1 PISA-Finland Results, experiences and Explanations Pekka Kupari, professor University of Jyväskylä, Finnish Institute for Educational Research
580 560 540 520 500 480 460 Mean scores in four PISA cycles (2000-2009) Math Japan Math Finland Reading Japan Reading Finland Science Japan Science Finland PISA 2000 PISA 2003 PISA 2006 PISA 2009 2
120 100 80 60 40 20 0 Variation in performances in four PISA cycles Math Japan Math Finland Reading Japan Reading Finland Science Japan Science Finland PISA 2000 PISA 2003 PISA 2006 PISA 2009
4 80 60 40 20 0 OECD average Performance profiles in mathematics in four PISA cycles 5th 10th 25th 50th 75th 90th 95th Finland 2000 Finland 2003 Finland 2006 Finland 2009 Japan 2000 Japan 2003 Japan 2006 Japan 2009
5 50 40 30 20 10 0 Between-school variance in student performance (2000-2006) PISA 2000 PISA 2003 PISA 2006
Meaningful factors and explanations behind Finnish success in PISA A complicated network of interrelated factors Pedagogical philosophy & ethos Equal opportunities Learning support Teachers as professionals 6
7 Pedagogical philosophy and ethos Education has to adjust to the needs of each child Heterogeneous student groups, no streaming Class size must be relatively small: since 2003 the average has been 18-20 Flexible school-based curriculum No standardized tests or centralized examinations; teacher-based assessment
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9 Equal opportunities Principle of equity: smallest standard deviation within OECD countries in PISA Effort to minimize low achievement: very few low performers (4-8 %) cf. OECD average (19-22 %) in 2003, 2006 and 2009 PISA-studies Special support to the weak
10 Learning support Taking care of every single student Various forms of learning support (support in class, short-term support, part-time support) A student s right to special education of different type Only 2 % of age cohort attend separate special education institutions Support of student counseling
Teachers as professionals All teachers have a master s degree Teachers are professionally qualified Culture of trust: teachers are trusted as true professionals (demanding aims and doing their best) Teachers have a lot of direct influence in schools (courses to offer, course content, choice of textbooks, assessment policies, disciplinary policies, also in staffing and budgeting) Teachers have great pedagogical independence Teacher s profession is highly valued: only 10-15 % of classroom teacher applicants can be approved Teacher-based assessment 11
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13 Future challenges Students at risk Level 2 or lower performance Low motivation and engagement Risk of social exclusion Gender gap Cognitive domains Attitudes, motivation Integrating ICT in pedagogy Pedagogical solutions for gifted Increasing cultural heterogeneity
14 Thank you for your attention! More information http://ktl.jyu.fi/ktl/pisa/english
15 Assessment, standards and accountability Uniform national criteria for the final assessment (9th grade) in all common subjects Sampling-based national assessment in the core subjects No nation-wide tests/examinations in the comprehensive school No school inspections after the early 1990s Self-evaluation of providers, schools, teachers and students Quality standards for good teaching Use of assessment data
Subjects and time allocation Lessons in total Mother tongue and literature 1596 A-language 608 B-language 228 Mathematics 1216 Environmental studies (integrated from1 to 4) 342 Biology and geography 380 Physics and chemistry 342 Health education 114 Religion or ethics 418 History and social studies 380 Arts, crafts, and physical education 2128 Home economics 114 Guidance 76 Optional subjects 494 Minimum amount for a pupil 8436 16
The national minimum number of lessons per week on grades 1st 19 2nd 19 3rd 23 4th 23 5th 24 6th 24 7th 30 8th 30 9th 30 17
Teaching duties Minimum amount of lessons to be taught by a teacher in a week: Class teacher (primary school) 24 Subject teachers: Mother tongue and literature 18 Foreign languages 20 Mathematics, physics, chemistry, 21 art, music Biology, geography, religion, ethics, 23 history and social studies, health educ., home economics Physical education, guidance 24 Special education teacher 22-24 18
Principle of equity Equal access to education for all, irrespective of gender, region, ethnicity, age or socio-economic background (conservative view) Equal opportunities to learn: no tracking or streaming (liberal view) Equal learning outcomes: special education for low-achievers (radical view) Comprehensive and inclusive education - practice and philosophy - no tracking or streaming, education is free of charge - special support to low-achievers -guidance and counselling for all 19
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Autonomous teachers culture of trust Highly trusted professionals in pedagogy All training at university level Master s degree for all High popularity of the profession Highly motivated and multitalented students Culture of trust, autonomy Intelligent accountability In-service training, e.g mentoring Flexibility of models 21
22 %
23 %
Tradition Until the 1970s: following German and Swedish models Comprehensive school with streaming in the 70s Teacher education into universities Streaming abolished 1985 Equal access to high quality basic education No dead-ends Free choice of school since the 90s Low competition between schools Role of private education small 24
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26 %