Finland's Education System

I think one of the most important political issues in Finland is that we want to have the system where all the pupils and all the people have the equal opportunities and education and it doesn't matter where you are living or high or rich or poor or are you girl or boy we want to give equal opportunities for everyone Finland restructure eyes totally Basic Education 1970s it was a very central istic reform during 1980s we began to decentralize powers to municipalities especially during 1990s we decentralized a lot of this isn't making power is to to education providers and even of course on our schools and teachers a lot and that's of course because we have highly trained teachers and we can actually give them many many tasks you and one time a Centauri non go on Katia k1000 okay to UCL on on guna Kartar castanet matatus nasa toda toughie move on that easy in finland if we are looking our educational system the basic education it's very decentralized so the municipalities they are running the schools and they have the responsible of the schools but of course we have the basic education legislation it's in national level and then we have also national core curricula but the schools and municipalities they have also what much freedom themselves okay ma'am all air Hollis Norma Klein spook no logo so bad like it's not rosy to say sure they were meaning appalled at mon dieu gama-lobo mayor marijuana product some mangia / adidas a teaching profession in Finland has always been popular and this is what I hear in many other countries that teaching used to be a very popular profession among young people I think the good question is that how Phelan has been able to maintain teaching in a school as something that attracts young people and I think that what distinguishes our schools from the many other schools that we have been able to keep teaching profession firstly intellectually attractive and interesting for teachers in other words that our teachers they feel that they can use the knowledge and skills that they learn in teacher education fully they have a role in curriculum planning and design they have a very important role in assessing students performance teacher as a profession is very appreciated in Finland but it's interesting that that it has maintained its appeal also to young Finn's it's one of the professions actually what comes after doctors and lawyers are very appealing one to young Finn's I think one of the main reasons behind the good learning outcomes and results is the good teacher education all the teachers they have master's degree from the University in Finland and because the teachers profession is very highly appreciated in Finnish society so it means that all the universities they can select the best students to become a teacher so of course it's its help because they then they can get the most motivated and best people to become a teacher because co-curricular santanico you see the image you create a man in the human in polyester for me Oh our idea is that every teacher must be educated in universities all teachers are master degree it is very important and by this way we hope that we can connect very well theory and practice our speciality is also the teacher training schools where students which are in teacher education can practice those things which they have studied in in theory in university you

32 thoughts on “Finland's Education System

  1. I hope in one day, Indonesia can adopt educational system from Finland. I believe to improve quality of education in Indonesia need long time, because we must improve interest to learn from everyone before.

  2. Can we learn from Finland ?
    Finland performs much better than England and the USA in the PISA test. In this international test the students have to apply their knowledge in novel situations. It seems that their average pupils achieve comparatively higher scores than those in other countries. Does this reflect Goverment directives, the headteacher, the teachers, teaching methods, continual assessment, revision methods or parental involvement?

    At the Government level …
    The Government in Finland introduced a law so that all children have a 15 minute break after 45 minutes of teaching.
    The Government decided on mixed ability classes.
    The Government sets out a curriculum that is short with only a few pages of text per subject. The curriculum is not overwhelming, leaving time in the year for teachers to plan local activities and innovate.
    The Government approves science and mathematics textbooks that have been tried and tested in schools. Textbooks have teacher guides and these provide lesson plans for teachers for every term. They also contain extension material, printouts and projects. Textbooks are supplemented with free internet material.
    The Government directs examination boards to set questions that assess the understanding of concepts and their application in novel situations rather than just factual recall. The application of knowledge (problem solving) is a higher order of skill in Blooms Taxonomy of Learning. There is a minimum reliance on multiple choice questions as these are viewed as only useful for testing factual recall.
    The Government believes that SATs testing is unnecessary as continual assessment provides sufficient data about pupil attainment.
    The Government is now reviewing the curriculum to periodically introduce topics that require strategies which are needed in modern industry, such as working together and creativity.

    At the Headteacher level…
    The school day is organised with one hour periods and each period includes a lesson of 45 minutes and a 15 minute break. There are also morning and afternoon 15 minute coffee breaks and a lunch hour.
    The Head meets with teachers in an interview every term to discuss class progress, any problems with individual pupils, innovations, new topics etc.
    There are no heads of department and one teacher is given responsibility for ordering equipment, materials etc.
    The Head is responsible for standards and these are checked yearly by the government who give an examination to a few pupils in a year group. School inspectors can visit if results are unsatisfactory.
    Poorly performing pupils or gifted pupils are interviewed with their parents, the class teacher, a school psychologist and a social worker present.
    The Head provides an academic route or a vocational route for pupils aged 13+.
    The Head insists that good discipline is introduced quickly in the school and is effective at an early age. Head teachers believe that learning cannot occur if minor disruption occurs in lessons.

    At the teacher level…
    Teachers enjoy their jobs and few leave teaching.
    Some teachers are only qualified to teach pupils between the ages of 7 to 13. They teach all subjects in a mixed ability class with less than 20 pupils. They keep the same class from year to year and soon know the pupils that need extra support.
    Other teachers are subject specialists and teach pupils aged 13+
    Teachers on exchange visits comment that lessons are not drastically different to those in their countries and comment that Finnish teachers are not ‘super teachers’.
    A common lesson format is a period of teacher talk followed by the pupil reading the textbook and answering some factual recall and problem solving questions. A short test is then used to monitor learning in the lesson. In summary, passive learning is followed by active learning and a short test gives immediate feedback. Teacher talk probably accounts for 15 minutes in the lesson.
    Teachers are trained to monitor learning effectively with short tests in every lesson and termly tests. The results for the latter are used for grades (these are entered into a national database). This is continual assessment.
    Teachers keep a portfolio of children’s work and comment on this frequently. New targets are set after a discussion with the pupil.
    Teachers set a short homework every week and pupils mark their own homework in class as the teacher goes through the marking scheme. Pupils have to comment on their results and results are entered into the national database. If no homework is done this is also recorded.
    Teachers use textbooks and the lesson plans in the teacher guides. They feel there is no need to ‘reinvent the wheel’.
    Teachers are expected to design a new topic for lessons at the end of the year and show their creativity to the Headteacher.

    At the pupil level…
    Pupils enter the classroom and take off their shoes.
    Pupils listen, read their textbook and answer questions, write summaries and are tested in every lesson.
    Pupils keep a portfolio of work and are self critical about their own work using a proforma.
    Pupils say they appreciate the regular 15 minute breaks every hour.
    Pupils work well and quietly in class for 45 minutes.
    Pupils conduct peer to peer tests as a revision process before end of term tests. A bright pupil is paired with a less able pupil. Each pupil has to explain a concept to the other pupil and they persist until mastery is achieved.
    Older pupils do online guided projects using school computers and use a special program that has prompts. Some homework involves using the internet for research.

    Parents receive a form at the end of term which provides the grade for the end of term tests. They have to sign this and return it to the school.
    Parents attend parents’ evenings.
    Parents are satisfied that homework is brief (sometimes less than 30 minutes per week) and realise that children need time to have hobbies and interests.
    Some parents do not like the idea of peer to peer revision as it seems that the bright pupil is being used as a teacher. They want their bright pupils to do extra studies. Schools believe that this method benefits both abilities.
    Parents can see test results on a national database.
    Parents can be contacted by teachers using mobile phone messages if progress is slow or behaviour is poor.
    Parents buy school workbooks and textbooks. These are used daily in class and parents can see that their children are getting a broad, balanced and relevant curriculum.
    Parents pay for examination entries.
    Parents do not make sandwiches for their children. Pupils receive a free meal at school and they are not allowed off site to buy junk food.

    It would seem that there are many similarities and differences between Finnish education and that of other countries. There is certainly no one silver bullet for success. Finnish success has been achieved by implementing a complex well organised system. The major factors are:-

    1. At the classroom level the most obvious factor is the typical lesson plan which is composed of a short teacher talk phase (15 mins), an active learning phase using textbook questions to enhance learning and a short test phase to provide feedback to the learner and the teacher.
    3. The use of continuous assessment is another important factor in that Finnish pupils are regularly made accountable for their own learning through lesson tests, termly tests, portfolios and self assessment proformas.
    5. Finnish examination questions have a standard format. Copious text is initially provided before questions and this must be carefully read and analysed by pupils. Questions then require the pupil to apply the concepts they know to the novel context. Teachers incorporate this type of question into their lessons as examination preparation and problem solving becomes a regular learning activity for pupils. Such questions are similar to PISA questions.

    The three factors above could easily be implemented in any country that is considering curriculum change. I believe that they are fundamental to the success of Finland in PISA.

    Further reading…
    ‘Cleverlands’ by Lucy Crehan on Kindle.
    Lucy Crehan was a science teacher who taught in several countries to understand their success. She wrote a book called ‘Cleverlands’ and there is a long chapter on the Finnish educational system.

    In the USA and the UK 50% of new teachers leave the profession within 5 years. In Finland almost none leave in 5 years! The educational system in Finland has 15 minute breaks every lesson period of one hour. This is not only to prevent cognitive overload for pupils it also prevents cognitive overload for teachers. It would seem that the implementation of this factor into a school timetable would have an immediate benefit.

    In the USA and UK the use of standardised testing and league table accountability has led to schools implementing months of revision preparation using previous questions. It is now even leading to schools reducing the range of subjects taught in each year. Cramming unfortunately leads to cognitive overload and mental health problems. The Finnish model of yearly national samples taken from a few pupils each year in each school is a check on standards and this could be easily introduced together with continuous assessment to provide further data about school performance. Inspectors would then only need to visit failing schools and support them.

  3. Everyone agrees that their county needs to adopt the Finnish school model . . . however the educational and political establishments, especially in Asian and Middle Eastern countries, will block it.

  4. i visits FINLAND year 2000…i had found FINLAND already promote SMART SCHOOLS..the student are using one kind of we use to call it ipad today 2017 on that moment…mayb the pad doesn't advance as now but the student are using it by diskette that moment really suprise me at that moment…hyvaa paivaa from chinese in Malaysia

  5. We Pakistani need a huge amount to afford such a lavish education system, that is practically impossible. But still, there is a no of things we can consider.

  6. Indian education system specifically in elementary part kills the children

    in private schools they make the children a pressure cooker
    in government elementary schools concept of Ivan Ilyich's deschooling society is appropriate

  7. i guess this will not work in a country with a large population like the Philippines 😔

  8. Fuck that, Finnish education system is great because of choise; we don't try to cram stupid bullshit into our students heads. Take for example my old delinquent friend, he was a troublemaker and loved motorcycles, cars and stuff. Instead of punishing him, our teachers helped him studying to become a mechanic.

  9. Guess what?
    I am from finland.
    I moved to texas when i was 4.
    And it took me a while to learn english and i was never the smartest kid in the class.

    And my eyes are brown and so is my hair.

    Not kidding guys!

  10. View of Finnish teachers versus view of Pasi Sahlberg
    Oxford- Prof. Jennifer Chung ( AN INVESTIGATION OF REASONS FOR FINLAND’S SUCCESS IN PISA (University of Oxford 2008).
    “Many of the teachers mentioned the converse of the great strength of Finnish education (= de grote aandacht voor kinderen met leerproblemen) as the great weakness.  Jukka S. (BM) believes that school does not provide enough challenges for intelligent students: “I think my only concern is that we give lots of support to those pupils who are underachievers, and we don’t give that much to the brightest pupils.  I find it a problem, since I think, for the  future of a whole nation, those pupils who are really the stars should be supported, given some more challenges, given some more difficulty in their exercises and so on.  To not just spend  their time here but to make some effort and have the idea to become something, no matter what field you are choosing, you must not only be talented like they are, but work hard.  That is needed. “
    Pia (EL)  feels that the schools do not motivate very intelligent students to work.   She thinks the schools should provide more challenges for the academically talented students.  In fact, she thinks the current school system in Finland does not provide well for its students.  Mixed-ability classrooms, she feels, are worse than the previous selective system: “ I think this school is for nobody.  That is my private opinion. Actually I think so, because when you have all these people at mixed levels in your class, then you have to concentrate on the ones who need the most help, of course.  Those who are really good, they get lazy. “
    Pia believes these students become bored and lazy, and float through school with no study skills.  Jonny (EM) describes how comprehensive education places the academically gifted at a disadvantage: “We have lost a great possibility when we don’t have the segregated levels of math and natural sciences… That should be once again taken back and started with.  The good talents are now torturing themselves with not very interesting education and  teaching in classes that aren’t for their best.
    Pia (EL) finds the PISA frenzy about Finland amusing, since she believes the schools have declined in recent years: “I think [the attention] is quite funny because school isn’t as good as it used to be … I used to be proud of being a teacher and proud of this school, but I can’t say I ’m proud any more.”
    Aino (BS) states that the evenness and equality of the education system has a “dark side.” Teaching to the “middle student” in a class of heterogeneous ability bores the gifted students, who commonly do not perform well in school.  Maarit (DMS) finds teaching heterogeneous classrooms very difficult.  She admits that dividing the students into ability levels would make the teaching easier, but worries that it may affect the self-esteem of the weaker worse than a more egalitarian system        Similarly, Terttu (FMS) thinks that the class size is a detriment to the students’ learning.  Even though Finnish schools have relatively small class sizes, she thinks that a group of twenty is too large, since she does not have time for all of the students: “You don’t have enough time for everyone … All children have to be in the same class.  That is not so nice.  You have the better pupils.  I can’t give them as much as I want.  You have to go so slowly in the classroom.”   Curiously, Jukka E. (DL) thinks that the special education students need more support and the education system needs to improve in that area.
    Miikka (FL) describes how he will give extra work to students who want to have more academic challenges, but admits that “they can get quite good grades, excellent grades, by doing nothing actually, or very little.”  Miikka (FL) describes discussion in educational circles about creating schools and universities for academically talented students: 3 Everyone has the same chances…One problem is that it can be  too easy for talented students.  There has been now discussion in Finland if there should be schools and universities for talented students… I think it will happen, but I don’t know if it is good, but it will happen, I think so.  I am also afraid there will be private schools again in Finland in the future … [There] will be more rich people and more poor people, and then will come so [many] problems in comprehensive schools that some day quite  soon … parents will demand that we should have private schools  again, and that is quite sad.
    Linda (AL), however, feels the love of reading has declined in the younger generation, as they tend to gravitate more to video games and television.   Miikka (FL), also a teacher of mother tongue, also cites a decline in reading interest and an increase of video game and computer play.  Saij a (BL) agrees. As a teacher of Finnish, she feels that she has difficulty motivating her students to learn: “I think my subject is not the … easiest one to teach.   They don’t read so much, newspapers or novels.”  Her students, especially the boys, do not like their assignments in Finnish language.  She also thinks the respect for teachers has declined in this past generation.  Miikka (FL) also thinks his students do not respect their teachers: “They don’t respect the teachers.  They respect them very little …  I think it has changed a lot in recent years.  In Helsinki, it was actually earlier.  When I came here six years ago, I thought this  was heaven.   I thought it was incredible, how the children were  like that after Helsinki, but now I think it is the same.
    Linda (AL) notes deficiency in the amount of time available for subjects.  With more time, she would implement more creative activities, such as speech and drama, into her lessons.  Saij a (BL) also thinks that her students need more arts subjects like drama and art.  She worries that they consider mathematics as the only important subject.  Shefeels countries such as Sweden, Norway, and England have better arts programs than in Finnish schools.  Arts subjects, according to Saij a, help the students get to know themselves.  Maarit (DMS), a Finnish-speaker, thinks that schools need to spend more time cultivating social skills.

  11. Finland education system was fun! I'm live in Indonesia you gonna sick in this country! Because indonesia is one of the worst education in the world! I have a plan to Finland!

  12. Thank you for the reply. The ratio is quite ideal and managable for the teachers. I hope that policy-makers would take teacher-student ratio into consideration when they plan out for the educational reforms.

  13. i live in finland 🙂 when i was in school, we usually had classes that had about 20 students and 1 teacher.

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