Education in FinlandASH -09

The Department of Education and Culture

• Government Subsidies for Educational Buildings• Continuing Education for Teaching Staff • EU -project funding• Evaluation and Information Production• Evaluation of Basic Services• Legal Matters• General and Upper Secondary Education • Vocational Education and Training• Library Activities• Youth Affairs• Sports Affairs

Early education

- daycare

Early education

• From birth to age of six children can attend day-care centres or small family day care groups in private homes

• Majority of the children attend pre-primary education in day care centres

• Charge fees depend on parents income• Combination of taking care of the children (they

get food and take their daily nap in day care centres) and early education

• Main objective is to take care of each childs wellfare and growth, role of free play is essencial

Voluntary pre-primary year for 6-year-olds

Pre-primary year

• All six-year-olds have this right for free pre-primary education year

• Local authority can deside whether to provide this education at the day care centres or in schools

• Voluntary but 98 % participate• Local curriculum based on national core

curriculum, objectives for the teaching but no criterias for the children

Basic Education (age 7-16)

(compulsory education)

•Publicly funded

•National core curriculum

•National criterias for good achievement for the last to years (grades 8 and 9)

•Evaluation instead of inspection

Basic Education• Compulsory education begins at the age of seven – handicapped

children start earlier• All basic education is free from charge – materials, field trips, school

meals, welfare services, travel to and from school, etc. • Regulations in acts• Two official languages: Finnish, Swedish and also Saami• National core curriculum

– 300 pages – frightening– Criterias for good schooling – good school culture, for good teaching

even for good learning– Objectives for each subject and criterias for student assessment

• Leaves space for local variation– Teachers can choose teaching methods and have freedom to select

their teaching materials• Regulations are free or loose but the school culture is strong –

variation between schools is not very wide (Pisa)

OULUN LÄÄNINHALLITUSSivistysosasto

OULUN LÄÄNINHALLITUSSivistysosasto

Inertia (Guban)

• Old picture from Chappel Hill 1907– Well organized lesson based on behavioristic

theory of learning

• Not so much changes if you look at this picture taken 2005– The classroom is not in such a good order as

in the previous picture

Regulations

• No regulations governing class size• Normaly the children in the group are of the same age

but when appropriate pupil with different ages may be taught together. This is normal in small schools.

• The basic education act no longer separates comprehensive school to lower and upper stages. But we still have schools with grades from 1 to 6 and schools with grades from 7 to 9 and some with grades from 1 to 9.

• Parents have a right to choose the school for their children but usually children go to the nearest school

• The first six years are teached by the class teachers and the grades from 7 to 9 by subject teachers.

School Year

• The school year comprises 190 days between mid-August and the beginning of June

• Schools are open 5 days a week• Minimum number of lessons varies from

19 to 30 in a week, depending on the level and optional subjects taken

• Normal school day in the first grade is 4 to 5 hours and 6 to 7 hours in nineth grade

Subjects

• 17 different subjects during the basic education + optional subjects

• Finnish language ( 7-2 h/week) and maths (3-2 h/week) are important subjects

• But there are also subjects like religion, sports, arts, handicrafts and housekeeping

Special Needs Education• Pupils with learning difficulties get remedial teaching in addition to normal classes.

• Since 1997, educational authorities have been responsible for the education of all children, including those with profound developmental disability.

• The aim is to integrate special-needs education as far as possible into ordinary schools.

• There are also those who benefit more from separate special-needs education.

• Problem: the number of diagnosed children is growing all the time

• There are special education teachers in every basic education school– part time special education – education in smaller groups– personal assistants for diagnosed children

• Special schools for handicapped (physically or mentally or socially)

• Better special needs education services are needed in upper secondary education

Upper secondary education • Most students continue their studies

1. General upper secondary education

• 2-4 years

• National matriculation examination

2. Vocational upper secondary education and training

• 3 years, 120 credits

• 112 study programmes

General upper secondary education

Lukio• Student selection to upper secondary schools is mainly based on

previous study record• Tuition is free but the students have to buy their books• In larger cities like Oulu students can combine studies both from

general education and vocational education and training• Syllabus is designed to last three years, but students may complete

it in 2 to 4 years• No year classes, each student make an individual study plan • National matriculation examination

– Tests at least in four subjects, one compulsory test (mother tongue)– Students have to complete also entire upper secondary education

school syllabus– Separate sertificates of the tests passed and grades achieved

• Virtual general upper secondary education network– Many small schools, difficulties to provide all the courses needed, part

of the teaching is organised through distant learning network

Distant learning network

Joint application system: General Upper Secondary and Vocational Upper Secondary

• Students can apply for admission to five different schools by filling out just one application form• The schools are listed in the order of preference, which cannot be changed once the application has

been sent.• General upper secondary schools mainly select their students on the basis of study records

– the grade average for certain subjects, from a comprehensive school or other corresponding syllabus

– entrance exams and aptitude tests may also be used• When selecting students for vocational qualifications, students earn extra points

– if they have completed their basic or additional education during the year of application– for their study record, for their weighted grades, for their general work experience, if the school is

their first or second choice, for possible entrance exams or aptitude tests• The education provider may, in special circumstances, accept up to 30% of students for vocational

education and training through a system called flexible selection regardless of their points score– Special circumstances may include, for example, difficulties comparing certificates

• Fields not covered by the joint application system:– dance– music – sports – programmes providing instruction in a foreign language

Vocational Education and Training

• The scope of the qualification is 120 credits and it can be completed in 3 years. • Education is provided at vocational institutions, vocational adult education centres, folk

high schools and in the form of apprenticeship training. • Upon completion of their vocational qualifications, students are eligible to apply to

universities and polytechnics.• some general studies are also included in vocational education and training

– languages, mathematics, physics and chemistry, social studies, business and working life skills and art and culture

– All qualifications include a period of on-the-job training with a scope of at least six months (guided studies at workplaces)

• Students may apply for vocational upper secondary education and training once they have completed comprehensive school or equivalent education.

• In addition, those who have completed the matriculation examination may be accepted by vocational institutions.

– The duration of education for those who have passed the matriculation examination is shorter.

• There is no age limit. • Vocational upper secondary education and training is provided free of charge as are

school meals and possibly accommodation at vocational institutions. • Students apply to vocational education and training through the joint application system.

Apprenticeship Training• Vocational education and training can also be completed in the form of

apprenticeship training • It includes theoretical studies at an institution and studying for a profession at a

workplace• Apprenticeship training is an employment contract with a fixed duration between a

student and an employer• The employer pays the student’s wages during the period of instruction according to

the collective labour agreement• The student has an individual study plan, which takes into consideration

– the goals of the studies and – the student’s background and situation in life

• The same qualifications can be completed as at vocational institutions• The skills are demonstrated through competence-based qualifications• Students can also acquire further vocational education and training • It is also possible to complete parts of qualifications• Anyone aged 15 years or over can apply• Apprenticeship training takes 1–3 years. The duration depends on the student’s

previous education and work experience. • Training for vocational and specialist vocational qualifications usually lasts 1–1.5

years.

Higher education• University education

• Polytechnic education

Adult education

Higher Education: Universities and Polytechnics

• The universities – rely on the connection between research and teaching– basic purpose is to perform scientific research and to provide higher

education connected with it– Students may take a lower (Bachelor's) or higher (Master's) academic

degree – academic further education: licentiate and doctoral degrees

• The polytechnics – usually regional higher education institutions – provide instruction in subjects from several sectors– emphasize a connection with working life– the degrees are higher education degrees with a professional emphasis

Only one study place leading to a higher education degree in each academic year

Adult Education

• designed for the entire working-age population• has expanded rapidly in the past few years• General adult education is provided by

independent sponsoring organizations and evening schools

• Vocational adult education is given by all vocational institutions and, specifically, by vocational adult education centres

• Adult education at universities comprises further education and open university courses– each university has a centre for continuing education

Education and Research 2007-2012 Development Plan by the Finnish Ministry of Education

The key points:

• Equal opportunities for education, no tuition fees, improvements to student financial benefits (grants and loans)

• Improving the quality of education, esp. basic and higher education

• Availability of skilled work force, every pupil to secondary education, faster graduation

• Developing of higher education (both universities and polytechnics)

• Teachers as key resources, maintaining the attractiveness of the job, ensuring further education for teachers

Education and Research 2003-2008 Development Plan by the Finnish Ministry of Education

The key points:

• Education and research as builders of welfare– Development of the education and research system– Development of teaching and learning environments– Interaction between education, research and the world of work– Development of adults’ educational opportunities

• Educational opportunities and equality– Basic educational security– Access to education services

• Teachers and other personnel• Immigrant education and training• Steering system and financing

– Administration and the steering system– Financing of education and research– Evaluation of education and research

Background to Finland’s Success in PISA 1/2

According to the Finnish Ministry of Education and the National Board of Education:

• Equal opportunities for education irrespective of domicile, gender, economic situation or mother tongue / cultural background

• Comprehensive, non-selective basic education• Highly qualified and competent as well as autonomous teachers• Master’s degree required, popular

profession motivated applicants• Supportive and flexible administration – centralized steering of the

whole (National Core Curriculum), local implementation and autonomy

• Individual support for learning and well-being, student counselling and special needs education

• Significance of education in society – broad political consensus on educational policy

Background to Finland’s Success in PISA 2/2

According to the Finnish Ministry of Education and the National Board of Education:

• Encouraging and supportive evaluation and pupil assessment – no systematic national testing, no ranking lists, no inspection systems

• Interactive, co-operative way of working at all levels of administration, schools and other sectors of society, including also teachers’ organisations and subject associations

• Student oriented, active conception of learning, socio-constructivist and interactive learning

• Other minor reasons:• Regional accessibility of education • No separation of sexes • Education totally free of charge

Some notable factors concerning Finland’s Success in PISA

• Not many immigrants in pupils, compared to other European countries

• “Nordic welfare society” – high taxation, low income differences

• Equality and trust (in administration)