However, owing to the scale of the reforms, challenges of some kind were likely during the implementation phase, such as restructuring teachers' payscales and providing suitable training for teachers about the new system. Financing for the new comprehensive system was the responsibility of the Finnish government, which increased the proportion of its budget it spent on education from 9.
State subsidies covered 81 to 90 percent of teachers' salaries, 84 to 93 percent of school transport and pupil accommodation, and 5 to 77 percent of other expenses. To ensure the success of the comprehensive school system, it was essential that teachers were suitably trained to deliver the desired outcomes. The last southern municipality to implement the new comprehensive system did so in The management structure of comprehensive school reforms was clear at the outset and changed over time to respond to the emerging needs of the system.
The National Board of General Education NBGE was initially responsible, before the eventual transfer of authority to local municipalities in the s.
Enacting the legislation was the responsibility of the NBGE. By , the Ministry of Education - which had been restructured in - increasingly had a role in decision-making, while by , municipalities were the main decision-making authority.
By the early s, many considered the centralised management of the education system too restrictive and bureaucratic. There was increasing pressure to make changes to the system and give greater authority to municipalities and teachers. Norm and resource management was replaced by data-driven results based management. Evaluation of student and school performance has changed over time.
At a national level, there are some legislative provisions requiring evaluation of school performance; however, schools' high degree of autonomy means that evaluative processes are not homogeneous. Rather than assessing all students through standardised testing, teachers currently evaluate student performance at the classroom level using teacher-made tests, which evaluate students' learning instead of standardised criteria.
At the national level, there are national learning result evaluations, which were created by the NBE in The following year, the Basic Education Act introduced statutory requirements for evaluation measures requiring municipalities to evaluate the performance of schools. In addition to these results, FINEEC evaluate schools through feedback from principals, teachers and students about learning methods and student experience. This was a very big reform, very big and complicated for teachers accustomed to the old system.
They were accustomed to teaching school with selected children and were simply not ready for a school system in which very clever children and not so clever children were in the same classes. It took several years, in some schools until the older teachers retired, for these reforms to be accepted. This case study has been assessed using the Public Impact Fundamentals, a simple framework and practical too to help you assess your public policies and ensure the three fundamentals - Legitimacy, Policay and Action are embedded in them.
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Today the Finnish teaching profession is on a par with other professional workers; teachers can diagnose problems in their classrooms and schools, apply evidence-based and often alternative solutions to them, and evaluate and analyze the impact of implemented procedures.
A Finnish official noted this key lesson learned from the reforms that allowed Finland to climb from an inequitable, mediocre education system to the very top of the international rankings:. Professional teachers should have space for innovation, because they should try to find new ways to improve learning. Teachers should not be seen as technicians whose work is to implement strictly dictated syllabi, but rather as professionals who know how to improve learning for all.
All this creates a big challenge. Teachers are ranked highest in importance, because educational systems work through them. Finland has undertaken these elements in a systemic fashion, rather than pouring energy into a potpourri of innovations and then changing course every few years, as has often been the case in many communities in the United States, especially in large cities.
And while this small nation has conducted this work on a national level, similar strategies have been employed at the state or provincial level in high-scoring Australia, New Zealand, and Canada, and provinces like Hong Kong and Macao in China, also with positive outcomes.
They demonstrate how it is possible to build a system in which students are routinely taught by well-prepared teachers who work together to create a thoughtful, high-quality curriculum, supported by appropriate materials and assessments that enable ongoing learning for students, teachers, and schools alike. Buchberger and I. Buchberger, , Problem-solving capacity of a teacher education system as a condition of success?
An analysis of the 'Finnish Case,' in F. Buchberger and S. Berghammer Eds. Sahlberg, , Educational Change in Finland, in A. Hargreaves, M. Fullan, A. Lieberman, and D. Hopkins Eds. The strategies that 12 states used to integrate performance assessment into state systems of assessment.
Hear from ILC participants and partners on how the ILC project is inspiring students and making an impact through collaboration.
A new book, Global Education Reform: How Privatization and Public Investment Influence Education Outcomes, provides a powerful analysis of these different ends of an ideological spectrum — from market-based experiments to strong state investments in public education.
Skip to content Skip to navigation. Search form Search. Author s :. Release Date:. October 1, Areas of Focus:. As one analyst notes: "Most visitors to Finland discover elegant school buildings filled with calm children and highly educated teachers. A recent analysis of the Finnish system summarized its core principles as follows: Resources for those who need them most.
High standards and supports for special needs. Qualified teachers. Evaluation of education. Balancing decentralization and centralization. Laukkanen, , p. He observes: "The Finns have worked systematically over 35 years to make sure that competent professionals who can craft the best learning conditions for all students are in all schools, rather than thinking that standardized instruction and related testing can be brought in at the last minute to improve student learning and turn around failing schools.
By contrast, he suggests: "Finnish education policies are a result of four decades of systematic, mostly intentional, development that has created a culture of diversity, trust, and respect within Finnish society in general, and within its education system in particular.. The result is that: "Finnish teachers are conscious, critical consumers of professional development and inservice training services. Studies cited in this excerpt: F.
What's Trending Publication. Hot Topic. Teachers work with their pupils in school as much as possible. They have little homework to do when they get home. When teachers are not with the pupils they spend a lot of time in schools working on the curriculum and new projects. They teach in teams if it helps them reach their goals. That is why dropout rates are low compared to other countries. In contrast to other nations teaching in Finland is a highly admired profession.
Finland selects its teachers very carefully. Finland only takes the best to educate its youth. Schools in Finland are small, at least for international standards. More than in any other country teachers are ready to prepare children for life.
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