For learning and competence Improving the Quality of Education in Finland Belgrade 6-7 December 2012 Raakel Tiihonen Director Information and Evaluation Services Finnish National Board of Education

For learning and competence Examples of Evidence-based Tools in Finland Assesment of learning outcomes in basic education Performance based funding in VET Student admissions

For learning and competence Why do we evaluate? The aim of the national evaluation system is to support the national and local education administration to develop schools and to produce and provide up-to-date and reliable information on the context, functioning, pedagogical processes and learning outcomes and effectiveness of the education system. Evaluations are implemented to find evidence to support the continuous development of education and learning.

For learning and competence Evaluation and Assessment in Educational Sector in Finland Adult education Government Parliament Higher education General education MoE Vocational education Local level Local SchoolsEducation Providers National level The Finnish Higher Education Evaluation Council (teacher education et.al.) The Educational Evaluation Council Evaluating Educational Arrangements etc. Research Institutes Pisa et.al, TIMMS PIAAC etc.. Matriculation Examination Board for upper secondary schools FNBE Learning Outcomes

For learning and competence Evaluations of Learning Outcomes The evaluations are directed at the correspondence between school achievements and the objectives set in the national core curricula. The sample size is 5-10% of the age group, typically around 3000 to 6000 pupils.

For learning and competence Evaluations in basic education (9th graders) Subject MathematicsReport Chemistry & PhysicsReport History & social studies Report Foreign languagesReport Cross-curricular themes Report Health educationReport

For learning and competence Main principles in implementing an Assessment Project The project manager is responsible for the process and reporting the results. Reports are published. The results of individual schools or students are not published. (No ranking lists!) Still, every school, within the sample, will always receive its own results and some reference information about the whole sample. The provider of the school will receive the same information as the school. These school-based reports are delivered to the schools as soon as possible, typically within 6-8 weeks after the data collection. Headmasters and teachers at schools are in key position in using the results to develop the quality of teaching and learning

For learning and competence Performance Indicator and Performance- based Funding in Initial Vocational Education and Training mance_Indicator_for_initial_vocational_education_and _training_in_Finland.pdf More information in English

For learning and competence Performance indicator and performance- based funding To support improvement of educational outcomes and to encourage education providers to engage in longterm and goal-oriented development work To facilitate achievement of the goals set for vocational education and training. Offers information for development and steering for both education providers and educational administration. Indicator is calculated and used annually for allocation of performance-based funding.

For learning and competence The Performance Indicator Consists of three indicators Outcome Indicator, weight 90 % Teacher Competence Indicator, weight 7 % Staff Development Indicator, weight 3 %

For learning and competence The Outcome Indicator Measures the performance of education providers based on the outcomes of their students. Detailed individual-level data is used to estimate the impact of the education provider on the outcomes, while also controlling other factors that may affect these outcomes. The indicator is calculated on the basis of the estimates from this model.

For learning and competence The Outcome Indicator The data used is compiled from several registers at Statistics Finland Individual data on students and graduates their enrolment, completed qualifications their labour market status, place of domicile, etc. The data is processed with due consideration for statistical data privacy and data security specifications Information concerning individuals cannot be identified from the indicator results. No separate surveys for students are conducted.

For learning and competence Period of Time Used in Outcome Indicator in 2013 Period of analysis, where the students are? Students at school

For learning and competence Placement of students into the five outcome categories Groups of students after 3 years period AverageWeight GraduatesEmployed51,1%10 Further studies2,9 %6 Non-employed and not in further studies 15,7 %3 Non-graduatesEmployed or student 23,2 %1 Non-employed and non-student 7,1 %0

For learning and competence The performance of education providers is measured by the outcomes of their students

For learning and competence Online Joint Applications In Finland

For learning and competence General information about applications All applications include information about applicant’s: Personal details Educational background and relevant grades Other relevant educational info, e.g. language skills Where applicant is applying to Examination results Acceptance of study place All applications are conducted on the specific admission criteria, so the educational background is always specific to the application

For learning and competence Joint application to upper secondary level education Joint application to general upper secondary schools and upper secondary vocational education and training Established in 2008 Annually approximately applicants, approx 600 educational institutions Application and subsequent admission is maintained online via the application website and the joint application system register, the admission process is based on legislation Educational institutions are provided information of applicants and lists of selected students

For learning and competence Online Joint Application to Polytechnics (Universities of Applied Sciences) Different applications to programmes conducted Finnish/Swedish and English Service launched in 2003 Annually approx applicants and 25 polytechnics Polytechnics are provided information on applicants and list of selected students Process based on legislation and admission criteria set by the polytechnics

For learning and competence Universities Service launched in 2008 Annually approx applicants and 17 universities Univerisities are provided information on applicants

For learning and competence Vocational teacher education Joint application service launched in 2004 Annually approx applicants/5 schools of Vocational Teacher Education Schools are provided applicant information and list of selected students Process based on legislation and admission criteria set by the schools

For learning and competence Pros of joint applications ”A tool” for student selection that helps in planning and developing the admission process  less overlapping work Same application period and application form Equal treatment of applicants and transparency of the application procedure Applicant receives general information from the online application website

For learning and competence Information on joint applications provided to: Educational institutions, for admission Ministry of Education and Culture, helps in guiding the educational policies Statistics Finland for educational statistics Social Insurance institution of Finland for student aid matters Ministry of Employment and the Economy for employment matters Other authorities that deal with student matters (municipalities, Finnish Immigration Service etc) Citizens via statistics