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What’s cooking? Recent developments in the Finnish education system and policy Olli-Pekka Heinonen, Director General @Heino1Olli International Summit on the Teaching Profession Helsinki, 13 March 2019

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Page 1: t Z [ } } l ] v P M Z v À o } u v ] v Z & ] v v ] Z µ ... · )rxu .h\v wr )lqqlvk fxuulfxoxp uhirup 6fkrro dv d ohduqlqj frppxqlw\:ruog ri fkdqjh (qylurqphqw joredol]dwlrq hfrqrp\

What’s cooking? Recent developments in the Finnish education system and policyOlli-Pekka Heinonen, Director General @Heino1OlliInternational Summit on the Teaching ProfessionHelsinki, 13 March 2019

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Finland in brief • population 5.5 million (18 inhabitants / sq. km)

• two official languages: Finnish and Swedish

• persons with foreign background : 6.2 % of the population

• education level of the working age population:

- 11 % basic education- 44 % upper secondary education- 45 % tertiary education

Statistics Finland 2018, Education at a Glance 2016, City of Helsinki media bank 2

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14/03/2019 Finnish National Agency for Education 3

The Best Basic Education in the World

WEF, The Global Competitiveness Report 2016-17

Top-Ranking Country in PISAOECD PISA

Second best performing Higher Education graduates

OECD Education at Glance 2016

World’s Best in Press Freedom

Press Freedom Index 2016

Greatest amount of Human Capital

WEF, The Human Capital Report 2016

The Safest StateWEF, Travel and Tourism Competitiveness Report

2015

World’s Least Failed StateFund for Peace Failed States Index, 2016

World’s Second Least CorruptCountry

Corruption Perceptions Index, 2014

World’s Second Best Place to Be a Mother

Save the Children’s annual State of the World’sMothers report 2015

Third Best in InnovationWEF, The Global Competitiveness Report 2016-17

World’s Third Best in GenderEquality

WEF, Global Gender Gap Report 2015

The Best Public Administration

Lagatum Institute, The Lagatum Prosperity Index 2016

Photo: Tuomas Uusheimo / Helsingin yliopisto

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14/03/2019 Finnish National Agency for Education 4

Source: The Ministry of Eduction and Culture, Finland

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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)

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No dead-ends in the education system

Universities

Licentiate & PhD

Master’s Master’s

PolytechnicsWork 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

Bachelor’s Bachelor’s

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• Finnish culture: trust for education• Education policy

– Educational equality and equity– Delegating decision power and responsibility

from central administration to the local levels• Comprehensive school (= basic education)

– Core curriculum– Headteachers as pedagogical directors– School practices: several subjects, small groups, high quality equipment

• Teacher education– Teaching seen as an academic profession– Highly-qualified teachers– Excellent students

Characteristics of the Finnish Education System

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School meals 15 minute break - after every45 minutes

Equal opportunitiesand equality

All children go topublicly funded schools

Emphasis on collaboration,

No standardizedtests in basic education

Earlysupport

14/03/2019 Finnish National Agency for Education

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Finnish education in international comparison

Instructiontime low

Differencesbetween schools

small

Girls outperformboys

Moderatecosts

Socio-economic effect moderate

Teachers feel highlyvalued

14/03/2019 Finnish National Agency for Education

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Education developed in partnership

14/03/2019 Finnish National Agency for Education

National authorities

Local authorities

Teachers’ union

Social partners

Parents Pupils and students

Research institutions

Relevant stakeholders

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WHAT MAKES TEACHING PROFESSION SUCH A POPULAR?

Source: Finnish teachers and principals in figures, National Agency for Education, 2018

Autonomy• Freedom to choose learning materials and pedagogy• Freedom to decide on assessement• Participating in defining local curriculum

Respect• Teachers are well respected• Changing of profession is very rare• Teacher education programmes are popular

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14/03/2019 Finnish National Agency for Education 12

Trust• No national examinations in compulsory education• No school inspections at any level• Focus on improving teacher professionalism

Working Conditions• Minimum teaching time one of the lowest in OECD countries• Continuing professional development supported• Little administration and extracurricular work

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Tutor Teacher Model• The New Comprehensive action plan aimed to

introduce tutor teachers to all ca. 2,200 comprehensive schools in Finland to embrace new pedagogical approaches, support implementation of new core curriculum, promote the digitalization of teaching and increase peer learning and collaboration

• Also training for tutor teachers themselves was made available in 2016, and regional networks of tutor teachers in 2017 (5 ECTS)

• Tutor teacher model has been supported with EUR 23,8 million in 2016–2018

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© Annika VarjonenLeadership Under Complexity –seminarSitra, Finland 21.-22.6.2016

How to educate and train in an uncertainand complex world for a future we can’tpredict?

14/03/2019 Finnish National Agency for Education 14

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The Metatasks of Education1. Transfer the human

achievements for thenext generation

2. Give capabilities to confront thefuture

HISTORY FUTURE

14/03/2019 Finnish National Agency for Education 15

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14/03/2019 Finnish National Agency for Education

Source: Charles Fadel

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14/03/2019 Finnish National Agency for Education

Mechanical repetition

Interaction society

Heart and humanity

Information society

Brains

Body and hands

Industrial society

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Human Labor

14/03/2019 Finnish National Agency for Education 18

Mechanical repetition

Empathy

Social and emotional skills

Knowledge

WHO AM I?My values, how I think, self-transforming mind,

coherence

Ability to use facts

Skills

Mechanical repetation

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THE LEARNER EXPERIENCE

70%20%

10% FORMAL PROGRAMS

NON-FORMAL LEARNING

INFORMAL LEARNING

Apps

AssociativeLearning

Job Shadowing and Pairing

Ask the Community

Simulationsand SeriousGames

Learning Organizations

Learning Platforms

Coaching and Mentoring

ILTeLearningV-classroom

Job-aidsPerformance Support

Action LearningExperts NetworkForumsCommunitiesStudygroups

Accreditation

Finnish National Agency for Education14/03/2019

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14/03/2019 20

Equal teaching

Interfaceof

Learning

Imm

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tion

Incl

usio

n

Opp

ortu

nitie

sand

thre

ats

ofdi

gita

lisat

ion

Scar

city

in b

asic

need

s

Chal

leng

esin

men

talh

ealth

Und

erst

andi

ngva

rious

lear

ning

diffi

culti

es

Indi

vidu

atio

n

Diversified needs, starting points and prerequisites

Creativecommons.org

Finnish National Agency for Education

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Diversity of demand requires diversity of supply Equality Equity Justice

The assumption is that everyone benefits from

the same supports. This is equal treatment.

Everyone gets the supports they need(this is the concept of

”affirmative action”), thus producing equity.

All 3 can see the gamewithout supports of

accommodations becausethe cause(s) of the

inequity was addressed. The systemic barrier has

been removed

14/03/2019 Finnish National Agency for Education 21

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Four Keys to Finnish curriculum reform 2016

School as a learning community

World of change- Environment, globalization.

economy, world of work, technology,diversity of society

Changing concepts of learning and competence- Wide and transversal, ethical,

sustainable- Interaction, learning to learn,

working with knowledge

Changing role of teachers and teaching- Learning conception- Working together and building

learning entities

Changing role of students- Working together, participation- Exploratory and creative learning

Impact on children’s environment

Finnish National Agency for Education14/03/2019

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Rethinking transversalcompetences• National goals for basic education

and transversal competences

• knowledge

• skills

• values

• attitudes

• will

Cultural competence, interaction

and expression

Taking care of oneself and

others, managing daily

activities, safety

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

14/03/2019 Finnish National Agency for Education

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Implementation is the strategy

14/03/2019 Finnish National Agency for Education 24

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14/03/2019 Opetushallitus 26

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The entire education system will be reformed

Early childhood education and care• higher enrolment

rate• competence level

among staff will be raised

• focus on pedagogy

Comprehensive education• new curricula• support for teachers• new operating

culture• digital tools and

learning environments

General upper secondary education• provision of more extensive

general knowledge• cooperation with higher education

institutions• introduction of special-needs

education• obligation to provide guidance to

former students

Vocational education and training• flexibility and

individual solutions• learning in workplaces• prevention of social

exclusion• reform of

qualifications

27

Universities and universities of applied sciences• Vision for 2030: 50% of

young people complete a higher education degree, 4% of GDP allocated for RDI

• internationalisation and Team Finland Knowledge

• education exports

Source: The Ministry of Eduction and Culture, Finland

14/03/2019 Finnish National Agency for Education

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Strenghten the systemic, holistic approach

• School subjects

• Teaching individuals

• School-based learning

• Physical, social, ethical, mental wellbeing separately

• Individualistic professional development of teachers

• Provider-based services

• National identity

• Also competences, skills

• Community capacity building, applied learning

• Lifelong learning path and ubiquitous learning

• Seeing human being as a whole, growth mindset

• School as a learning community

• Child- and youth- centered serviced

• Global consciousness

14/03/2019 Finnish National Agency for Education 28

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Source: Learning to realize education's promise World Bank, World Development Report 201814/03/2019 Finnish National Agency for Education 29

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Thank you!


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