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EDUCATION IN FINLAND

EDUCATION IN FINLAND. For the Greek Delegation 18 June 2013 Aapo Koukku Counsellor of Education Information and Financial Services www.oph.fi/english. Finland in brief. Independent since 1917 Member of the European Union 1995 Land area 338 145 km 2 188 000 lakes, 76 000 islands

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EDUCATION IN FINLAND

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  1. EDUCATION IN FINLAND For the Greek Delegation 18 June 2013 Aapo Koukku Counsellor of Education Information and Financial Services www.oph.fi/english

  2. Finland in brief • Independent since 1917 • Member of the European Union 1995 • Land area 338 145 km2 • 188 000 lakes, 76 000 islands • Population 5.4 million (17 inhabitants / km2) • Two official languages: Finnish (91.2%), Swedish (5.5%) • Sámi is the language of about 1 800 people (official status in 3 municipalities) • Religion: Lutheran (81.8%), orthodox (1.1%), others (1.2%), no religiousaffiliation (15.9%) • Immigrants: 3,6 % of population • GDP (PPP) per capita $ 37,990 (World Bank) • Main exports: electronics, forest industry, metal and engineering

  3. Underlyingeducationalunderstanding • “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. “ (Government Programme, 2011) • The goal for the Government is to make Finland the most competent country in the world by 2020. (Education and Research 2011-2016, A development plan. MoEC 2011)

  4. Government’s five-year development plan, Education and Research 2011-2016 aims to promote equality and quality in education and support life-long learning, for example • ECEC – administrative and legislative reform • Reform of national time allocation and core curricula in general education • Efforts to reduce group size in basic education • Cooperation and flexibility in upper secondary education • Educational guarantee as part of the cross-administrative Youth Guarantee

  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. Finnish system is holistic and based on trustComparison between the Finnish and general western models Source: Kupiainen, Hautamäki, Karjalainen: The FI education system and PISA, 2010.

  7. FinnishEducation System, no dead-ends in the system Apprenticeship EARLY YEARS EDUCATION AND CARE

  8. IMMEDIATE CONTINUATION OF STUDIES 2011 GENERAL UPPER SECONDARY 49,6% (2005: 53,3%) SCHOOL LEAVERS (BASIC EDUCATION) 63 200 in total VOCATIONAL UPPER SECONDARY 41,2% (2005: 39,4%) DID NOT CONTINUE IN STUDIES LEADING TO A QUALIFICATION OR DEGREE 9,1% (2005: 7,4%)

  9. Administration and steering Parliament Municipalities or Federations of Municipalities (Education providers) Regional: Centres for Economic Development, Transport and the Environment Regional State Administrative Agencies Government Educationalinstitutions Ministry of Education and Culture FNBE

  10. Central steeringvslocaldecisions • Local • Educationalpriorities • Localcurricula • Alloc. of subsidies • Class size • Recruitment • Teacher”evaluation” • Qualityassurance • Central • Educationalpriorities • Min. timeallocation • National corecurricula • Size of statesubsidies

  11. A STEERING SYSTEM BUILT ON THE PRINCIPLE OF TRUST • Flexible and decentralisededucationaldecision-making, guiding principles being • common values, goals and high expectations • central monitoring of the whole system and support • local implementation and responsibility • Far-reaching financial autonomy of local authorities • No inspection, national tests or ranking lists in basic education • Focus on self-evaluation and cooperation, self-evaluation supported by national sample-based evaluations that are used for the development of education

  12. Qualityassurancebased on steering, notcontrol • Mandatoryself-evaluation: Educationprovidershave a statutoryduty to evaluatetheirownactivities. • National evaluations of learningoutcomesbased on samples, used for development. • National evaluationbodies and activities to bemerged into the Finnish Centre for Evaluation of Educationin 2014 • Qualitycriteria a tool for localactors • Statistics, national and international evaluations as tools for evidence-informedpolicy-making • No inspectorateorstandardisedtestsprior to the MatriculationExamination

  13. 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 9% 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

  14. Compulsoryinstructiontimeis low OECD Education at a Glance 2012

  15. Possiblereasonsbehind the success • The Finnish comprehensive school system that is based on the principle of equity • Supporting individual pupils (student-centred instruction, counselling, remedial teaching, SNE) • High quality university level teacher education and high attraction of teaching profession • Curricular flexibility and pedagogical freedom Source: Välijärvi & al. 2002 and 2007; Hautamäki & al. 2008

  16. Financing of Education • Education is publiclyfunded and free at alllevelsfrompre-primary to highereducation • Adulteducation the onlyform of educationthatrequiresmodestpayments • Privateexpenditure 2.4 % of allexpenditure on the officialeducationsystem • In pre-primary and basiceducation the textbooks, daily meal and transportation for studentslivingfurtherawayfrom the schoolarefree • At secondarylevel and in HE the booksarepaidbystudents • At secondarylevelfreemeal for students, in HE mealsaresubsidisedby the state • Well-developedsystem of studygrants and loansexists (for full-timestudy in an uppersecondaryschool, VET institutionor HEI)

  17. FUNDING • Majority of education is publicly funded • Two-tiered public funding - The State - The local authorities or other education providers • The State subsidy for operating costs (cover 31,42% in pre-primary and basic education; 41.89% in upper secondary and polytechnics) • Per capita funding system without earmarking • The funding criteria are the same irrespective of ownership • Basic education – completely free of charges for the pupils • Higher levels – payment for study materials, meals, transport • Financial aid for full-time studies

  18. Financing of VET • VET is financed from the budget of the Ministry of Education and Culture. • Financing is based on calculatory unit prices and granted directly to authorised VET providers. The funding criteria are the same irrespective of the form of ownership. • The annual funding is based on the number of students and the calculated unit price. • The unit prices are determined on the basis of training costs within different fields and calculated for each provider separately. Unit price is affected by different factors e.g. actual current expenditure of education at national level (national average) and the education fields of the education provider. • VET providers are independent in their financial decisions. • Vocational upper secondary education and training is co-financed by the State and municipalities (state 42 % and municipalities 58 %). • Performance based funding forms 3 % of the total funding of all VET providers • 2011 the amount of PBF is some 50 M€ .

  19. FINANCING OF VET STATUATORY CORE FUNDING PERFORMANCE-BASED FINANCING BASED ON UNIT COSTS (€/STUDENT/YEAR) • BASED ON OPERATIONAL OUTCOME • outcome • teacher competence • staff development • - BASED ON QUALITY ASSESMENT (EFQM) - SPECIAL THEMES (qualitative) OUTCOME BASED FUNDS QUALITY AWARD The performance-based financing system of VET

  20. Educationalfunding Operativecosts per pupil/student/year in 2011 basiceducation 6 710 € (5 341-20 2531) general uppersecondary 7 138 € (6 231-9 4611) vocationaluppersecondary 11 315 € (7 936-16 5522) polytechnics 8 005 € (6 786- 11 070) 1difference betweenregions 2 differencebetweenfieldsof VET Source: FNBE Statistical yearbook 2012

  21. 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% • Korea 5.0% • OECD average 5.8% • EU 21 average 5.8% • of public expenditure • Finland 12.2% • Japan 8.9% • Korea 15.3% • OECD average 13.0% • EU 21 average 11.5% Source: Education at a Glance 2012, OECD

  22. The YouthGuarantee in Finland Background: among 20-29 yearolds 120 000 havecompletedonlybasiceducation; 55 000 youngunemployedjobseekers. The youthguaranteewilloffereveryoneunder the age of 25, as well as recentgraduatesunderage 30 an employment, a studyplace, a place in on-the-jobtrainingor in a rehabilitationwithin 3 monthsafterbecomingunemployed. 3 Ministriesareresponsible: Education and Culture, Employment and the Economy, Social Affairs and Health. • Morestudyplaces in VET • New selectioncriteria into VET: priority to graduatesfrombasiceducation and thosewithoutupperlevelvocationalqualification • Localauthoritiesresponsible for counsellingservices • Support to languagelearning for youngimmigrants • Employerswillreceivehighercompensation for apprenticeshiptraining • Young adults´ skillsprogramme • Workshop activities and outreachyouthwork as means of support Funding: appr 350 M€ for the period 2013-16

  23. YouthGuaranteewilloffereveryoneunder 25, as well as recentgraduatesunder 30, a place in employment, education, on-the-jobtrainingorrehabilitationwithin 3 monthsafterbecomingunemployed. Morestudyplaces in VET Young Adults’ SkillsProgramme A place in furthereducationguaranteed to allwhohave just completedbasiceducation Youthguarantee PPPP FUND I NG Employers to receivehighercompensation for apprenticeshiptraining Workshop activities and outreachyouthwork as means of support Support to youthemployment Support to languagelearning of youngimmigrants New selectioncriteria Counsellingservices for basiceducationgraduates

  24. General objectives of Finnish VET • knowledge and skills necessary for vocational competence and (self-)employment • support for personal growth and citizenship • knowledge and skills needed in further studies and in life-long learning • close co-operation with the world of work when planning and implementing vocational education

  25. Administration of vocational education and training (VET) The National Education Evaluation Council

  26. Spotlight on VET in Finland • Education philosophy is based on delegation of responsibility to local level. relatively autonomous VET-providers • VET provided by registered VET providers – licence from Ministry of Education municipalities, joint municipal federations or private organisations • Financing system based on national unit prices based on costs in different sectors of VET lump sums without "earmarks" for the VET-provider • Financial contributions to VET providers from MoE statutory division of costs at national level in IVET: state 42 % - municipalities together 58 % in CVET mainly by state • National-level evaluations with no inspectorate • In 2011, total operating costs of vocational institutions amounted to 1.700 million €

  27. Spotlight on VET in Finland • Mainly within institutions (work-based learning included) • apprenticeship training expanding • Around 140 VET-providers, a nation-wide network of vocational institutions • Instruction for Swedish-speakers either in Swedish-speaking or bilingual institutions • On IVET about 165 000 students every year, 70 000 new students • After basic education about 44 % of school-leavers continue in IVET (51 % in general upper secondary education) • After initial vocational education about 68 % of students enter to the labour market and about 9 % students continue studies (placement rate about 77 %) • Drop-out rate below 9 % • IVET: tuition and meals free of charge, CVET: small fees • An open pathway from upper secondary vocational qualifications to polytechnics and universities – general eligibility to HE

  28. Trends in VET in Finland • VET is an attractivechoice – not a secondchoice • Almost 50 % of comprehensiveschoolleaverscontinue in uppersecondaryvocationaleducation • Number of students in initial VET hasincreased (from 148 000 to 172 500 during 2004-2011)

  29. 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)

  30. National Requirements (3 years/120 credits) for each vocational qualificationat upper secondary level (2008) • Vocational units 90 credits(including at least 20 credits of on-the-job learning) • - Basic and field-specific study units (compulsory) • specialising study units (partly optional) • - other optional units (decided by VET provider) Core units (common to all) 20 credits such as languages, math, physics, chemistry • Free-choice units 10 credits • individual choice

  31. Education and Qualification Requirements for VET Teachers in Finland • Appropriate Master’s degree or polytechnic degree (or highest possible qualification in their own occupation) • Minimum of three years’ of working experience in their own field • Pedagogical studies with a scope of 60 ECTS Vocational teacher education builds on degree and work experience

  32. Being a VET teacher in Finland… • Teaching profession has high esteem • VET teachers seen as their own specific group within the teaching profession • Strong connection with working life

  33. Design, assessment, validation and recognition of competences / learningoutcomes in VET

  34. Development of Finnish VET in European cooperation • European Qualification Framework (EQF) • European Credit Transfer System for Vocational Education and Training (ECVET) • Common Quality Assurance Framework (CQAF) • European guidelines for validation of non-formal and informal

  35. Finnish NQF levels

  36. Educationsystem in figures, 2011 Statistics Finland: Oppilaitostilastot 2012

  37. Mostteachersarerequired a master’sdegree Kindergartenteachers 180 ECTS (3 years) Classteachers 300 ECTS (5 years) Subjectteachers 300 ECTS (5-6 years) Teachers of vocationalstudies: Master’s/Bachelor’s+workexperinece+pedagogicalstudies of 60 ECTS) Principals: teacher education + e.g. certificate in educational administration

  38. 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

  39. TeachertraininginstitutionscanselectheavilyIntake into teachereducation2012 (% of thosewhoapplied) • Class teacher education 12 % • Subject teacher education 10 %-53 % • Vocational teacher education 30 % Statistics Finland, universities

  40. OECD: Education at a Glance 2012

  41. Teacher and principalsalaries in Finland(permanentcontract, averagegrosssalaries per month 2011) kindergarten teacher 2,452 € class teacher, primaryeducation 3,357 € subject teacher, lowersecondary3,664 € subject teacher, general uppersecondary 4,128 € VET teacher 3,813 € principal, basiceducation 4,894 € principal, general uppersecondary 5,613 € Averagesalary in the municipalsector in Finland 2011: 2,848 € (men 3,319 €, women 2,728 €) Source: Satistics Finland

  42. KEYS TO SUCCESS – HOW WE SEE IT LEARNING CULTURE • Autonomy • empowerment of municipalities and schools • spirit of trust and support • interactive, cooperative way of working HIGH STANDARDS • Professionalism of teachers • high status and quality of teachers • high quality of teacher education • high quality of instruction • Supportive ethos • minimizing low achievement • early intervention • individual support • active role of student • good student – teacher relationship COMPREHENSIVE EDUCATION SYSTEM Attainable for all, flexible structure and curriculum strategy, non-selective, inclusive, central steering, local impelentation and responsibility

  43. Education in Finland www.minedu.fi Ministry of Education and Culture information in Finnish, Swedish and English www.oph.fi Finnish National Board of Education information in Finnish, Swedish and English aapo.koukku@oph.fi

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