EDUCATION IN FINLAND For the Greek Delegation 18 June 2013 Aapo Koukku Counsellor of Education Information and Financial Services www.oph.fi/english For education and learning Finland in brief • Independent since 1917 • Member of the European Union 1995 • Land area 338 145 km2 • 188 000 lakes, 76 000 islands • Population 5.4 million (17 inhabitants / km2) • Two official languages: Finnish (91.2%), Swedish (5.5%) • Sámi is the language of about 1 800 people (official status in 3 municipalities) • Religion: Lutheran (81.8%), orthodox (1.1%), others (1.2%), no religious affiliation (15.9%) • Immigrants: 3,6 % of population • GDP (PPP) per capita $ 37,990 (World Bank) • Main exports: electronics, forest industry, metal and engineering 2 Underlying educational understanding “The objective of Finnish education and cultural policy is to guarantee all people - irrespective of their ethnic origin, background or wealth - equal opportunities and rights to culture, free quality education, and prerequisites for full citizenship. (---) All people must have equal access to services of consistent quality. “ (Government Programme, 2011) The goal for the Government is to make Finland the most competent country in the world by 2020. (Education and Research 2011-2016, A development plan. MoEC 2011) For education and learning Government’s five-year development plan, Education and Research 2011-2016 aims to promote equality and quality in education and support life-long learning, for example • ECEC – administrative and legislative reform • Reform of national time allocation and core curricula in general education • Efforts to reduce group size in basic education • Cooperation and flexibility in upper secondary education • Educational guarantee as part of the crossadministrative Youth Guarantee For education and learning Specificities of the Finnish education system Culture supportive of learning / support to teaching and learning No inspections, no high-stakes testing or national examinations in basic education High-quality teachers, high status, professional respect, autonomy in the class room Compulsory education starts at 7, same for all, inclusive, flexible and takes into account pupils’ individual needs, no streaming nor ability grouping Trust Public funding Free education Decentralised Central steering Local decisions Culture of education Evolution Co-operation For education and learning Finnish system is holistic and based on trust Comparison between the Finnish and general western models GENERAL WESTERN MODEL THE FINNISH SYSTEM Standardisation Strict standards for schools, teachers and students to guarantee the quality of outcomes. Flexibility and diversity School-based curriculum development, steering by information and support. Emphasis on literacy and numeracy Basic skills in reading, writing, mathematics and science as prime targets of education reform. Emphasis on broad knowledge Equal value to all aspects of individual growth and learning: personality, morality, creativity, knowledge and skills. Consequential accountability Evaluation by inspection. Trust through professionalism A culture of trust on teachers’ and headmasters’ professionalism in judging what is best for students and in reporting of progress. Source: Kupiainen, Hautamäki, Karjalainen: The FI education system and PISA, 2010. For education and learning no dead-ends in the system Finnish Education System, For education and learning A p p r e n t i EARLY YEARS EDUCATION AND CARE c e s h i p IMMEDIATE CONTINUATION OF STUDIES 2011 SCHOOL LEAVERS (BASIC EDUCATION) 63 200 in total GENERAL UPPER SECONDARY 49,6% (2005: 53,3%) VOCATIONAL UPPER SECONDARY 41,2% (2005: 39,4%) DID NOT CONTINUE IN STUDIES LEADING TO A QUALIFICATION OR DEGREE 9,1% (2005: 7,4%) For education and learning Administration and steering Parliament Regional: Government Ministry of Education and Culture FNBE For education and learning Centres for Economic Development, Transport and the Environment Regional State Administrative Agencies Municipalities or Federations of Municipalities (Education providers) Educational institutions Central steering vs local decisions Local Central o Educational priorities o Educational priorities o Local curricula o Min. time allocation o Alloc. of subsidies o National core curricula o Class size o Size of state subsidies o Recruitment o Teacher ”evaluation” o Quality assurance For education and learning A STEERING SYSTEM BUILT ON THE PRINCIPLE OF TRUST 1. 2. 3. Flexible and decentralised educational decisionmaking, guiding principles being common values, goals and high expectations central monitoring of the whole system and support local implementation and responsibility Far-reaching financial autonomy of local authorities No inspection, national tests or ranking lists in basic education Focus on self-evaluation and cooperation, selfevaluation supported by national sample-based evaluations that are used for the development of education For education and learning Quality assurance based on steering, not control Mandatory self-evaluation: Education providers have a statutory duty to evaluate their own activities. National evaluations of learning outcomes based on samples, used for development. National evaluation bodies and activities to be merged into the Finnish Centre for Evaluation of Education in 2014 Quality criteria a tool for local actors Statistics, national and international evaluations as tools for evidence-informed policy-making No inspectorate or standardised tests prior to the Matriculation Examination For education and learning IMPORTANT QUALITY INDICATORS High academic achievement, equal learning outcomes PISA 2000, 2003, 2006 and 2009 Small between and within school differences Low drop-out (0.3% in basic education, 2-3% in general education and 9% in vocational upper secondary education) Highly educated and motivated teachers Effective use of resources Around 6 % of GDP goes to education 190 school days per year, 4 - 7 hours per day in compulsory education Moderate amount of homework, no need for private lessons after school Class repetition only 2 % in basic education For education and learning Compulsory instruction time is low Compulsory instruction time (hrs) in public institutions Hungary Finland Poland Estonia Czech Republic Slovenia Turkey Sweden Slovak Republic Norway Germany Greece Austria Denmark EU21 average OECD average Portugal Belgium (Fr.) Iceland France England Luxembourg Ireland Spain Italy Netherlands Ages 7-8 Ages 9-11 Ages 12-14 0 500 OECD Education at a Glance 2012 For education and learning 1,000 1,500 2,000 2,500 3,000 3,500 Possible reasons behind the success The Finnish comprehensive school system that is based on the principle of equity Supporting individual pupils (student-centred instruction, counselling, remedial teaching, SNE) High quality university level teacher education and high attraction of teaching profession Curricular flexibility and pedagogical freedom Source: Välijärvi & al. 2002 and 2007; Hautamäki & al. 2008 For education and learning Financing of Education • • • • • • • Education is publicly funded and free at all levels from preprimary to higher education Adult education the only form of education that requires modest payments Private expenditure 2.4 % of all expenditure on the official education system In pre-primary and basic education the textbooks, daily meal and transportation for students living further away from the school are free At secondary level and in HE the books are paid by students At secondary level free meal for students, in HE meals are subsidised by the state Well-developed system of study grants and loans exists (for full-time study in an upper secondary school, VET institution or HEI) For education and learning FUNDING Majority of education is publicly funded Two-tiered public funding - The State - The local authorities or other education providers The State subsidy for operating costs (cover 31,42% in pre-primary and basic education; 41.89% in upper secondary and polytechnics) Per capita funding system without earmarking The funding criteria are the same irrespective of ownership Basic education – completely free of charges for the pupils Higher levels – payment for study materials, meals, transport Financial aid for full-time studies For education and learning Financing of VET VET is financed from the budget of the Ministry of Education and Culture. Financing is based on calculatory unit prices and granted directly to authorised VET providers. The funding criteria are the same irrespective of the form of ownership. The annual funding is based on the number of students and the calculated unit price. The unit prices are determined on the basis of training costs within different fields and calculated for each provider separately. Unit price is affected by different factors e.g. actual current expenditure of education at national level (national average) and the education fields of the education provider. VET providers are independent in their financial decisions. Vocational upper secondary education and training is co-financed by the State and municipalities (state 42 % and municipalities 58 %). Performance based funding forms 3 % of the total funding of all VET providers 2011 the amount of PBF is some 50 M€ . For education and learning The performance-based financing system of VET FINANCING OF VET STATUATORY CORE FUNDING BASED ON UNIT COSTS (€/STUDENT/YEAR) For education and learning PERFORMANCE-BASED FINANCING BASED ON OPERATIONAL OUTCOME -outcome - teacher competence - staff development - BASED ON QUALITY ASSESMENT (EFQM) - SPECIAL THEMES (qualitative) OUTCOME BASED FUNDS QUALITY AWARD Educational funding Operative costs per pupil/student/year in 2011 basic education general upper secondary vocational upper secondary polytechnics 1difference between regions 2 difference between fields of VET Source: FNBE Statistical yearbook 2012 For education and learning 6 710 € (5 341-20 2531) 7 138 € (6 231-9 4611) 11 315 € (7 936-16 5522) 8 005 € (6 786- 11 070) EDUCATIONAL EXPENDITURE Public spending in 2009 (incl. public subsidies such as scholarships and grants to students), all levels of education of GDP Finland 6.8% Japan 3.8% Korea 5.0% OECD average 5.8% EU 21 average 5.8% of public expenditure Finland 12.2% Japan 8.9% Korea 15.3% OECD average 13.0% EU 21 average 11.5% Source: Education at a Glance 2012, OECD For education and learning The Youth Guarantee in Finland Background: among 20-29 year olds 120 000 have completed only basic education; 55 000 young unemployed jobseekers. The youth guarantee will offer everyone under the age of 25, as well as recent graduates under age 30 an employment, a study place, a place in on-the-job training or in a rehabilitation within 3 months after becoming unemployed. 3 Ministries are responsible: Education and Culture, Employment and the Economy, Social Affairs and Health. • More study places in VET • New selection criteria into VET: priority to graduates from basic education and those without upper level vocational qualification • Local authorities responsible for counselling services • Support to language learning for young immigrants • Employers will receive higher compensation for apprenticeship training • Young adults´ skills programme • Workshop activities and outreach youth work as means of support Funding: appr 350 M€ for the period 2013-16 For education and learning Youth Guarantee will offer everyone under 25, as well as recent graduates under 30, a place in employment, education, on-the-job training or rehabilitation within 3 months after becoming unemployed. Young Adults’ Skills Programme F U N D I N G Employers to receive higher compensation for apprenticeship training Support to language learning of young immigrants For education and learning More study places in VET A place in further education guaranteed to all who have just completed basic education Youth guarantee Counselling services for basic education graduates Workshop activities and outreach youth work as means of support Support to youth employment New selection criteria P P P P General objectives of Finnish VET knowledge and skills necessary for vocational competence and (self-)employment support for personal growth and citizenship knowledge and skills needed in further studies and in life-long learning close co-operation with the world of work when planning and implementing vocational education For education and learning PARLIAMENT Legislation State budget General lines of education policy GOVERNMENT Education development plans and policy programmes General objectives of studies MINISTRY OF EDUCATION Planning and implementing education policy Steering and financing Qualifications REGIONAL STATE OFFICIES Specific administrative duties NATIONAL EDUCATION AND TRAINING COMMITTEES NATIONAL BOARD OF EDUCATION National core curricula and requirements of qualifications National development operations and implementation of development programmes QUALIFICATION COMITTEES Contacts with working life EDUCATION PROVIDERS Local planning and organisation of VET Provision of VET For education and learning The National Education Evaluation Council Administration of vocational education and training (VET) Spotlight on VET in Finland Education philosophy is based on delegation of responsibility to local level. relatively autonomous VET-providers VET provided by registered VET providers – licence from Ministry of Education municipalities, joint municipal federations or private organisations Financing system based on national unit prices based on costs in different sectors of VET lump sums without "earmarks" for the VET-provider Financial contributions to VET providers from MoE statutory division of costs at national level in IVET: state 42 % - municipalities together 58 % in CVET mainly by state National-level evaluations with no inspectorate In 2011, total operating costs of vocational institutions amounted to 1.700 million € For education and learning Spotlight on VET in Finland • Mainly within institutions (work-based learning included) – • apprenticeship training expanding Around 140 VET-providers, a nation-wide network of vocational institutions – • Instruction for Swedish-speakers either in Swedish-speaking or bilingual institutions On IVET about 165 000 students every year, 70 000 new students – After basic education about 44 % of school-leavers continue in IVET (51 % in general upper secondary education) – After initial vocational education about 68 % of students enter to the labour market and about 9 % students continue studies (placement rate about 77 %) – Drop-out rate below 9 % – IVET: tuition and meals free of charge, CVET: small fees – An open pathway from upper secondary vocational qualifications to polytechnics and universities – general eligibility to HE For education and learning Trends in VET in Finland • • • VET is an attractive choice – not a second choice Almost 50 % of comprehensive school leavers continue in upper secondary vocational education Number of students in initial VET has increased (from 148 000 to 172 500 during 2004-2011) For education and learning VOCATIONAL EDUCATION INITIAL VOCATIONAL EDUCATION AND TRAINING Qualifications were reformed in 2008-2010 52 qualifications, 121 programmes can be completed in the form of school-based training or apprenticeship training Scope 120 credits (3 years) 90 credits of professional studies min 20 credits of on-the-job-learning skills demonstrations final year project FURTHER VOCATIONAL EDUCATION AND TRAINING Further vocational qualifications (ca. 189) Specialist vocational qualifications (ca. 130) For education and learning National Requirements (3 years/120 credits) for each vocational qualification at upper secondary level (2008) Vocational units 90 credits (including at least 20 credits of on-the-job learning) - Basic and field-specific study units (compulsory) - specialising study units (partly optional) - other optional units (decided by VET provider) Core units (common to all) 20 credits such as languages, math, physics, chemistry Free-choice units -individual choice For education and learning 10 credits Education and Qualification Requirements for VET Teachers in Finland Vocational teacher education builds on degree and work experience Appropriate Master’s degree or polytechnic degree (or highest possible qualification in their own occupation) Minimum of three years’ of working experience in their own field Pedagogical studies with a scope of 60 ECTS For education and learning Being a VET teacher in Finland… Teaching profession has high esteem VET teachers seen as their own specific group within the teaching profession Strong connection with working life For education and learning Design, assessment, validation and recognition of competences / learning outcomes in VET Design • • • • National qualification requirements defined by the FNBE Qualifications divided into units Units composed on basis of functions in working life. Preparation of VQs done in tripartite expert groups. • Skills demonstrations or competence–based examinations • Assessment of all units based on qualitative criteria and achieved learning outcome. Assessment • Assessors: on-the-job-instructors, teachers and student’s self assessment. • Assessment criteria of each unit at three levels. • Recognition of prior learning is regulated by VET Act and Degree since.2006 • Recognition is based on learning outcomes - not on learning time. • VET provider decides on the recognition of (prior) learning – competent institutions! Recognition • Theory and practice (KSC) are expressed, studied and assessed together within the same unit and there is a common (one) mark in the certificate. For education and learning Development of Finnish VET in European cooperation European Qualification Framework (EQF) European Credit Transfer System for Vocational Education and Training (ECVET) Common Quality Assurance Framework (CQAF) European guidelines for validation of non-formal and informal For education and learning Finnish NQF levels NQF level Qualifications Level 3 Completion of Basic Education syllabus Level 4 Matriculation examination, completion of upper secondary syllabus Vocational upper secondary qualifications Further Vocational Qualifications Qualifications from other administrative sectors corresponding to requirements of vocational upper secondary or further vocational qualifications Level 5 Specialist vocational qualifications Qualifications from other administrative sectors corresponding to requirements of specialist vocational qualifications Level 6 University and polytechnic Bachelor’s Degrees Level 7 University and polytechnic Master’s Degrees Level 8 Scientific and artistic post-graduate degrees, such as licentiate and doctoral degrees For education and learning Education system in figures, 2011 Type of education Ed. institutions Applicants New students Students Qualilfication s, degrees Basic education 2,870 - 59,076 541,931 64,435 Upper secondary general 433 39,219 36,784 109,046 32,807 Vocational education 247 141,405 116,017 279,266 70,596 Polytechnics 27 107,394 38,839 139,857 22,898 Universities 78,516 20,274 168,983 28,482 17 Statistics Finland: Oppilaitostilastot 2012 For education and learning Most teachers are required a master’s degree Kindergarten teachers 180 ECTS (3 years) Class teachers 300 ECTS (5 years) Subject teachers 300 ECTS (5-6 years) Teachers of vocational studies: Master’s/Bachelor’s+work experinece+pedagogical studies of 60 ECTS) Principals: teacher education + e.g. certificate in educational administration For education and learning TEACHER PROFESSION IN FINLAND Popular profession among young people; only about 10-12 % of applicants can be admitted to teacher studies Demanding profession; Master’s degree required Autonomous and creative profession curriculum process of the school and municipality teachers are responsible for planning of the work of their own school and autonomous in choosing their methods and materials emphasis is in guiding the learning process of students and meeting the needs of all different learners Teachers are trusted in the society and respected and supported in their work For education and learning Teacher training institutions can select heavily Intake into teacher education 2012 (% of those who applied) o o o Class teacher education Subject teacher education Vocational teacher education Statistics Finland, universities For education and learning 12 % 10 %-53 % 30 % OECD: Education at a Glance 2012 For education and learning Teacher and principal salaries in Finland (permanent contract, average gross salaries per month 2011) kindergarten teacher 2,452 € class teacher, primary education 3,357 € subject teacher, lower secondary 3,664 € subject teacher, general upper secondary 4,128 € VET teacher principal, basic education 3,813 € 4,894 € principal, general upper secondary 5,613 € Average salary in the municipal sector in Finland 2011: 2,848 € (men 3,319 €, women 2,728 €) Source: Satistics Finland For education and learning KEYS TO SUCCESS – HOW WE SEE IT LEARNING CULTURE Autonomy empowerment of HIGH STANDARDS municipalities and schools spirit of trust and support interactive, cooperative way of working Professionalism of teachers high status and quality of teachers high quality of teacher education high quality of instruction Supportive ethos minimizing low achievement early intervention individual support active role of student good student – teacher relationship COMPREHENSIVE EDUCATION SYSTEM Attainable for all, flexible structure and curriculum strategy, non-selective, inclusive, central steering, local impelentation and responsibility For education and learning Education in Finland www.minedu.fi Ministry of Education and Culture information in Finnish, Swedish and English www.oph.fi Finnish National Board of Education information in Finnish, Swedish and English aapo.koukku@oph.fi For education and learning