Keys to Success in Finnish Education...10 A Critical Commen 16.11.2011 R Aholainen Finnish education 11 Professor Hannu Simola, University of Helsinki The […] paradox is that the

Keys to Success in Finnish Education Contents 1. Introduction 2. Social, cultural and historical factors 3. Educational “keys to success”

•  Comprehensive school •  Teachers and teacher education •  Welfare services and special education •  Sustainable policy and continuous reform •  Decentralisation •  Evaluation and assessment

4. International influences 5. Other explanations 6. What can be learned?

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R Aholainen Finnish education

”The Forging of Sampo” by Unto Pusa, 1941

1. Introduction: About Suomi (Finland) •  History:

–  Under Swedish Crown until 1809 –  Grand Duchy of Russia1809-1917 –  Independent since 1917 –  EU member state since 1995

•  Large but sparsely populated –  338 000 km², 5,3 million inhabitants

•  Two churches: –  Lutheran 80%, Orthodox 1,1%

•  Two languages: –  Finnish 92%,Swedish 6%

•  One of richest and most competitive countries with GDP € 33600/capita

•  Unemployment rate 7.7%

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Minister Taxell’s Comment

Mr. Christoffer Taxell, Minister of Education 1987-90

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" We are not as ambitious as the Swedes who want to be world's best in education … We only want to win Sweden!"

How did Finland become a PISA Champion?” 16.11.2011


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2000 2003 2006 2009

Reading Literacy

546 (1.)

543 (1.)

547 (2.)

536 (2.)

Mathematic Literacy

536 (4.)

544 (1.)

548 (1.)

542 (2.)

Scientific Literacy

538 (3.)

548 (1.)

563 (1.)

554 (1.)

Problem Solving

548 2.)

There is no one single explanation for the result. … the successful performance of Finnish students seems to be attributable to a web of interrelated factors having to do with comprehensive pedagogy, students’ own interests and leisure activities, the structure of education system, teacher education, school practices, and, at the end, Finnish culture.

Professor Jouni Välijärvi Director of the Education Research Centre, University of Jyväskylä

2. Social, Cultural and Historical Factors

•  Late industrialization and urbanization after WW II

–  much later but much faster than other Nordic Countries - similar to e.g. South Korea!

•  Exceptionally rapid structural change in society since the 60ies

–  from agricultural –  to industrial society and –  to post-industrial society

•  Rural society did not need a large elite •  Industrial urban society and growth

required increasing skills and knowledge •  Mass schooling and baby boomers

challenged the old school system –  New schools were established –  Education as a way to social progress

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3. Education factors: Structural change of the education system

•  Comprehensive School Act was adopted in 1968 and implemented in 1971 - 81

•  Teacher education reform in 1973 – 75 –  teacher education was removed into universities –  then upgraded into Master's level –  new pedagogics were required •  Secondary education reform in 1982 – 88 –  quantitative and qualitative reform of secondary

education, especially in secondary and post secondary vocational and professional education

–  secondary education for all as policy goal –  eligibility to higher education from secondary education •  Polytechnic reform in 1991 – 1998 •  Reforms in adult education, in higher

education etc. followed …

Elitist system of agrarian society

Modern system of information age

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History of continuous reform

3.1. The Political Context of Comprehensive School Reform

Political debate on the reform Left and Centre parties as the drivers of the reform

–  Welfare state and social and regional equality as the common objectives of the reform

Conservatives, teacher unions and academics actively resisted the reform Governments (with the Social Democrats and the Centre) consolidated the reform in 1975–87 The conflict calmed down first in the 1990ies The reform created a positive circle of motivation 1) Education was seen as a way to social progress 2) Reforms and raising education levels contributed to growth and paved way to information society 3) Economic growth and welfare responded to the need of social mobility -> Motivation to learning is still high among population

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Comprehensive School - local 9-year compulsory school for all

•  Parallel school forms were merged together •  Public municipal schools largely replaced the

previous private and state-owned schools •  Standards according to the previous highest

level (grammar school) •  No repeating of a class •  Implementation province by province in

1972-81 with centralised top down method •  Amendments to the blue print based on

experiences from the reform •  In-service training of teachers •  Research and monitoring •  Social measures (free meals, free health care,

free transports, guidance and counselling) •  Access to upper secondary education and

additional 10th grade option

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3.2. Teachers and Teacher Education

Teachers in Finland •  Large independency in the classroom

in schools with large autonomy •  Set high standards for literacy skills

and students' interests and make the student assessment

•  Highly appreciated and trusted in society Teacher Education •  Master’s Degree at the University •  University education makes teachers able

to adapt education research in classroom •  Teacher education programmes are very

popular – only 10 % of applicants accepted

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A Critical Comment 16.11.2011


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Professor Hannu Simola, University of Helsinki

The […] paradox is that the politically and pedagogically progressive comprehensive school reform is apparently

being implemented in Finland by politically and

pedagogically rather conservative teachers. What is more, the outcomes seem to match the aims better than

in a few other countries.

3.3. Welfare services and other measures to support pupils with special needs

•  Early interventions are seen as the most costs effective way of preventing exclusion

•  Remedial teaching and pupils’ welfare in cooperation with social and health care experts

•  Teachers are trained to identify and help pupils with learning difficulties with special methods

•  Integrated special needs education by specialized teachers

•  Dyslexia indicates that all people have different brains but has nothing to do with intelligence

What have these men in common?

a)  they are all innovative genies b)  they are all men and dead c)  they all had dyslexia

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3.4. Relative consensus on education policy

•  Tradition of multiparty coalition governments has promoted consensus and increased stability

•  Education policy consensus has survived the recession of the 90ies and the decentralisation of public management

•  Public education funding has remained relatively sustainable

•  Critical factors –  Tension between consensus and reform –  How much actually has changed? –  Is the source of consensus sustainable?

Three perspectives for understanding educational change in Finland

Sahlberg, 2009

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3.5. Decentralisation of decision making

•  Centralised system of the 70ies and 80ies was rapidly turned decentralized in the turn of the 1990ies and in the early 90ies

–  New public management removed decision-making power from central to local level

–  Inspection of schools was abolished and replaced with evaluation

–  Inspection of textbooks was abolished –  National framework curricula increased

flexibility and local power in tuition –  Funding reform increased the local

autonomy on how to use Government grants •  Yet, the questions remain:

–  Is decentralization necessary for high quality? –  Is decentralization a threat to equality?

”Downsizing” by Kaj Stenvall, 2011

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A Critical Comment 16.11.2011


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Professor Hannu Simola, University of Helsinki

The purpose of decentralisation in the 1990ies was to replace

normative steering with evaluation. Then something unexpected happened - the

recession of 1991–93 was the deepest peacetime crisis in

Finland’s economy. Without shifting decision-

making to the local level the municipalities could not have been required to cut spending

as much as they did.

3.6. Evaluation and Assessment

•  The leading principle of educational evaluation is to support to school development with feed-back

•  Only one national test: the leaving exam of upper secondary general

•  Evaluation of learning outcomes on sample basis – no league tables

•  Municipalities and schools are obliged to evaluate their own functioning and instruction

•  Critical questions: –  Who evaluates? –  On what grounds? –  With what consequences?

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4.1. International influences – Finland learning from other countries

•  Comprehensive School Reform was designed after Swedish model

•  Models for Polytechnics Reform were sought from Germany and the Netherlands, but the name was copied from the UK

•  Many ideas on Adult Education are from Scandinavia, but the competence-based qualifications were inspired by British initial qualifications

•  Higher education reforms have been influenced by the recommendations of the OECD

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4.2. International trends NOT FOLLOWED IN FINLAND

Dr Pasi Sahlberg, Director, CIMO

Global Educational Reform Movement (= GERM)

Finnish Practice and Principles

Centrally prescribed standards for schools, teachers and students

National framework with flexibility for school-based curriculum

Focus on literacy and numeracy as prime targets

Focus on broad learning with creativity, giving value to the growth of students

Teaching for pre-determined results Encouraging new approaches in leadership, teaching, and learning

Transferring external innovations Learning from the past and respecting traditional pedagogical values

High-stakes accountability and control by standardised testing of outcomes

Intelligent accountability with trust-based professionalism. Targeting support to those at risk.

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5. Other explanations to the ”Finnish PISA Wonder”

•  PISA tests favour Finland!? –  PISA tests focus on the

competence to adapt knowledge, just like the Finnish curriculum

–  Finland has a reading culture with internationally high number of newspapers, magazines, public libraries and subtexts in television

–  Finnish language is pronounced as it is written which makes learning to read easier

–  Finnish population is relatively homogenous

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6. Is Finnish education experience applicable in Spain?

•  Are we talking about Spain or its 17 autonomous regions?

–  Are the suggestions same depends on whether the problems are same

–  Are regions are more comparable to Finland?

•  History and culture are difficult to copy, but can we learn something?

•  All education systems prepare for the future

•  Some suggestions

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"Kullervo Goes to War" by Akseli Gallen-Kallela, 1901

”Don Quijote and Sancho Panza” by Honoré Daumier, 1886

6.1. History and culture are difficult to copy •  Policies and practices may be

transferred but only in adapted form

•  Research knowledge can improve decisions but research and policy have

different agendas •  Changing laws and structures is easier

than changing classroom practices •  Instead of asking “How reforms shape the

schools” we should ask “How schools shape the reforms”!

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6.2. Future challenges common to all education systems

•  The education systems cannot ignore global megatrends…

–  e.g. climate change, sustainable energy, transition of world economy

…and threats –  e.g. poverty, hunger, wars, terrorism

…and their impact on the world of work. •  The premises of education are

changing –  Knowledge and knowledge paradigms –  Communication methods –  Demand for creativity, innovation and

spirit of enterprise –  Understanding human brain

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6.3. Some suggestions

1. Making teacher profession more attractive and prestigious

–  Upgrading initial teacher education –  Continuing training for teachers –  Management with respect –  Communication and co-operation

within school and with the local community, parents and the school environment

–  Stressing on •  Skills to motivate and support the

weakest and for emotional and ethical education

•  Creativity and spirit of enterprise •  Taking benefit of new technologies

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2. Supporting motivation and learning

–  Early intervention •  dyslexia, dyscalculia and other

learning difficulties •  children with special needs

–  Zero tolerance to bullying, school violence, racism, xenophobia

–  Valuing learning in all subjects – incl. arts, crafts and sports

–  Assessment with emphasis on feed-back and motivation to learn

–  Co-operation with parents, local community and enterprises

–  Education system without dead ends

¡Muchas gracias!

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Keys to Success in Finnish Education...10 A Critical Commen 16.11.2011 R Aholainen Finnish education 11 Professor Hannu Simola, University of Helsinki The […] paradox is that the