1. The Reasons behind the Results Markku Linna
Finland in PISA
The Reasons behind the Results
Markku Linna

2. Education System of Finland5 4 4 3
POLYTECHNICS
(AMK
INSTITUTIONS) 3
SPECIALIST VOCATIONAL QUALIFICATIONS
UNIVERSITIES 2 2 1
Work experience 1
FURTHER VOCATIONAL QUALIFICATIONS 3
UPPER
SECONDARY
SCHOOLS 3
VOCATIONAL
EDUCATION 2 2 1 1
Work experience 10 16 9 15 8 14 7 13 6 12
COMPULSORY EDUCATION 5
BASIC EDUCATION 11 4 10 3 9 2 8 1 7
Pre-school education in schools or children’s day care centres 6
Age
School years

3. PISA COUNTRY PARTICIPATION
OECD countries participating from PISA 2000
OECD countries participating from PISA from 2003
OECD partner countries participating from PISA 2000
OECD partner countries participating from PISA 2003
OECD partner countries participating from PISA 2006

4. PISA PROGRAMME
An OECD Programme for International Student Assessment, which produces data on learning outcome in an international framework.
Surveys every three years, with focus on
reading skills (PISA 2000)
mathematical skills (PISA 2003) and
science skills (PISA 2006)
problem-solving skills
The 2003 PISA focused on mathematical literacy

5. Pisa 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.

6. PISA 2003 MAIN RESULTS
Young Finns :
rank highest among the OECD countries in
mathematical 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.

7. The 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.

12. COMPARISION OF THE NATIONAL AVERAGES

13. Between-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 countries
Between-school variance Within-school variance

14. Annual 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

15. Cumulative 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

16. Background of Good Results
Equal opportunities for education irrespective of domicile, sex, economic situation or mother tongue
Instruction, books, school materials and welfare services at school free of charge
Comprehensive, non-selective basic education
Teachers highly qualified professionals (master´s degree), profession valued, position autonomous

17. Background of Good Results
Individual support for the learning and welfare of pupils, student counselling. Special needs education based on inclusion
Development-oriented evaluation and pupil assessment–sample -based national testing of learning outcome, no ranking lists
Significance of education in the society, broad political consensus on education policy

18. Background of Good Results
Supportive and flexible administration – centralised steering of the whole, local implementation. Strong autonomy of municipal authorities in providing and organizing education
The role of home-school relations and co-operation between schools and other authorities and society important– the idea of partnership
Philosophy of education, core curriculum and teaching methods are learner-oriented

19. Backgound of good results
Good network of public libraries
History and tradition
Trust

20. But what about the future