”… the formality of us Brits. We tend to speak with so many
other things clogging what we say. It´s almost exhausting
trying to figure out
what
we´re really trying to say. “
RED Dec.2003
*Please read the following extracts. Find the linguistic
devices used which make the text very English in tone.
*Please compile a glossary ( = sanasto) of the words which
are not familiar to you
*Consult a dictionary
* Please write a composition in which you praise the present
educational system in Finland. It is a speech which you give at
an international conference. (150 -200 words)
Prove your point.
Title:
The Present Educational System in Finland – a Dream Come
True
IT IS GOOD TO TALK
Would the NHS benefit from a single, identifiable leader?
An email conversation
Don Berwick
“ I personally believe that the NHS has had superb
leadership, at least as long as I have had a window on the
people there. This includes both the NHS Executive team
members I have known and many of their direct reports. Alan
Langlands was, in my view, a master manager, and Nigel
Crisp, with a very different style, is also very capable. I can
think of many of their deputies, whom I would be proud to talk
for. Controversially, perhaps, I also developed great respect
for many of the political leaders. For example, Alan Milburn
showed a lot of courage in his work to get movement into the
system, and Simon Stevens is one of the most thoughtful
political analysts and balanced decision makers I have ever
1
known. I have met a number of very capable trust chief
executives – in both primary care and acute care trusts. Liam
Donaldson provides a world class example of trustworthy,
mature, and progressive leadership in the very stormy seas.
I also have to reserve a few words of praise for Tony Blair,
whose focus and clarity with respect to what the NHS must
accomplish are superb, and of immense value. He has been as
good in this role - pursuing and setting clear, bold aims – as
many of the corporate executives I have seen.
I may misread Richard´s critique, but I believe, first of all, that
interpreting the NHS leaders as anything other than
remarkably competent is incorrect. The NHS is a fantastically
complex organization, and wishful thinkers might hope that its
troubles could be corrected by an emerging, as yet unfound,
Alexander, Napoleon, or Churchill. That is magical thinking.
The people actually struggling with the task of managing and
improving the behemoth are about as good as you can get.
Now, Richard seems to emphasize how important the role of
a single, capable senior executive leader could be to helping
the
NHS, and how this is missing. He seems to feel, if I read it
right, that “ no one is in charge” and someone needs to be.
Again, I think that this view may be largely based on wishful
thinking. The complexity of the NHS will make it true that
leadership will have to be a system, involving the coordinated
energies of a number of top level people who should act as a
team – if not in unison at least in coordination – to get aims
accomplished. The best I could hope for is “ a team at the top”
not a dictator at the top.
Richard Smith
Thank you, Don, for your very useful, interesting and
compelling contribution to this debate. We probably agree
more than we disagree, but I don´t for an instant think that
2
an identifiable leader of the NHS would solve all the problems
alone or overnight. That is clearly magical thinking.
Nevertheless, I continue to think that there might be extra
benefits from having an identifiable leader. Every country has
an identifiable leader – and so do many small, medium sized
and large organizations. Can you think of another organization
that doesn´t have an identifiable leader?
Another question is whether you can be an effective leader if
you are largely unknown.
Isn´t it also true that effective leaders can change large
organizations in a comparatively short period of time?
Indeed, I must confess that I don´t share your optimism about
the NHS. You mainly meet its leaders, most of whom, I
willingly acknowledge, are charming, competent, hard
working, and committed. I spend more time encountering the
workforce, many of whom are deeply unhappy, and the
customers, many of whom have bad experiences.
3
KALVOPOHJA
“ I personally believe that the NHS has had superb
leadership, at least as long as I have had a window on the
people there. This includes both the NHS Executive team
members I have known and many of their direct reports. Alan
in my view, a master manager, and Nigel
Crisp, with a very different style, is also very capable. I can
think of many of their deputies, whom I would be
proud to talk for. Controversially, perhaps, I also
developed great respect for many of the political
Langlands was,
leaders. For example, Alan Milburn showed a lot of courage in
his work to get movement into the system, and Simon Stevens
is one of the most thoughtful political analysts and balanced
decision makers I have ever known. I have met a
number of very capable trust chief executives – in both
primary care and acute care trusts. Liam Donaldson provides
a world class example of trustworthy, mature, and progressive
leadership in the very stormy seas.
I also have to reserve a few words of praise for
Tony Blair, whose focus and clarity with respect to what the
NHS must accomplish are superb, and of immense value. He
has been as good in this role - pursuing and setting clear, bold
aims – as many of the corporate executives I have seen.
I may misread Richard´s critique, but I believe, first of
all, that interpreting the NHS leaders as anything other than
remarkably competent is incorrect. The NHS is a fantastically
complex organization, and wishful thinkers might hope that
its troubles could be corrected by an emerging, as yet
unfound,Alexander, Napoleon, or Churchill. That is magical
thinking. The people actually struggling with the task of
4
managing and improving the behemoth are about as good as
you can get.
seems to emphasize how important the role
of a single, capable senior executive leader could be to
Now, Richard
helping the
NHS, and how this is missing.
He seems to feel, if I
read it right, that “no one is in charge” and someone needs
to be. Again, I think that this view may be largely based
on wishful thinking. The complexity of the NHS will make it
true that leadership will have to be a system, involving the
coordinated energies of a number of top level people who
should act as a team – if not in unison at least in coordination
– to get aims accomplished. The best I could
is “ a team at the top” not a dictator at the top.
hope for
Richard Smith
Thank you, Don, for your very useful, interesting and
compelling contribution to this debate. We probably agree
more than we disagree,
but I don´t for an instant
think
that an identifiable leader of the NHS would solve all
the problems alone or overnight. That is clearly magical
thinking.
Nevertheless, I continue to think that there might
be extra benefits from having an identifiable leader. Every
country has an identifiable leader – and so do many small,
Can you think of
another organization that doesn´t have an
identifiable leader?
medium sized and large organizations.
Another question is whether you can be an effective leader if
you are largely unknown.
5
Isn´t it also true that effective leaders can change large
organizations in a comparatively short period of time?
Indeed, I
must confess that I don´t share your optimism
about the NHS. You mainly meet its leaders, most of whom,
I
willingly acknowledge, are charming, competent, hard
working, and committed. I spend more time encountering the
workforce, many of whom are deeply unhappy, and the
customers, many of whom have bad experiences.
Use of phrases
- I think
- I believe
- I acknowledge
- I developed respect for…
- I must reserve a few words of praise
Use of
1) direct questions
2) examples ( For example)
3) adjectives/superlatives
Polite words
-seem/seems
-might
-may
-could
Use of
the person´s name
School Matters KEY
6
comprehensive school
the lower stage
the upper stage
vocational school
senior secondary school
non-graded
course
compulsory
optional
specialization course
applied course
short course in mathematics
advanced mathematics
the matriculation examination
entrance exam
university
polytechnic
The Student´s Sheet
School Matters
peruskoulu=
ala-aste=
yläaste=
ammattikoulu=
lukio=
luokaton=
kurssi=
pakollinen
syventävä
soveltava
lyhyt matematiikka=
pitkä matematiikka=
ylioppilaskirjoitukset=
pääsykoe=
yliopisto=
ammattikorkea=
7
In Finland, we start school at the age of seven. For the first six years we go to the lower stage of
the Finnish comprehensive school and then we have three years in the upper stage. Sixteen is the
minimum school-leaving age but most Finnish students stay after that in some kind of school.
I go to the senior secondary school. More than half of my age group are in this kind of school. The
rest go to different vocational schools or start working straight away.
There are no school fees but in the senior secondary school you buy your own text books and
materials. Of course, we do get free medical and dental services and even the school meals are
free!
In Finland there are lots of compulsory subjects although you can do shorter or more advanced
courses in some subjects like mathematics. You also have to take a certain number of specialization
courses and then there are applied courses which are optional. Everybody takes t two languages
besides Finnish and there are some school that specialize in art, music or sports.
The senior secondary school in Finland is non-graded, which means that instead of having a fixed
number of years, we have to complete a fixed number of courses. You have to do at least 75
courses to complete your studies. We can do it at our own speed students do it in three years
although it is possible to do it two or four years. The school year is divided into five or six periods
and you do several courses in each period with tests at the end.
We take tests at the end of every course and then finally we take the school-leaving exam which is
called the matriculation examination. It is made up of four to six separate exams in different
subjects.
Passing the matriculation examination means that you can apply to university. However, for most
subjects in the universities you have to take an entrance exam. There are also polytechnics and
vocational colleges for students who want their studies to be more practical.
TELL US ABOUT
1. the age you start and finish school in Finland
2. the kind of school you go to
3. the cost of schooling
4. the length of your school
5. the subjects you study
6. the exams you take
7. where it all leads to
Explain about the Finnish system.
BMJ/ December issue
Blue Planet Course 3
8