1. For learning and competence MIRACLE OF PISA Helsinki Conference 10.9.2008 Comprehensive Schools: Flexible Curriculum and Instruction Individual Support Successful Learning Mrs. Irmeli Halinen Head of Preschool and Basic Education Development Finland 2008

2. 2 For learning and competence Short History of the Present Education System  Comprehensive School Reform 1970-1977 and birth of the present Upper Secondary System 1975 – old parallel school system was replaced by nine-year comprehensive education > same basic education for all – flexible, non-graded upper secondary education, high quality vocational education  Preschool education for 6-year olds as a subjective right 2001  Municipal autonomy and empowerment of schools  National Core Curriculum has been renewed in 1985, 1994 and 2003/2004

3. 3 For learning and competence How have we succeeded?

4. 4 For learning and competence THE QUALITY OF THE FINNISH EDUCATION SYSTEM  Excellent learning outcomes –PISA 2000, 2003 and 2006 –drop-out during compulsory education less than 0.5 % –class repetition only 2 % –more than 96 % moves to upper secondary level –small between-school differences  Effective use of resources –190 school days per year, 4 -7 hours per day –moderate amount of homework, no private lessons after school –6 % of GDP goes to education

5. 5 For learning and competence Source: Moberg, S. & Savolainen, H. 2008. Suomalaisten 9- ja 15-vuotiaiden Lukutaidon muutos 1960-luvulta 2000-luvulle. Kasvatus 39 (1).

6. 6 For learning and competence Source: Moberg, S. & Savolainen, H. 2006. Reading literacy and special education – The particular case of Finland.

7. 7 For learning and competence Source: Sèvres 20 May, 2005

8. 8 For learning and competence

9. 9 FINNISH BASIC EDUCATION ACT AND DECREE  Minimum teaching hours for every grade –19 hours for grades 1-2 –23 hours for grades 3-4 –24 hours for grades 5-6 –30 hours for grades 7-9 (10)  Maximum daily working hours for students –5 hours for pupils of 1-2 grades –7 hours for pupils of 3-9 grades  At least 45 minutes/hour must be used for teaching

10. 10 For learning and competence Class repetition percentages in OECD countries Source: Osaaminen kestävällä pohjalla, PISA 2003 Suomessa, Koulutuksen tutkimuslaitos 2006

11. 11 For learning and competence School-level variance and explained variance in science performance, by country Source: Pisa 2006, Science Competencies for Tomorrow’s World

12. 12 For learning and competence How could we describe the important characteristics of the Finnish system?

13. 13 For learning and competence CORNERSTONE 1 COMPREHENSIVE SYSTEM  Basic education is attainable for everyone - free of charge, near home  Flexible structure of the system – no dead ends  Comprehensive, inclusive policy - no streaming  Consistent, coherent  common values, goals and high expectations  central monitoring and support  local implementation and responsibility

14. 14 For learning and competence Finnish Education System

15. 15 For learning and competence National Core Curriculum Government’s Decree on the General National Objectives and Distribution of lesson hours Education Act and Decree Municipalstrategies MUNICIPAL CURRICULUM SCHOOL CURRICULUM Teacher education Study material Finnish Monitoring System 2008 Irmeli Halinen 2008

16. 16 For learning and competence Teacher education Curriculum Study materials Coherence: Interaction and common direction Successful learning of all students Irmeli Halinen 2008

17. 17 For learning and competence CORNERSTONE 2 AUTONOMY  Empowerment of municipalities and schools  Spirit of trust and support  Interactive, cooperative way of working

18. 18 For learning and competence EMPOWERMENT  Municipalities are autonomous in providing education according to the law and to the national core curriculum –employment and use of financial and personnel resources –design and maintenance of school buildings –the number and location of schools –municipal curriculum –teachers’ further training  School/teacher autonomy in curriculum implementation, allocating time, resources, goals and contents, selecting teaching methods and materials and forming study groups

19. 19 For learning and competence SPIRIT OF TRUST AND SUPPORT  Good interaction between national and municipal authorities and schools  Development-oriented evaluation and student assessment - no inspections - no ranking lists of schools - in basic education only sample-based national evaluation of learning outcomes - supportive student assessment promotes learning and learning-to-learn abilities

20. 20 For learning and competence COHERENCE: INTERACTION AND COMMON DIRECTION National authorities Municipalauthorities Schools Good learning and welfare of all students

21. 21 For learning and competence CORNERSTONE 3 FLEXIBILITY  Local solutions on common basis  Flexible and supportive curriculum strategy  Important role of the school-based curriculum  Flexibility in organizing teaching and learning; example of visual arts

22. 22 For learning and competence LOCAL SOLUTIONS ON COMMON BASIS  Basic Education Act and Decree –general goals for education, subjects, general principles for providing education  Government’s Decree –more detailed general goals of education, allocation of teaching hours  National Core Curriculum –basic principles in organizing teaching and learning, central goals and contents in different subjects, cross-curricular themes, guidelines for student welfare and for student assessment, description of good performance and final-assessment criteria  Municipal/school curriculum –implementation of the national guidelines, allocation of hours, goals and contents of subjects in different grades, organizing instruction and other activities of the school

23. 23 For learning and competence FLEXIBLE CURRICULUM STRATEGY  Consists of national core curriculum, municipal curricula and school curricula  Curricula at all levels of action have been drawn up in extensive cooperation – curriculum as a process  The Finnish National Board of Education as a central actor  Principals and teachers have central role in curriculum work and in developing education  Parents and students are also involved  National agreement about the participation of other sectors, health and social sector especially

24. 24 For learning and competence INCLUSIVE AND SUPPORTIVE CURRICULUM  The broad based curriculum – deals with the whole area of school work  Inclusive curriculum – covers education for all students  Balance between academic achievement and student welfare  Importance of school culture and learning environment  Future orientation – competence-based thinking  Curriculum is a tool for leadership and for professional and school development

25. 25 For learning and competence Basic values, tasks and objectives Conception of learning, school culture and learning environment, working approaches Subjects THE STRUCTURE OF THE SCHOOL CURRICULUM IN FINLAND Integrative, cross-curricular themes Evaluation and pupil assessment General and special support Guidance Pupil Welfare Cooperation IH 2008 Distribution of hoursLanguage programICT-strategy

26. 26 For learning and competence Roles and tasks of the school curriculum School curriculum School's annual plan Teachers’ work plans Individual study plans Municipal strategies Other schools Parents and other partners Tool for pedagogical leadership Irmeli Halinen 2008

27. 27 For learning and competence NEW DISTRIBUTION OF LESSON HOURS IN BASIC EDUCATION

28. 28 For learning and competence INTEGRATIVE, CROSS-CURRICULAR THEMES  Growth as a person (human being)  Cultural identity and internationalism  Media skills and communication  Participatory citizenship and entrepreneurship  Responsibility for the environment, well-being and a sustainable future  Safety and traffic competencies  Technology and the individual

29. 29 For learning and competence FLEXIBILITY IN ORGANIZING TEACHING AND LEARNING  Flexibility and school/teacher autonomy in curriculum implementation: allocating goals, contents, time and resources, selecting methods and materials and forming study groups  Importance of goals which can be reached by means of different contents, methods and materials  Goals and criteria for good performance are expressed mainly as competencies, not as detailed knowledge  Teachers are encouraged to take into account the various needs of their students and to emphasize good basic competencies

30. 30 For learning and competence EXAMPLE: VISUAL ARTS IN THE CORE CURRICULUM  The meaning and task of the subject –The tasks of visual arts instruction are to support the development of the students’ visual thinking and aesthetic and ethical awareness, and to make students capable of their own visual expression etc.  Objectives –The students will learn the skills and knowledge necessary in visual expression: making observations, processing ideas, imagining, invention, and creative problem solving; making and justifying aesthetic choices; and setting one’s objectives etc.  Core contents –visual expression and thinking, artistic knowledge and cultural expertise, environmental aesthetics, architecture, and design, the media and visual communication  Description of good performance –the students will know how to give visual form to their thought, feelings, and ideas, and to transform their observations to images etc.

31. 31 For learning and competence CORNERSTONE 3 SUPPORT ► Minimizing low achievement and helping everyone to succeed through:  The active role of a student  Early childhood care and education  Early learning and intervention  Systematic individual support  Taking care of students’ welfare

32. 32 For learning and competence CONCEPTION OF LEARNING  Student as an active and responsible learner  Student participation during lessons and in other school activities  Learning process as an individual and communal process of building knowledge and skills  Important role of student assessment and feedback  Important role of the learning environment and school’s working culture  Valuing and using the diversity of students in heterogeneous study groups, systematic individual support

33. 33 For learning and competence IMPORTANCE OF EARLY CHILDHOOD  Support for the family –parents are entitled to 43 weeks parental leave and allowance –child home care allowance immediately after parental leave until the youngest child is 3 years old or enters municipal day care  Early childhood care and education –different fee categories according to family size and income level –mainly (over 90 %) provided by municipal authorities (either social or educational) in day care centres or as family day care –at the national level under the Ministry of Social Affairs and Health –promotes children’s healthy growth, development and learning according to the National Curriculum Framework for Early Childhood Education and Care (2003)

34. 34 For learning and competence IMPORTANCE OF EARLY LEARNING AND INTERVENTION  Pre-school education for 6-year olds –promoting children’s favourable growth and learning, healthy sense of self-esteem and readiness for studies through play and other child-centred activities  Early intervention during pre-school and basic education –recognizing learning difficulties and developmental problems and organizing individual support as soon as possible  Multi-professional and community approach  Parents are actively involved in planning processes of individual goals and support

35. 35 For learning and competence SYSTEMATIC INDIVIDUAL SUPPORT  Basic Education Act ”Education shall be provided according to the student’s age and capabilities and so as to promote all students’ healthy growth and development”  Student welfare group in every school > Responsible for co-ordinating and monitoring the support activities  Student guidance and counselling from grade one onwards > Study skills, planning of studies and individual choices, career planning

36. 36 For learning and competence FORMS OF SUPPORT  Emphasis on general support of studies –cooperation between home and school –differentiation in teaching –student welfare services –guidance and counselling –remedial teaching –part-time special needs teaching  Special support when needed –special needs education –support for immigrant children

37. 37 For learning and competence REMEDIAL TEACHING -for students lagging behind in their studies STUDENT WELFARE, GUIDANCE AND COUNSELLING COOPERATION WITH PARENTS PART-TIME SPECIAL NEEDS EDUCATION - special needs education teacher - for minor difficulties in learning and in adjustment -parent-teacher cooperation important -individual learning plan, if needed OFFICIAL DECISION OF SPECIAL NEEDS EDUCATION - owing to a disability, illness, retarded development, emotional disturbance or comparable cause and a student cannot be otherwise taught - hearing of parents - based on psychological, medical or social statement INDIVIDUAL PLAN OF EDUCATIONAL ARRANGEMENTS - includes a plan of arrangements (integrated, partly integrated, special class), goals, contents, support and principles of assessment - includes decisions of syllabi

38. 38 For learning and competence SUPPORTING STUDENTS’ WELFARE  School welfare activities were included for the first time in the National Core Curriculum 2004  Municipalities and schools are obligated to describe their own working procedures: –activities to promote health, well-being, security, social responsibility, and interaction in the school community –measures and distribution of work and responsibility aimed at the prevention, observation, or taking care of the following problem and crisis situations: monitoring of absences bullying, violence and harassment mental health issues smoking, alcohol and drug abuse and the use of other intoxicating substances various accidents, misfortunes, and deaths

39. 39 For learning and competence NATIONAL NETWORK OF SPECIAL SUPPORT  Hospital Schools –32 hospital schools in 29 municipalities – supports the learning and positive development of the child during hospital periods –about 4500 students every year  State Special Schools –7 basic education schools –upper secondary special schools for vocational education  Reform Schools –national protective child welfare boarding schools –6 state-owned and 2 private schools

40. 40 For learning and competence CORNERSTONE 4 TEACHERS  High status and quality of teachers  High quality of teacher education  High quality of instruction

41. 41 For learning and competence TEACHERS ARE THE KEY  Comparison of 25 education systems  Three things that matter most: - getting the right people to become teachers - developing them into effective instructors - ensuring that the system is able to deliver the best possible instruction for every child “The only way to improve outcomes is to improve instruction” Reference: “How the world’s best-performing school systems come out on top” (McKinsey & Company, Sept 2007)

42. 42 For learning and competence TEACHERS AS VALUED EXPERTS  High quality and status of teachers in Finland –kindergarten teachers have at least Bachelor’s Degree and school teachers at least Master’s Degree, 3 obligatory in-service training days every year  Teacher profession is popular, only 10-12 % can be admitted –profession is valued in society, creative and autonomous  Teachers are active in the development of education  Teachers are supported by –good pedagogical/instructional leadership –teachers co-operation, learning from each other –municipal and national education authorities –experts of health, social and psychological affairs

43. 43 For learning and competence FINNISH TEACHERS ARE SUPPORTIVE  Teachers act respectfully towards their students  Teachers want to support individually their students  Teachers prefer goals like learning to learn, problem solving, thinking abilities, responsibility and cooperation National evaluation of comprehensive school pedagogy and teachers preferences in instruction 2008 (National Council for Evaluation in Education in Finland).

44. 44 For learning and competence Summary

45. 45 For learning and competence KEYS TO SUCCESS IN FINLAND Education system -comprehensive 6-16 -inclusive -coherent Trust and support Valued teachers, good teaching, high level of teacher education Individual support Early intervention Active role of student Good student – teacher relationship Learning culture Irmeli Halinen 2008 (based on Lampola 2006)

46. 46 For learning and competence IMPROVING THE QUALITY OF INSTRUCTION  Respecting every pupil by setting high expectations and by giving individual support when needed  Creating friendly atmosphere, promoting teacher and pupil participation in everyday school life  Combining individual and group/community orientation in teaching and learning, valuing and using diversity in learning processes  Supporting teachers so that they are able to recognize individual strengths and difficulties of students and to plan and implement differentiation and support  Developing flexible teaching arrangements and versatile learning environments  Developing pedagogical leadership

47. 47 For learning and competence RESPECT IS THE HEART OF EDUCATION * Respecting every learner * Respecting the learning process * Respecting the teaching profession * Respecting the power of education

48. 48 For learning and competence Links: www.edu.fi/english www.oph.fi/english