FINLAND AND EDUCATION

FINLAND AND EDUCATIONFINLAND AND EDUCATION

FinlandFinland5.2 million population5.2 million population

338 000 square kilometers (17 inhabitants/km2)338 000 square kilometers (17 inhabitants/km2)EU-member since 1995EU-member since 1995

Jorma LempinenPrincipalPresident of Finnish Principals’ Organisation SURE-FIREGeneral Secretary of European School Heads’ Association

Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

http://www.oskko.edu.pl/kongres/

Education in Finland: structureEducation in Finland: structure

Voluntary pre-school education (for six-year-olds)Voluntary pre-school education (for six-year-olds) Comprehensive basic education (nine years)Comprehensive basic education (nine years) *10th grade of basic school (3% of basic school graduates)*10th grade of basic school (3% of basic school graduates) Upper secondary general education (three years)Upper secondary general education (three years) * 54% of basic school graduates* 54% of basic school graduates Upper secondary vocational education (three years)Upper secondary vocational education (three years) * 36% of basic school graduates* 36% of basic school graduates PolytechnicsPolytechnics UniversitiesUniversities Adult educationAdult education



THE WAY TO SCHOOL THE WAY TO SCHOOL AUTONOMYAUTONOMY

Education reform periodEducation reform period– comprehensive school 1972 – 1982comprehensive school 1972 – 1982– upper secondary reform 1978 – 1992upper secondary reform 1978 – 1992– tight central steeringtight central steering

two central agencies under the Ministry (MoE)two central agencies under the Ministry (MoE) state provincial agencies as regional levelstate provincial agencies as regional level

Deregulation and decentralisation started in the Deregulation and decentralisation started in the middle of 1980s and strenghtened since 1990smiddle of 1980s and strenghtened since 1990s– two levels in governance: MoE and provincialtwo levels in governance: MoE and provincial– one National Board of Education (NBE) as an expert one National Board of Education (NBE) as an expert

organisationorganisation



LONG TRADITION OF LOCAL LONG TRADITION OF LOCAL AUTONOMY – MUNICIPALITIESAUTONOMY – MUNICIPALITIES

432 municipalities (average population: 12000)432 municipalities (average population: 12000) * municipal taxation (16 – 20 % of income)* municipal taxation (16 – 20 % of income) * the State levels the differencies by subsidies* the State levels the differencies by subsidies * the State funds municipal education system by* the State funds municipal education system by per pupil/student formulaper pupil/student formula Municipal Education System (local)Municipal Education System (local) * voluntary pre-school education (96% coverage)* voluntary pre-school education (96% coverage) * basic schools (3670 with 580700 pupils)* basic schools (3670 with 580700 pupils) * upper secondary general schools (440 with* upper secondary general schools (440 with 110000 students)110000 students) * vocational institutions (normally owned by Unions* vocational institutions (normally owned by Unions of municipalities)of municipalities) Governance at local levelGovernance at local level * School/School Board (not obligatory)* School/School Board (not obligatory) * Education committee* Education committee * Municipal government and council* Municipal government and council



SCHOOL AUTONOMY – SCHOOL AUTONOMY – CONTENTSCONTENTS

CurriculumCurriculum– National Core Curricula by NBE – goals of good National Core Curricula by NBE – goals of good

learning outcomes in subject themeslearning outcomes in subject themes– Guidelines by the municipality – local orientationGuidelines by the municipality – local orientation– School-based curriculumSchool-based curriculum

free space at lower grades of basic school 10%free space at lower grades of basic school 10% free space at upper grades of basic school 20%free space at upper grades of basic school 20% free space at upper secondary 25%free space at upper secondary 25%



SCHOOL AUTONOMY – SCHOOL AUTONOMY – CONTENTSCONTENTS

Profiling of schools by contentsProfiling of schools by contents Text books and other materialsText books and other materials

– Advance approval procedures abolished 1991Advance approval procedures abolished 1991– Teachers decideTeachers decide

Pedagogical autonomy of teachers (with M.Sc. Pedagogical autonomy of teachers (with M.Sc. Degree)Degree)

Schools decide on study group forming, daily work Schools decide on study group forming, daily work rhytm and other practicesrhytm and other practices

Voluntary participation in national development Voluntary participation in national development programsprograms



SCHOOL AUTONOMY – SCHOOL AUTONOMY – RESOURCESRESOURCES

Decisions by principals and School BoardDecisions by principals and School Board– teacher recruiting, school budget, school-specific curriculum, teacher recruiting, school budget, school-specific curriculum,

annual work plan, school regulationsannual work plan, school regulations Annual work plan and budgetAnnual work plan and budget

– No national regulation of class sizesNo national regulation of class sizes– Maximum number of teaching hours (according to a formula) by Maximum number of teaching hours (according to a formula) by

education committee of the municipalityeducation committee of the municipality BudgetBudget

– Teacher salaries and frame for other expenditure according to Teacher salaries and frame for other expenditure according to formulasformulas

Recruitment of teachers and staffRecruitment of teachers and staff– Acted qualificationsActed qualifications– Principal and School BoardPrincipal and School Board



BASIC ELEMENTS OF THE BASIC ELEMENTS OF THE FINNISH EDUCATION SYSTEMFINNISH EDUCATION SYSTEM

Trust on schools, principals, teachers and Trust on schools, principals, teachers and pupils/studentspupils/students

Influence of the local communityInfluence of the local community Comprehensive basic school with extensive Comprehensive basic school with extensive

special and remedial teachingspecial and remedial teaching Limited competition between basic schoolsLimited competition between basic schools Heavy competition between schools after that – Heavy competition between schools after that –

covering the entire countrycovering the entire country– Schools compete for best youngstersSchools compete for best youngsters– Youngsters compete for best study placesYoungsters compete for best study places



ACCOUNTABILITY –FOLLOW-UP ACCOUNTABILITY –FOLLOW-UP OF RESULTSOF RESULTS

No national examination after basic schoolNo national examination after basic school National matriculation examination – final National matriculation examination – final

examination after upper secondary general examination after upper secondary general schoolschool

No inspection of schoolsNo inspection of schools Mandatory self-evaluation of schoolsMandatory self-evaluation of schools



ACCOUNTABILITY –FOLLOW-UP ACCOUNTABILITY –FOLLOW-UP OF RESULTSOF RESULTS

National evaluation systemNational evaluation system– NBE evaluates learning outcomes on a sample NBE evaluates learning outcomes on a sample

basis (5 – 10% of pupils, also selling of tests)basis (5 – 10% of pupils, also selling of tests)– Evaluation Council organises thematic Evaluation Council organises thematic

evaluationsevaluations Schools receive their result profile and the Schools receive their result profile and the

average profiles of tested schoolsaverage profiles of tested schools No ranking lists – No ranking lists – evaluation is for evaluation is for

developmentdevelopment



Finnish Heads’ Association SURE-FIREFinnish Heads’ Association SURE-FIREThe professional ethics rules governing school The professional ethics rules governing school

headsheads

””Schoolleadership is Schoolleadership is to gain both hearts to gain both hearts and minds”and minds”


The professional ethics rules The professional ethics rules governing school headsgoverning school heads

1. The head is familiar with the goals set by society for 1. The head is familiar with the goals set by society for education and strives towards attaining them. education and strives towards attaining them.

2. The head respects the uniqueness, inviolability and 2. The head respects the uniqueness, inviolability and equality of every member of the work community.equality of every member of the work community.

3. The head is responsible for seeing to it that the 3. The head is responsible for seeing to it that the viewpoint of the pupil/student is valued.viewpoint of the pupil/student is valued.

4. The head is responsible for the safety of the working 4. The head is responsible for the safety of the working environment. environment.

5. The head seeks to develop his/her professional 5. The head seeks to develop his/her professional knowledge and skills and to raise the esteem of the knowledge and skills and to raise the esteem of the profession. profession.

6. The head is in charge of the running of the school. 6. The head is in charge of the running of the school.


We know we are in a good school We know we are in a good school when the following things obtain:when the following things obtain:

Teachers talk about teaching and Teachers talk about teaching and learninglearning

Teachers observe each other’s practiceTeachers observe each other’s practice Teachers plan, organise, deliver, monitor Teachers plan, organise, deliver, monitor

and evaluate their work togetherand evaluate their work together Teachers teach othersTeachers teach others


Beyond Finnish success…Beyond Finnish success…

Some international benchmarkingSome international benchmarking Top ranking in Pisa 2000 and 2003Top ranking in Pisa 2000 and 2003 Total number of lessons in comprehensive school 100 Total number of lessons in comprehensive school 100

hours lower than OECD averagehours lower than OECD average Share of upper secondary graduates 90% (OECD 82%)Share of upper secondary graduates 90% (OECD 82%) Average schooling time of males 18.5 years (OECD Average schooling time of males 18.5 years (OECD

16.6), of females 20 years (OECD 17.2)16.6), of females 20 years (OECD 17.2) One of the highest enrolment rates in higher educationOne of the highest enrolment rates in higher education 57% participation in adult education (1. among OECD 57% participation in adult education (1. among OECD

countries)countries)


……

WHO: Finnish pupils make least homework and WHO: Finnish pupils make least homework and feel uncomfortable in schoolsfeel uncomfortable in schools

The salaries of teachers at average levelThe salaries of teachers at average level Pupil/teacher ratio 16 (Korea 31, UK 20, Italy-Pupil/teacher ratio 16 (Korea 31, UK 20, Italy-

Denmark-Hungary 11)Denmark-Hungary 11) 38% of teachers over 50 years old (OECD 32%)38% of teachers over 50 years old (OECD 32%) class size (grades 7-9) 19.9 – OECD average class size (grades 7-9) 19.9 – OECD average

23.623.6 GDP share of education 5.8% (Korea 8.2%, GDP share of education 5.8% (Korea 8.2%,

Denmark 7.1%)Denmark 7.1%) The share of private funding 4%The share of private funding 4%


Why did Finland do so well in PISA?Why did Finland do so well in PISA?

Equal opportunities for Equal opportunities for education irrespective of education irrespective of domicile, sex, economic domicile, sex, economic situation or mother tonguesituation or mother tongue

Regional accessibility of Regional accessibility of educationeducation

No separation of sexesNo separation of sexes Comprehensive, non-Comprehensive, non-

selective basic educationselective basic education

Supportive and flexible Supportive and flexible administration – administration – centralised steering of the centralised steering of the whole, local whole, local implementationimplementation

Interactive, co-operative Interactive, co-operative way of working at all way of working at all levels; idea of partnershiplevels; idea of partnership

Individual support for Individual support for learning and welfare of learning and welfare of pupilspupils


……

Development-oriented Development-oriented evaluation and pupil evaluation and pupil assessment – no assessment – no testing, no ranking lists testing, no ranking lists

Highly qualified, Highly qualified, autonomous teachersautonomous teachers

Socio-constructivist Socio-constructivist learning conceptionlearning conception


The change of the management The change of the management cultureculture

Authoritarian cultureAuthoritarian culture - Briefing- Briefing - Issue of orders - Issue of orders

(Imperative)(Imperative) - Motivation- Motivation - Control- Control - Regulations- Regulations

Participation cultureParticipation culture - Feed back, reflection- Feed back, reflection - Internal information - Internal information

(service)(service) - Commitment- Commitment - Follow-up, - Follow-up,

assessmentassessment - The rules of the - The rules of the

game game


The system of pedagogical The system of pedagogical supervisionsupervision

Decicion-making in education in FinlandDecicion-making in education in Finland– Comprehensive school:Comprehensive school:

Parlament (law): structure and length of education, the number Parlament (law): structure and length of education, the number of lessons for pupils, working days of the schools, certificate of lessons for pupils, working days of the schools, certificate formulaformula

Government: subject and division of lessonsGovernment: subject and division of lessons Ministry of Education: student feeMinistry of Education: student fee National Board of Education: curriculum (the basis, frames)National Board of Education: curriculum (the basis, frames) Municipality: foundation of school, subject and division of Municipality: foundation of school, subject and division of

lessons, textbooks, delegation, nomination of schoolheads and lessons, textbooks, delegation, nomination of schoolheads and teachers (qualifications in statutes), further training of teachersteachers (qualifications in statutes), further training of teachers

Head of School: nomination of teachers Head of School: nomination of teachers School: school-based curriculum, leaving certificateSchool: school-based curriculum, leaving certificate Parents: choice of the school (right to nearest school)Parents: choice of the school (right to nearest school)

……

General upper secondary schoolGeneral upper secondary school– Parlament (law): structure and length of education, certificate Parlament (law): structure and length of education, certificate

formulaformula– Government: subject and division of lessonsGovernment: subject and division of lessons– Ministry of Education: student feeMinistry of Education: student fee– National Board of Education: curriculum (the basis, frames)National Board of Education: curriculum (the basis, frames)– The Board of Matriculum Examination: leaving certificateThe Board of Matriculum Examination: leaving certificate– Municipality: foundation of a school, number of students, working Municipality: foundation of a school, number of students, working

days of the school, delegation, nomination of schoolheads and days of the school, delegation, nomination of schoolheads and teachers, further training of teachersteachers, further training of teachers

– Head of School: nomination of teachersHead of School: nomination of teachers– School: school-based curriculum, textbooks, the number of lessons School: school-based curriculum, textbooks, the number of lessons

for pupils, leaving cerficate for pupils, leaving cerficate – Students: choice of the schoolStudents: choice of the school


Support of leadership in schoolsSupport of leadership in schools

Leadership in developing schoolLeadership in developing school– Organisation of teamsOrganisation of teams– Shared leadership (headmaster, deputy headmaster)Shared leadership (headmaster, deputy headmaster)– The work and role of a headmasterThe work and role of a headmaster

- authority and responsibility- authority and responsibility - laws and statutes, municipal instructions- laws and statutes, municipal instructions

- qualification and experience in teaching- qualification and experience in teaching- multiple skilled: a willingness to learn, - multiple skilled: a willingness to learn,

networking, own mental and psychical strengthnetworking, own mental and psychical strength- further training- further training

- staff leadership, pedagogical leadership, - staff leadership, pedagogical leadership, administrative leadershipadministrative leadership


Inner management in schoolsInner management in schools

School as an organisation of expertsSchool as an organisation of experts– Creating a positive atmosphereCreating a positive atmosphere– The appreciation of and respect for a colleque’s The appreciation of and respect for a colleque’s

workwork– TeamsTeams

The roles of leader:The roles of leader:- The present: provider, guide, implementorThe present: provider, guide, implementor- The future: inspirerer, forerunner, developerThe future: inspirerer, forerunner, developer


Parent’s participation and influence Parent’s participation and influence on school lifeon school life

Parental involvementParental involvement– Cooperation between schools and homes Cooperation between schools and homes

(homeroom teachers)(homeroom teachers)– Parent’s meetingsParent’s meetings– Parental representation in the School BoardParental representation in the School Board


FINLAND AND EDUCATION

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