stepping up finland’s · make quality of basic education and learning a priority theme in finnish...
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Stepping Up Finland’s Global Role in Education
Ritva ReinikkaJoensuu, 16 May 2019
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1. Finland to step up its global role in education. Why?− There is a Learning Crisis in basic education− Finland has strong international credibility in basic education
2. What does it take? Impact requires➢ Strategic thematic leadership➢ Cooperation among stakeholders➢ Knowledge of the local context
3. Make quality of basic education and learning a priority theme in Finnish aid
4. Strengthen the Finnish human resource base in education for global engagement
2
Main Messages
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• The Learning Crisis – facts and figures
• How Finland can help addressing the Learning Crisis
• Track record of Finnish aid in education
✓ Success stories of Finnish aid in education
• Links to education exports, edtech and the private sector
• Practical ways for stepping up Finland’s global role
• Practical ways to strengthen Finnish human resources to assume a meaningful and visible international role in education
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What does the Report cover?
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Symptoms of the Learning Crisis: A global perspective
Percent of end-of primary students who meet a minimum proficiency threshold for learning in math
0
10
20
30
40
50
60
70
80
90
100
High income countries
Upper-middle incomecountries
Lower-middle incomecountries
Low incomecountries
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Rural India
4617
?Could not solve
_
Grade 3
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Rural India
4617
?Could not solve
_
Grade 5
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Brazil
2000 2010 2020 2030 2040 2050 2060 2070 2080 2090 2100
Progress in Math (PISA 15 year olds)
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Brazil
Time to reach OECD average in Math (PISA 15 year olds)
2000 2010 2020 2030 2040 2050 2060 2070 2080 2090 2100
75 years
OECD average
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Brazil
Time to reach OECD average in Math and Reading (PISA 15 year olds)
2000 2010 2020 2030 2040 2050 2060 2070 2080 2090 2100
>260 years
OECD average
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▪ In three dozen developing countries, only 50% of adults aged 20 to 64 who have completed five years of school can read a single sentence (UNESCO 2014).
▪Even if all Nigerian girls could complete 6 years of schooling, female illiteracy in Nigeria would fall only from 58% to 53% (Pritchett and Sandefur 2016).
▪By 2030, about half of the world’s children and young people―around 800 million, including 400 million girls―will not have the basic skills (Education Commission 2016).
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The Learning Crisis in aggregate
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36
14 15
45
17
23
30
Madagascar2016
Tanzania 2014 Kenya 2012 Mozambique2014
Nigeria* 2013 Togo 2013 Uganda 2013
School absence rate
Diagnostics: What teachers do?
Many teachers do not show up to school
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36
14 15
45
1723
30
42
47 47
56
23
39
57
Madagascar2016
Tanzania 2014 Kenya 2012 Mozambique2014
Nigeria* 2013 Togo 2013 Uganda 2013
School absence rate Classroom absence rate
Diagnostics: What teachers do?
…and when they show up, many stay out of the classroom
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STUDENT TEST SCORES IN MATH IN BEST, AVERAGE AND WORST SCHOOLS
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Short and long routes of accountability
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• UNESCO – Board membership 2017-21
• UNICEF – agenda aligned with Finnish priorities
• The European Union – a seriously missed opportunity➢Finland to become an active member country in education and
development
• Multilateral development banks – continue and intensify
• Global Partnership for Education – important to join
• Global public goods (i.e. research) – make use of them
• Education in humanitarian situations – become more active with key CSOs, incl. Education Cannot Wait
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Bring Finland’s voice to international educational forums
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Education in Finnish Aid
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• Finland supports education sector programs in its long-term partner countries: Ethiopia, Mozambique, Nepal, Palestinian territories; also jointly with other donors in Afghanistan and Myanmar
• Ukraine is a newcomer on project basis
• Education sector programs are the best available way to help addressing the Learning Crisis
• The Learning Crisis requires taking on ‘big topics’
➢In Ethiopia equity agenda mainstreamed nationally (after 3 decades of Finnish support to inclusive education) – a great example of impact
• Find cost-efficient ways of engaging low and lower middle income countries in dialogue with Finnish education professionals
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Finnish government-to-government support
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▪Half (11) of CSOs receiving program-based support (22) work in education
▪Only 3 work in basic education (although they are among the largest CSOs)
▪For impact on the ground
➢More collaboration among CSOs
➢More coordination with bilateral programs
➢Consider more focus on education
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Civil Society Organizations (CSOs)
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Institutional cooperation in higher education (HEI-ICI)
➢ The Report recommended a more strategic approach, especially in the choice of sectors
−In the latest round, which is open now, the Learning Crisis is a focus area, together with climate change and innovation
➢ Research to become an integral component and more thematic and strategic
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Universities and Research
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▪Strong global reputation since the first PISA results – a reference point to many countries
▪Key characteristics- Strong equity policies
- Highly professional teachers, with autonomy- Devolution of responsibilities- Trust in education and teachers- Education for all – and all for education
▪Hundreds of delegations visit Finland every year
▪How to facilitate professional exchanges with ‘Learning Crisis’ countries more effectively?
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Finland’s basic education system (K-12)
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Suggested themes for Finland’s global role in education
Overarching theme:
Learning and Quality of basic education
Sub-themes:
1. Support coherence of the entire educational system2. Strengthening school leadership and teachers’
professional development3. Collaborating on teacher education4. Sharing Finnish experience in education reform,
including the political context5. Learner focus
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▪Ministry for Foreign Affairs to establish a Steering Committee, co-chaired with the Ministry of Education and Culture
▪Multi-stakeholder effort➢ EDUFI as key partner➢ Civil society organizations working in education➢ Universities➢ Education Finland➢ Others
▪First task to oversee preparation of education policy for development cooperation
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Strategic leadership and stakeholder cooperation
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Working with the Steering Committee, MFA to find ways to
➢ Encourage Finnish universities to engage in education globally, including offering development-oriented programs and courses in educational sciences and economics of education
➢ Help make Teacher without Boarders, a national volunteer program in education, to address the Learning Crisis
➢ Initiate exploratory work towards establishing a ‘Finnish Expert Capacity Deployment Facility’ in education, initially for selected UN agencies
➢Strategic deployment of JPOs and internships opportunities for young people
➢ Help revive short-term courses in education and development
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Finnish human resources in education and development
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Thank you!