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By contrast, he suggests: "Finnish education policies are a result of four decades of systematic, mostly intentional, development that has created a culture of diversity, trust, and respect within Finnish society in general, and within its education system in particular.…
(Large between-school variation is generally related to social inequality.) The overall variation in achievement among Finnish students is also smaller than that of nearly all the other OECD countries.Meanwhile, the United States has been imposing more external testing—often exacerbating differential access to curriculum—while creating more inequitable conditions in local schools.Resources for children and schools, in the form of both overall funding and the presence of trained, experienced teachers, have become more disparate in many states, thus undermining the capacity of schools to meet the outcomes that are ostensibly sought.Sahlberg notes that Finland has taken a very different path.He observes:"The Finns have worked systematically over 35 years to make sure that competent professionals who can craft the best learning conditions for all students are in all schools, rather than thinking that standardized instruction and related testing can be brought in at the last minute to improve student learning and turn around failing schools." Sahlberg identifies a set of global reforms, undertaken especially in the Anglo-Saxon countries, that Finland has not adopted, including standardization of curriculum enforced by frequent external tests; narrowing of the curriculum to basic skills in reading and mathematics; reduced use of innovative teaching strategies; adoption of educational ideas from external sources, rather than development of local internal capacity for innovation and problem-solving; and adoption of high-stakes accountability policies, featuring rewards and sanctions for students, teachers, and schools.As an example, I am going to briefly describe how Finland built a strong educational system, nearly from the ground up.
Finland was not succeeding educationally in the 1970s, when the United States was the unquestioned education leader in the world.
Finland has been a poster child for school improvement since it rapidly climbed to the top of the international rankings after it emerged from the Soviet Union’s shadow.
Once poorly ranked educationally, with a turgid bureaucratic system that produced low-quality education and large inequalities, it now ranks first among all the OECD nations (Organization for Economic Cooperation and Development—roughly, the so-called “developed” nations) on the PISA (Program for International Student Assessments), an international test for 15-year-olds in language, math, and science literacy.
Although most immigrants are still from places like Sweden, the most rapidly growing newcomer groups since 1990 have been from Afghanistan, Bosnia, India, Iran, Iraq, Serbia, Somalia, Turkey, Thailand, and Vietnam. Yet achievement has been climbing in Finland and growing more equitable.
Because of these trends, many people have turned to Finland for clues to educational transformation.
Finnish schools are generally small (fewer than 300 pupils) with relatively small class sizes (in the 20s), and are uniformly well equipped.