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FINLAND AND EDUCATION

Jorma Lempinen Principal President of Finnish Principals’ Organisation SURE-FIRE General Secretary of European School Heads’ Association. FINLAND AND EDUCATION. Finland 5.2 million population 338 000 square kilometers (17 inhabitants/km2) EU-member since 1995.

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FINLAND AND EDUCATION

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  1. Jorma Lempinen Principal President of Finnish Principals’ Organisation SURE-FIRE General Secretary of European School Heads’ Association FINLAND AND EDUCATION Finland 5.2 million population 338 000 square kilometers (17 inhabitants/km2) EU-member since 1995 Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  2. Education in Finland: structure • Voluntary pre-school education (for six-year-olds) • Comprehensive basic education (nine years) • *10th grade of basic school (3% of basic school graduates) • Upper secondary general education (three years) • * 54% of basic school graduates • Upper secondary vocational education (three years) • * 36% of basic school graduates • Polytechnics • Universities • Adult education Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  3. THE WAY TO SCHOOL AUTONOMY • Education reform period • comprehensive school 1972 – 1982 • upper secondary reform 1978 – 1992 • tight central steering • two central agencies under the Ministry (MoE) • state provincial agencies as regional level • Deregulation and decentralisation started in the middle of 1980s and strenghtened since 1990s • two levels in governance: MoE and provincial • one National Board of Education (NBE) as an expert organisation Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  4. LONG TRADITION OF LOCAL AUTONOMY – MUNICIPALITIES • 432 municipalities (average population: 12000) • * municipal taxation (16 – 20 % of income) • * the State levels the differencies by subsidies • * the State funds municipal education system by • per pupil/student formula • Municipal Education System (local) • * voluntary pre-school education (96% coverage) • * basic schools (3670 with 580700 pupils) • * upper secondary general schools (440 with • 110000 students) • * vocational institutions (normally owned by Unions • of municipalities) • Governance at local level • * School/School Board (not obligatory) • * Education committee • * Municipal government and council Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  5. SCHOOL AUTONOMY – CONTENTS • Curriculum • National Core Curricula by NBE – goals of good learning outcomes in subject themes • Guidelines by the municipality – local orientation • School-based curriculum • free space at lower grades of basic school 10% • free space at upper grades of basic school 20% • free space at upper secondary 25% Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  6. SCHOOL AUTONOMY – CONTENTS • Profiling of schools by contents • Text books and other materials • Advance approval procedures abolished 1991 • Teachers decide • Pedagogical autonomy of teachers (with M.Sc. Degree) • Schools decide on study group forming, daily work rhytm and other practices • Voluntary participation in national development programs Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  7. SCHOOL AUTONOMY – RESOURCES • Decisions by principals and School Board • teacher recruiting, school budget, school-specific curriculum, annual work plan, school regulations • Annual work plan and budget • No national regulation of class sizes • Maximum number of teaching hours (according to a formula) by education committee of the municipality • Budget • Teacher salaries and frame for other expenditure according to formulas • Recruitment of teachers and staff • Acted qualifications • Principal and School Board Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  8. BASIC ELEMENTS OF THE FINNISH EDUCATION SYSTEM • Trust on schools, principals, teachers and pupils/students • Influence of the local community • Comprehensive basic school with extensive special and remedial teaching • Limited competition between basic schools • Heavy competition between schools after that – covering the entire country • Schools compete for best youngsters • Youngsters compete for best study places Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  9. ACCOUNTABILITY –FOLLOW-UP OF RESULTS • No national examination after basic school • National matriculation examination – final examination after upper secondary general school • No inspection of schools • Mandatory self-evaluation of schools Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  10. ACCOUNTABILITY –FOLLOW-UP OF RESULTS • National evaluation system • NBE evaluates learning outcomes on a sample basis (5 – 10% of pupils, also selling of tests) • Evaluation Council organises thematic evaluations • Schools receive their result profile and the average profiles of tested schools • No ranking lists – evaluation is for development Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  11. Finnish Heads’ Association SURE-FIREThe professional ethics rules governing school heads • ”Schoolleadership is to gain both hearts and minds” Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  12. The professional ethics rules governing school heads • 1. The head is familiar with the goals set by society for education and strives towards attaining them. • 2. The head respects the uniqueness, inviolability and equality of every member of the work community. • 3. The head is responsible for seeing to it that the viewpoint of the pupil/student is valued. • 4. The head is responsible for the safety of the working environment. • 5. The head seeks to develop his/her professional knowledge and skills and to raise the esteem of the profession. • 6. The head is in charge of the running of the school. Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  13. We know we are in a good school when the following things obtain: • Teachers talk about teaching and learning • Teachers observe each other’s practice • Teachers plan, organise, deliver, monitor and evaluate their work together • Teachers teach others Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  14. Beyond Finnish success… • Some international benchmarking • Top ranking in Pisa 2000 and 2003 • Total number of lessons in comprehensive school 100 hours lower than OECD average • Share of upper secondary graduates 90% (OECD 82%) • Average schooling time of males 18.5 years (OECD 16.6), of females 20 years (OECD 17.2) • One of the highest enrolment rates in higher education • 57% participation in adult education (1. among OECD countries) Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  15. … • WHO: Finnish pupils make least homework and feel uncomfortable in schools • The salaries of teachers at average level • Pupil/teacher ratio 16 (Korea 31, UK 20, Italy-Denmark-Hungary 11) • 38% of teachers over 50 years old (OECD 32%) • class size (grades 7-9) 19.9 – OECD average 23.6 • GDP share of education 5.8% (Korea 8.2%, Denmark 7.1%) • The share of private funding 4% Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  16. Equal opportunities for education irrespective of domicile, sex, economic situation or mother tongue Regional accessibility of education No separation of sexes Comprehensive, non-selective basic education Supportive and flexible administration – centralised steering of the whole, local implementation Interactive, co-operative way of working at all levels; idea of partnership Individual support for learning and welfare of pupils Why did Finland do so well in PISA? Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  17. Development-oriented evaluation and pupil assessment – no testing, no ranking lists Highly qualified, autonomous teachers Socio-constructivist learning conception … Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  18. Authoritarian culture - Briefing - Issue of orders (Imperative) - Motivation - Control - Regulations Participation culture - Feed back, reflection - Internal information (service) - Commitment - Follow-up, assessment - The rules of the game The change of the management culture Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  19. The system of pedagogical supervision • Decicion-making in education in Finland • Comprehensive school: • Parlament (law): structure and length of education, the number of lessons for pupils, working days of the schools, certificate formula • Government: subject and division of lessons • Ministry of Education: student fee • National Board of Education: curriculum (the basis, frames) • Municipality: foundation of school, subject and division of lessons, textbooks, delegation, nomination of schoolheads and teachers (qualifications in statutes), further training of teachers • Head of School: nomination of teachers • School: school-based curriculum, leaving certificate • Parents: choice of the school (right to nearest school)

  20. … • General upper secondary school • Parlament (law): structure and length of education, certificate formula • Government: subject and division of lessons • Ministry of Education: student fee • National Board of Education: curriculum (the basis, frames) • The Board of Matriculum Examination: leaving certificate • Municipality: foundation of a school, number of students, working days of the school, delegation, nomination of schoolheads and teachers, further training of teachers • Head of School: nomination of teachers • School: school-based curriculum, textbooks, the number of lessons for pupils, leaving cerficate • Students: choice of the school Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  21. Support of leadership in schools • Leadership in developing school • Organisation of teams • Shared leadership (headmaster, deputy headmaster) • The work and role of a headmaster - authority and responsibility - laws and statutes, municipal instructions - qualification and experience in teaching - multiple skilled: a willingness to learn, networking, own mental and psychical strength - further training - staff leadership, pedagogical leadership, administrative leadership Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  22. Inner management in schools • School as an organisation of experts • Creating a positive atmosphere • The appreciation of and respect for a colleque’s work • Teams The roles of leader: • The present: provider, guide, implementor • The future: inspirerer, forerunner, developer Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

  23. Parent’s participation and influence on school life • Parental involvement • Cooperation between schools and homes (homeroom teachers) • Parent’s meetings • Parental representation in the School Board Prezentacja dla I Kongresu Zarządzania Oświatą, OSKKO, Łódź, 27-29.09.06. www.oskko.edu.pl/kongres/ prawa zastrzeżone

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