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Education in FinlandDeputy Mayor Aulis Pitkälä
City of Espoo, Education and Cultural Services
Picture: Heidi-Hanna Karhu
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Finland in brief
• Population 5.4 million (18 inhabitants per square km)
• Two official languages Finnish and Swedish
• New Finns: 4.8 % of the population
• Education level of the working age population:
• 13 % basic education
• 45 % upper secondary education
• 42 % tertiary education
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Espoo is a young and
fast developing city
2. largest city in Finland
20 % of the population is under 15 years
20 % of children in early education are New Finns
50 % of the population hold a university degree
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Espoo is a UNESCO awarded
Sustainable Learning City
In Espoo learning is valued!
• Everyone has an opportunity to learn
• The joy of learning grows
• Collaboration is power
Espoo was awarded as one of 12 pioneering
Learning Cities at the 2nd UNESCO Learning
Cities Conference in Mexico City 2015
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Underlying educational
understanding is based on equity
Everyone has the right to basic education free of charge. The public authorities shall guarantee for everyone equal opportunity to receive other educational services in accordance with their ability and special needs, as well as the opportunity to develop themselves without being prevented by economic hardship.
- Constitution of Finland
Picture: Heidi-Hanna Karhu
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Universities Polytechnics technics
Work experience
General upper
secondary
education
Vocational upper
secondary education
and training
Basic education 9 years
Preprimary education
Work
experience
Age 6
Age 0 - 6
Age
7 - 15
10th
Further
vocational
qualification
Specialist
vocational
qualification
Work
experience
Early childhood education and care
Licentiate & PhD
Master’s
Bachelor’s
Master’s
Bachelor’s
No dead-ends in the education system
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Specificities of the
Finnish education system
Decentralised TrustEducation a priority
Local decisions Co-operationCentral steering
Public funding Free education Evaluation
Compulsory education starts at 7
Non-selective Flexible grouping
Focus on support
Focus on learning rather than testing
Annual instruction time low
Teachers highly trained Teaching attractive profession
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Central steering – local decisions
Central
• Educational priorities
• Minimum time
allocation
• National core curricula
• Size of state subsidies
Local
• Educational priorities
• Local curricula
• Allocation of subsidies
• Class size
• Recruitment
• Teacher ”evaluation”
• Quality assurance
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Basic education is
free for pupils
and families
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Focus on earliest possible support
Special support
Extensive assessment & individual plan
Intensified support
Pedagogical assessment & learning plan
General support
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Education providers have
main responsibility for quality
Self-evaluation
Skills demonstrations
Competence-based
qualifications
System & thematic
evaluations
National evaluations of
learning outcomes
International
assessments
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Basic education:
Every pupil is
unique and has
the right to high-
quality education
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Finnish education
in international comparison
Instruction time low
Differencesbetween
schools small
Girls outperform
boys
Moderate costs
Socio-economic effect
moderate
Teachers feel highly valued
Picture: Heidi Hanna-Karhu
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PISA:
differences
between
schools
smallest
OECD average 37 %Finland 6 %
Variance of performance
between schools as a
proportion of total
performance across OECD
countries
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Picture: Heidi Hanna-Karhu
Core Curriculum
- a tool for
development
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General education reform:
Curriculum development 2012–2017
2012 2013 2014 2015 2016 2017
NCC for pre-primary, basic and
voluntary additional basic education
NCC for general upper
secondary education
NCC for basic education for
adults and NCC for general
upper secondary education
for adults
NCC for basic
education in the arts
Local curricula
Local
curricula
Local
curricula
Local
curricula
NCC Preparatory
education for
general upper
secondary school
Local
curricula
NCC = National Core Curriculum
NCC for early
childhood educ.
Local
curricula
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Accountabilities within
the curriculum process
National level
Education provider´s level
School level
• Education policy guidelines
• Education Act and Decree, Government Decree
• National Core Curriculum
• Development Plan for Education
Local curriculum
Local strategiesStrategic leadershipOrganization, resourcing,
monitoring and development of education
Implementing the curriculumPedagogical leadershipDevelopment of the working
culture
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Curriculum reform in Finland
• Pedagogical reform
• Building wholeness of
basic education
• Changing school culture
and pedagogy
• Curriculum as a digital tool
Picture: Tommi Tuomi
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from What to learn to How to learn
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Conception of learning
Learner’s active role
• Sets targets
• Reflects & analyses
• Solves problems
Interaction
• Learns with others and in
different environments
• Understands consequences
Learning to learn
• Recognizes own way of learning
• Applies this to promote learning
Self-conception
and confidence
• Helps setting targets
• Receives feedback
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Rethinking competences
• National goals for basic education and transversal competences
• know ledge
• skills
• values
• attitudes
• w ill
Taking care of oneself and
others, managing daily
activities, safety
Cultural competence,
interaction and expression
Multiliteracy
ICT-competence
Competence for the world
of work, entrepreneur-
ship
Participation and influence,
building the sustainable
future
Thinking and learning to
learn
Development as a human
being and as a citizen
National goals for basic education
and transversal
competences
• Knowledge
• Skills• Values
• Attitudes
• Will
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Multidisciplinary learning modules /
Cross-curricula activities
• Planned and implemented in cooperation between several
subjects
• Contains integrative instruction
techniques
• Give space for intellectual curiosity,
experiences and creativity
• Challenge pupils to engage in many
types of interaction and situations
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What needs to be developed
further?
A) Learning environments
B) Working culture, methods
and pedagogy
C) Teacher co-operation
D) Evaluation
E) Use of ICT
Picture: Meri Hukkinen
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Learning environments
• Facilities, locations,
communities and practicies
where learning takes place
• Tools, services and
materials used for studying
• Various learning
environments are
systematically used
• Working also outside the
classroom
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• Teachers´ role changes – from teaching to guiding and
supporting the learning process
• Focus on learners, supporting activity, enthusiasm, natural
interest and motivation
• Projects – tools for learning and problem solving
• Importance of interaction
Working culture, methods
and pedagogy
Picture: Heidi-Hanna Karhu
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Teacher collaboration
• The school work is organised
to enable working together and
sharing the workload
• Helps to achieve school´s
educational goals
• Cooperation between adults
- including collaborative
teaching - works as a model for
pupils
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• The aim is to guide and encourage learning as well as develop capability for self-assessment
• Two types of assessment: assessment during studies and final assessment
• Versatile assessment methods shall be used
• When giving feedback, attention is paid to pupils´ successesand the progress of their learning
Evaluation
Picture: Heidi-Hanna Karhu
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Information and communication
technology (ICT)
• Is both an object and a tool for learning
• Is used in various ways and situations
• Digital competences of teachers
• Equipments in schools
• Use of pupils´ own devices