Education in Finland

1. Education in Finland ASH -09

2. 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

4. Early education - daycare

5. 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

6. Voluntary pre-primary year for 6-year-olds

7. 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

8. 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

9. 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)

10. OULUN LÄÄNINHALLITUS Sivistysosasto

12. 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

14. 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.

16. 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

18. 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

24. 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

25. Upper secondary education • Most students continue their studies • General upper secondary education • 2-4 years • National matriculation examination • 2.Vocational upper secondary education and training • 3 years, 120 credits • 112 study programmes

26. General upper secondary education

27. 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

28. Distant learning network

29. 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

30. 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.

31. 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.

32. Higher education • University education • Polytechnic education Adult education

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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)