and how we might apply them in Britain

and how we might apply them in Britain The Report of the NUT Executive Delegation to Finland 17-20 March 2014

LESSONS FROM FINLAND AND HOW WE MIGHT APPLY THEM IN BRITAIN The Report of the NUT Executive Delegation to Finland 17-20 March 2014 1. Foreword Beth Davies, ex-president 2. Background to the delegation 3. Key Conclusions and Lessons for Britain s education system 4. The Structure of Finnish Education an overview 5. Finnish Education Context, Characteristics and Principles 6. Roles and responsibilities the Ministry for Education, the National Board of Education, Local Government and Schools 7. Curriculum and Assessment 8. Teacher Education and Training 9. Early Childhood Education and Care 10. Comprehensive (Basic) Education (age seven-16 years) 11. Upper Secondary Education (post-16) 12. Special Education, Student Welfare and Inclusion 13. Teaching Conditions 14. Reflections Robin Head, Vice Chair Education and Equalities Committee 1

1. FOREWORD BY BETH DAVIES, EX-PRESIDENT In March 2014, towards the end of my Presidential year, the NUT sent a delegation to Finland to meet with educators, politicians and the OAJ teachers' union. The objective? To find out why the Finnish education system is so successful. It has taken over 40 years to reform Finnish education with the main focus being upon the teacher education programme. All teachers in compulsory education in Finland are qualified to Master s level, an education that takes five years to complete. Competition for places in teacher education is high and teaching is considered one of the top professions. Finland has continued to retain its high ranking place in international league tables and notably in PISA. In his book, 'Finnish Lessons', Pasi Sahlberg, the leading authority on Finland's educational reform strategy states: "The Finnish way reveals that creative curricula, autonomous teachers, courageous leadership and high performance go together...furthermore, makes plain that collaboration, not conflict, with teacher unions, leads to better results." In England in particular, although Wales is not exempt from this, we have become infected with the 'GERM', the Global Education Reform Movement, where competition, choice, test-based accountability and pay related to performance is high on the agenda, driving school systems around the world, stifling creativity and the autonomy of teachers. We now have a generation of teachers who are under more scrutiny than ever before and a generation of children who know nothing but summative tests. Not so in Finland. Imagine working in an education system where there is no fear of inspections, where the interpretation of the curriculum is entrusted to you, where assessment is used to inform children's learning only (not to judge your performance and determine your future pay) and where you are highly respected and work in an environment of trust; where the school day is much shorter and where childcare and early childhood education is guaranteed for all children. Imagine a system where reform, such as a curriculum review, is driven by collaboration with educators, politicians and unions with one objective in mind, to place the child at the heart of the process; where the curriculum is not overloaded, it is broad based and where teachers teach less and children spend less time studying. We came to the conclusion that less is more. For all of us it was a truly inspiring experience and gave us strength that the 'GERM' has not 'infected' all countries and that we must carry on fighting for our children, teachers and schools and remain hopeful that the healing will eventually come when the politicians listen to the profession. 2

In addition, the delegation embraced the statement by Peter Mortimore that while Finland boasted the best education system in the world, some of the best teaching he has seen has been in British schools. I hope you enjoy our report and I urge you to share it with others. 3

2. THE NUT DELEGATION TO FINLAND BACKGROUND AND RATIONALE FOR THE VISIT Finland is widely recognised as having one of the best education systems in the world. Finland is consistently ranked at or close to the top in the PISA (Programme for International Student Assessment) tables and other international education league tables. This had made it a focus for educationalists all over the world who want to study the secrets of its success. The NUT Executive agreed that a delegation should visit Finland, aiming to: Draw out the lessons for the success of Finland s Early Childhood Education and Care providers and Pre-Primary provision in preparing children for compulsory schooling and in supporting parents; Draw out the lessons for the success of Finland s Basic Education schools (educating children aged seven-16), in particular to focus on the curriculum, teacher-training, pedagogy and school organisation; Draw out the lessons for the success of Finland s Upper Secondary Schools (for pupils aged 16-19) the focus to be on both the general and vocational curriculum, teacher-training, pedagogy and school organisation; Discuss with key educationalists and officials what they regard to be the benefits of a unified and comprehensive non-selective school system where parental choice is not the focus and there is no support for marketisation or privatisation of education. Discuss with Finnish teacher trade unionists the mechanisms by which they work with Government to develop common shared education goals and policies as well as their recruitment and organising strategies as a trade union. Composition of Delegation The visit took place from 17-20 March 2014 and the eight-person delegation was led by the NUT President, Beth Davies. 4

3. KEY CONCLUSIONS AND LESSONS FOR BRITAIN S EDUCATION SYSTEM While it would be unrealistic to think that we can simply recreate Finland s education system in Britain, some approaches could easily be adopted, given the political will to do so. Other measures, though requiring more long term development, are equally relevant to the British context and could be adopted if there were commitment to seriously consider the long term benefits they would bring about and how they could best be applied to Britain s education system over a longer time scale. POLITICAL CLIMATE 1. Politicians of all parties should commit to a concordat on education. This would recognise that education is too important to society to be subject to constant change according to the political party in power. It should set out a commitment to establish a new climate for education in which it is recognised that teachers are essential to securing a high quality education system and that they must be respected, trusted and given sufficient autonomy to fully utilise their professional skills and judgements in the interests of their pupils. The concordat would commit all parties to the long-term development of an education structure and system that puts children at the heart of education. THE ROLE OF NATIONAL GOVERNMENT 2. The Department for Education should fund the work of the national council for education, the implementation of education policies and school capital and revenue (via local authorities). It should report to politicians on education matters and on the work of the council. It should champion the importance of education, its role in supporting the economy and its wider benefits to society. A NEW NATIONAL EDUCATION COUNCIL 3. An arms-length national council should be established to take over responsibility for developing and implementing education policy. 4. The council should be mandated to work with and alongside key education stakeholders, including local authorities, teacher unions, governor body representatives, parents organisations, the business community and others on major education initiatives, such as curriculum design. 5. The council should be accountable to, and funded by, the Secretary of State for Education but independent in its operations. 6. Control of the curriculum and examinations should be removed from politicians and delegated to the council. There should be agreement at an early stage of the council s establishment on some key matters, such as how frequently curriculum renewal should occur. THE ROLE OF LOCAL AUTHORITIES 5

7. All state funded schools should be funded through and overseen by local authorities. LAs role would be to ensure implementation, at local level, of education policies developed by the national education council. In addition, LAs should support local schools; provide continuing professional development for teachers (CPD); work with local university-based teacher education departments and teaching schools to develop and share best practice in pedagogy and subject research amongst schools; coordinate special needs and student welfare provision; ensure the sufficient supply of school places at local level; coordinate school admissions; and provide direct services that cannot easily be provided at school level. 8. The aim should be for all children to attend a good local school in the neighbourhood in which they live. HIGH QUALITY TEACHER EDUCATION AND CPD AS THE BASIS FOR TEACHER TRUST AND AUTONOMY 9. A national network of university teacher education departments should be retained, linked to teaching schools but working with and alongside all local schools, to work closely with the national council for education to provide teacher education and CPD and to conduct and coordinate the dissemination of education research. 10. All teachers in state funded schools should be educated at least to degree level and hold qualified teacher status. Consideration should be given to extending the PGCE to two years. Upon completion of PGCE and QTS, teachers would hold the equivalent of a Master s degree in education. 11. Time should be made available for all teachers to engage in CPD and pedagogical and subject research, including through the provision of long service and study leave. Similar and appropriate arrangements should apply for other school staff. 12. All teachers in state funded schools should have an annual entitlement in the form of CPD credits to engage in CPD and research. Teachers should be encouraged to engage in collaborative practice with colleagues in both their own and other schools. Such practice should be recognised through CPD points. Consideration should be given to the provision of an allowance of one term for each five years of service to enable practising teachers to engage in education research. 13. Teachers should be trusted, as education experts, to deliver the curriculum and assess pupils. A NATIONAL CURRICULUM WITH LOCAL FLEXIBILITY 14. There should be national core entitlement curriculum for all pupils in state funded schools. The advantages of all students studying some technical/vocational subjects as well as academic ones should be given serious consideration. 15. There should be a renewed strategy to raise the status of technical/vocational subjects and qualifications. Curriculum, subject and examination design should 6

ensure that all subjects are equally valued and provide a passport to higher education. ASSESSMENT TIED TO CURRICULM OBJECTIVES WITH FINAL EXAMS AT AGE 18 16. The curriculum to age 16 should be a broad entitlement curriculum covering the full range of subjects including mathematics, science, English language, English literature, humanities, the arts, design and technology, foreign languages, citizenship, PSHE, IT, PE, RE and, in Wales, the Welsh language. 17. Subject assessment should be linked to curriculum objectives and carried out by teachers as appropriate. 18. National terminal exams should be taken by all students on leaving education at age 18 instead of at age 16. Consideration should be given to the introduction of a Baccalaureate-style examination based on the subjects students are studying but including both academic and vocational subjects. 19. Annual national sampling tests, to gauge the quality of the education system as a whole, should be carried out by schools on a rolling programme drawn up by the national education council. This would aim to ensure consistent high quality education across all schools, flag up any potential problems and indicate any schools needing support. The council should liaise, as appropriate, with the relevant local authority, to ensure school support is provided where needed. Equally, the Agency should identify good practice in schools and coordinate, with teacher educators in university education departments and teaching schools and with local authorities to share and spread best practice. SCHOOL GOVERNANCE 20. School governing bodies, representing all elements of the school community, should be charged with ensuring the curriculum entitlement is available to all pupils. 21. School accountability to democratic governing bodies, in turn accountable to democratically elected local authorities, should be at the heart of an equitable education system. INCLUSION AND STUDENT WELFARE 22. There should be recognition of the factors needed to build schools capacity to operate inclusively. To make this a practical reality would require recognition of the need to fully fund provision of qualified special needs teachers, appropriate class sizes and equipment for pupils with SEN. In addition Government should desist from policies that force schools to compete. 23. There would be provision in state funded special schools for those pupils, largely with high dependency special needs, whose parents wished them to receive their education in a special school. 7

24. In the short term, highly trained and qualified student welfare teams should be provided at local authority level to work across local schools. Such teams would include social workers, education psychologists, speech and language therapists, student counsellors and any other specialist staff thought appropriate at local level. In the long term the aspiration should be for such teams to be available within all large schools. 25. Breakfast and after school clubs should provide free meals and creative activities for younger children outside of the core school day. They would be provided on or close to the school site but staffed by qualified play workers. EARLY CHILDHOOD CARE AND EDUCATION AS THE BUILDING BLOCK FOR EDUCATION 26. Consideration should be given to developing a national network of early childhood education and childcare centres, provided through local authorities, to meet the childcare needs of young children and their parents. 27. Such centres would provide free or low-cost subsidised care for very young children as well as free pre-school education for six to seven year olds. 28. The centres would provide best practice early years provision and would have a focus on learning through play. 29. Consideration should be given to raising the school starting age to seven. 30. The centres would be staffed by fully qualified early years teachers working alongside qualified childcare staff. SOCIAL POLICIES AND EQUITABLE SOCIETIES 31. The Governments should recognise the interrelation between school effectiveness and good outcomes for pupils and an equitable society. Finnish policy-makers value equity and cohesion and the gap between different income groups is far narrower than in the UK. It should be acknowledged that schools and teachers cannot substitute for social and economic policies that generate inequality and undermine social cohesion. 8

4. THE STRUCTURE OF FINNISH EDUCATION Education system of Finland EARLY CHILDHOOD EDUCATION AND CHILDCARE Early childhood education and care comprises care, education and teaching. Childcare Every young child has a right to a place in a childcare centre which can be in a kindergarten or in smaller family day-care groups in private homes. The fees are moderate and are based on parental income and family size. Pre-primary education All municipalities are obliged to provide pre-primary education which all children can attend free of charge from age six. Although it is not compulsory, in practice over 90 per cent of families take up this offer. Pre-primary education is based on the principle of learning through play. It aims to equip children with age-appropriate skills, knowledge and capabilities from different areas of learning. 9

Child care and early education alternatives in Finland Maternal leave 105 days(exluding sundays) Parental leave 158 days After Parental Leave Parents choose Child home care allowance under 3- year-olds Pre-school for 6-year-old children (Children enter school at the age of 7) Private day care Municipal day care Since 1996, every child under school age is granted a subjectiveright to day care services BASIC EDUCATION Compulsory education starts in the year when a child turns seven and continues to age 16. Unlike Britain, there is no split between primary and secondary schools. Instead, all children aged seven to 16 attend Basic Education (comprehensive) schools in their local community. During their first six years at Basic School, children are taught by the same class teacher for most curriculum subjects. For the final three years, from age 13-16, they are taught by specialist subject teachers. UPPER SECONDARY EDUCATION GENERAL AND VOCATIONAL PATHWAYS Students who have successfully completed their Basic Education are eligible for either General or Vocational Upper Secondary Education and Training. More than 90 per cent move on immediately after completing their basic education. Students must apply and 10

be accepted by an Upper Secondary institution. For General Upper Secondary education, selection is mainly based on the students grades achieved in their Basic Education certificate. The selection criteria used by vocational institutions can include work experience and other comparable factors, entrance and/or aptitude tests. Completion of Upper Secondary education, both general and vocational, gives students eligibility to continue to higher education. General Upper Secondary Education typically lasts three years. It is structured around compulsory and elective courses, each of which is assessed on completion. A student who has completed the required number of courses, receives a general Upper Secondary school certificate. Students conclude their general Upper Secondary education with a national matriculation examination, which comprises four compulsory tests: mother tongue plus a choice of three other subjects, either a foreign language, mathematics or a general studies subject such as humanities or natural sciences. On matriculation, students are awarded a certificate that details their levels and grades in these examinations. Vocational Education also generally lasts for three years and students can choose from more than 50 vocational qualifications. Each qualification includes at least half a year of on-the-job learning in workplaces. Vocational education and training can be completed in the form of school-based training or apprenticeship training. PRIVATE SCHOOLS Most children attend municipal schools but parents are free to choose a private school for their child if they so wish. However, private education is unlike that in Britain. Private schools are state funded, cannot charge fees, must follow the national core curricula and qualification requirements and must employ qualified teachers. New private schools must obtain the permission of the Minister for Education before they are allowed to open. As part of its education reforms in the 1970s, Finland decided not to abolish private schools but to prevent them from charging fees. In practice this has meant most families choose local state schools unless they opt for a private school because it offers a distinct pedagogical approach such as Steiner and Montessori or it is an International School, or it offers a particular faith orientation. SPECIAL SCHOOLS Finland has few special schools - just eight nationally serving mainly children with high dependency special needs whose parents have opted for a special school. There is an assumption of inclusion with the overwhelming majority of pupils with special needs receiving special education support in mainstream schools where they are taught by qualified special needs professional educators either in small special classes, in mainstream classes or both. 11

5. ROLES AND RESPONSIBILITIES IN FINNISH EDUCATION One of the secrets of Finland s success is its collaboration with the teachers union. It is something special and something very important. (Mr Jorma Kauppinen, Director of General Education at the National Board of Education) Finland went through a period of decentralisation of its key institutions including education, health care and social care just over 40 years ago. For education, this meant a devolution of decision making to local level. The model has been in place ever since and the political consistency and consensus built around this long term policy provides the stability for its success. THE MINISTRY OF EDUCATION AND CULTURE The Ministry of Education and Culture is responsible for all education policy and legislation. The Minister determines the aims of education and is ultimately responsible for the curriculum and the number of hours allocated to each area of learning. However the majority of work in developing and implementing the curriculum is largely delegated to the National Board of Education. THE NATIONAL BOARD OF EDUCATION The Finnish National Board of Education (NBE) is the national agency responsible for the implementation, monitoring and development of education policy. The NBE works with the Ministry to: Develop educational objectives; Implement national policies; Prepare the national core curricula and qualification requirements Implement professional development and training for teaching staff; Monitor education and learning outcomes; Undertake evaluations; and Provide services and administration to the education sector. It carries out each of these roles for all phases of education from early childhood care right through to adult education. During our visit, the NUT delegation met with the NBE s Director of General Education, Mr Jorma Kauppinen. Mr Kauppinen described the work of the NBE in detail and explained the agency s relationship with both the Ministry and key education stakeholders, one of whom was the OAJ education union. Mr Kauppinen said that in his view, the collaboration between the NBE and the OAJ was one of the secrets of Finland s success. A key responsibility for the NBE is the national core curriculum which is renewed every ten years. This process involves the development of draft curricula through a two-year process of discussion and agreement in working parties in which all education 12

stakeholders are represented and involved. There then follows a further two years of consultation, development and support for teachers leading up to implementation. So the new national core curriculum for Pre-School and Basic Education, due to be implemented at the start of the 2016 academic year, had been in development since 2012. Once these new curricula were in place, the process would start for renewal of the Upper Secondary curriculum. Mr Kauppinen told the NUT that the new curriculum would focus more on competencies and less on content in response to complaints from teachers that there was too much curriculum content and a belief that less is more. There would be a shift in emphasis from what to teach to how should we teach? with more of a focus on different pedagogical styles to meet the needs of different learners. The NUT delegation heard that the curriculum was ultimately a compromise; that the NBE needed to listen to university and school based teacher educators, the OAJ education union and the municipalities. The NBE also developed its own view and drew on evidence from other countries. The business community always had a strong view, said Mr Kauppinen, but its interests had to be balanced with the interests of children s needs at any particular age. Politicians often also had a view for example some were lobbying for schools to teach about the importance of democracy but the NBE believed that it was not the role of schools to persuade citizens to vote, rather they should teach democracy at an age appropriate level. Ultimately the Minister for Education and Culture is responsible for the curriculum and if s/he didn t like the direction in which it was moving s/he could intervene though in 40 years this had never happened. The NUT delegation were struck with the contrast between the process for curriculum development in Finland and that in England where currently politicians have developed a new National Curriculum without consensus and with no clear vision and aims. We believe that a key lesson for Britain is that politicians should step back from this approach and adopt the consensual process used in Finland. This would ensure that while all stakeholders had a voice, the interests of children and age-appropriate learning would be at the centre of National Curriculum evolution. THE MUNICIPALITIES The local administration of education is the responsibility of Finland's municipalities (local authorities) or joint municipal authorities. Most Basic and Upper Secondary schools are maintained by local authorities or joint municipal boards. These make the decisions on the allocation of funding, local curricula and staff recruitment. However the municipalities can choose to delegate decision-making powers to school and typically school principals recruit their school s staff. Responsibility for educational funding is divided between national and local government. Pre-primary and basic education is part of the municipal basic services that receive statutory government funding and is based on the number of six to 15-year-olds living in 13

the municipality and any special conditions in the municipality. This funding is not earmarked and the municipality can decide for itself how it allocates its funding. Funding for Upper Secondary and Vocational education and training is based on the number of students in each institution and on the unit prices set by the Ministry of Education and Culture. SCHOOLS Once a child reaches compulsory school age (aged seven), local authorities assign pupils a place in a Basic Education (comprehensive) school close to their home. It is an established principle that no child should have to travel past a school before reaching the one they attend. Parents do have the right to choose a different school for their child, should they so wish (with some restrictions), although in practice most children attend their local neighbourhood school. The school year comprises 190 days between mid-august and early June. Schools are open five days a week, and the minimum number of lessons per week varies from 19 to 30, depending on the child's age and the level and number of optional subjects taken. Daily and weekly timetables are decided in schools. There is local autonomy concerning additional holidays. Finnish schools are largely self-managing. They have substantial freedom over school organisation and the curriculum provided they fulfil basic legal requirements. Schools determine their own teaching arrangements and are responsible for the effectiveness and quality of the education they provide. They usually manage their own budgets, purchasing and staff recruitment. Head teachers are responsible for the leadership and management of schools but teachers are in control of their own pedagogy. They plan the curriculum, assess students and select textbooks and materials. 14

6. FINNISH EDUCATION CONTEXT, CHARACTERISTICS AND PRINCIPLES A central objective is to provide all citizens with equal opportunities (Finnish Education in a Nutshell) INTRODUCTION It is rightly said that education systems cannot simply be lifted from one country and imposed upon another. A county s history, culture, geography, population, economy and social system will all play a part in shaping its education system and its citizen s view of it. So, however much we may admire Finland s education system, we cannot simply reproduce it in Britain. However, we can seek to understand the path the country followed to arrive at the situation it finds itself in today when, some 40 years after its great education reforms, Finland boasts one of the world s best education systems, and seek to learn the lessons of these. THE FINNISH CONTEXT Finland was part of Sweden for seven centuries (from the 12th century until 1809). Following a period of Russian control, Finland became an independent state following the Russian revolution of 1917. Since this time Finland has been an independent republic. Finland is a small country of just 5.5 million people compared to Britain s population of almost 57 million (53.5 million people in England and 3.1 million in Wales). This is often cited as a significant factor in Finland s educational success but simply noting the size of its population masks the country s complexity. Finland s geography and climate, for example, represent significant challenges for public policy makers, not least those in education. Furthermore, in recent years there has been increasing inward migration which is changing the make-up of the population and presenting educationalists with fresh challenges. Although its population is small, Finland s land mass is large compared with the UK s, covering an area of 340,000 square kilometers compared with the UK s 245,000 square kilometers. The country is heavily forested and contains thousands of lakes, numerous rivers, and extensive areas of marshland. The country experiences long, cold winters when much of the country is thick with snow and there are few hours of daylight. In the far north, the White Nights, during which the sun does not set, last for around ten weeks of the summer. In winter the same area goes through nearly eight weeks when the sun never rises above the horizon. Despite the challenges, daily life continues throughout Finland whatever the season and despite the weather and schools stay open all year long. The warm summer months are a time when Finns enjoy getting out into the countryside and pursuing outdoor activities 15

such as hiking and camping. In winter they don their skis, skates and warm clothes and daily life continues. MULTI CULTURALISM AND LANGUAGE LEARNERS Because it was once part of Sweden, a minority of the Finnish population has traditionally been Swedish-speaking and as a result, the country has two official languages, Finnish and Swedish. Approximately five per cent of students in Basic and Upper Secondary education attend a school where they are taught in Swedish and all pupils in Finnish language schools must study the Swedish language. A small Sami population, the original inhabitants of Finland, live mainly in the northern Lapland region and local authorities must provide education in the Sami language in Lapland s Sami-speaking area. Currently, there is also provision and additional school funding available for Roma children and other minorities as well as for students using sign language. Finland s population continues to be boosted by immigration. Finland s statistical agency Statistics Finland registered a record number of immigrants entering the country in 2013, the highest since Finland became independent. The capital city, Helsinki, where around 56 per cent of the population lives, is the most diverse in Finland, but other large cities are also seeing a change in the makeup of their local communities. In particular, there has been significant immigration from Russia and parts of eastern Europe. This year for the first time in Finland the number of foreign-language speakers other than Swedish exceeded that of Swedish speakers. At the end of March 2014, there were almost 300,000 foreign-language speakers in Finland, 5.4 per cent of the population. One of the discussion points around the new curriculum was the need to ensure provision for pupils with mother tongues other than Finnish, Swedish or Sami. KEY FEATURES Finland s education system was completely reformed from the 1970 s onwards. Today, the main objective of Finnish education policy is to offer all citizens equal opportunities to receive education, regardless of age, gender, domicile, financial situation or mother tongue. The key features of Finland s education system are: Education is free of charge and taxes are high. 1 All teachers are university educated, most to master s degree level, and are regarded also as researchers, with a strong focus on developing pedagogical knowledge. They enjoy full autonomy in the classroom. 1 Income tax is progressive in Finland so the higher the income, the higher the rate of tax payable. In 2014 income tax was on a range between 6.5%-31.75%. In addition there is also municipal tax payable by an individual on his or her income which fluctuates between 16.25% and 22% depending on the municipal authority; plus a Church tax of 1%- 2%. VAT and a number of other indirect taxes also apply. 16

The school system is integrated and inclusive. Pupils with special educational needs receive support in schools and there is a student welfare team in every school. Most pupils receive mainstream education, with special schools only for those whose needs cannot be adequately met in mainstream education. The education system is flexible and the administration is based on the principal of Centralised steering local implementation. The national core curriculum emphasises the active role of the pupil as the organiser of his/her own structure of knowledge. Teachers are free to tailor the curriculum to the needs of their pupils. Municipalities are responsible for implementation of the curriculum but schools and teachers enjoy substantial autonomy and trust. There are no national tests, no school league tables and no school inspections. CONSENUS AND STABILITY Finland has enjoyed a consensus around education policy for the last 40 years. There are eight political parties represented in Parliament of which six are part of the current Coalition Government. However the OAJ education union told the NUT delegation that there was little to distinguish between them in respect of education policy; with the programmes of the left parties through to Conservatives and those on the political right proposing little in the way of changes to the current system. This has provided a long term stability in which politics has been taken out of education. Policy is arrived at by compromise and consensus a process involving all education stakeholders including parents, teachers, the OAJ education union, local and national government, business and other interests. TRUST AND TEACHER AUTONOMY In Finland, teachers and other education professionals are trusted and rightly regarded as professionals. They have high status in society. The culture of trust is built on their professionalism teachers are highly educated and well trained and thus are seen as the expert voice on education; their views are taken seriously and politicians feel no need to interfere. From this trust flows a system which has no need for school inspections, national tests or league tables. Teachers are freed to teach and children are liberated to learn. An interesting fact noted by the NUT delegation was that of the 200 members of Finland s Parliament, 27 have a teaching background, a very different story to the UK, where few politicians have teaching experience. EQUITY AND EQUAL OPPORTUNITIES At the heart of Finland s education system is the belief that everyone must have equal access to high-quality education and training regardless of their ethnic origin, age, 17

wealth or where they live. There is a strong belief also that education should seek to mitigate socio- economic disadvantage. This principle of equity means that In Finland education is comprehensive, inclusive and free at all levels from pre-primary education (when children reach the age of six) right through to higher education. Children generally attend their local school and while there are a small number of 'private' schools they cannot charge fees. Private tutoring is virtually unheard of. Children aged six to 16 also receive a free daily meal, free school transport and free textbooks. A free school meal is also available for students at upper secondary level (post 16) and meals for higher education students are state subsidised. University students pay no fees; adult education is the only form of education that may require payment. There is a well-developed system of study grants and loans for students in an upper secondary school, vocational institutions or in higher education. There is, in addition, a high quality system of childcare and early childhood education which provides free or low cost state-subsidised care and education in local neighbourhood early childhood education and care centres to all families who choose it. Children thus start compulsory schooling at age seven as sociable, confident and independent young people. INCLUSION, SPECIAL EDUCATION AND STUDENT WELFARE According to the Finnish National Board of Education: The fundamental principle of Finnish education is to provide equal opportunities for learning and growth to every pupil or student. Support for learners plays a key role. This entails removing barriers to learning, physical, attitudinal or pedagogical, early intervention and support and welfare. Finland has a well organised system of support for pupils with special educational needs. It also provides high-quality student welfare for students who may require support from non-teaching professionals, such as social workers. There is a strong principle of inclusion. There are just eight state-run special schools in Finland. These educate mainly children with high dependency special needs (three schools for children with physical disabilities, two for visually impaired children and three for children with hearing impairment). A child would attend a special school only if this were the clear preference of their parents. Most children with special education needs are educated in mainstream Basic and Upper Secondary schools, taught and supported by qualified special needs teachers and teaching assistants in either fully-integrated classes, in special classes or in a mixture of the two. All school staffs include a full range of student welfare professionals such as a school nurse, a doctor, a social worker and an educational psychologist. 18

The commitment to inclusion for students with special educational needs in mainstream education and the provision of the right policies and context make this possible was one of the features of the Finnish system that most impressed the NUT delegation. INDEPENDENT LEARNERS One of the noticeable aspects of Finnish schools which the NUT delegation witnessed repeatedly was the independence of learners. From a young age, Finnish children develop skills of independence - such as walking to school alone at a much earlier age than would be usual in Britain, This, along with aspects of Finnish culture, perhaps explains the informality that pertains in many of the schools and classrooms that the NUT delegation visited. Children call teachers by their first name; staff and students eat together at lunchtime; and pupils and teachers are regarded as equal partners in learning. COHESIVE, EQUITABLE SOCIETY Finland is a society that values equity and social cohesion. These indicators give some idea of the context within which the education system operates: Finland has low rates of income inequality and child poverty and rates highly on both the UNICEF Child Wellbeing and UN Happiness Indices. It is ranked top of the Save the Children Mother Index. In terms of equality between women and men, Finland comes second in both the World Economic Forum (WEF) Global Gender Gap index and WEF Political Empowerment of Women Indices. 19

7. CURRICULUM AND ASSESSMENT CURRICULUM Finland has a national core curriculum that is locally implemented. The national core curriculum for Basic and Upper Secondary education is determined by the Finnish National Board of Education and is renewed every ten years. However, curriculum development involves a four year process of discussion and consultation with all the key education partners, including a central role for the OAJ education union. At the time of the NUT delegation s visit, in March 2014, a new draft core curriculum for Pre-School and Basic Education was due to be published. This had followed two years of development by working groups in which all the education stakeholders, including the OAJ, were involved. Curriculum development through discussions and participation in working groups had been one of the most significant areas of the OAJ s work in the last two years. The draft curriculum would then undergo a further two years of consultation and negotiation prior to its implementation in 2016. Following the conclusion of this process, work would commence on renewing the curriculum covering Upper Secondary Education, drawing on some of the work already completed in Basic Education. Any changes in education such as the new curriculum for 2016 are the result of a long process of negotiation and discussion with decisions and outcomes arrived at consensually. Teachers are regarded as the experts on pedagogy and their views are taken seriously. Education is regarded as too important to be treated as a political football, changes are driven by evidence. The NUT delegation was struck by the contrast between the Finnish process of curriculum development, based on consensus, and that in Britain where a new politically driven and hastily introduced National Curriculum is due to be implemented in September 2014. In the case of Britain, the views of teachers and other education experts have been at best ignored or in some cases ridiculed and derided. Schools have a great deal of autonomy in determining how they will implement the core curriculum. Schools draw up their own curricula within the framework of the national core curriculum. All local curricula must, however, define the values, underlying principles, as well as general educational and teaching objectives; address the language programme and the local lesson-hour distributions; and define ways in which schools will cooperate with the families of pupils requiring special support or belonging to different language and cultural groups. PUPIL ASSESSMENT Teachers are responsible for pupil assessment which is linked to curriculum objectives. The purpose of assessment is formative designed to guide and help pupils in their learning. 20

Pupils' self-assessment is regarded as an important part of the assessment process. Between the ages of seven to 16, pupils are supported to develop their own skills in selfassessment in order to become reflective learners, aware of their own academic and social progress and able to develop their own self-knowledge and study skills. Pupils receive a report home at least once every school year. At the end of their Basic Education, at the end of the final year (Year 9), pupils receive their Basic Education certificate. The certificate sets out pupils grades which are determined by their teachers. Teachers base these on the assessment guidelines for all the common subjects contained in the national core curriculum. The certificate is important because it will support pupils applications to Upper Secondary education, which is selective. NO NATIONAL TESTS There are no national tests for Finland s pupils between the ages of seven to 16. In fact students do not sit a national test until their matriculation examination at the end of general Upper Secondary schooling (at age 18/19). The matriculation exam is marked by school staff and moderated by other teachers nationally. TRUST IN TEACHERS The leadership and management of schools is devolved to Head Teachers; but teachers have pedagogical autonomy. Teachers are recognised as academic professionals who can plan the curriculum, assess student learning outcomes and collaborate together. Teachers themselves decide upon teaching methods and select textbooks and materials. Teachers are trusted with these responsibilities because they are recognised as having the professional skills to carry them out. Finnish teacher education ensures that this is the case. NO SCHOOL INSPECTIONS OR LEAGUE TABLES There are no external school inspections in Finland these were abolished in the early 1990s. The system relies on the quality of its teachers and other education professionals along with a system of self-evaluation of schools and education providers. In addition, there are annual national sampling evaluations of learning outcomes either in mother tongue and literature or mathematics to determine how well policy objectives are being met. Other subjects are regularly evaluated according to the evaluation plan of the Ministry of Education and Culture. Schools receive their own results to be used for development purposes. There is no ranking of schools and no league tables. 21

8. TEACHER EDUCATION INTRODUCTION The NUT delegation had several opportunities to explore teacher education in Finland. The delegation met with Professor Jari Lavonen, Head of the Department of Teacher Education at the University of Helsinki, and spent an afternoon at university's Viikki Teacher Training School. The high standard of teacher education in Finland is credited with being one pillar of the country s education success. Both primary and secondary teachers are educated to Master s Level over a five year teacher education programme. Nursery and pre-school teachers are educated to Bachelor's Level (see section 8 on Early Childhood Education and Care). Teachers have high status; they are trusted and regarded as professionals with the knowledge and skills to do their job without constant monitoring or interference. The basis of this trust and respect is the teacher education system which is demanding, thorough and robust. Teachers are trained to such a high standard that pupils, parents, heads and politicians confidently entrust young people s education to them. Teacher education is therefore the key to the autonomy that teachers in Finland enjoy. We rarely heard the term teacher training, instead the emphasis was on teacher education a recognition that teachers need both a thorough grounding in pedagogy and academic learning as well as honing their skills through practical experience in the country s high quality teacher training schools where they are mentored and supported through their developing practice. TEACHER STATUS AND QUALIFICATIONS Admission to teacher education courses is fiercely competitive and there is rigorous selection. Teaching is seen as a lifelong career and teachers are held in high esteem and respected across society. Most teachers in Finland are educated to at least Master s degree level: Pre-primary teachers teach children aged six to seven in the year before they begin compulsory schooling. They are required to have either a Bachelor or Master s Degree in Education. Class teachers teach children from grades one to six (from ages seven to 13) and typically teach all 13 curriculum subjects. They will be a Master in Educational Sciences. Subject teachers teach students at grades seven to 12 (ages 13 to 19) and teach typically one major and one minor subject (e.g. maths and physics). 22

A minority of teachers (less than five per cent) are known as double qualified teachers and can teach across all grades. They will have completed a Master's degree in the subject they teach as well as pedagogical studies. Teachers in Vocational Education and Training are generally required to have an appropriate higher or postgraduate academic degree, an appropriate polytechnic degree or the highest level vocation qualification available in their field. Teacher education in Finland is fully funded by Government, at no cost to the student. THE AIMS OF TEACHER EDUCATION Official guidelines for Finnish Teacher Education programmes drawn up by the Ministry of Education and the universities working group state that teacher education programmes should help their students to acquire: High level subject knowledge and pedagogical content knowledge and knowledge about the nature of knowledge; Social skills, such as communication skills and skills to enable cooperation with other teachers; Moral knowledge and skills the social and moral code of the teaching profession; Knowledge about school as an institution and its connections to society; The skills needed in developing one s own teaching and that of the profession; and Academic skills, such as skills in research, ICT skills and curriculum development. PEDAGOGY AND PRACTICE - THE UNIVERSITY/TEACHING SCHOOL RELATIONSHIP Finland has 13 teacher training schools, each attached to a University, such as Helsinki. Helsinki University and its two associated teacher training schools runs on a model which works much like a British University Teaching Hospital. Student teachers are enrolled at the university where they learn their subject and pedagogical knowledge and are assigned to the teaching schools for their teaching practice. Teaching practice placements also take place in other Helsinki schools but the key relationship between the university and its training schools ensures that, as active members of the university, teaching school staff promote research, experimentation, in-service training and academic teamwork. The direct relationship between teaching schools and university teacher education departments ensures that continuous professional development is a normal part of reflective practice throughout a teacher s career. There is a strong emphasis on lifelong academic learning, research, pedagogical development and practical application. 23

SELECT THE BEST TRAIN THEM WELL GIVE THEM AUTONOMY The University of Helsinki has a 38,000-strong student population which is taught across 11 faculties by 7,400 staff members. The Department of Teacher Education and its associated teacher training schools falls within the University s Faculty of Behavioural Science and educates around 3,000 student teachers in any typical year. The high status of the teaching profession in Finland is demonstrated by the fact that it is more difficult to get a place to train as a primary teacher at Helsinki University than to enter the University s prestigious medical school. The University Department for Education receives an average 3,000 applications for its primary teacher education programme each year but accepts just 120 students. Selection is rigorous and involves a two-stage process. First, applicants undertake a written examination (VAKAVA examination - a national level examination) and those who pass this test are interviewed. The interview proicess varies according to the needs of the different degree programmes. University of Helsinki Department of Teacher Education Degree Programmes and Degrees Degree programme in class (primary) teacher education Master of Education Major: education or educational psychology Degree programme in subject teacher education Master of Education Major: subject specific Degree programme in special education Master of Education Major: special education Degree programme in kindergarten teacher education Bachelor of Education Optional Master s Degree Programme in Early Childhood Education Major: education (early childhood education) Degree programme in home economics education Master of Education 24

Major: education or home economics science Degree programme in craft sciences education Master of Education Major: education or craft science The Department works closely in the design and delivery of its teacher education programme with other university faculties and school teachers, school principals and student teachers. Students first study for the lower Bachelor s degree (180 study points) and then for the higher Master s degree (a further 120 study points). One study point is equivalent to 27 hours of work while one year of full-time study is equivalent to 60 study points. The Department emphasises the importance of a research-based approach to its teacher education. This approach is integrated into every course and, in addition, specific courses in research methods are introduced at the start of students studies. All university teaching staff are required to have a PhD. All Master s graduates are eligible for postgraduate studies leading to either Licentiate of Education or Doctor of Education. EARLY CHILDHOOD TEACHER EDUCATION Pre-primary teachers teach children aged six to seven in the year before they start compulsory education. They must be educated to at least a Bachelor s Degree level but the University also offers studies at the Master s level to prepare for leadership, administrative and research tasks in the field of early childhood education. The university accepts 120 students each year onto its Bachelor s Degree Studies in Early Childhood Education. Of these, 20 students are allowed to continue with their studies to attain a Master s Degree. The Bachelor s Degree comprises studies in communication and language studies; education; and the study of a minor subject and/or optional studies. Students learn about childhood and children's growth, the development of personality and learning as well as the aims, contents and methods of early and pre-primary education. In addition, there is a separate study program for the Master s Degree Studies in Early Childhood Education which has an annual intake of 40 students. Competition for these programmes is fierce. In 2013, there were 1,030 applicants (female 924, male 106) for the Bachelor s Degree and 85 for the Master s Degree. CLASS TEACHER MASTER S DEGREE Class teachers teach children in Basic Schools from grades one to six who are aged seven to 13. They teach all 13 subjects in the national core curriculum. The structure of 25

the Master s degree for a class (primary) student teacher is rigorous. Students major in either education or education psychology. In addition they undertake multi-disciplinary studies covering the Finnish language, mathematics, physics, chemistry, biology, geography, history, religion/ethics, sports, arts, music and crafts. Multi-disciplinary studies focuses less on absolute subject knowledge and more on a broad understanding of each discipline, how to teach the subject and how to develop pupil competencies. Student teachers also study an additional minor subject as well as communication and language skills. On top of this they undertake pedagogical studies, teaching practice and produce a Master s thesis. Teaching practice constitutes around a third of the course. Study credits cr = 26 hours of work 180 160 140 120 100 80 60 40 20 0 Structure of the master degree of a primary teacher: 3 + 2 years Bachelor s level (180 cr) Masterthesis Teaching practice BSc thesis Major Education or Ed. Psych. Pedagogical studies Multidisciplinary studies Master s level (120 cr) Physics, PCK Chemistry, PCK Biology, PCK Geography, PCK History, PCK Religion/ethics PCK Sports Arts Music Crafts Minor Subject Finnish language, PCK Mathematics, PCK Communication and language studies 21 SUBJECT TEACHER MASTER S DEGREE Subject teachers teach children in the final three years of Basic Education (age 13-16) and in Upper Secondary education (aged 16-19). The structure of the five year Master s Degree for a subject (secondary) teacher is equally demanding. Students study a major subject (e.g. physics) which includes both a BSc level and Master s level thesis. In addition they study a minor subject (e.g. maths), pedagogical studies, and communication and language skills. 26

Structure of the master degree of a subject teacher: 3 + 2 years (300 p.) Bachelor s level (180 p.) Master s level (120 p.) 180 160 140 120 100 80 60 40 20 0 Masterthesis Major Subject Minor Subject MA Ped. thesis Pedagogical studies Communication and language studies For secondary student teachers, pedagogical studies involves general courses on: 2012 Education, teaching and learning (including the psychology of development and learning; special needs education and the social, historical and philosophical basis of education); Subject pedagogy (which include the psychological basis of the teaching and learning of a subject, curriculum development and lesson planning, the evaluation of teaching and learning and curriculum evaluation); Education research (including research methodology in education, the teacher as a researcher and a minor thesis in pedagogy); and Teaching practice (involving both supervised basic, applied and advanced teaching practice along with reflection supported by portfolio assessment work). PEDAGOGICAL STUDIES According to Professor Jari Lavonen, the pedagogical studies element helps the students to integrate their subject knowledge, their knowledge about teaching and learning and school practice into their own personal pedagogical theory/view; to become aware of the different dimensions of the teaching profession the social, philosophical, psychological, sociological and historical basis of education; to be able to reflect on their own personal pedagogical theory/view; and to develop potentials for lifelong professional development. TEACHING PRACTICE Teaching practice is the opportunity for students to integrate their subject knowledge and their knowledge of teaching and learning. Student teachers must learn to become reflective and self-evaluative. Teaching practice comprises approximately a third of a course of teacher education. The first teaching practise takes places at a university teaching school with subsequent practices in other Helsinki schools. VIIKKI TEACHER TRAINING SCHOOL 27

The NUT delegation visited the Viikki Teacher Training School, which is part of the University of Helsinki, meet it Vice Principal, staff, student teachers, teacher mentors and pupils and observe lessons. The school was founded in 1869 and was the first Finnish-speaking girls school in the country. In 1974 the school became part of the teacher education department of the University of Helsinki. It is one of the 13 teacher training schools in Finland. In 2003, the school was rebuilt and the new school building is modern, bright, attractive and spacious. It is tasked by the Ministry of Education to improve and develop teaching, the curricula, and teacher training within the university. The schools has four key functions: Providing high quality education to its pupils; Supporting student teachers in their teaching practice; Providing in-service teacher education; and Conducting pedgogical research in conjunction with the university department. BASIC AND UPPER SECONDARY EDUCATION AT VIIKKI Viikki operates as a normal neighbourhood school (although it offers Upper Secondary education in addition to Basic Education provision). It has almost 1,000 students half of whom receive primary education with a further quarter in each phase of lower and upper secondary education. The school has 102 teachers and 28 other members of staff. The relationship between teachers and pupils at Viiki was described to the NUT as being based on trust, respect, support, guidance, self assessment and scaffolding. The delegation was told that Finnish culture was relaxed and that the parent/child relationship was one of negotiation and this was reflected in attitudes in the clasroom and in relationships between teachers and students. However it was stressed that discipline remained important and the larger the class size the greater the need for discipline (although in practice most of the classes we observed were significantly smaller than in British schools). Trust The delegation was told by Vice Principal Marja Martikainen that trust is the basis of everything that happens at Viikki. Trainee teachers are trusted because they go through a highly selective application process which means they are the best of the best and it is believed that they will become great teachers. School management trusts its teachers because control does not give better results and in Finland the controllers are the parents, no one else will control you. Student Welfare 28

As mentioned elsewhere in this report, the NUT delegation was amazed by the student welfare provision in the schools we visited. Viikki boasted two student counsellers; three special needs teachers; a school psychologist; a social worker and a nurse. The delegation felt that the level of support for students by professionals other than teachers was one of the key ingedients of the success of Finland s education system. There is recognition that students may have needs or face barriers that are outside the sphere of influence or expertise of a teacher but that may impact on a their learning and education; and of the need to address such problems through the provision of specialist support. TEACHER TRAINING AT VIIKKI In addition to delivering high quality education to its pupils, Viikkii teacher training school is also responsible for providing initial teacher training for 150 primary teachers and 200 secondary teachers each year. This is done through: Guidance: seminars (12 x 75 min) own lessons (8-9 x 75 min) mentoring/ guiding (14 x 60 min) Students observation of lessons (min. 22 x 75 min): getting to know the classes beforehand analysing teaching of one s own subject analysing teaching of other subjects School as a workplace seminar: getting to know the workplace (9 x 75 min) LESSON OBSERVATIONS The NUT delegation observed two classes in which trainees were teaching whilst being observed by their mentor teachers and, in one case, fellow trainees. The first lesson observation was of an advanced (double) maths lesson taught by a young maths teacher who was approaching the end of his training year. He was teaching an Upper Secondary class of 22 students. Despite the addition of eight British educationalists, the school s Vice Principal, a PR professional and a photographer, the student appeared unfazed, confident and highly capable. His students were engaged and clearly working to a high level of ability. Feedback was provided by his mentor at the end of the lesson following a process in which the student teacher was asked to reflect on his own practice and the students involvement and learning. The second observation was in a class of 16 pupils aged 15-16 being taught Spanish as an additional (optional) language by a young woman trainee teacher. Around eight or nine fellow student teachers also sat in on the lesson and took detailed notes. They too 29

would be expected to feedback their observations along with the qualified teacher mentor at the end of the lesson. The class was working in small groups to answer questions posed by the teacher. They had to first research on their mobile phones and then write their answer in Spanish on a group whiteboard. It was noticeble to all the NUT delegation that one student was refusing to take part in the group activity but the trainee teacher did not seem to appear to try and engage him. In discussion later the delegation picked up this point and reflected on the fact that had this been an observed lesson in a British school, the teacher would most likely have been pulled up for failing to engage the student. However, our Finnish hosts were suprised by this. They argued that, among students of this age group, responsibility to engage lay with the student. The teacher was responsible for planning and teaching high quality lessons, they said, but students were expected to take responsibility for their own engagement and learning. This emphasis on students being independent learners with a high degree of responsibility for their own education was one we come across time and again. It is clear that, from a relatively young age, self efficacy and self discipline on the part of students is both encouraged and expected. 30

9. EARLY CHILDHOOD EDUCATION AND CARE Early Childhood Education and Care (ECEC) is committed to respecting each child s uniqueness. A positive attitude towards children makes it possible for them to learn to think positively of themselves and to look at themselves with appreciation. ECEC creates conditions that promote considerate behaviour and acceptance of differences. The educator gives the child opportunities and an adequate sense of security to develop autonomy. Early Childhood Education and Care, Information for Parents of Young Children The NUT delegation had the opportunity to meet Maiju Paananen, a Researcher in Pre- School and Elementary Education at the University of Helsinki s Department of Teacher Education and to visit the Eira Day Care Centre (Päiväkoti Eira) in Helsinki. Of the many aspects of Finnish education that the delegation witnessed, its system of Early Childhood Education and Care (ECEC) was without doubt one of the highlights. Finland has an affordable high quality system designed around the needs of both young children and their families. It is delivered in local neighbourhood day care and early education centres which are open at times to meet the needs of working parents (typically 6am/7am to 5pm/6pm), including shift workers (with a few centres open 24 hours). It is provided by highly educated, fully-qualified early education teachers and day centre staff; it is focused around learning through play and meeting the needs, interests and aspirations of young children as individuals to be nurtured and supported in their early childhood development. It values all children regardless of race, ethnic background or family circumstance and it is fully inclusive to meet the needs of children with special educational needs. It is a system that gives children such a good start in life that they enter compulsory schooling aged seven as rounded, self- confident and highly capable young people, fully ready to begin their formal education. It is a system from which Britain could readily learn if only there were the political will and courage to do so. HOW ECE WORKS IN FINLAND Early childhood education and care (ECE) comprises care, education and teaching. Since 2013, responsibility for its provision has lain with the Ministry of Education and Culture. ECE in Finland has two main goals: To fulfill the child care needs of parents and their children under school age; and To provide early childhood education. MATERNITY/PATERNITY LEAVE Maternity provision and parental leave in Finland is more generous than in the UK. A mother is entitled to a maternity allowance and maternity leave. Childcare is seen as the responsibility of both parents and the right to participate in the labour market is regarded 31

as an equalities issue. A high proportion of women return to work after having children, with up to a year s maternity leave being typical. CHILDCARE CENTRES Every child has a guaranteed right to a place in a childcare centre which can be in a kindergarten or in smaller family day-care groups in private homes. Fees are moderate and calculated in relation to parental income and family size. For a family with income under 20,000 euros year, day care is provided free of charge while those with income over over 60, 000 euros a year pay the maximum fee of 264 euros per month for one child (based on 2014 income levels/charges). The adult-child ratio in childcare centres is one adult to seven children for three to six year-olds in full-time care; and one to four for children under the age of three. This compares with a ration of one adult for every 13 children aged three and over in registered early years provision or maintained nursery schools and nursery classes in mainatained schools in England. PRE-PRIMARY EDUCATION From the age of six, all children have the right to attend, free of charge, pre-primary education which it is the obligation of the municipalities to provide. Although it is not compulsory, in practice over 90 per cent of families take up this offer. It is premised on learning through play. Pre-primary education can be delivered either through day care centres, as part of their overall offer to parents, or in dedicated pre-primary education centres or schools. 32

STAFF QUALIFICATIONS ECE staff are required: To have at least a secondary-level degree in the field of social welfare and health care; One in three of the staff in a day care centre must have a post-secondary level degree (Bachelor of Education, Master of Education or Bachelor of Social Sciences); and Pre-Primary teachers are required to have either a Bachelor s or Master s degree in education. THE ECEC CURRICULUM The National Curriculum Guidelines and the Core Curriculum for Pre-Primary Education provide the bases for locally determined curricula. Each day care centre draws up its own curriculum based on these national and local guidelines. The core content areas of ECEC are based on the following orientations: mathematical orientation; natural sciences orientation; historical-societal orientation; ethical orientation; and religious-philosophical orientation. Aims and goals are set for educators, there are no performance requirements for children. HELSINKI ECEC PROVISION Pre-school age children in Helsinki are cared for in the following facilities: 59% attend municipal day care centres 5% attend private day care 25% receive care through a home care allowance payment (delivered by parents) 5% receive family day care 6% receive care through a contract or purchased service. CHILD HEALTH 33

Day care centre works closely with health professionals in the city s child health clinics. All children receive a full physical and mental health check when thy reach the age of four which includes an evaluation of their language and mobility skills. Ahead of the check, day care centre submit a child evaluation form to the clinic. The outcomes of the checks are shared with the day care centres and if concerns are identified, a support plan is put in place. DAY CARE CENTRE VISIT: EIRA DAY CARE CENTRE (PÄIVÄKOTI EIRA), HELSINKI The NUT delegation visited the Eira Day Care Centre, in southern Helsinki. We were met by Mr Jerkka Laakkonen, a teacher at the centre who is also a member of the Board of the Helsinki Kindergarten Teacher and Early Childhood Education Union. Jerkka gave a presentation to the delegation about the organisation of early childhood education and care in Helsinki and showed us around the centre. The centre is a medium-sized neighbourhood facility providing both day care and preprimary education for 67 children ranging in age from 11 months to seven years. (The delegation was told that larger centres typically serve 150 children). The centre is staffed by five teachers, all of whom are educated to Bachelor s or Master s degree level; two assistants for each group of children (which range in numbers depending on the children's age) and a SENCO. It is open from 7am to 5.30pm. Children with special needs children are fully integrated. 34

CURRICULUM AND ACTIVITIES The centre uses its own curriculum, which is based on the national core curriculum for early education and the Helsinki city guidelines for early education. Each child has an individual early childhood education plan which is drawn up between the centre and the child's parents in the autumn term and evaluated each spring. Weekly activities are planned in advance by staff and sent home to parents each Friday outlining activities for the following week along with a package of pictures showing their child s activities during that week. One child is chosen to be 'person of the week' and encouraged to bring in their favourite toys and music, share their family photographs and news and invite their group to their home. The centre has created a special 'person of the week' fireplace where that child can curl up and sleep during nap time. FAMILY INVOLVEMENT EIRA places great importance on its partership with families in order to make the centre s everyday activities and the meaning of play visible to parents. Special family days are held where parents are encouraged to come into the centre and take part in activities with the children. 35

PLAY IS THE BASIS FOR LEARNING Play is the basis for all activities and there is a big emphasis on both indoor and outdoor sports in hired gymnasiums and sports' fields, as well as music and arts, construction, stories and other activities. Children generally work in small groups, each with a dedicated teacher and support assistants, but come together as a whole group for some activities such as music and sports. On some days children choose the activities they will engage in but on 'lottery days' children are randomly allocated to take part in specific activities. Friday is 'game day' when children bring in their favourite games from home. Children receive a free daily meal and snacks and are encouraged to serve themselves as soon as they are able to do so. A TYPICAL DAILY SCHEDULE AT EIRA 7am: Centre opens Free Play 8am Breakfast Free play 36

9am-10am: Outdoor activities 10am-11am: Small group activities Free play 11.15am: 12pm-2pm: 2pm: Lunch Resting/Reading Afternoon snack 2pm-5.30pm: Repeat of morning activities/outdoor activities 5.30pm: Centre closes OUTDOOR PLAY - LEARNING TO TAKE RISKS Eira Day Care Centre is organised on five floors of an old house that was bequeathed to the city. It has little outdoor space and it was not the obvious environment for a childcare centre. But the indoor space was well used and the centre placed a big emphasis on outdoor play in the neighbouring parks, playgrounds, open spaces and city centre facilities. Children play outdoors all year round in all weathers. Helsinki experiences cold weather and snow for a large part of the year and it is an accepted part of life. Outdoor activities are an important aspect of Finnish culture across all ages and at Eira this is also the norm. Small children don their snowsuits and go skiing and skating, build snow houses and dens. They get on trams and buses (which are free for children) and visit the city's galleries, museums and libraries. Families are relaxed and comfortable with this approach. All that is required from them is that they sign a permission form once a year. The delegation were struck by the contrast with Britain, where schools and nurseries are often hidebound by risk assessments; by restrictions imposed by 37

insurance companies fearing legal claims; where many children spend increasing amounts of their free time indoors watching television or online; and many parents are increasingly risk averse. Playing, Exploring, Taking Risks All in A Day s Work at Eira 38

IMPRESSIONS The delegation were impressed by the centre's resources, highly trained, skilled and motivated staff and the range and quality of the activites that the children were engaged in. Eira clearly provided a bustling, busy, happy, creative, secure and loving environment in which children were free to play, explore, thrive and develop at their own pace. Many British nurseries and pre-school centres offer the same high quality care and education for children, but it was the scale of this national network of high quality early childhood education centres that so impressed us. The fact all familes are entitled to receive such high quality care as a right, that it is subsided and affordable (and free for six-seven year olds), that it is child centred, designed to met the needs of working parents, and delivered in local neighbourhoods by highly qualified professionsals, sets it apart. In Britain access to affordable provision of this quality is a lottery, dependent on where families live and largely available only to those on high incomes or to children placed by social services. All Finland s children are given the best possible start in life and this is surely one of the keys to its educational success. 39

10. BASIC EDUCATION IN FINLAND (AGE SEVEN-16) The underlying values of Basic Education are human rights, equality, democracy, natural diversity, preservation of environmental viability, and the endorsement of multiculturalism. Basic education promotes responsibility, a sense of community, and respect for the rights and freedoms of the individual. (National Core Curriculum for Basic Education, 2004) Peruskoulu, the Basic Education system, or comprehensive school, was established in Finland in 1968 and began to operate in 1972. Children in Finland begin their compulsory schooling at the age of seven when they enter Basic Schools in their local neighbourhood. It is an established principle that no child should have to pass a school to attend one further away. Children attend the same school until the age of 16 when the majority then move on to either general Upper Secondary or Vocational education. Until the age of 13, children will mostly be taught by the same class teacher for the majority of the 13 core curriculum subjects before being taught by specialist subject teachers in the final three years of their basic schooling. Single lessons generally last 45 minutes and each lesson is followed by a 15-minute break, an innovation that the NUT delegation thought could usefully be adopted in British schools. During these breaks children play freely indoors and out, unsupervised by adults. Children eat a hot lunch around 11am, which is provided free of charge and children serve themselves, taking as much or as little food as they wish to eat. A vegetarian alternative is provided daily and religious and health requirements are catered for. Staff and pupils sit together to eat lunch in the school cafeteria. The NUT delegation visited two Basic Education schools: Aurinkolahden peruskoulu in the east of Helsinki and Ylä-Malmin peruskoulu in the south of the city. In both schools we met with the Principal, staff, students and OAJ union representatives; we were shown around the schools and sat in on classes. SCHOOL VISIT: AURINKOLAHDEN PERUSKOULU School Building The modern and beautifully designed school building at Aurinkolahden provided an immediate first impression for the NUT delegation. The school was established in 2001 and comprises three buildings, built and designed by an architect following a design competition. The main building is arranged on three stories in four sections and includes an observational tower for science experiments. Floor to ceiling windows provide a light and airy environment. A central atrium comprises a stage, hall, theatre space and cafeteria. As the NUT delegation arrived, towards 9am, children were streaming from classrooms in all parts of the school to congregate around the atrium where the weekly Monday 40

sharing assembly was about to start. Children sat below in the main hall or leaned over balconies on the floors above to listen to the recitals, presentations and music that were being shared by the students. The atrium was described by Vice Principal Katya as being the heart of the school. School Community Aurinkolahden educates 702 pupils aged seven to 16. The school population is mixed, ranging from fairly affluent families to recent refugees and diverse pupils comes from 21 different nationalities including 107 pupils who have Finnish as a second language. There are 46 pupils with special educational needs, 21 of whom are taught in special classes while 25 are integrated into mainstream classes or occasionally taught in smaller groups. Its staff comprises 18 class teachers, 28 subject teachers, six special educational teachers, seven special educational assistants, three mainstream teaching assistants, four student welfare staff (a school nurse, a psychologist and two social workers) and a school secretary. School Organisation Class sizes range from 19-24 pupils but usually average around 20 pupils. In special education classes there is an average of eight to ten pupils supported by one special needs teacher and two special needs assistants. Teaching hours range from 20 hours a week for children in the first and second grade, 24 hours a week for those in grade three and four and 26 hours for children from the fourth grade upwards who learn an additional language. As children advance up the school, timetables become more flexible and children who are working independently can skip classes if they can convince their teacher that they have completed their work. A student council meets weekly or fortnightly with two staff representatives. As well as proposing fun activities, the council also puts forward ideas for developing teaching and learning. School Mission The school s aims are to achieve for its pupils: High standards of learning while promoting active citizenship; healthy self-esteem, good interpersonal skills, self-regulation of behaviour and emotional intelligence; Up to date IT skills, an appreciation of competitive technology and problemsolving capacities and innovation. There is no detention. Children fill in an incident report if they behave inappropriately. Staff talk through the incident with the child who must explain her/his behaviour and motivation a process more powerful than detention according to our hosts. Teacher CPD 41

Staff told the delegation that Helsinki city provides substantial professional development opportunities for its teachers. Teachers can be released to attend these and the city will provide substitute teachers. A new draft curriculum was due to be published the week of the NUT's visit to Helsinki and we were told that in the two year lead in period prior to its implementation, teachers would be released to work on curriculum design. Challenges and Opportunities Finland is not immune to the economic recession and like most countries, is experiencing a period of austerity. This is impacting on education along with other public services. Teachers at Aurinkolahden were clear about the value of having one education trade union for all teachers, giving them strength as educators when negotiating with the Government. Budget cuts were being made and municipalities were trying to save money by laying off teachers for two to three weeks at a time. Teachers also feared that cuts might mean larger class sizes and they were concerned about the impact of this. Although the value of daily free meals for all pupils was recognised, teachers expressed concern that cuts had compromised the quality of these. However, despite these challenges, there was unanimity that teaching remained a very attractive profession, involving a high degree of skill but numerous rewards, and that once trained, teachers tended to stay in the profession for their whole career. SCHOOL VISIT: YLÄ-MALMIN PERUSKOULU Like Aurinkolahden, Ylä-Malmin provides Basic Education for children aged seven to 16 but occupies a much older building compared with Aurinkolahden and lies in the north of Helsinki. School Organisation The Head Teacher, Mr Tomi Ojanen, provided the NUT delegation with a brief introduction to the school which has 540 students, who live locally; and 80 staff including 51 full time and 12 part time teachers, 14 special needs assistants, a psychologist, social worker, public health nurse and doctor. The average class size is 16 pupils. The school is split between two sites an upper and lower school. Lower school pupils are generally taught by the same class teacher while the upper school educates those in the final three years of Basic Education where they are taught by specialist subject teachers. However, some subject teaching for older lower school pupils takes place in the upper school and teachers move between the two sites to teach. All children learn English from the second grade onwards, Russian or Swedish from the fourth grade and French, German or Spanish from the seventh or eighth grade for those who have achieved sufficient proficiency in Swedish. The NUT delegation was then welcomed by Ms Päivi Lyhykäinen an English teacher and member of the board of HOAY, the Helsinki teachers union. Members of the delegation toured the school in small groups and observed different lessons including maths, science, geography, P.E, Swedish and English. In terms of class sizes we noted a physics class of 14 pupils; a Swedish class of 14 pupils; and a home economics class 42

for four pupils with special educational needs taught by one teacher and two teaching assistants. During its tour of the lower school site, the NUT delegation observed a religious education class and an ethics class. Religious education aims to develop an understanding of the Christian faith and is largely based on the teachings of the Lutheran Church, the predominant faith group in Finland. Parents can opt their children out of religious education and they instead take part in ethics classes. Ethics aims to develop children's awareness of moral and civic questions. Finnish Schools also provide religious education for the Muslim and Russian Orthodox faiths where a school has more than five per cent of children of these faiths. The visit ended with a coffee break during which the delegation spoke freely with students who had accompanied us on the tour. Impressions The delegation made the following observations: There were no physical boundaries to the lower school site i.e. no fences or walls in front of or around the school or in the playground. Children of different ages are given boundaries where they can play which they learn to observe. Children had access to equipment such as skis and sleds during lesson breaks. When the school day ends for primary children (this is at 12noon for the youngest children but there are additional flexible classes until 3pm), the children simply leave the classroom. Teachers do not escort them to meet parents or usher them out of the school. From a young age children bring themselves to school and walk home at the end of the school day. One girl we spoke to said she had done this since the age of six. Teachers are allowed to take unpaid leave during term time subject to the approval of the school and the local authority which arranges a substitute teacher. Most pupils live locally and priority is given to these children. However, families are free to select schools based on a specialism. There are no official limits to class sizes but most classes were small by British standards. However, when a pupil with special needs is included in a class it cannot exceed 19 children. Schools do not have sports teams or compete with one another in team games. Although they are able to study PE, children generally play team sports outside of school. 43

11. UPPER SECONDARY EDUCATION (POST 16) One of the aspects of the Finnish education model that really impressed the NUT delegation was its system of Upper Secondary education. In Finland, over 90 per cent of students continue into Upper Secondary education but they are provided with a choice of routes that best meets their interests, abilities and needs. There are two pathways: General Upper Secondary Education, for those who wish to pursue a more academic pathway; and Vocational Training for students who are more interested in studying technical or vocational subjects. Both General and Vocational Upper Secondary education generally last around three years and both pathways provide high quality post-16 education. It is only when approaching Upper Secondary education that selection plays a part in Finland s education system. Students must apply to an Upper Secondary provider and, for General Upper Secondary education, they will be selected mainly on the basis of the grades they achieved in their Basic Education certificate, which are determined by their teachers, rather than through national tests as in Britain. The selection criteria used by vocational institutions can include work experience and other comparable factors, entrance and/or aptitude tests. Students will apply to the school or training provider that offers the subjects or training that most appeals to them, so the first time in their school lives, they may no longer attend their local school. Students conclude their General Upper Secondary education with a national matriculation examination, the first time they will have taken a national exam. This comprises four compulsory tests in mother tongue plus a choice of three other subjects (either a foreign language, mathematics or a general studies subject such as humanities or natural sciences). The matriculation exam is marked by school staff and moderated by other teachers nationally. A student s matriculation certificate includes the levels and grades achieved in these examinations. Vocational education and training can be completed in the form of school-based training or apprenticeship training and there are more than 50 vocational qualifications available for students to choose from. Each qualification includes at least half a year of on-the-job learning in workplaces. Like their counterparts throughout the education service, Upper Secondary teachers are highly qualified professionals. Master s educated subject teachers are qualified to teach in the higher grades of Basic Education schools as well as in the Upper Secondary years. They will typically teach one major and one minor subject (e.g. maths and physics). Those teaching in Vocational Education and Training are generally required to have an appropriate higher or postgraduate academic degree, an appropriate polytechnic degree or the highest level vocation qualification available in their field. Finnish society places high value on both professional and manual employment. Pay differentials between jobs are small and highly skilled technical and manual employees may earn more than their white collar counterparts. Having a vocational qualification and a manual trade is valued as highly as having a professional qualification. 44

12. SPECIAL EDUCATION NEEDS AND STUDENT WELFARE SHARED RESPONSIBILITIES Finnish Educators believe that 90 per cent of students can succeed in regular classrooms if they get the emotional, academic or health and medical help they need. Critical emphasis is placed on early intervention. Pasi Sahlberg In Finland, personalised support for a child at either specific times in their school life, or throughout it, is not considered to be unusual and support is seen as an important entitlement. Inclusion is viewed as a collective responsibility. Teachers have a wide network of professionals with whom they work to identify need and help deliver appropriate support for their pupils. SPECIAL EDUCATION In 2012 (the most recent figure available), intensified or special support was received by 13 per cent of comprehensive school pupils. Support needs are picked up early and quickly and the importance of early intervention is recognised. Children are monitored and assessed during their early childhood education and their child health check at age four aims to pick up any early signs of problems including with their language and mobility skills. At school, a teacher who has concerns about a child would first arrange to talk to one of the school s special education teachers. These are highly skilled professionals with a Master s degree in special education. Following discussions and classroom observations, an individual learning plan would be drawn up for the pupil which might involve support from the special education teacher within the main classroom or support outside the classroom on a one-to-one basis or as part of a small group. Further support may be dawn on from within the student welfare team. STUDENT WELFARE Every school in Finland has a student welfare team comprising the Principal, the special education teacher, the school nurse, the school psychologist, student counsellors and classroom teachers. These teams meet weekly to discuss the progress of students who have special needs or who are receiving extra help for other reasons. The student welfare team meets regularly with each class teacher to discuss the progress of students and pick up any problems that might not previously have been identified. Problems can be wide ranging and might include any learning, social, emotional or behavioural issues that are affecting the child. Finnish educators regard such problems as a normal part of childhood, adolescence and wider society and social life and as matters that children should be encouraged to learn to identify for themselves and to feel able to talk about and seek help. Finnish educators see this approach as an important ingredient of both the equity and quality of the Finnish education system. 45

INCLUSION This emphasis on early intervention and professional support lends itself to a presumption of inclusion that translates into practice in Finland s schools. There are just eight state-run special schools, serving mainly children with high dependency special needs (three schools for children with physical disabilities, two for visually impaired children and three for children with hearing impairment). A child would attend a special school only if this was the clear preference of her/his parents. Most children with special needs attend mainstream schools. Some are fully integrated in mainstream class, other work in special classes with specialist support and many move between the two. Special needs classes are small and are well supported by specialist teachers and assistants. Children with special needs are expected to follow the full curriculum and are provided with the support they need to do so. 46

13. TEACHING CONDITIONS Overtime is not a vocation! Pink Floyd Was Wrong (OAJ campaign slogans) Finland is not an educational paradise where the teaching profession faces no problems or challenges. Finland, like other countries has been hit by the world economic crisis and austerity measures are affecting all public services, including education. Teachers had not received a pay rise for several years as part of a national agreement to freeze public sector pay. The Government was due to publish its budget shortly after the NUT s visit and the OAJ was expecting significant education budget cuts which it feared would impact heavily on the quality of education. Some municipalities were so short of money that they were laying off their entire workforce, including teachers, over a two week period half one week and half the other. Teachers in work were being expected to cover for their laid off colleagues. Resources were a constant issue in schools, in particular resources to support children with special education needs and foreign language learners. The Union also wanted better in-service training for its members and was lobbying for Early Childhood Education and Care teachers to be required, like other teachers, to be educated to Master s level (as opposed to Bachelor s level). Working environments in many schools were not as good as they should be and this impacted on both teachers and children. The Union also considered that teachers working hours were too long given the wide ranging tasks expected of them over and above their teaching hours and were campaigning on this around the slogan: Overtime is not a vocation! TEACHERS SALARIES & PENSION The bulk of teachers pay is their base salary but a series of increments and additional payments combine to make up a teacher s full salary. These include payments related to the level of a teacher s qualifications, the type of institution in which they teach, specific task requirements, additional tasks they may take on, service increments, working time payments (for giving additional lessons over and above the basic working week) plus personal payments related to their professionalism and their particular contribution to their school. Teachers retire at age 65 on a state pension to which they do not have to contribute and which provides a good retirement income 47

Teaching Hours Most teachers are timetabled to teach for between 18-24 hours a week (16-23 for Upper Secondary teachers/lecturers) but, as in Britain, spend additional hours in meetings, planning and assessing pupils work, meeting parents and engaging in professional development activities. 48

14. REFLECTIONS ON THE FINNISH EDUCATION SYSTEM ROBIN HEAD Vice Chair, NUT Education and Equalities Committee In March 2014 I was honoured to be part of the NUT s delegation to Finland whose lofty status in PISA rankings makes it a politician s favourite system from which to cherry pick. What an eye opener it was. We hear a great deal about it but when you see it up close in action the simplicity instantly hits home. One word emerged again and again from all those we met teachers, politicians, the education union, academics and students. Trust. Trust in schools to get it right. Trust in teachers to define appropriate student learning at the right time. Trust in learners to engage. Trust in politicians to sit down and negotiate in a consensual fashion based upon educational need rather than the rhetoric of political dictat. The biggest structural issue for me was the way in which early years play-based learning was organised and emphasised. It was clearly the foundation stone of all that we saw happening in other schools at older age group settings including the learning of SEN students. Confidence in learning as a normal part of child development through that which is enjoyable, that is to say play, is evident everywhere. The general acceptance that a child will develop at their own pace with professional guidance and understanding from a well-trained teacher is a vital component of all that happens once formal education begins post the age of seven. Secure learning happens and develops over periods of time much greater than the ludicrously set, arbitrary time scales set in our own system. Two sub levels a year in all subjects for all abilities of children is such utter rubbish. The mantra has been quoted so often however that it is only when one visits somewhere like Finland that one sees the hysteria and damage that has been caused in this country. The foundation learning therefore has its knock on the effects observed in older groups of learners as the obvious unwritten learning contract unfolds. The relationships between student and teacher appeared more informal and informed. Students of all ages seemed to know what was expected of them and teachers facilitated this in their lessons either through direct teaching or formative assessments done in class, informally so that progress could be gauged. The confidence of the youngsters we met and observed was very high. Class size too played a huge role. There are no laws on this in Finland but no-one would expect to see classes of over 25 as it is regarded as not conducive to learning. Most classes observed were well under this number and in all institutions we visited the ratio of students to teachers was generally ten to one. In addition, there were well qualified assistants for those with SEN included within mainstream lessons. Students were expected to engage as everything had been provided for them to do so. This meant that students were held responsible by teachers for their own engagement, or lack of it, thus unburdening the teacher from blame. 49

Formal testing is not only seen as unhelpful and unnecessary but damaging and obtrusive. Likewise inspection is seen in the same way by constantly taking apart the construct to examine things in minute detail. The notion of school league tables is abhorrent. The process of learning is damaged, the bigger picture lost and the trust between learner, teacher and society comes under constant strain. The meaning, balance and focus of what education is for gets lost. This is evident to Finns when they observe in horror what goes on in our country. Choice of school then becomes a properly informed one. The lack of league tables means that parents make choices based on need as consensually arrived at rather than falsely acquired by schools overall ratings. The setting needs to suit the individual. All students are able to get transport to their local provider however if they wish to choose they can do so, based upon space at the chosen school and the understanding that transport would have to be sourced by the parent. Later choice of upper secondary education is based on the requirements of the student in discussion with parents and teachers. One union (The OAJ) makes for a much broader approach for the profession to make its stance accessible. There is no opportunity for the divide and rule tactics we see in Britain or the drive to appeal to different sectors or mind sets of staff. One union. One voice. One cohesive approach to negotiations. The training of teachers in university education departments and teaching schools means there is proper examination of independently researched pedagogical approaches and child development at different ages. This ensures that the profession is informed in the best way possible as opposed to the untested cravings of a tiny minority of privileged few. The investment we saw in these facilities was excellent. Teacher training was seen as crucial to the future development of the system itself. Dedicated mentors were ascribed to the students and all aspects of the role examined and refined in a positive manner designed to progress the teacher s skill for the good of all. Free school meals prepared in properly equipped kitchens was another feature of education that we observed. Nourishing food provided at no cost to the student meant that everyone had access to a hot meal at least once a day. Everything we saw and experienced seemed part of a well-planned cohesive strategy for providing the best education for students and the nation, run and planned by informed, well trained professionals. The trust I referred to earlier was evident everywhere. It is from this that the strength of the Finnish system is derived. It would be easy to pick apart the lessons we observed, as we do in this country, Ofsted style and find reasons for judgements and assumptions of learning taking place good and bad but that would not inform us any better of the success Finland has in world rankings and international esteem. The lesson learned for us therefore is that educational systems and their success are more than the sum of all their parts. Taking them to pieces and damning the parts under microscopic and (myopic) scrutiny only serves to damage the system itself. Finland stands out as a beacon for the educational establishment and the sooner our politicians concept of what is required by the light of that beacon the better. 50