curriculum reform 2016 building the future together enirdelm conference · pdf...

For the benefit of skills and education For the benefit of skills and education

CURRICULUM REFORM 2016

Building the Future Together

Enirdelm Conference 19.9.2014

Irmeli Halinen

Head of Curriculum Development

Finnish National Board of Education

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For the benefit of skills and education

Education system and

administration in Finland

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For the benefit of skills and education Osaamisen ja sivistyksen parhaaksi

EDUCATION

IN FINLAND

IRMELI HALINEN 3


The administration of education in Finland

Parliament

Government

Ministry of

Education and

Culture

National Board

of Education (FNBE)

Education

providers

(local authorities) Municipalities,

Federations of

municipalities, Private

organizations

Schools

and other

educational

institutes

State regional

organizations IRMELI HALINEN 4


Assessment system in

Finland

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How does the assessment system

support learning?

No school inspections

No national achievement tests covering the entire age

groups

No national control of text books or other learning

materials

So, how do we know then, how our schools are

working and how our students are doing?

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Assessment to support learning 1

Sample-based national achievement tests in two or

three subjects of basic education every year

• National results are published as mean values – no

possibility for ranking lists of schools

• Results are used for development purposes – for

improving curriculum, learning materials, teacher

education etc.

National quality evaluations

• Produce information for national and local authorities

and for schools for their improvement work

Participation in international evaluations like PISA,

PIRLS and TIMSS

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Assessment to support learning 2

Self-evaluation of local authorities and schools

• Obligation based on the Education Act

• Helps local authorities and schools to take

responsibility over their own work - to plan, asses and

develop systematically

Pupil assessment system

• According to Basic Education Act, the main task of

pupil assessment is to encourage and promote

learning

• Focus is on the process of learning – assessment for

learning and assessment as learning

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Curriculum system in

Finland

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How does the curriculum system

support learning?

The national core curricula and the local curricula,

and their drawing-up processes, have a key role in

the educational administration system

National core curricula and local curricula are drawn-

up in open, interactive and cooperative processes

Cooperation is based on mutual trust and respect

This ongoing dialogue works out like a learning

cycle; it helps us • to identify the issues to be improved

• to find solutions that best serve teaching and learning

• to promote the commitment of all stakeholders in the

curriculum process and the goals set for education

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National Core Curriculum 2014

Government Decree 28.6.2012 defining the general national

objectives and distribution of lesson hours in basic education

Basic Education Act and Decree

Local

needs

and

policies

LOCAL CURRICULUM 2016

POSSIBLE SCHOOL-SPECIFIC

CURRICULUM and

annual plan based on it

Quality criteria

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Curriculum reform 2016

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Key questions of the reform

• What will education mean in the future? What kind of

competencies will be needed? What kind of practices

would best produce the desired teaching and learning? VISION

• How will change be realised in municipal and school

cultures and in every lesson? Significance of personal

vision and will. ACTION

• What kind of skills will teachers and other school staff

require to be able to work so as to promote education

and learning for the future? TEACHER EDUCATION

• How do the national core curricula and local curricula

guide and support the work of teachers and the school

community? COMMON GUIDELINES

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Why to reform a well-functioning system?

Why?

The world in which schools operate has undergone major

changes since the beginning of the 2000s; increasing the

impact of globalisation and the challenges for a sustainable

future

What?

Competences needed in society and working life are

changing; requiring skills for building a sustainable future

How?

Content of education, pedagogy and school practices must

be reviewed and renewed in relation to these changes

IRMELI HALINEN


Importance of the reform and

prerequisites for success • Central role of schools

• Supporting the sense of coherence of their students

• Taking responsibility for choices and actions that shape our future

• Our strengths • Clear national guidelines, a well functioning curriculum system

• Culture of cooperation and trust

• Competent teachers, high ethical orientation and commitment

• Our challenges • School culture

• Role of students

• Pedagogics

• Use of digital learning environments

• Quality of learning process and results IRMELI HALINEN 15


Focus of the curriculum reform

Rethinking the learning conception • Importance of students own experiences and activities,

feelings and joy

• Importance of working together, learning to learn in

dialogue with others

• Renewing the idea of learning environment

Rethinking the school culture and the relationship

between the school and the community • School as a learning community

• Diverse and open cooperation

Rethinking the roles, goals and content of school

subjects • Transversal competences to support the identity

development and the ability to live in a sustainable way

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Student’s experiences

Competences

Working culture

Learning

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VALUE BASIS

TASK CHANCING WORLD CHANCING WORLD


Rethinking the value basis of education

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Cultural

variety

as richness

Humanity,

culture and

civilization,

equity and

democracy

Necessity of

sustainable

way of living

Uniqueness

of every pupil,

high quality

education as

a basic right

Core Curriculum Draft 15.4.2014


Rethinking the school culture

Learning community

Safety

in daily life,

wellbeing Dialogue and

varied working

approaches

Celebrating diverse cultures

Awareness of languages

Participation

and democracy

Responsibility for the

environment

Future orientation

Equity and equality

IRMELI HALINEN


National Goals for

Basic Education

and Transversal

Competences - knowledge

- skills

- values

- attitudes

- will

Taking care of oneself and

others, managing

daily activities, safety

Cultural competence,

interaction and expression

Multiliteracy

ICT- competence

Competence for the world

of work, entrepreneur-

ship

Participation and influence,

building the sustainable

future

Thinking and learning to

learn

Development as a human

being and as a citizen

Core Curriculum Draft 14.9.2014

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Rethinking competences


Essential in the reform

How our school could be a better learning environment and

supporting and encouraging community which

• enhances the meaningfulness of studying in school

• strengthens the identity of every student and their ability to

work with others

• enhances the capacity for learning to learn and the

development of other transversal competences, and similarly

ensures the high quality of learning results

• supports the development of sustainable way of living

What? How?

Why?

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Reform process

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Important features of good curriculum process

Norm-based

Knowledge-based

Future-oriented

Cooperative, interactive

Respectful

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Shared vision

Commitment

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Planning process of the core curricula involves

• Estimating the changes in the operating environment

• Analysing the current state

• Looking for findings of research, evaluations and

development projects

• Learning form international experience and materials

• Building on the national education acts and policy

guidelines

• Communicating with various stakeholders

• Working intensively with the municipalities and

schools

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Partnership-based and

transparent planning process • The core curriculum is outlined by multidisciplinary

working groups supported by online consultation groups

• Education providers are asked to provide feedback

during the whole process

• The National Board of Education website for totally

open consultations three times during the process

• November 2012 - general guidelines

• Early September 2013 - pre-primary education

• April 2014 - basic education and voluntary

additional basic education

• Key stakeholders to provide their official opinions on

the new national core curriculum in the autumn 2014

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Website:

oph.fi/ops2016

News

Goals and objective

Time table

Working groups

Road map

Drafts

Slides and videos

Blogs

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EDUCATION ACT

AND DECREES

LOCAL

CURRICULA

NATIONAL

CORE CURRICULA

GOVERNMENT’S

DECREES

TEACHING AND STUDYING

LEARNING

Curriculum has a

central role in the

development system

of education

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Local curriculum work covers all important

areas of teaching and learning

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Teaching

and learning

Goals Values

Learning

conception

Learning

environment

Working

methods

School

culture

Content,

materials

Assessment Support

Guidance

Main tasks

Structure of

the school day

Cooperation

and participation

Allocation

of hours


Curriculum for the Future

Content

Way of working

Shared ideas,

common direction

IRMELI HALINEN


It could be about this…

“Help kids know

how to make

meaning and

sense of what

they are learning

so they can see

who they are.” Mary Helen Immordino-

Yang Ed. D.

IRMELI HALINEN


Thank you!

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