“The main purpose of the curriculum reform currently being implemented in this country is to support a school culture which lays stress on the autonomous control of learning, encouraging flexibility and developing interactiveness both in the school and between the school and the surrounding community.”
- Eja Kimonen, Curriculum Approaches, 1997
This is a brief timeline outlining the changes that occurred in the educational reform process in Finland. All decisions were made with the common value of equal, free education for all as the ultimate goal.
1930s- the Teacher’s College was established in Jyväskylä
1950s- structural planning for a comprehensive school began. The Finnish economy had just shifted from an agricultural economy to an investment driven, knowledge based economy.
1965-66- a new curriculum was drafted by a working group of invested stakeholders
1970s- a detailed curriculum was presented in a committee report that was over 700 pages
1985- more control was given to local government to make decisions affecting their own curricula and a new national framework was created that was cut down to 300 pages
The reforms made in 1985, unified curricula, the teaching profession requirements and expectations regarding pedagogical environments. This provided a common culture of schooling throughout Finland and almost 1/3 of teachers participated in writing local curricula.
1990s- vocational upper-secondary education underwent a significant change in structure, curricula and methodology
During this time there was also a shift in teaching pedagogy from behavioristic thinking toward constructivist ideas
Questions about teaching and learning became forefront in the reform conversation in the 1990s. Teacher training pedagogy reflected these questions and insights such as the ones listed below drove the changes to the teacher-training program.
It was in the 1990s that a trust-based school culture formally started. Because of the economic crisis, local authorities did not want national government to make the difficult financial decisions that would impact them locally. Local municipalities were trusted to make the financial cuts that were necessary for the community.
1994- the National Board of Education made a concerted effort for schools to lead the changes in education, not adjust to it
1995- Comprehensive School Reform curriculum in Finland was announced and was only 100 pages
While the education system was under reform, there remained true to a constant vision since 1968. As a result, Finland routinely scores as one of the top countries on international assessments such as the PISA. There is a combination of quality with widespread equality integrated into every school culture that works to develop the whole person rather than merely academic achievements.
Sources:
School-Based Curriculum in Finland- Ropo & Välijärvi 2010
Curriculum Approaches- Edited by Eija Kimonen
The Function of Curriculum and the Concept of Learning By Maijaliisa Rauste-Von Wright
Curriculum Changes int eh Finnish Comprehensive School: The Lessons of Three Decades By Raimo Nevalainen, Eija Kimonen & Seppo Hämäläinen
A Short History of Educational Reform in Finland By Pasi Sahlberg, 2009
The Finnish Miracle of PISA: historical and sociological remarks on teaching and teacher education By Hannu Simola, 2007
Finnish Lessons by Pasi Sahlberg, 2011
1930s- the Teacher’s College was established in Jyväskylä
1950s- structural planning for a comprehensive school began. The Finnish economy had just shifted from an agricultural economy to an investment driven, knowledge based economy.
1965-66- a new curriculum was drafted by a working group of invested stakeholders
1970s- a detailed curriculum was presented in a committee report that was over 700 pages
- teachers felt like the decision and plans were placed on them from the “powers-that-be” and had a difficult transitioning to the new curriculum
- teaching methods remained behavioristic and teacher-centered
- there was an increase in preparation for teaching to be a research-based profession
1985- more control was given to local government to make decisions affecting their own curricula and a new national framework was created that was cut down to 300 pages
- there was an abolishment of streaming in comprehensive school making learning expectations similar for all students
- special needs resources were decided locally
- a new modular system was introduced into general upper secondary schools allowing schools to rearrange time and teaching schedules
- two semesters were replaced with 5 or 6 study periods which gave more freedom to schools
- schools could decide on electives based on pupils wishes and school resources
- more optional subjects and club activities
- national syllabus requirements were adopted with local preferences
The reforms made in 1985, unified curricula, the teaching profession requirements and expectations regarding pedagogical environments. This provided a common culture of schooling throughout Finland and almost 1/3 of teachers participated in writing local curricula.
1990s- vocational upper-secondary education underwent a significant change in structure, curricula and methodology
- a focus was placed on increasing the attractiveness of vocational education to meet the growing needs of the required labor knowledge and skills
- the structure of vocational schools was simplified
- there was also a push to ensure successful transitions between vocational schools and higher education
- vocational schools also began to partner with businesses to increase the amount of on the job learning and teaching of essential skills
During this time there was also a shift in teaching pedagogy from behavioristic thinking toward constructivist ideas
- individual plans were created for students eliminating the traditional “grades” in upper secondary school. Students were given freedom to take more time or go faster through the requirements
Questions about teaching and learning became forefront in the reform conversation in the 1990s. Teacher training pedagogy reflected these questions and insights such as the ones listed below drove the changes to the teacher-training program.
- If you want to build curiosity, ask questions
- If you want to develop problem-solving skills, link topics to real-life problems and encourage pupils to seek solutions together
- If you want to promote understanding, connect topics from different subjects together
- If you want to educate citizens who will build society, promote everyone’s involvement and participation, give them opportunities to influence and advance positive not negative critical thinking
- If you want to consolidate a learner’s self-esteem and motivation for learning, give constructive and honest feedback. Never humiliate a learner.
It was in the 1990s that a trust-based school culture formally started. Because of the economic crisis, local authorities did not want national government to make the difficult financial decisions that would impact them locally. Local municipalities were trusted to make the financial cuts that were necessary for the community.
1994- the National Board of Education made a concerted effort for schools to lead the changes in education, not adjust to it
- continued local control and teacher driven changes were occurring in preparation for the new national curriculum
1995- Comprehensive School Reform curriculum in Finland was announced and was only 100 pages
- the pupil was seen as an active acquirer of information and a creator of interpretations
While the education system was under reform, there remained true to a constant vision since 1968. As a result, Finland routinely scores as one of the top countries on international assessments such as the PISA. There is a combination of quality with widespread equality integrated into every school culture that works to develop the whole person rather than merely academic achievements.
Sources:
School-Based Curriculum in Finland- Ropo & Välijärvi 2010
Curriculum Approaches- Edited by Eija Kimonen
The Function of Curriculum and the Concept of Learning By Maijaliisa Rauste-Von Wright
Curriculum Changes int eh Finnish Comprehensive School: The Lessons of Three Decades By Raimo Nevalainen, Eija Kimonen & Seppo Hämäläinen
A Short History of Educational Reform in Finland By Pasi Sahlberg, 2009
The Finnish Miracle of PISA: historical and sociological remarks on teaching and teacher education By Hannu Simola, 2007
Finnish Lessons by Pasi Sahlberg, 2011
