Presentation on theme: "The Reasons behind the Results Markku Linna"— Presentation transcript:
1The Reasons behind the Results Markku Linna Finland in PISAThe Reasons behind the ResultsMarkku Linna
2Education System of Finland 5443POLYTECHNICS(AMKINSTITUTIONS)3SPECIALIST VOCATIONAL QUALIFICATIONSUNIVERSITIES221Work experience1FURTHER VOCATIONAL QUALIFICATIONS3UPPERSECONDARYSCHOOLS3VOCATIONALEDUCATION2211Work experience1016915814713612COMPULSORY EDUCATION5BASIC EDUCATION11410392817Pre-school education in schools or children’s day care centres6AgeSchool years
3PISA COUNTRY PARTICIPATION OECD countries participating from PISA 2000OECD countries participating from PISA from 2003OECD partner countries participating from PISA 2000OECD partner countries participating from PISA 2003OECD partner countries participating from PISA 2006
4PISA PROGRAMMEAn OECD Programme for International Student Assessment, which produces data on learning outcome in an international framework.Surveys every three years, with focus onreading skills (PISA 2000)mathematical skills (PISA 2003) andscience skills (PISA 2006)problem-solving skillsThe 2003 PISA focused on mathematical literacy
5Pisa tests:how well 15-year-olds master basic skills they will need in future society in order to respond to changes in working life and to lead quality lives ?what kind of factors influence these skills and how these skills develop ?Pisa does not assess learning of curricular content.
6PISA 2003 MAIN RESULTSYoung Finns :rank highest among the OECD countries inmathematical literacy (544 points)science literacy (548 points)reading literacy (543 points)are among the top in problem-solving (548 points)performed well and uniformly in all the areas.
7The proportion of poorly performing students was small and that of high-performers excellent. Differences across regions and schools were small.Gender differences have decreased in all the performance areas.
13Between-school variance Within-school variance Variance in student performance between schools and within schools on the mathematics scale Expressed as a percentage of the average variance in student performance in OECD countriesBetween-school variance Within-school variance
14Annual expenditure on educational institutions per student in primary through tertiary education (2003)In equivalent US dollars converted using PPPs, for primary to tertiary education, based on full-time equivalents. Source: OECD: 2006
15Cumulative number of intended instruction hours in public institutions between ages 7 and 14 This chart shows the total number of hours of instruction a student in public sector education can expect to receive from the age of 7 years up to and including 14 years. Source: OECD 2006
16Background of Good Results Equal opportunities for education irrespective of domicile, sex, economic situation or mother tongueInstruction, books, school materials and welfare services at school free of chargeComprehensive, non-selective basic educationTeachers highly qualified professionals (master´s degree), profession valued, position autonomous
17Background of Good Results Individual support for the learning and welfare of pupils, student counselling. Special needs education based on inclusionDevelopment-oriented evaluation and pupil assessment–sample -based national testing of learning outcome, no ranking listsSignificance of education in the society, broad political consensus on education policy
18Background of Good Results Supportive and flexible administration – centralised steering of the whole, local implementation. Strong autonomy of municipal authorities in providing and organizing educationThe role of home-school relations and co-operation between schools and other authorities and society important– the idea of partnershipPhilosophy of education, core curriculum and teaching methods are learner-oriented
19Backgound of good results Good network of public librariesHistory and traditionTrust