CURRICULUM REFORM 2016 Building the Future Together Enirdelm Conference

Transcription

1 CURRICULUM REFORM 2016 Building the Future Together Enirdelm Conference Irmeli Halinen Head of Curriculum Development Finnish National Board of Education 1

2 Education system and administration in Finland 2

3 EDUCATION IN FINLAND 3 For Osaamisen the benefit ja sivistyksen of skills and parhaaksi education

4 The administration of education in Finland Parliament Government Ministry of Education and Culture National Board of Education (FNBE) Education providers (local authorities) Municipalities, Federations of municipalities, Private organizations Schools and other educational institutes State regional organizations 4

5 Assessment system in Finland 5

6 How does the assessment system support learning? No school inspections No national achievement tests covering the entire age groups No national control of text books or other learning materials So, how do we know then, how our schools are working and how our students are doing? 6

7 Assessment to support learning 1 Sample-based national achievement tests in two or three subjects of basic education every year National results are published as mean values no possibility for ranking lists of schools Results are used for development purposes for improving curriculum, learning materials, teacher education etc. National quality evaluations Produce information for national and local authorities and for schools for their improvement work Participation in international evaluations like PISA, PIRLS and TIMSS 7

8 Assessment to support learning 2 Self-evaluation of local authorities and schools Obligation based on the Education Act Helps local authorities and schools to take responsibility over their own work - to plan, asses and develop systematically Pupil assessment system According to Basic Education Act, the main task of pupil assessment is to encourage and promote learning Focus is on the process of learning assessment for learning and assessment as learning 8

9 Curriculum system in Finland 9

10 How does the curriculum system support learning? The national core curricula and the local curricula, and their drawing-up processes, have a key role in the educational administration system National core curricula and local curricula are drawnup in open, interactive and cooperative processes Cooperation is based on mutual trust and respect This ongoing dialogue works out like a learning cycle; it helps us to identify the issues to be improved to find solutions that best serve teaching and learning to promote the commitment of all stakeholders in the curriculum process and the goals set for education 10

11 POSSIBLE SCHOOL-SPECIFIC CURRICULUM and annual plan based on it LOCAL CURRICULUM 2016 Local needs and Quality criteria policies National Core Curriculum 2014 Government Decree defining the general national objectives and distribution of lesson hours in basic education Basic Education Act and Decree 11

12 Curriculum reform

13 Key questions of the reform What will education mean in the future? What kind of competencies will be needed? What kind of practices would best produce the desired teaching and learning? VISION How will change be realised in municipal and school cultures and in every lesson? Significance of personal vision and will. ACTION What kind of skills will teachers and other school staff require to be able to work so as to promote education and learning for the future? TEACHER EDUCATION How do the national core curricula and local curricula guide and support the work of teachers and the school community? COMMON GUIDELINES 13

14 Why to reform a well-functioning system? Why? What? How? The world in which schools operate has undergone major changes since the beginning of the 2000s; increasing the impact of globalisation and the challenges for a sustainable future Competences needed in society and working life are changing; requiring skills for building a sustainable future Content of education, pedagogy and school practices must be reviewed and renewed in relation to these changes

15 Importance of the reform and prerequisites for success Central role of schools Supporting the sense of coherence of their students Taking responsibility for choices and actions that shape our future Our strengths Clear national guidelines, a well functioning curriculum system Culture of cooperation and trust Competent teachers, high ethical orientation and commitment Our challenges School culture Role of students Pedagogics Use of digital learning environments Quality of learning process and results 15

16 Focus of the curriculum reform Rethinking the learning conception Importance of students own experiences and activities, feelings and joy Importance of working together, learning to learn in dialogue with others Renewing the idea of learning environment Rethinking the school culture and the relationship between the school and the community School as a learning community Diverse and open cooperation Rethinking the roles, goals and content of school subjects Transversal competences to support the identity development and the ability to live in a sustainable way 16

17 CHANCING WORLD TASK Competences CHANCING WORLD Learning Student s experiences Working culture VALUE BASIS

18 Rethinking the value basis of education Necessity of sustainable way of living Humanity, culture and civilization, equity and democracy Uniqueness of every pupil, high quality education as a basic right Cultural variety as richness Core Curriculum Draft

19 Rethinking the school culture Equity and equality Responsibility for the environment Future orientation Safety in daily life, wellbeing Learning community Participation and democracy Dialogue and varied working approaches Celebrating diverse cultures Awareness of languages

20 Rethinking competences National Goals for Basic Education and Transversal Competences - knowledge - skills - values - attitudes - will Participation and influence, building the sustainable future Competence for the world of work, entrepreneurship Thinking and learning to learn Development as a human being and as a citizen ICTcompetence Taking care of oneself and others, managing daily activities, safety Cultural competence, interaction and expression Multiliteracy Core Curriculum Draft

21 Essential in the reform Why? What? How? How our school could be a better learning environment and supporting and encouraging community which enhances the meaningfulness of studying in school strengthens the identity of every student and their ability to work with others enhances the capacity for learning to learn and the development of other transversal competences, and similarly ensures the high quality of learning results supports the development of sustainable way of living

22 Reform process 22

23 Important features of good curriculum process Norm-based Knowledge-based Future-oriented Cooperative, interactive Respectful Shared vision Commitment 23

24 Planning process of the core curricula involves Estimating the changes in the operating environment Analysing the current state Looking for findings of research, evaluations and development projects Learning form international experience and materials Building on the national education acts and policy guidelines Communicating with various stakeholders Working intensively with the municipalities and schools 24

25 Partnership-based and transparent planning process The core curriculum is outlined by multidisciplinary working groups supported by online consultation groups Education providers are asked to provide feedback during the whole process The National Board of Education website for totally open consultations three times during the process November general guidelines Early September pre-primary education April basic education and voluntary additional basic education Key stakeholders to provide their official opinions on the new national core curriculum in the autumn

26 Website: oph.fi/ops2016 News Goals and objective Time table Working groups Road map Drafts Slides and videos Blogs

27 LEARNING TEACHING AND STUDYING LOCAL CURRICULA NATIONAL CORE CURRICULA Curriculum has a central role in the development system of education GOVERNMENT S DECREES EDUCATION ACT AND DECREES

28 Local curriculum work covers all important areas of teaching and learning School culture Allocation of hours Goals Main tasks Structure of the school day Content, materials Values Learning conception Teaching and learning Support Guidance Learning environment Working methods Assessment Cooperation and participation 28

29 Curriculum for the Future Content Way of working Shared ideas, common direction

30 It could be about this Help kids know how to make meaning and sense of what they are learning so they can see who they are. Mary Helen Immordino- Yang Ed. D.

31 Thank you! 31