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    • Early childhood education and care
      • Guidelines and recommendations for evaluating the quality of early childhood education and care
        • Key concepts of quality evaluation
      • Valssi – National quality evaluation system for ECEC
        • Background and development of Valssi
        • Instructions, presentations and training material
        • The Early Childhood Education and Care Quality Evaluation Network
        • Piloting of the evaluation tool for Sámi early childhood education and care
      • Thematic and system evaluations
        • Evaluation of methods aiming to prevent bullying by children and supporting socio-emotional skills in early childhood education and care
        • Implementation of local ECEC curricula at day-care centres and in family day care
        • Leadership in early childhood education: The current state, strengths and areas of development
    • Pre-primary and basic education
      • Learning outcomes evaluations
        • Assessment of learning outcomes in A syllabus of English in basic education grade 7, autumn 2018
        • Evaluation of learning outcomes in long syllabus English grade 9, spring 2021
        • Assessment of learning outcomes in A syllabus of Finnish in basic education grade 9
        • Assessment of learning outcomes in mathematics at the end of basic education in 2021
        • Longitudinal assessment of learning outcomes in basic education, first and third grade
        • Assessment of learning outcomes in mother tongue (L1) and literature in the final stage of basic education
        • Learning outcomes evaluations 2014–2015
      • Thematic and system evaluations
        • Evaluation of the implementation of the national core curriculum for pre-primary and basic education
        • Enhancement-led evaluation in the action plan supporting the capabilities for attending school of students with an immigrant background (KIEPPI), 2022–2024
        • Evaluation of methods that prevent bullying and improve wellbeing and the working atmosphere
        • Immigrants’ educational pathways
        • Realisation of the cultural and social rights of children living in rural and archipelago areas in changes made to the school network and impact of the closures of comprehensive schools on the vitality of regions
        • Evaluation of the new forms of student counselling (OHJA) 2022–2024
        • Survey of the current state of quality management in basic education
        • Impacts of exceptional teaching arrangements related to the COVID-19 epidemic
        • Study on the causes and background factors resulting differences in learning outcomes between and within the genders (2020–2021)
        • Evaluation of the engaging school community work
        • Social Inclusion Research Project
        • State and effectiveness of preparatory education and instruction in the pupil’s own mother tongue (2020–2022)
    • General upper secondary education
      • Thematic and system evaluations
        • Evaluation of the general upper secondary education reform (LUKA)
        • Evaluation of the new forms of student counselling (OHJA) 2022–2024
    • Vocational education
      • Learning outcomes evaluations
        • Electrical and Automation Industry
        • Piloting the Evaluation System in the Vocational Qualifications in Logistics and Social and Health Care and the Further Vocational Qualification in the Transport Sector
      • Thematic and system evaluations
        • Evaluation of education in the ECEC sector
        • The provision of special support in vocational education and training
        • Competence provided by VET in relation to the requirements of studies at universities of applied sciences
        • Overall evaluation of the qualification system of vocational education and training
        • Ability of the education system to respond to challenges of continuous learning in sudden structural changes
        • Immigrants’ educational pathways
        • Evaluation of education in the maritime sector 2020–2022
        • Quality of demonstration activities and the competence shown in vocational competence demonstrations
        • Evaluation of the new forms of student counselling (OHJA) 2022–2024
        • Workplace education and training and working life cooperation in VET
        • Individual study pathways in vocational education and training
      • Evaluation and support of quality management
        • Evaluation of the quality management systems of vocational education and training providers 2022
        • Evaluation of the quality management systems of vocational education and training providers, 2015
        • Support for evaluation and quality management
      • Overview of the key findings of evaluations of vocational education and training
    • Higher education
      • Audits of higher education institutions 2018–2024
        • Audit of the University of Ljubljana in 2023-2024
        • Audit of the Aalto university 2023
        • Audit of Åbo Akademi University 2022
        • Audit of Centria University of Applied Sciences 2023
        • Audit of the University of Graz 2021
        • Audit of Haaga-Helia University of Applied Sciences 2023
        • Audit of Häme University of Applied Sciences 2022
        • Audit of Hanken School of Economics 2023
        • Audit of the University of Helsinki 2022
        • Audit of the University of Eastern Finland 2022
        • Audit of JAMK University of Applied Sciences 2019
        • Audit of the University of Jyväskylä 2021
        • Audit of the Kajaani University of Applied Sciences 2021
        • Audit of the Karelia University of Applied Sciences
        • Audit of the LAB University of Applied Sciences
        • Audit of the Lapland University of Applied Sciences 2023
        • Audit of the University of Lapland 2022
        • Audit of the Laurea University of Applied Sciences 2022
        • Audit of LUT University 2021
        • Audit of the National Defence University 2023
        • Audit of Metropolia University of Applied Sciences 2022
        • Audit of the Oulu University of Applied Sciences 2024
        • Audit of the University of Oulu 2023
        • Audit of Police University College 2023
        • Audit of the Satakunta University of Applied Sciences 2022
        • Audit of Savonia University of Applied Sciences 2022
        • Audit of the Seinäjoki University of Applied Sciences 2022
        • Audit of The University of the Arts Helsinki 2024
        • Audit of the Tampere University of Applied Sciences 2022
        • Audit of Tampere University 2023
        • Audit of the Turku University of Applied Sciences 2022
        • Audit of the University of Turku 2023
        • Audit of the Vaasa University of Applied Sciences 2021
        • Audit of Xamk University of Applied Sciences 2021
        • Audit of Arcada University of Applied Sciences 2023
        • Audit of Novia University of Applied Sciences 2019
      • Audit timetable 2018–2024
      • Audit register for higher education institutions
      • Quality Label for Excellence
        • Higher education institutions awarded with Quality Label for Excellence
      • Appeals procedure for audits
      • Audits of quality systems 2012–2018
      • Evaluations of study fields
        • The evaluation of higher education in bioeconomy
        • Evaluation of science education
        • Evaluation of fields of study: humanities, business, technology and social sciences
        • Evaluation of undergraduate medical education
        • Evaluation of education in the maritime sector 2020–2022
        • The evaluation of higher education in law
        • The evaluation of higher education in social and health care
      • Thematic and system evaluations
        • Competence provided by VET in relation to the requirements of studies at universities of applied sciences
        • The evaluation of the state and renewal of higher education pedagogy
        • Evaluation of Government’s key projects for higher education 2017–2022
        • Evaluation of education in the ECEC sector
        • Ability of the education system to respond to challenges of continuous learning in sudden structural changes
        • IIEP-Unesco Project on Flexible Learning Pathways in Higher education
        • Immigrants in higher education
      • Engineering programme accreditations
        • Register of accredited engineering programmes
        • Appeals procedure
      • External evaluation
        • ENQA external review 2021–2022
        • ENQA external review 2016–2017
      • Quality Assurance Fit for the Future (QA-FIT) project
    • Liberal adult education
      • Thematic and system evaluations
        • Evaluation of the new forms of student counselling (OHJA) 2022–2024
        • Evaluation of literacy training for immigrants
        • Immigrants’ educational pathways
    • Basic education in the arts
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  3. Chris Silverström

Chris Silverström

Chris Silveström

Chris Silverström

Senior Evaluation Advisor
Contact person for Swedish-speaking education, General education
+358 29 5335563 chris.silverstrom@karvi.fi Helsinki

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