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Why Go To Finland in March…???

Why Go To Finland in March…???. New Mexico Phi Delta Kappa Dr. Kathy Andreson. What Can You Learn Through International Travel? Opportunities with PDK. Why go to FINALND …in MARCH?. FINLAND IN BRIEF. independent since 1917 member of the European Union since 1995

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Why Go To Finland in March…???

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  1. Why Go To Finland in March…??? New Mexico Phi Delta Kappa Dr. Kathy Andreson What Can You Learn Through International Travel? Opportunities with PDK.

  2. Why go to FINALND …in MARCH?

  3. FINLAND IN BRIEF • independent since 1917 • member of the European Union since 1995 • land area 338,000 sq. km • population 5.4 million (18 inhabitants / sq. km) • two official languages: Finnish (90.4%), Swedish (5.4%) • Sámi official mother language of about 1 900 people • foreigners: appr. 4.8% of population; integration of immigrant population • religion: Lutheran (78%), orthodox (1%), others (1.8%), no religiousaffiliation (19.2%)

  4. UNDERLYING EDUCATIONAL UNDERSTANDING “The objective of Finnish education and cultural policy is to guarantee all people - irrespective of their ethnic origin, background or wealth - equal opportunities and rights to culture, free quality education, and prerequisites for full citizenship. (---) All people must have equal access to services of consistent quality. “ “The most competent nation in the world by 2020” • (Government programme 2011)

  5. Specificities of the Finnisheducationsystem Culture supportive of learning / support to teaching and learning No inspections, no high-stakes testing or national examinations in basic education High-quality teachers, high status, professional respect, autonomy in the classroom Compulsoryeducationstarts at 7, same for all, inclusive, flexible and takes into account pupils’ individual needs, no streamingnorabilitygrouping Freeeducation Trust Public funding Localdecisions Decentralised Central steering Evolution Co-operation Culture of education

  6. THE EDUCATION SYSTEM OF FINLAND

  7. IMPORTANT QUALITY INDICATORS • High academic achievement, equal learning outcomes • PISA 2000, 2003, 2006 and 2009 • Small between and within school differences • Low drop-out (0.3% in basic education, 2-3% in general education and 10% in vocational upper secondary education) • Highly educated and motivated teachers • Effective use of resources • Around 6 % of GDP goes to education • 190 school days per year, 4 - 7 hours per day in compulsory education • Moderate amount of homework, no need for private lessons after school • Class repetition only 2 % in basic education

  8. BASIC EDUCATION • a nine-year basic education (7-16 years) • single structure • voluntary additional basic education, one-year (10th grade) • 99 % of comprehensive schools maintained by municipalities • no charges (instruction, learning, meals, materials, transport…) • no national final examinations • repetition (0,5%) and drop-out marginal • revision of core curriculum due to come under operation

  9. GENERAL UPPER SECONDARY EDUCATION • Syllabus planned for three years, but possible to be accomplished in 2-4 years. • Instruction not tied to year classes, but divided into courses. • National matriculation examination • Free of charge (except text books)

  10. VOCATIONAL EDUCATION • INITIAL VOCATIONAL EDUCATION AND TRAINING • Qualifications were reformed in 2008-2010 • 52 qualifications, 121 programmes • can be completed in the form of school-based training or apprenticeship training • Scope 120 credits (3 years) • 90 credits of professional studies • min 20 credits of on-the-job-learning • skills demonstrations • final year project FURTHER VOCATIONAL EDUCATION AND TRAINING • Further vocational qualifications (ca. 189) • Specialist vocational qualifications (ca. 130)

  11. UNIVERSITY EDUCATION • Independent corporations under public law or foundations under private law • Principles: freedom of education and research and university autonomy • MoEC and each university sign a performance agreement for a three-year period • commit to certain objectives and projects and level of funding • revisited every year

  12. EDUCATIONAL EXPENDITURE • Public spending in 2009 (incl. public subsidies such as scholarships and grants to students), all levels of education • of GDP • Finland 6.8% • Japan 3.8% • USA 5.5% • OECD average 5.8% • EU 21 average 5.8% • of public expenditure • Finland 12.2% • Japan 8.9% • USA 13.1% • OECD average 13.0% • EU 21 average 11.5% Source: Education at a Glance 2012, OECD

  13. So What is the BIG Difference? THE TEACHER

  14. Paradox: The better a general upper secondary school graduate is the more likely she wants to be a teacher. TEACHER PROFESSION IN FINLAND • Popular profession among young people; only about 10-12 % of applicants can be admitted to teacher studies • Demanding profession; Master’s degree required • Autonomous and creative profession • curriculum process of the school and municipality • teachers are responsible for planning of the work of their own school and autonomous in choosing their methods and materials • emphasis is in guiding the learning process of students and meeting the needs of all different learners • Teachers are trusted in the society and respected and supported in their work

  15. SHOW AND TELLQUESTIONS AND ANSWERS Slide show here

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