Undervisningsudvalget 2016-17
UNU Alm.del Bilag 156
Offentligt
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The Finnish
Curriculum system
An overview with focus on the 2014
Core Curriculum of Basic Education
Visit of the Danish Parliamentary Delegation
Helsinki 29 August, 2017
Presentation compiled by Paula Mattila, Counsellor of Education
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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The three levels of the Finnish curriculum system
Teaching and learning
All parts of the system aim at
supporting teaching and learning.
Local Curriculum
Development work
The Core Curricula are norms.
National Core Curriculum
Education policy
Education Acts and Decrees, Government Decrees
The education providers draw up
their own curricula based on the
norm curricula.
09/10/2017 Finnish National Agency for Education
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Core curricula are renewed every 10 years or so.
The present round has been more complete and coherent
than ever.
•
•
•
•
•
•
•
Early childhood education and care 2016
Pre-primary education 2014
Basic education 2014
Upper secondary general education 2015
Basic education for adults 2015 and 2017
Preparatory education for basic education
2015
Preparatory education for upper secondary
general education 2015
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09/10/2017 Finnish National Agency for Education
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Key Aspects of Curriculum Development
The National Core Curriculum is:
•
the expression of the insight and will of key education stakeholders and it
gives
common direction to the processes and development
of teaching and
learning
•
holistic and compact
– it covers all areas of learning and school life, not only
different subjects
•
inclusive
– it covers education for all students
•
sets more weight on goals for learning and prerequisites for a
successful
learning process
than on subject content
•
looks for a
balance between academic achievement and student welfare
•
is based on a futures orientation and
competence-based thinking
competence-
09/10/2017 Finnish National Agency for Education
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Why was the 2014 basic education
curriculum reform needed?
•
The world surrounding school has changed essentially since the
beginning of the 21st century – the effects of globalisation and the
challenges of a sustainable future needed to be taken onboard
. (Growing
threats, of segregation, insecurity, selective truths… and of a sedentary lifestyle, to name
a few)
•
Competences required in society and the world of work have changed
(e.g. digitalisation, cultural and linguistic diversity)
•
It is necessary to examine educational contents, pedagogy and schools’
working practices in order to reform these in so much as is needed,
•
in relation to changes in the operating environment and competences.
09/10/2017 Finnish National Agency for Education
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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The targets of the curriculum reform
in basic education
Pedagogical reform
A holistic approach to
basic education
Changing school
culture
Curriculum as a
digital tool
09/10/2017 Finnish National Agency for Education
• Transforming from WHAT to learn to HOW to learn
• Generic competences, school culture, connections
and collaboration between subjects
• Renewal of pedagogical thinking, learning
environments, working approaches and assessment
• producing web-based eCurriculum with more
functions
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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National Core Curriculum for Basic Education 2014
Conception of learning
The student has an active role in her/his learning, and she/he learns to set goals and to solve
problems both independently and together with others.
Learning takes place through interaction with other students, adults, and the different
communities.
.
Positive emotional experiences, the joy of learning and creative meaningful (authentic)
activities promote learning and inspire the students to develop their competences.
learning-to-
Developing learning-to-learn skills lays the foundation for goal-oriented and lifelong
learning.
Students who are aware of and responsible for their learning processes will increasingly learn
self-regulation.
09/10/2017 Finnish National Agency for Education
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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National Core Curriculum for Basic Education 2014
Rethinking School Culture
Well-being
and safety in
daily life
Environmental
responsibility
and sustainable
future
orientation
School as a
Learning
community
Participation
and
democratic
action
Interaction
and versatile
working
approach
Equity and
equality
Cultural
diversity and
language
awareness
09/10/2017 Finnish National Agency for Education
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Transversal Competences
at the core of
the new Basic Education Curriculum
09/10/2017 Finnish National Agency for Education
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 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Three aspects (from among many) that make the
new Finnish Core Curricula special
•
Equity and equality
•
Focus on languages – language education
•
Promoting the UN Agenda 2030– global education
09/10/2017 Finnish National Agency for Education
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 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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1/3 The Basic Education Core Curriculum of 2014
stipulates that,
teaching must be gender-sensitive
equal support to be provided for girls and boys, each one an individual
schooling will add on information and understanding about the diversity of gender
equality and equity key principles of school culture –
zero tolerance to
discrimination
all subjects to promote equality and equity in their own ways
gender sensitive selection of methods, materials, learning environments, partners
09/10/2017 Finnish National Agency for Education
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 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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2/3
A few words on language education –
one more key principle of new Core
Curriculum
happen, every teacher must be a language teacher.
To make this
Language education (språkpedagogik) aims
at making all students increasingly aware of
the impact language has on all of us in
building our identity (identities)
being humane, being members of
communities, of society
learning to learn.
09/10/2017 Finnish National Agency for Education
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 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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3/3
Promoting sustainability and introducing
global education in the core curricula.
Crucial role of
understanding and
appreciating
human rights
Appreciation of cultural and
linguistic diversity Language
education
Orientation towards an eco-
social education and culture
https://www.slideshare.net/aosalone/ecosoci
al-approach-to-education
09/10/2017 Finnish National Agency for Education
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 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
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Thank you!
Your questions and
comments, please?
[email protected]