Curriculum reform 2016 in Finland Leo Pahkin (Finland) What is
it, why it should be done and how it is going to be done?
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Finland Population 5.5 million (2015) 338,000 square
kilometers, of which 10% is water and 69% forest Two official
languages: Finnish 92 %, Swedish 6 %, (Saami (0,03 %) 33,3 % of
population (aged 25 to 64) have university or other tertiary
qualifications Immigrants: 4,6 % of population Working life:
Average monthly earning (men) 3422 euros and (women) 2807 euros
(2011)
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Finland is known as
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Trust through professionalism Culture of trust that values
teachers and headmasters professionalism in judging what is best
for students and in reporting on progress of their learning.
Consequential accountability The school performance is closely tied
to the inspection and ultimately rewarding or punishing schools and
teachers. Broad knowledge Focus on broad learning; equal value to
all aspects of individuals growth in personality, moral,
creativity, knowledge and skills. Literacy and numeracy Basic
knowledge and skills in reading, writing, mathematics and science
(= prime targets of education reform). Flexibility and diversity
School-based curriculum development, networking through steering by
information and support. Standardization Standards for schools,
teachers and students to improve the quality of outcomes Education
development in FinlandGlobal Education Reform Movement Comparison
of Finnish education policy to the global education movements
(Hargreaves, Earl, Shawn & Manning, 2001, Sahlberg, 2004)
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1970 1980 1990 2000 2010.. Curriculum Framework End of the
checking textbooks and end of the inspections of the schools End of
grouping students by their abilities Decentralization
ExpansionRisingIntegration All teacher training in university Core
Curriculum Core Curriculum Three stages model for pupils support
Unification of the basic education Development of the basic
education in Finland National Curriculum + trial of the framework
National Curriculum 9 years basic education Frame system for lesson
hours Functional regulation starts
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Curriculum National Core Curricula by NBE Guidelines by the
municipality local orientation School-based curriculum Annual work
plan and budget, recruitment of teachers and staff Decisions on
group forming, daily work rhythm and other practices Profiling of
schools by contents Decisions on text books and other materials
Central approval procedures abolished 1993 Decisions on school
level Pedagogical autonomy of teachers Voluntary participation in
national development programmes School autonomy
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Why is a reform needed? Increasing uncertainty Problem of
choice Comprehensibility Manageability Meaningfulness Sense of
coherence Health, subjective wellbeing (QoL) Source: Timo Hmlinen,
2009 (Aaron Antonovsky, Monica Ericsson & Bengt Lindstrm)
Transformation of society and mental wellbeing Individualism,
anomie, consumer society materialism & instru- mentalism
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Phases of the Industrial Revolutions GNP 180019002000 1780
steam power 1880 electricity, combustion engine 1970 ICT Innovation
in energy sector?
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The demands for skills has changed Economy-wide measures of
routine and non-routine task input (U.S.) Linda
Darling-Hammond
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The core of change In this world, our doing, knowing and being
have changed Doing all important and most influential outcomes are
produced by cooperation and networks Knowing more and more
decentralised both technically and socially Being our identity is
hard-pressed in a world of constant change and global information
flows Pirjo Sthle, 2009
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Rethinking the learning conception Importance of students own
experiences and activities, feelings and joy Importance of working
together, learning to learn in dialogue with others Renewing the
idea of learning environment Rethinking the school culture and the
relationship between the school and the community School as a
learning community Diverse and open cooperation Rethinking the
roles, goals and content of school subjects Transversal competences
to support the identity development and the ability to live in a
sustainable way Carrying out these changes to the education
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National Goals for Basic Education and Transversal Competences
- knowledge - skills - values - attitudes - will Taking care of
oneself and others, managing daily activities, safety Cultural
competence, interaction and expression 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 Transversal competences
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What? How? If you want to increase curiosity, allow questioning
If you want to develop problem-solving skills, link school
knowledge to real-life problems and encourage pupils to work
together to seek solutions If you want to increase understanding,
combine knowledge and skills from different subjects If you want to
raise citizens who will develop society, promote inclusiveness and
participation, give opportunities to make a difference, and
facilitate positive - not negative - critical thinking If you want
to strengthen learners' self-confidence and learning motivation,
give constructive and honest feedback. Never humiliate or put down
a learner.
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From assessment of learning towards assessment for learning,
and assessment as learning Importance of positive feedback Students
assessment in the learning process is better described
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To the test Discipline, no initiative Competition Comparison
Individual Same for all Top down To the test To cover content To
rank, compare, screen an certify Reliability Summarize and result
Focus on knowledge and skills Teaching, learning and assessment
parts of the same process Continuous feedback, feed forward to both
the teacher and the learner Shared understanding of goals and
assessment criteria Flexibility of means and working methods
Learner to demonstrate, teacher to validate progress
TeachingLearningAssessment From Towards Teaching AssessmentLearning
Teaching-Learning-Assessment
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The core curriculum documents to be provided in electronic and
structured form in order to allow them better serve the users and
to increase adaptability The text is divided into two sections: a
concise section about the standards with links to relevant
legislation, and a support section for explaining the standards and
providing examples of implementation and links for relevant
material to support teachers' work Supporting schools in their own
curriculum processes
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What are the most important issues that help me to learn and
enjoy myself in school? The result of discussion of 550 students in
Helsinki 2013 Thank you!