T A M P E R E E N K A U P U N K I

Sustainable development in Finnish schools

1

T A M P E R E E N K A U P U N K I

Education Structure in Finland

2

Tampere

T A M P E R E E N K A U P U N K I 3

T A M P E R E E N K A U P U N K I 4

Pre-School Education

• Pre-school education is meant for 6-year-old children who start their compulsory basic education the following year.

• Its aim is to develop children's learning skills as part of early childhood education and care.

• Pre-primary education is voluntary and free of charge.• Almost the whole age group participates.• Local authorities have statutory duty to arrange pre-school

education.• Pre-school education is provided in day care centres and in

comprehensive schools.

T A M P E R E E N K A U P U N K I 5

Basic Education

• Local authorities provide education for children of compulsory school age.

• Compulsory school starts when children turn seven.• Its aim is to support pupils´growth towards humanity and ethically

responsible membership of society and to give them knowledge and skills needed in life.

• Almost all children complete comprehensive school.• The nine-year comprehensive school is free for all pupils. All

materials in basic education are free of charge.• All pupils are entitled to have a warm meal for free every working

day.

T A M P E R E E N K A U P U N K I 6

Going to School in Finland

• The school year starts in mid-August and ends at the beginning of June.

• The school year comprises 190 days.• Minimum number of weekly lessons

19 h in year-classes 1-223 h in year-classes 3-424 h in year-classes 5-630 h in year-classes 7-9

• Teachers are highly educated. Most of the teachers have a Master´s degree.

• Year-classes 1-6 are taught by class teachers and year-classes 7-9 by specialised subject teachers.

T A M P E R E E N K A U P U N K I

Upper Secondary Education• Upper secondary level comprises general and vocational education

both of which are built on the basic education curriculum.• Both forms of upper secondary education usually take three years

of full-time study and provide eligibility for polytechnic and university studies.

• General upper secondary education ends in a matriculation examination. It does not qualify for any occupation.

• The study programmes of the vocational education lead to vocational qualification.

• Students can also complete a vocational qualification and the matriculation exam at the same time.

7

T A M P E R E E N K A U P U N K I 8

Higher Education

• After completing upper secondary education students can apply for higher education.

• The Finnish higher education system has two complementary sectors: universities and polytechnics.

T A M P E R E E N K A U P U N K I 9

The Core Curriculum

• The national core curriculum is determined by The Finnish National Board of Education.

• The core curriculum forms the basis for instruction and educational work as well as the development and evaluation of the school.

• The core curriculum includes e.g.

– the objectives and core contents of different subjects– the principles of pupil assessment– special-needs education– pupil welfare– educational guidance– cross-curricular themes (e.g. sustainable development, cultural-identity,

communication..)

T A M P E R E E N K A U P U N K I 10

• There are separate curricula for pre-school education, basic education and upper secondary education

• The national core curriculum is the basis of the municipal and school level curricula.

T A M P E R E E N K A U P U N K I

Basic Education in Tampere

11

T A M P E R E E N K A U P U N K I 12

• There are about 15,500 pupils in basic education in Tampere.

• Grades 1-6 operate in 22 schools in Tampere.• Grades 7-9 operate in 7 schools in Tampere.• Grades 1-9 operate in 9 schools in Tampere.• There are four special education schools in basic

education.• About 800 pupils are instructed in special education.

Statistics

T A M P E R E E N K A U P U N K I

Sustainable Development in Finnish Schools

• National core curriculum: Sustainable development as a cross-curriculum theme

• Has not been fully implemented in schools

– Focus has been on environmental education

13

T A M P E R E E N K A U P U N K I

Strategies

• National Strategy of Education for Sustainable Development– All schools should have had sustainability programmes by 2010

• Strategies of Tampere City– E.g. slow down climate change

• Strategy of Basic Education in Tampere– To enhance sustainability development in schools– Each school plan independently how to work with sustainable

development

14

T A M P E R E E N K A U P U N K I

Sustainable development program guide to schools in Tampere

• Each school chooses one theme they will promote in their schools.

• There is a national “practical guidebook” available for schools on different issues on sustainable development. Schools can base their planning on the guidebook

15

T A M P E R E E N K A U P U N K I

• The program for sustainable development is a tool that is used to integrate sustainable development in the everyday life and curriculum of schools

• Setting realistic goals is easier when focusing on one theme at a time

• Themes are: energy, water, waste reduction and recycling, sustainable consumption

• The choice of the theme and the plan how to implement it should be accomplished December 2011.

• ->Action ->Evaluating -> new/or the same theme

16

T A M P E R E E N K A U P U N K I

Other Examples from Tampere• Nature and environment school ”Korento”

– Support teachers– One-day programme is provided for all 4th and 7th graders– Outdoor activities at Korento

• Green flag –schools (eco-schools)– Programme aims to raise awareness of sustainable development issues– Engaging the pupils– Pupils are encouraged to take an active role in practical steps to reduce the environmental

impact of the school– Kaarila school, Kaukajärvi school, Kämmenniemi school Liisanpuisto school ,Terälahti school

• Lessons on sustainable consumption for 3rd and 7th graders – provided by EcoFellows Ltd (city owned non-profit company, promotes sustainable

development)

17

T A M P E R E E N K A U P U N K I

Example SchoolPermanent features◦ Unicef-walk◦ Recycling point at school functions◦ Energy saving day

Variable annual themes ◦ Theme days

Presented at parents meetings, on display at school

18

T A M P E R E E N K A U P U N K I

Sustainable Development should be seen in everyday life of school!

Thank you!

19