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Education in FinlandA Success Story and Model

by Christopher CrahenGraduate Student in Elementary Education

EDU 557Dr. Stoloff

Eastern Connecticut State UniversityApril 2, 2013

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Why is Finland’s System of Education Notable?Finnish students have not always achieved top marks on

international assessments. Until the mid 1990s, for example, only Finnish reading scores were above those of their peers in other countries (Sahlberg, 2012). Their education system was undistinguished. Since 2000, however, Finland has consistently scored at the top level in reading, mathematics, and science (Brueggeman, 2008), based on a number of valid international assessments (including PISA and TIMSS). The United States, on the other hand, typically falls into the top third for developed countries, despite spending 30% more per student and beginning formal education at an earlier age than Finland(Hancock, 2011).

Researchers and scholars have been looking at Finland’s educational system in recent years in an attempt to determine the cause of these impressive gains. Although there is no general consensus, much of the research indicates a strong correlation between Finland’s academic rise and 4 main factors:

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4 Influential Factors in Finland’s Educational System:

* Teacher Quality

* De-emphasis of Standardized Testing

* Inclusive Special Education

* Pre-Primary Education

Many studies have looked at each of these factors in isolation, but it is the belief of this author that Finland’s effective system of education is a result of these (and other elements) working together in unison.

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Teacher Quality(well-respected, well-trained, and well-supported)

Of special importance is the fact that teachers in Finland are respected; opinion polls consistently show teaching is the most admired profession among young Finns (Sahlberg, 2011). Becoming a teacher is very competitive, and schools are able to attract the best and brightest candidates (only 10% of applicants are accepted into teaching programs).

In the United States, a popular saying is, “Those that can’t do…teach.” That sentiment is certainly not echoed in Finland, where even new teachers are viewed as “fully-fledged professionals” (Ostinelli, 2009).

Finland’s national curriculum specifically lists a requirement of mutual

respect between parents and educators (FBNE, 2013). Teachers and parents are partners, and it is acknowledged that responsibility for the child’s development also rests with the parents. Teachers are not scapegoats, nor are they expected to perform the roles parents are responsible for.

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Teacher Quality (continued) In the United States, only select states require a Master’s degree in Education. Additionally, there are several ways to obtain a teaching license (such as the ARC program). This is not the case in Finland. All primary, middle, and high school teachers must hold a Master’s degree, and there are NO alternative ways to receive a teacher’s credential in Finland (Sahlberg, 2011). Teaching is not seen as a second-career choice or a fallback; it is a highly-respected profession requiring dedication, skill, and a lifelong focus.

Finnish teacher candidates spend 5 years in training, with up to 25% of their overall preparation time spent in the classroom. Additionally, the mentoring or supervising teachers must prove they themselves are capable of training the candidates.

Continuing professional development is provided for by the state, at state expense. Teachers are given autonomy in terms of what further training they feel they need or could benefit from.

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De-emphasis of Standardized TestingIn the 1980s, the Finnish National Board of Education (FNBE) decided to do away with standardized tests. At the time, Finland’s students had only average performances on international assessments.

Within 20 years they were ahead of every one of the 65 countries participating in PISA (Fleischman, Hopstock, Pelczar, & Shelley, 2010).

A great book that should be read by all teachers, administrators, and (most importantly) policy-makers.

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De-emphasis of Standardized Testing (continued)

Evaluations of Finnish teachers are not based on student scores. Standardized assessments do not define the teacher. Instead, “the Finnish system relies on the expertise and professional accountability of teachers who are knowledgeable and committed.” (Pasi Sahlberg, Director General of the Centre for International Mobility and Cooperation, Helsinki).

Pasi Sahlberg interview: http://www.youtube.com/watch?v=1CLdY9AAqI4

Finn students only take one mandatory standardized assessment throughout their entire education, and they do not need to take it until they are 16 years of age (Taylor, 2012).

The financial cost of giving annual standardized tests in even a small country (such as Finland) ranges from tens to hundreds of millions of dollars. Finland invests its money into its education system, rather than on assessments.

The academic and emotional costs of high-stakes standardized testing are immeasurable, but most experts agree that much instruction time is lost as teachers and students focus on how to take a test rather than how to demonstrate true knowledge and understanding.

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Inclusive Special EducationFinland’s national curricula has specific guidelines for supporting at-need students. Many countries have similar provisions. However, the WAY Finland educates its Special Education population is very different from most other countries.

**Inclusion is the official educational

policy**(Takala, Pirttimaa, &

Tormanen, 2009)

picture courtesy of UNESCOInternational Bureau of Education

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Finland’s Approach to Special Education Most countries require numerous standardized assessments. Special-needs children

in these countries are often viewed as a liability when testing takes place. They are either excluded from the testing (which can bring penalties to the school) or given modified assessments (which can put additional strain on the staff and budget of the school). Since Finland schools are not bound and burdened by assessments, students with special-needs are more welcome and visible in daily classroom interactions and activities. Studies have shown that Finland’s ”full-participation” model increases equity among students. Furthermore, performance gaps have decreased (they are the lowest in the world), and overall student performance has risen . Savolainen (2009) believes the Finnish education policy of NOT following international mainstream trends has been particularly beneficial. Additionally, Finland’s flexible and extensive special education provisions (built right into the schools’ policies) enable and empower both students and educators. Classroom assistants are also given a great degree of freedom and autonomy to assist each student in his or her most effective way (Takala, 2007).

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Pre-Primary Education

Children in Finland do not begin formal schooling until they are 7 years old. This is at least 2 years later than most developed countries. Time spent in class is approximately 20% less in Finland than in most other countries. Conventional wisdom would seem to indicate that the earlier and longer a child is in school, the better he or she will do. Finland’s model disproves this notion, however. One possible explanation is Finland’s “Pre-Primary Education”.

© Gingerbread Kids Academy

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Pre-Primary Education (continued)“Pre-Primary Education” is Finland’s version of preschool. Unlike

many countries, where preschools are usually private, of varying quality, and only attended by a percentage of the student population, Finland’s pre-primary education is almost always run by the municipality (each municipality is REQUIRED to provide pre-primary education to every child), free of charge, and overseen by national standards and regulators (Taylor, 2012). More than 99% of children in Finland attend pre-primary education, even though it is optional rather than compulsory. The focus is on social and emotional development just as much as it is on early academic concepts. Attendees learn the behaviors, rules, and concepts needed for a successful education.

Interesting Link:http://www.theglobeandmail.com/life/early-educations-top-model-finland/article4212334/

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Finland’s Quest for Healthy Students:ongoing projects

The most common cause of death in Finland is cardiovascular disease. Finland’s working-age subgroup recorded heart disease as the top killer for many years, but that has recently been surpassed by alcohol-related deaths (which include diseases caused by excessive alcohol consumption, alcohol poisoning, accidental deaths in which alcohol was involved, and suicides/homicides in which alcohol likely played a role) (Statistics Finland, 2007).

The Finnish Ministries of Health and Education both work to educate students (and older citizens) about both nutritional importance and the dangers associated with excessive alcohol consumption. Many lessons are taught within the schools, and there are also projects that work to establish a school-home connection (Sormunen, Saaranen, Tossavainen, & Turunen, 2012). These projects are often part of large-scale European actions to combat cardiovascular disease and other major health issues. Organizations like S.H.E. (Schools for Health in Europe) and ENHPS (European Network for Health Promoting Schools) are common throughout Europe, and Finland’s willingness to go along with programs from other countries is notable, as the country often tends to follow its own direction rather than that of others.

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Finland’s Quest for Healthy Students:ongoing projects (continued)

Many of Finland’s health-based initiatives take a holistic approach. For example, in many of the health projects carried out within schools, the first step is to interview staff about their nutritional understandings, opinions, and wishes. This includes nurses, cafeteria personnel, teachers, and support staff. An approach is then devised based on the needs and strengths of the staff. Once the program is planned, it is implemented with support from within and outside school. As the project progresses, informal and formal assessments take place, which may lead to modifications, if necessary. The projects usually tie into the nutrition health curriculum (Raiha, Tossavainen, Enkenberg, & Turunen, 2012).

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Finland Project: School Environmental Studies

The Finnish Ministry of Environment and National Board of Education have been working in unison to develop programs aimed at getting students interested and active in the study and protection of Finland’s environment and natural resources (Uitto, Juuti, Lavonen, Byman, & Meisalo (2011).

Not only will these programs help to call students to action, but they will also determine the direction and reach that future classes and courses (as well as the national curriculum) take.

The Sciences have been a strong academic area for Finnish students in

recent years, though they have not fully succeeded in their (informal) goal of surpassing Sweden, which is sometimes blamed for the pollution Finland is experiencing.

Finland is primarily concerned with air and water pollution, as well as wildlife preservation. 4 of the nation's 60 mammal species and 4 of its 248 breeding bird species are currently threatened (Encyclopedia of the Nations, 2013).

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Finland Project: School Environmental Studies(continued)

Environmental protection classes and programs have been primarily for intermediate and secondary-level students, but even young Finnish students are taught about the environment, pollution, conservation, preservation, and other topics related to environmental protection.

Universities in Helsinki and Turku offer advanced studies (Master’s and Doctorate degrees) in environmental studies.

Interesting links:Climate Guide (Finland): http://ilmasto-opas.fi/en/etusivu

The State of the Environment in Finland: www.environment.fi Finnish Exchange Students Discuss Environmental Initiatives:

http://www.youtube.com/watch?v=8zgHEBBmBm8

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Prediction #1 for Finland’s System of Education:It will continue to lead (in 2 ways)

A) Finland will continue to be a world leader in student achievement, based on international assessments (PISA, TIMSS, etc.)

Reasoning: Everything is in place for years of success. Teaching is a highly-respected profession with respect, autonomy, and worldwide recognition. Finland’s teacher-training model is exemplary, and teacher turnover is low. There are no annual standardized tests to waste money, instruction time, and energy on. Their inclusive approach to special education has been proven to be beneficial for all students, and has made Finland’s achievement gap the lowest in the world. And, their pre-primary education system is so successful that other countries (such as Canada) are beginning to emulate it. B) Finland will continue to be a world leader in its approach to education

Reasoning: Finland is not trying to catch up to other countries. It has the luxury of being at the top, where it can devote all of its resources toward further innovation. And, with its mindset of leading rather than following, it will try new strategies and approaches that other countries are not ready to risk trying. Its position at the top is a huge advantage.

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Prediction # 2: Other countries will try (unsuccessfully) to emulate Finland’s system of education

Reasoning: Success brings attention, and this attention is primarily from those seeking success. Many countries have already spent considerable time, expense, and effort to study and record Finland’s methods of education (as can be seen by Googling “Finland education” and scanning through the endless studies and reports written by people from countless countries). Many districts have already started to mimic parts of the Finnish system (such as Ontario, which is currently weighing options to transform their current preschool programs into a Finnish style pre-primary education system). The problem is that what works in one society does not necessarily work in another. The Finnish system was designed by and for Finns, and it is unlikely that it can be copied (piecemeal) and used in other countries with similar results. You can’t take the clams out of a great chowder and expect them to taste as good in a chicken broth.

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Prediction #3: People and corporations (inside and outside of Finland) will attempt to ca$h in on the success

Reasoning: When Singapore attained Mathematical success on a number of international assessments in 2000, there were many opportunistic (and morally questionable)people and corporations ready and willing to exploit the country’s success for personal profit. Many so-called “Singapore Math” programs are still being advertised and sold throughout the world, and none of them have been able to deliver the results achieved by Singaporean students. This is because, like the Finnish system of education, there are many complex cultural and societal factors that cannot be neatly packaged in a program. Still, education is a cash cow for many, and Finland’s name will likely be plastered on many questionable programs that copy fragments of a comprehensive (and culture-specific) approach to education.

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ReferencesBrueggemann, M. A. (2008). An outsider’s view of beginning literacy in Finland: Assumptions,

lessons learned, and sisu. Literacy Research and Instruction, 47 (1), 1-8.

Finnish National Board of Education. (2013). Education. Retrieved from: www.oph.fi/english/education

Fleischman, H. L., Hopstock, P. J., Pelczar, M. P., & Shelley, B.E. (2010). Highlights from PISA 2009: Performance of U.S. 15-year-old students in reading, mathematics, and science literacy in an international context. Washington, D.C.: National Center for Education Statistics.

Hancock, L. N. (2011, September 11). Why are Finland’s schools successful? Smithsonian. Retrieved from: www.smithsonianmag.com/people-places/Why-Are-Finlands-Schools-Successful.html#ixzz206KLAFO0

Ostinelli, G. (2009). Teacher education in Italy, Germany, England, Sweden and Finland. European Journal of Education, 44 (2), 291-308.

Raiha, T., Tossavainen, K., Enkenberg, J., & Turunen, H. (2012). Implementation of an ICT-based learning environment in a nutrition health project. Scandinavian Journal of Educational Research, 56 (3), 277-294.

Sahlberg, P. (2011). Lessons from Finland: Where the country’s education system rose to the top in just a couple decades. Education Digest, 77 (3), 18-24.

(continued)

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References (continued)Sahlberg, P. (2011). The professional educator: Lessons from Finland. American Educator, 35 (2),

34-38.

Sahlberg, P. (2012). A model lesson: Finland shows us what equal opportunity looks like. American Educator, 36 (1), 20-27.

Savolainen, H. (2009). Responding to diversity and striving for excellence: The case of Finland. Prospects: Quarterly Review of Comparative Education, 39 (3), 281-292.

Sormunen, M., Saaranen, T., Tossavainen, K., & Turunen, H. (2012). Health Education, 112 (3), 272-291.

Statistics Finland (2007). Retrieved from: http://www.fi/til/ksyyt_2006_2007-11-05_tie_001_en.html

Takala, M. (2007). The work of classroom assistants in special and mainstream education in Finland. British Journal of Special Education, 34 (1), 50-57.

Takala, M., Pirttimaa, R., & Tormanen, M. (2009). Inclusive special education: The role of special education teachers in Finland. British Journal of Special Education, 36 (3), 162-173.

Uitto, A., Juuti., K., Lavonen, J, Byman, R., & Meisalo, V. (2011). Secondary school students’ interests, attitudes and values concerning school science related to environmental issues in Finland. Environmental Education Research, 17 (2), 167-186.

Valijarvi, J., Linnakyla, P., Kupari, P., Reinikainen, P., & Arffman, I. (2002). The Finnish success in PISA – and some reasons behind it: PISA 2000. Retrieved from: http://0-web.ebscohost.com.www.consuls.org/ehost/detail?vid=3&sid=3d5e38e7-f812-4f52