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Education in

Finland

History / Context

• 1600s – ability to read and write was required to be married in the church

• Literacy and education deeply embedded in the culture – emphasis on learning at the heart of the family and community

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History / Context

• 1970s – major shift in education policy � all students will receive the same comprehensive education: peruskoulu (9 year compulsory)

– Based on belief that all children can learn given the proper accommodations and support

– Teacher training “seminars” converted to university degree programs

• Now - top 10% of upper secondary graduates are selected to earn a teaching degree

– Masters degree required – 5 year program

History / Context

• 2001 – Finland outperforms Organization for Economic Cooperation and Development (OECD) nations

– Ended criticism from politicians and business leaders who claimed that peruskoulu lowered standards for all

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A few facts

• Finland

– Population: 5.4 million

– Student population: 800,000 (comprehensive and

upper secondary/professional institute)

• Massachusetts

– Population: 6.5 million

– Public school student population: 950,000

Finnish Education Structure

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Finnish Education Structure

Funding

• Per pupil financing from federal government:

– $9,500 for basic education (grades 1-9)

– $8,700 for upper secondary

– $14,500 for professional institute (vocational)

– Additional funding criteria based on grade range of the school and special programming

– Municipality/school determines budget and can add funding to government allocation.

• Teachers’ salaries average $45,000

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Common Starting Point for All

• Equal/guaranteed access for all to:

– Comprehensive heath services

– Daycare (teachers with BA)

– Specialized support when not meeting benchmarks

• Voluntary, free preschool for children at age 6

– Teachers have BA in teaching and early childhood development

– 99% of students attend

• Childhood poverty rate 4% (compared to US rate of 20%)

Emphasis on Learning for All

• Immediate support/early intervention when a student is not meeting expected benchmarks [up to 50% of students receive some support]

• Three tiers: general, intensified, and specialized support.

• Only 2% of the population repeats a grade

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Emphasis on Learning for All

• 0.3% drop out of school

• 96% continue studies immediately after compulsory education

• Ministry of Education: Youth Guarantee (new law that takes effect in 2013) to support the 4% who don’t continue after compulsory education

Special Education - Finland

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University of Helsinki

• Annually receives 1,200-1,300 applications for

120 spots in the teacher education program

• Bachelors degree (3 years) required to be a

preschool teacher

• Masters degree (5 years) required to be a

primary teacher(grades 1-6) or subject

teacher (grades 7-9 and upper secondary)

• Rigorous application process

Teacher Education

• Working in schools with professors from the university throughout 5 year program

• Coursework in subject and pedagogy

• Significant coursework on how to conduct research

����Solid preparation for the becoming a teacher which requires conducting research to know

what students have learned as well as what

instructional strategies work

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Finnish

EducationPerformance is the result of a consistent national policy based on:

•Equity

•Trust in the institution, the schools, and the educators to ensure that all children learn

Result

• All Finnish universities provide the same rigorous and high quality teacher preparation

• All Finnish schools deliver high quality education following a national curriculum framework but with curriculum and instruction designed at the school level.

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Finland

• The key is not the teaching but the teachers…

– Very smart

– Very well educated

– Very skilled in the art of teaching

– And empowered and expected to spend

significant time collaborating with colleagues to:

• Develop curriculum,

• Measure learning, and

• Support all students to achieve high standards.

Finland �Sweden

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Swedish Education System

• Inconsistent national policy

• Open market allows non-profit and for-profit schools to compete with municipal schools

• By 2015, all educators must be licensed

• Education is not a competitive career path

Victor Rydberg Foundation SchoolsStockholm, Sweden

• Founded by nonprofit foundation

• Focus on creativity and student engagement through project-based learning across multiple disciplines

• “Mini Finland” within Swedish system in terms of ability to hire/select best teachers

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BelmontWhat do we have in common with Finnish and Swedish

schools?

• Selective hiring process

• High standards for all educators and leaders

• Expectation of ongoing research and

development (PLTs, data meetings, common

planning, professional development)

• Response to Intervention model to support

learners not meeting benchmarks

Belmont What can we learn from Finnish and Swedish schools?

• How can we expand the opportunities for educators to work together?

• How can we provide more training to teachers on how to conduct research and deeply understand students’ learning?

• How can we improve RtI for literacy, math, and behavior/social-emotional development?

• How do we increase creativity and engage allstudents, especially in grades 6-12?

• How do we increase trust in the work that the district, schools, and educators do?

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Sources

• http://prezi.com/jnm83nw9fob3/education-

system/ - presentation by Leo Pahkin, Councellor

or Education, Finnish National Board of Education

• http://oph.fi/english - Finnish National Board of

Education web site

• http://www.minedu.fi/OPM/?lang=en – Finnish

Ministry of Education and Culture

• Sahlberg, Pasi. Finnish Lessons. New York:

Teachers College Press, 2011.