finnish educational system and teacher education · 2014-10-07 · • foreigners: 2.3% of...
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www.helsinki.fi/palmenia
FINNISH EDUCATIONAL SYSTEM AND TEACHER
EDUCATION
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
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www.helsinki.fi/palmenia
OUTLINE OF THE PRESENTATION
• The Finnish education system
• Comparison Finland – other countries
• Finnish teacher education
• Subject teacher education
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
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www.helsinki.fi/palmenia
THE FINNISH EDUCATION
SYSTEM
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
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www.helsinki.fi/palmenia
FINLAND IN BRIEF
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• Independence: Declared on December 6, 1917.
grand duchy in the Russian empire (1809-1917),
and before that, a part of Sweden for 600 years
• member of the European Union since 1995
• land area 304,086 km2, population 5,45 million,
density 18 inhabitants / km2
• eighth largest country in Europe and the most
sparsely populated country in the EU
In comparison: Netherlands
land area 33,893 km2
population almost 17 million
density 406.3 inhabitants / km2
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www.helsinki.fi/palmenia
FINLAND IN BRIEF
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
ECONOMIC STRUCTURE: Services 67 % of GDP, industry 30 %,
agriculture 3 %; exports account for 39 % of GDP
CAPITAL: Helsinki (population 596,000)
OFFICIAL LANGUAGES: Finnish 90.4 %, Swedish 5.4 %
RELIGIONS: Evangelical Lutheran Church 78 %; Orthodox Church 1 %; no
religious affiliation 19 %; other religious communities 2 %
SYSTEM OF GOVERNMENT: Parliamentary democracy; presidential
elections every six years; Parliament (200 members) elected every four
years
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www.helsinki.fi/palmenia
FINLAND IN BRIEF
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• foreigners: 2.3% of population (in Helsinki 7.5 %)¹
¹ Source: City of Helsinki, Statistics 6 2012
² Source: Statistics Finland 31.12.2012, retrieved 21.8.2014
• biggest language groups in Finland² rank language amount of
speakers rank language amount of
speakers
1 Finnish 4,869,362 5 Somali 15,789
2 Swedish 290,910 6 English 15,570
3 Russian 66,379 7 Arabic 13,170
4 Estonian 42,936 8 Kurdish 10,075
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EDUCATION LEVEL
33% Basic Level
39% Upper Secondary Level
28% Tertiary (University) Level
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www.helsinki.fi/palmenia
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Structure of
Finnish education
system
Source: National Board of Education,
www.oph.fi
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President of the Republic
GOVERNMENT
Parliament
Ministry of Education
Local Authorities and Joint Municipal Authorities (Schools and other Educational Institutions)
Private Education Providers (Schools and other Educational Institutions)
State-maintained Educational
Institutions
The Finnish Education
Evaluation
Center (FINEEC)
-> From May 2014
National Board
of Education
Center for International
Mobility, CIMO
Matriculation
Examination
Board
Regional State
Administrative Agencies
Other Ministries
ADMINISTRATION OF BASIC AND UPPER SECONDARY EDUCATION
IN FINLAND - FINANCING THE EDUCATION
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www.helsinki.fi/palmenia
LEGISLATION OF SCHOOLS
7.10.2014
The Finnish
Government
The National Board of
Education
Local organizer of
education
makes decision about general national
aims, the division of time sharing between
different subjects and groups and in
addition about career counselling
makes decision about aims and main
contents of the subjects, the career
counselling and optional subjects in the
national core curriculum
FNBE also confirms general and special
supporting services and general
guidelines of assessment
creates the local curriculum for schools
and municipalities according to the core
curriculum
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www.helsinki.fi/palmenia
MAIN FEATURES OF THE FINNISH
EDUCATION SYSTEM
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• Equal opportunities for education
• Regional accessibility to education
• Decentralized administration – local implementation and responsibility
• Education system almost entirely publicly funded
• Education free of charge
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www.helsinki.fi/palmenia
MAIN FEATURES OF THE FINNISH
EDUCATION SYSTEM
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• Finns value and appreciate education
• Devolution of decision power and responsibility at the local level
• School draws up own curriculum within framework of National Core
Curriculum. This local curriculum may be devised for the
municipality as a whole or for an individual school.
• No school inspections, national exams (apart from the matriculation
examination), or pre-evaluation of learning materials.
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www.helsinki.fi/palmenia
FINNISH CULTURE AND THE CLASSROOM – IN A NUTSHELL
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• Learners have great deal of autonomy
• Mutual trust predominates in Finnish culture:
• between teachers and pupils
• between teachers and the principal
• between parents and schools
• between government and schools
• Teachers are highly educated professionals
• academic freedom and professional autonomy
• Learning environments are non-competitive
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www.helsinki.fi/palmenia
EQUAL LEARNING OPPORTUNITIES FOR ALL
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• Finnish school system guarantees equal learning opportunities
regardless of social background • mainly public schools provide education
• Instead of comparing students, the focus is on supporting and guiding
them (also special needs students)
• Finnish teachers are considered to be educated professionals
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COMPARISON OF FINNISH EDUCATION POLICY
TO GLOBAL EDUCATION REFORM MOVEMENT
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Source: Hargreaves, Earl, Moore & Manning (2001)
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www.helsinki.fi/palmenia
FUTURE CHALLENGES
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• As the number of children decreases, the school network will
become even sparser.
• The future challenge will be to design teaching and educational
services in a way that guarantees a high standard of teaching and a
diverse supply of services for everyone, as required by legislation.
• The utilisation of information and communications technology and
online teaching will be a key.
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FUTURE CHALLENGES
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Number of Schools (Grades 1-6)
Source: Statistics Finland, 2013
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www.helsinki.fi/palmenia
COMPARISON FINLAND – OTHER COUNTRIES
1. SCHOOLS
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
In Finland, compared to other countries, schools
• provide education for free, including warm meals
• develop their own curriculum or join in the city level development
• are responsible for quality control and school improvement
• are responsible for organizing counselling and special education
(Lavonen 2013)
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www.helsinki.fi/palmenia
COMPARISON FINLAND – OTHER COUNTRIES
2. STUDENTS
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
In Finland students
• start school at age 7
• take few classes during comprehensive school
• have small amount of homework
• are rarely tested (no standardized tests)
(Lavonen 2013)
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COMPARISON FINLAND – OTHER COUNTRIES
3. TEACHERS
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Teachers in Finland
• have masters level education
• are respected as academic professionals
• are responsible for broad planning of teaching and assessment
• are not controlled but supported
(Lavonen 2013)
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www.helsinki.fi/palmenia
PRE-PRIMARY EDUCATION
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• Pre-primary education is the systematic instruction provided in the
year preceding the beginning of compulsory education.
• As from August 2001, the local authorities have been obligated to
assign a pre-primary place to all six-year-olds. For families, it is
voluntary and free of charge.
• Pre-primary education is organized either in conjunction with a
comprehensive school or within the day-care system.
• At national level, pre-primary education is administered by the
Ministry of Education and Culture.
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www.helsinki.fi/palmenia
BASIC EDUCATION
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• a nine-year basic education (7-16 years)
• single structure (primary + lower secondary level)
• voluntary additional basic education (1 year; 10th grade)
• 99 % of comprehensive schools maintained by municipalities
• no charges (instruction, learning, meals, materials, transport…)
• repetition (0,5%) and drop-out marginal
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www.helsinki.fi/palmenia
How are drop outs prevented in Finland?
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• Special education in Finland is preventing drop outs
• 8.5 % of all students are with special education needs
• Special education need students:
• 55 % are integrated into normal classes :
• 30 % are attending special education classes, located in mainstream
schools
• 5 % in special schools
• Individual Education Plan
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Special Education in Finland and
other countries - comparison
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Estimated relative number of students in part-time or full-time special education in
Finland and other countries during primary and lower-secondary education
(Sahlberg 2012)
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Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
https://www.youtube.com/watch?v=HsdFi8zMrYI
video clip Finland's Formula for School Success (Education Everywhere Series)
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www.helsinki.fi/palmenia
BASIC EDUCATION (CONT.)
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• Number of schools 2 800 (2011)
• Average school size 193 pupils (2011)
• 45.1% of the schools enroll less than 100 pupils (equaling 11,9% of
the student population)
• 22.5% of the schools enroll more than 300 pupils (equaling 54.3% of
the student population)
• Average class size: grades 1-6 19 pupils, grades 7-9 17 pupils (2010)
Source: FNBE Education Indicators 2010
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HOW MUCH TIME DO TEACHERS SPEND
TEACHING?
Koulutus- ja kehittämiskeskus Palmenia
Sabine Vilponen 7.10.2014
(Education at a Glance 2012: Highlights, OECD Publishing)
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Number of teaching hours per year in lower secondary education in 2000, 2005 and 2009 Source: OECD. Indonesia: UNESCO Institute for Statistics (World Education Indicators Programme).
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Annual expenditure per student by
educational institutions for all services
(2010) Primary Education (Source: OECD, EAG, 2013
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Annual expenditure per student by educational institutions for all services (2010) All Secondary Education (Source: OECD, EAG, 2013)
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SUBJECT TEACHER EDUCATION
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
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TEACHERS IN FINNISH COMPREHENSIVE
SCHOOLS
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Primary school teacher
• teaches grades 1 to 6 (ages 7 to 13)
• is typically qualified to teach all 13 school subjects at primary school level
Secondary school teacher
• typically teaches grades 7 to 12 (ages 13 to 19)
• is qualified to teach only in his/her major or minor subject
• typically teaches one major and one minor subjects
(e.g., math and physics)
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SUBJECT TEACHER EDUCATION IN
FINLAND
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Source: https://sool-fi.directo.fi/@Bin/125365/okopa-kartta.gif
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SUBJECT TEACHER QUALIFICATION
IN FINLAND
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
To be a qualified subject teacher in Finland, a person must have
• a higher University degree (a Master's degree)
• completed at least basic and intermediate or equivalent studies of 60
ECTS* credits in a subject that is taught in comprehensive schools, general
upper secondary schools or other educational institutions
• completed at least 60 ECTS of teachers' pedagogical studies
*ECTS European Credit Transfer System
1 cr = 27 hours of work
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SUBJECT TEACHER EDUCATION AT
THE UNIVERSITY OF HELSINKI
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
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SUBJECT TEACHER EDUCATION:
ORGANISATION AT UNIVERSITY OF HELSINKI
FACULTY OF BEHAVIOURAL SCIENCES
DEPARTMENT OF
BEHAVIOURAL
SCIENCES
educational sciences
- psychology
- speech sciences
TEACHER TRAINING SCHOOLS
Viikki training school The Normal Lyceum of Helsinki
- comprehensive school - comprehensive school
(lower and upper level) (upper level)
- upper secondary school - upper secondary school
DEPARTMENT OF
TEACHER EDUCATION
- educational sciences
- home economics
- craft science
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STRUCTURE OF THE MASTER’S DEGREE OF A SUBJECT TEACHER: 3 + 2 YEARS (300 CR)
0
20
40
60
80
100
120
140
160
180
Major Subject
Minor Subject
Pedagogical
studies
Communication
and language
studies
Bachelor’s level (180 cr) Master’s level (120 cr)
Master-
thesis
cr
= 2
7 h
ours
of
work
Stu
dy c
redits
Ped. thesis
BSc thesis
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SUBJECT TEACHER EDUCATION:
THE CORE AIMS
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
The programme gives
• general teacher qualifications to teach children, young
people and adults in educational institutions offering
general, vocational and adult education
• the future teacher a starting point to develop into a
professional in the planning, implementation,
evaluation and development of teaching
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www.helsinki.fi/palmenia
SUBJECT TEACHER EDUCATION:
THE CORE AIMS
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Student teachers are to combine content knowledge, knowledge
related to education and different learners, pedagogical content
knowledge (i.e. knowledge of how to teach, study and learn the
subject), and knowledge about school practices into their own
pedagogical practical theory
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www.helsinki.fi/palmenia
SUBJECT TEACHER EDUCATION:
THE AIMS
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
The pedagogical studies enable students to
• be pedagogically thinking planners, implementers, evaluators, and
educators of teaching and studying, who are able to partake in
conscious and well-grounded pedagogic decision-making, curriculum
planning, and other development of school, and interaction with
homes, where the goal is to enhance children and student groups’
overall development and attainment of the aims set for school
education
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www.helsinki.fi/palmenia
SUBJECT TEACHER EDUCATION:
THE AIMS
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
The programme enables students to
• be society-oriented and know the social dimensions as well as
the philosophical, psychological, sociological, special
educational, multicultural, and historical foundations of
education, teaching and training
• be experts who extensively research and develop their own
work and perceive change flexibly, and who are ready for life-
long development of themselves
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www.helsinki.fi/palmenia
SUBJECT TEACHER EDUCATION:
THE AIMS
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
The pedagogical studies enable students to
• possess skills of creative and flexible communal thinking, be multi-
professionally cooperative, and be prepared to meet and implement
changes in work community
• have interaction and communication skills, and master the use of
information and communication technology
• develop preparedness for further studies
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www.helsinki.fi/palmenia
STRUCTURE OF THE PEDAGOCIAL
STUDIES FOR SUBJECT TEACHERS
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www.helsinki.fi/palmenia
TEACHING PRACTICE AS PART OF
TEACHER EDUCATION
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
The subject teacher education contains three teaching practices:
• Basic Practice (7 credits)
• Applied Practice (4 credits)
• Advanced Practice (9 credits)
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www.helsinki.fi/palmenia
KEY FEATURES OF THE TEACHING
PRACTICE
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Theoretical aspects are integrated with practice during the studies
at all stages. The aims of the teaching practice are
• to mature as a pedagogically thinking teachers
• to grow into the profession
• to become aware of their practical theories and views on educational matters
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www.helsinki.fi/palmenia
KEY FEATURES OF THE TEACHING
PRACTICE
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
In teaching practice, there are four participants whose interaction
with each other plays an important role:
• the student teacher him/herself
• peer student teachers
• supervisor from the university (university lecturer)
• supervisor at the school where the teaching
practice takes place
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www.helsinki.fi/palmenia
THE TASKS OF UNIVERSITY TEACHER
TRAINING SCHOOLS
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
• Organizing teaching of “ordinary”
school pupils
• Mentoring student teachers
• Educational research
• Organizing in-service education in
cooperation with the Department of
Teacher Education and other
instances
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www.helsinki.fi/palmenia
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Finnish Education - Equal opportunities for all video made by the Finnish Ministry of Education and Culture http://youtu.be/Cx2f9OeV74c
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www.helsinki.fi/palmenia
Palmenia Centre for Continuing Education
Sabine Vilponen 7.10.2014
Finnish National Board of Education. (2004). National Core Curriculum for Basic Education. [Available in English at http://www.oph.fi/english/curricula_and_qualifications/basic_education] Finnish National Board of Education. (2003). National Core Curriculum for Upper Secondary Education. [Available in English at http://www.oph.fi/download/47678_core_curricula_upper_secondary_education.pdf] Hargreaves, A., Earl, L., Moore, S. & S. Manning. (2001). Learning to change: Teaching beyond subjects and standards. San Francisco: Jossey-Bass. Niemi, H., Toom, A. & A. Kallioniemi (eds.). (2012). Miracle of Education: The Principles and Practices of teaching and Learning in Finnish Schools. Rotterdam: Sense Publishers. Sahlberg, P. (2011) Finnish Lessons: What can the world learn from educational change in Finland? New York: Teachers College Press.
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www.helsinki.fi/palmenia
THANK YOU FOR YOUR ATTENTION!