that compulsory education applied to all children, including those who lived more than five kilometres away from a school. The first regulations regarding the ?Lappish language? were inscribed in the Elementary School Act of 1957. Saami education was still dependent on enlightened teachers, and the position of the Saami language continuedto be weak. In Inari the Saami Christian Folk High School ([[Tiedosto:font>|thumb|600px|{{{2}}}]]) was founded in 1953, and in the following decades it became an important further educational establishment for young Saamis.

The education of the Saami in Norway was started by Thomas von Westen (1682?1727), who was known as ?the Apostle of the Saami?. On his initiative, an institutuion called Seminarium Lapponicum was founded in Trondheim in 1752 to train Saami teachers, but it was closed after his death. In 1752 a new Seminarium Lapponicum was opened thanks to the efforts of Knud Leem, a clergyman, folklorist and linguist. Leem did pioneering work in the education of the Saami, publishing numerous religious tracts andan ABC primer for them. In the early nineteenth century, the teaching of Finnish and Saami was promoted by a clergyman called Nils Phede {{Kuvalinkki|p><P align="justify"> The 1970s have been described as the decade when the teaching of Saami and of other subjects in Saami began. Education was a central issue in the agendas of the Saami organizations. In Finland the changeover to the comprehensive school system began in Lapland at the beginning of the 1970s. An expert committee was set up to deal with the numerous problems involved in the teaching of Saami. The exhaustive reports and proposals of the Saami Language Curriculum Planning Committee regarding the improvement of the position of the Saami language in schools did not produce immediate results, but they provided guidelines fordevelopments over the following decades. The teaching of Saami began in the early 1970s, and the teaching of other subjects at elementary level in Saami in 1975. This was based on a provision of the Comprehensive Schools Act endorsing the right of Lappish-speaking pupils to receive instruction in their own mother tongue as well as far as circumstanced permitted. In Norway, the teaching of Saami began in 1967. The 1975 Comprehensive School act provided for the teaching of Saami both as a mother tongue and as a second language in the Saami areas. The Norwegian Ministry of education set up a special advisory educational council (Samisk utdanningsrlŽd). In Sweden, the name of the nomad schools was changed to Saami school? (sameskola) in 1977, and a separate administration ({{Kuvalinkki|p><P align="justify"> In Sweden, there are today six Saami schools (in Karesuando, Lannavaara, Kiruna, Gällivare, Jokkmokk and Tärnaby). The proportion of instruction in Saami in them has been increased from the 1990s on. According to the existing regulations, the schools areresponsible for ensuring that every pupil who has attended a Saami school is acquainted with the Saami cultural heritage and can speak, read and write a Saami language (North, Lule or South Saami). Today there are also Saami day-care centres and kindergartens operating in conjunction with the schools. The administration of the Saami schools is also responsible for seeing to it that integrated Saami education is implemented in public schools. The position of integrated Saami education in these schools is not very strong: about 300-400 pupils per year receive various alternative courses for Saamis.

Education in Kildinsaami is given 9 hours a week in 1-4 grades in Lovozero in the Kola Peninsula. Teaching materials have been written in the writing system developed by a group Rimma Kuruch-Nina Afanassieva-Iraida Vinogradova.

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