SoylentNews

c0lo [soylentnews.org] writes:

For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy.
...
Which makes it all the more remarkable that Finland is about to embark on one of the most radical education reform programmes ever undertaken by a nation state – scrapping traditional “teaching by subject” in favour of “teaching by topic”.

Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course might take “cafeteria services” lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.

More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography.

There are other changes too, not least to the traditional format that sees rows of pupils sitting passively in front of their teacher, listening to lessons or waiting to be questioned. Instead there will be a more collaborative approach, with pupils working in smaller groups to solve problems while improving their communication skills.

---- More after the break ----

For those who can't quite warp their mind around collaborative approach (should really school be a competition?), some other facts on Finnish education:

1. Finland ditched exams (especially national exams) [theguardian.com] as a method of assessing students

   Imagine a country where children do nothing but play until they start compulsory schooling at age seven. Then, without exception, they attend comprehensives until the age of 16. Charging school fees is illegal, and so is sorting pupils into ability groups by streaming or setting. There are no inspectors, no exams until the age of 18, no school league tables, no private tuition industry, no school uniforms. Children address teachers by their first names. Even 15-year-olds do no more than 30 minutes' homework a night.

2. the schools and mainly the teachers have a high degree of autonomy [theatlantic.com].

   For starters, Finland has no standardized tests. The only exception is what's called the National Matriculation Exam, which everyone takes at the end of a voluntary upper-secondary school, roughly the equivalent of American high school.
   Instead, the public school system's teachers are trained to assess children in classrooms using independent tests they create themselves. All children receive a report card at the end of each semester, but these reports are based on individualized grading by each teacher. Periodically, the Ministry of Education tracks national progress by testing a few sample groups across a range of different schools.
   
   As for accountability of teachers and administrators, Sahlberg shrugs. "There's no word for accountability in Finnish," he later told an audience at the Teachers College of Columbia University. "Accountability is something that is left when responsibility has been subtracted."

3. teaching is a highly respected profession [theguardian.com]

   In Finland teaching is a prestigious career. Children aspire to be doctors, lawyers, scientists and in the same breath teachers. They are respected and appreciated; they are highly qualified (requiring a Masters degree for full time employment) and job selection is a tough process with only best candidates gaining the posts.

4. the tertiary education system charges no tuition fees [wikipedia.org] (for Finnish students) and the admission into the tertiary education is based on a fully transparent, merit-based, and objective process:

   The selection process is fully transparent, merit-based, and objective; there are no application essays, no human factor in selection, no underrepresented minority support, and no weight on extracurricular activities. Moreover, the entrance examinations are rarely long multiple-choice exams, and instead consist of a smaller number of longer and more complicated questions that are supposed to test more than memorization and quick mechanical problem solving.

Original Submission