Finland to Philippines Globe – powerpoint c/o Erlin w/ music - done

Sleep (Show edited photos in Airports) – towel / jacket c/o Erlin

Text convo – recorded c/o Erlin – done

Starbucks / coffeeshop set up – Bring your own glass (print logo starbucks) StarBox c/o Lirome

Pasalubong bag

Convo:

History – video presentation (record)

Best Practice in Education (Teacher and Student)

Set Backs

Whole Video sa Education System

The End ---------

C: Kamusta, (please elaborate)

E: Okay lang man. (adlib)

L: Okay lang sad. (adlib)

C: Ask more questions…..

E & L: suggest to show the history of Finland video

C: Amaze by what she saw…

Claudine to ask several questions about Finland Education.

Claude: Unsa inyung work sa Finland?

L: Answers about his work

E: Answers about her work/studies

Claudine: Unsa jud diay naa didto? Unsa diay special about sa Finland Education?

E: Explains

L: Explains

Claude to adlib

Set backs

Video for ending

26 Amazing Facts About Finland's Unorthodox Education System

Since it implemented huge education reforms 40 years ago, Finland's school

system has consistently come at the top for the international rankings for
education systems.

So how do they do it?

It's simple — by going against the evaluation-driven, centralized model that much
of the Western world uses.

Learners:

 Finnish children don't start school until they are 7.

 Compared with other systems, they rarely take exams or do homework until
they are well into their teens.
 The children are not measured at all for the first six years of their education.
 There is only one mandatory standardized test in Finland, taken when
children are 16.
 All children, clever or not, are taught in the same classrooms.
 Finland spends around 30 percent less per student than the United States.
 30 percent of children receive extra help during their first nine years of
school.
 66 percent of students go to college. (The highest rate in Europe.)
 The difference between weakest and strongest students is the smallest in the
World.
 Science classes are capped at 16 students so that they may perform practical
experiments every class.
 93 percent of Finns graduate from high school. (17.5 percent higher than the
US.)
 43 percent of Finnish high-school students go to vocational schools.
 Elementary school students get 75 minutes of recess a day in Finnish versus
an average of 27 minutes in the US.

Teachers:

 Teachers only spend 4 hours a day in the classroom, and take 2 hours a week
for "professional development".
 Finland has the same amount of teachers as New York City, but far fewer
students. (600,000 students compared to 1.1 million in NYC.)
 The school system is 100% state funded.
 All teachers in Finland must have a masters degree, which is fully subsidized.
 The national curriculum is only broad guidelines.
 Teachers are selected from the top 10% of graduates.

 In 2010, 6,600 applicants vied for 660 primary school training slots
  The average starting salary for a Finnish teacher was $29,000 in 2008
(Compared with $36,000 in the United States.)
 However, high school teachers with 15 years of experience make 102 percent
of what other college graduates make. (In the US, this figure is 62%.)
 There is no merit pay for teachers
 Teachers are effectively given the same status as doctors and lawyers
 In an international standardized measurement in 2001, Finnish children
came top or very close to the top for science, reading and mathematics. (It's
consistently come top or very near every time since.)
 And despite the differences between Finland and the US, it easily beats
countries with a similar demographic. (Neighbor Norway, of a similar size
and featuring a similar homogeneous culture, follows the same same
strategies as the USA and achieves similar rankings in international
studies.)

Education system
Equal opportunities to high-quality education

The main objective of Finnish education policy is to offer all citizens equal
opportunities to receive education. The structure of the education system reflects
these principles. The system is highly permeable, that is, there are no dead-ends
preventing progression to higher levels of education.

The focus in education is on learning rather than testing. There are no national
tests for pupils in basic education in Finland. Instead, teachers are responsible
for assessment in their respective subjects on the basis of the objectives
included in the curriculum.

The only national examination, the matriculation examination, is held at the end
of general upper secondary education. Commonly admission to higher education
is based on the results in the matriculation examination and entrance tests.

Governance has been based on the principle of decentralisation since the early
1990s. Education providers are responsible for practical teaching arrangements
as well as the effectiveness and quality of the education provided. Local
authorities also determine how much autonomy is passed on to schools. For
example budget management, acquisitions and recruitment are often the
responsibility of the schools.

Universities and universities of applied sciences (UAS) enjoy extensive

autonomy. The operations of both UAS and universities are built on the freedom
of education and research. They organise their own administration, decide on
student admission and design the contents of degree programmes.

Most education and training is publically funded. There are no tuition fees at any
level of education. An exception are the tuition fees for non-EU and non-EEA
students in higher education, effective from autumn 2016. Most higher education
institutions will introduce such tuition fees in 2017, and more information can be
found here. In basic education also school materials, school meals and
commuting are provided free of charge. In upper secondary education students
pay for their books and transport. In addition, there is a well-developed system of
study grants and loans. Financial aid can be awarded for full-time study in upper
secondary education and in higher education.

Historical Overview
Public education in Finnish began in the 1860s. The original source of schooling
in the native tongue in Finland has been the Church, as it has been in a number
of other countries. A principle of the Lutheran Church, the national church of
Finland, was the ideal that people should be able to read the Bible in their own
language. Also, the Church itself began to teach people to read and literacy
became one of requirements that a person had to fulfil in order to get married.

A national school system, independent of the Church, was set up in 1866. Three
years later, a Supervisory Board of Education was established under the Ministry
of Education to inspect, monitor and govern the school system in Finland.

Early childhood education and care

All children under school-age have a subjective right to early childhood education
and care (ECEC) should their parents so decide. The municipalities are
responsible for arranging the ECEC services, for their quality and supervision.
Families can also opt for publicly subsidised private ECEC settings. The Finnish
ECEC is based on an integrated approach to care, education and teaching, the
so-called “educare” model. Learning through play is essential.

ECEC is primarily organised in day-care centres and in family day-care. Other

forms of ECEC services include clubs run by the local parishes and other non-
governmental organisations and the various forms of open early childhood
education activities organised by the municipalities for children and their families.

The ECEC is guided by the National Core Curriculum for ECEC (2016) and
local curricula based on it. Participation in ECEC is subject to a fee which
depends on family income and the number of children. Client fees in municipal
ECEC cover about 14 percent of the total costs.

At national level ECEC is the responsibility of the Ministry of Education and

Culture. A revised Act on Early Childhood Education and Care was adopted in
spring 2015. Based on the new legislation, the Finnish National Board of
Education became the national expert agency for ECEC in August 2015.
Pre-primary education is compulsory from August 2015

Pre-primary education as part of the ECEC is the systematic education and

instruction provided in the year preceding the start of compulsory education. Pre-
primary education is organised in day-care centres and schools. Providing a
place in pre-primary education free of charge for all children is a statutory duty for
municipalities. Participation became compulsory in August 2015. Nearly all 6-
year-olds were, however, enrolled already when pre-primary education was
voluntary.

Education is based on a local curriculum drawn up within the framework of the

National Core Curriculum for Pre-primary Education (2014) which has been
implemented from 2016. Early childhood education and care, pre-primary and
basic education form an integrated whole progressing consistently following the
child’s development.

Teacher education
Teachers in Finland are highly trained. In general education all teachers are
required a Master’s degree. In vocational education teachers should have a
Master’s degree or Bachelor’s degree. The high level of training is seen as
necessary as teachers in Finland are very autonomous professionally. Teaching
and guidance staff within day-care centres generally have Bachelor’s degrees.
Pre-primary teachers in schools hold a Master’s degree.

Guidance counsellors in basic and upper secondary education and training

should have a Master’s degree and guidance counsellor studies. Special needs
teachers hold a Master’s degree with special pedagogy as the main subject or a
teaching qualification including special needs teacher studies.

Teachers at universities of applied sciences are required to have either a

Master’s or a post-graduate Licentiate’s degree, depending on their position.
They must also complete pedagogical studies. University teachers are generally
required to hold a Doctoral or other postgraduate degree.

Teacher training can be either concurrent, with pedagogical training integrated

into the Master’s programme, or consecutive, with the pedagogical training
completed after the initial degree. The latter is the case for example in vocational
teacher education. The consecutive model also serves those who decide on a
teaching career later.

At most levels of education teachers are required to participate in in-service

training every year. Finnish teachers consider in-service training to be a privilege
and therefore participate actively.

In-service training is offered by different providers. The state funds in-service

training programmes, primarily in areas important for implementing education
policy and reforms. Education providers can also apply for funding to improve the
professional competence of their teaching personnel.

Adult education
 Finland has a long history of participation and promotion of adult education.
Adult education is also very popular and the participation rate is high in
international terms.

The main objectives of adult education policy are ensuring the availability and
competence of the labour force, providing educational opportunities for the entire
adult population and strengthening social cohesion and equity. The objectives
should support efforts to extend working life, raise the employment rate, improve
productivity, implement the conditions for lifelong learning and enhance
multiculturalism.

Adult education comprises education and training leading to a degree or

certificate, liberal adult education and staff-development and other training
provided or purchased by employers. In addition, it includes labour market
training, which is mainly targeted at unemployed people.