Quality Education: Finnish Way to Sustainable Well-being

Transcription

1 Quality Education: Finnish Way to Sustainable Well-being Irmeli Halinen Head of National Curriculum Development Finnish National Board of Education (FNBE) August

2 Finland in brief population 5.4 million (18 inhabitants / sq. km) two official languages: Finnish and Swedish foreigners: 4.8 % of the population education level of the working age population: 13 % basic education 45 % upper secondary education 42 % tertiary education Statistics Finland 2015, Education at a Glance 2015, City of Helsinki media bank

3 QUALITY AND SUSTAINABILITY In the policy and structures In the ethos and culture In the content of teaching and learning

4 EDUCATION IN FINLAND SUSTAINABLE POLICY AND STRUCTURES: Access to education EARLY CHILDHOOD EDUCATION AND CARE 4

5 High Quality Teachers Qualification requirements (eligibility) defined by law Master s Degree as a prerequisite Pedagogical autonomy and creativity of teachers Respect of the profession Popularity of the profession (especially class teacher education) Talented, motivated, committed teachers Able to scientific thinking and problem solving Ready to take responsibility

6 HIGH QUALITY LEARNING TEACHING AND STUDYING LOCAL CURRICULA SUSTAINABLE ETHOS AND CULTURE NATIONAL CORE CURRICULA GOVERNMENT S DECREES EDUCATION ACTS AND DECREES

7 Trust as the Cornerstone of the High Quality Education System No high stakes testing or school inspections league tables or comparisons between schools dead ends in the system Instead collaborative mindset (top-down-bottom-up) strong national goals and support systems local autonomy and responsibility flexible legislation and structures evaluation as a feedback for improvement coherent development (small step policy)

8 The Guiding Principles of the System Equity and equality Inclusiveness Life-long learning High quality teaching and teacher s pedagogical autonomy Focus on learners and learning Sustainable well-being

9 What is High Quality Learning? Meaningful Enjoyable Sustainable

10 CURRICULUM REFORM 2016

11 HIGH QUALITY LEARNING TEACHING AND STUDYING LOCAL CURRICULA NATIONAL CORE CURRICULA GOVERNMENT S DECREES Local curricula are renewed on the basis of the national core curricula. Teaching and learning based on the renewed curricula starts August 2016 EDUCATION ACTS AND DECREES

12 Holistic and visionary curriculum approach Curriculum covers all areas of school work. It describes the main principles and guidelines for providing education and organising teaching and learning. It includes also subject syllabuses. It is future-oriented and visionary.

13 Pupils, teachers and the curriculum Basic Education Act 30 Every school day, every pupil is entitled to have instruction, and guidance and counseling according to the curriculum, as well as sufficient support for learning and school attendance directly as the need arises.

14 SUSTAINABLE REFORM PROCESS: building the future together Written core curriculum Collabo rative process Shared ideas Common direction Commitment

15 Research Analysis of the Curriculum Reform Process (Pietarinen et al The Curriculum Journal, Routledge) Top-down approach: state-level capacity to provide framework, direction and resources, and to build networks and bring people together Bottom-up approach: local-level understanding and experiences, capacity to create, give feedback, learn and find best practical solutions Combining these approaches contributes overall coherence of the reform

16 Coherence is also promoted by transparent and participatory leadership: Developing structures to foster participation Using the expertize of those involved in and affected by the reform, appreciating also contradictory views Using multiple sources of information and feedback Using extensive knowledge-sharing and leadership for change All this helps people to make sense of what will happen and how changes can be beneficial for their work Collective sense-making facilitates shared interpretation of the reform and provides a tool for building curriculum coherence and strengthening the sustainability of the reform

17 SOCIETAL CHALLENGE STRATEGIC COMPETENCE a. DIGITALIZATION b. GLOBAL EQUITY ECOLOGICAL COLLABORATION SUSTAINABILITY 1. BOUNDARY CROSSING, ORCHESTRATION 2. DEALING WITH PAST, PRESENT AND FUTURE 3. AGENCY AND VOLITION, TAKING RESPONSIBLE ACTION Engeström, Y. 2015

18 How the story of the Finnish basic education continues? How to strengthen the best features of the system? How the surrounding world chances? What is worth learning in that world? What kind of future we want to build? How do we perceive learning? What is a good learning process like?

19 Four keys to curriculum reform Changing role of pupils - Learning together, involvement - Exploratory and creative learning World of change - Environment, globalization. economy, world of work, technology, diversity of society School Impact on children s environment Changing role of teachers and teaching - Learning conception - Working together and building learning entities Changing concepts of learning and competence - Wide and transversal, ethical, sustainable - Social and emotional skills - Learning to learn, working with knowledge

20 Four keys to curriculum reform Changing role of pupils - Learning together, involvement - Exploratory and creative learning Learning community World of change - Environment, globalization. economy, world of work, technology, diversity of society Impact on children s environment Changing role of teachers and teaching - Learning conception - Working together and building learning entities Changing concepts of learning and competence - Wide and transversal, ethical, sustainable - Social and emotional - Learning to learn, working with knowledge

21 Main goals in the curriculum reform 2016 To enhance joy and meaningfulness of learning and the active role of pupils To create better opportunities for deep learning, development of competencies and high quality learning achievement To strengthen the identity development and wellbeing of every pupil To promote cooperation in the school community and between the schools and its surroundings To enhance sustainable way of living and sustainable well-being of both individuals and the society

22 How do we try to achieve these goals? By supporting municipalities and schools to develop themselves as learning communities By emphasizing inquiry-based and deep learning, and work across subjects in order to promote transversal competences using multidisciplinary learning modules as new tools for teaching and learning By renewing the objectives and main content areas of all school subjects By developing and emphasizing assessment for learning and assessment as learning

23 Focus is in pupils experiences Competences Learning process Pupils experiences School culture

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25 Osaamisen ja sivistyksen parhaaksi

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27 Essential in the curriculum reform 2016 Why? How? What? How our schools could be better learning environments and supporting and encouraging communities for meaningful learning and for meaningful being?

28 Sustainable well-being: sense of coherence - comprehensibility, manageability, Social and emotional coherence meaningfulness Cognitive coherence - Value basis - School culture - Conception of learning - Transversal competencies - Multidisciplinary learning modules - Assessment for learning and feedback - Learning environment - Working approach - Organizing the school day Vertical and horizontal coherence

29 SUSTAINABILITY IN THE CONTENT OF TEACHING AND LEARNING - FOCUS IS ON SUSTAINABLE WAY OF LIVING

30 Rethinking the value basis of education Necessity of sustainable way of living Humanity, equity, equality, democracy Uniqueness of every pupil, high quality education as a basic right Cultural variety as richness All dimensions of sustainability must be promoted

31 Eco-socially conscious education Crystallizes the core ideas of sustainability in education and is based on four dimensions Freedom and responsibility Ecological integrity and diversity Interdependence and equality of humans Activities of an eco-social human community democracy, non-violence and peace Based on systems thinking Learners are provided with the opportunity to reflect sufficiency and learn to act responsibly

32 Rethinking the school culture Schools promote learning and sustainable well-being by their own example Environmental responsibility and sustainable future orientation Equity and equality Wellbeing and safety in daily life Learning community Participation and democratic action Interaction and versatile working approach Cultural diversity and language awareness

33 Rethinking the Competencies in Basic Education Transversal Competencies - knowledge - skills - values - attitudes - will/volition Participation involvement, building a sustainable future Working life competence, entrepreneur- ship Thinking and learning to learn Development as a human being and as a citizen ICT- competence Taking care of oneself, managing daily life Cultural competence, interaction and expression Multiliteracy 33

34 The joint objectives of transversal competencies Supporting growth as well educated human beings and as citizens in a democratic society Promoting a sustainable way of living Encouraging students to recognise their uniqueness, personal strengths and development potential, and to appreciate themselves Values, conception of learning and school culture lay the foundation for the development of t-competencies. The specific objectives of t-competencies are also included in the subject syllabuses.

35 Being aware of the objectives of transversal competencies and promoting the awareness of students is vital in every teacher s work.

36 Multidisciplinary learning modules Guidelines in the national core curriculum: Learning modules integrate skills and knowledge of various school subjects and connect them to real life phenomena Pupils are entitled to at least one integrative, multidisciplinary learning module every school year Teachers plan and work together Pupils participate in the planning and implementation of these modules

37 Multidisciplinary learning modules Objectives, contents and ways of working are planned and decided at the local level Modules should be interesting and meaningful from the pupils point of view Modules actualize the principles of the school culture Modules promote the development of transversal competences Modules create better opportunities for working in multi-age groups, for using learning environments outside school, for working together with partners outside school, for using virtual contacts and digital tools etc.

38 Rethinking the learning conception School subjects and their objectives Transversal competences Pupil assessment Modes of working LEARNING CONCEPTION Learning environments School culture KEY POINTS Ø Pupil as an active agent Ø Interaction promotes learning Ø Positive experiences and emotions promote learning Ø Self-regulation and selfdirectedness is important Ø Learning to learn is a central skill

39 Maximising potential: every child is unique Creativity Learning environment Encouragement Fairness Self-esteem Joy of learning Curiosity Critical thinking Responsibility Community

40 CURRICULUM REFORM 2016 in a nutshell Inclusive school Multifaceted and deep learning Transversal and subject competences Sustainable way of living and well-being

41 Irmeli Halinen Osaamisen ja sivistyksen parhaaksi Photo: Hannu Piirainen Thank you!