DOCSLIB.ORG

Learning to Teach in Finland: Historical Contingency and Professional Autonomy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Learning to Teach in Finland: Historical Contingency and Professional Autonomy Learning to teach in Finland: historical contingency and professional autonomy Janne Säntti (University of Helsinki) & Jaakko Kauko (University of Tampere) Abstrac This chapter demonstrates how the evolution of Finnish teacher education has been gradual and not linear with a major shift towards an emphasis on research skills as the central feature of teacher knowledge. The historical phases in the evolution of teacher education, which can be characterized as normative, pedagogic and research-based are connected to Finland’s general societal trajectories and education policy developments. There has been a strong tendency towards academisation or even scientification in the Finnish teacher education agenda, which has been powered by the involvement of professors of teacher education in shaping the key policy questions with moderate political intervention over recent decades. These questions include visions of what constitutes a good or ideal teacher and what it means to teach effectively. The chapter concludes that teacher education has been searching for academic credibility to justify its position in the university, which has not previously been self-evident. I Introduction The work of Finnish teachers in primary and secondary education is framed by a national core curriculum, which is decided at the national level and based on the education providers, usually municipalities, that draw up their own local curricula. However, in Finland teachers have a rather high degree of professional autonomy. On the one hand, this autonomy derives from the lack of strong managerial techniques to control the implementation of the curriculum, such as inspection or national standardised tests (Simola et al., 2009). On the other hand, this strong teacher autonomy is a result of historical processes that have formed the current practice in which classroom knowledge is ideally built case-by-case drawing on research yet organized according to the national core curriculum. In this sense, it is difficult to characterise the common knowledge of teachers without understanding the practice of building a teacher’s own research-based pedagogical practice theory. Professional autonomy is reflected in how Finnish researchers describe the country’s teacher education as strongly research-based. According to Toom et al., the research base is built with the help of the interconnected nature of research and teaching in universities: In Finland, research-based teacher education has four characteristics. First, the study programme is structured according to the systematic analysis of education. Secondly, all teaching is based on research. Third, activities are organised in such a way that student teachers can practise argumentation, decision-making and justification while investigating and solving pedagogical problems. Fourth, student teachers learn academic research skills. (2010, p. 333) Against this backdrop, to gain understanding of the main topic of this book, how teachers learn to teach and what their knowledge base is, we build knowledge on this context. We aim to provide a historical perspective and examine how the changing institutional arrangements have shaped Finnish teacher education. As such, this chapter makes no claims about what happens inside a Finnish classroom and instead focuses more on teacher training in universities and its ideals. The need for contextual understanding has been exacerbated in the wake of the fame that Finnish education has received internationally. Success in the PISA tests since 2000 has brought Finnish education to the limelight of the international community. The PISA discourse includes an idea of policy-making with visionary decisions that result in high performance in the tests, which we do not share. The OECD is active in supporting this narrative (OECD, 2015, 13). The idea of visionary planning does not gain support from neo- institutionalist research, which sees the institutional norms as stable and difficult to reform (see, March & Olsen, 1989). To put this in to the context of schooling, Tyack and Cuban (1995) noted that schools have a key role in changing reforms. The Finnish PISA success has spurred many hypotheses about its source. One of the most popular, and as some would argue, most transferable, explanations is teacher training (Kansanen, 2014; Sahlberg, 2015). In contrast to highlighting the importance of research- based skills of contemporary teacher graduates, other researchers (Simola, 2005; Säntti & Salminen 2015) argue that behind the PISA success are teachers who have received their education at the time when rather traditional teacher-centred teaching prevailed.1. 1 It is tempting to say that the Finnish PISA ranking has fallen since new types of teachers with research-based teacher education agendas have entered the profession; however, since there is no evidence to support this suggestion, that allegation is unfair This claim was made in a pamphlet published by a UK-based think tank (Sahlberg, 2015). Although the literature review in the booklet is rather well prepared, the conclusions are polemical. Although we can see that the Finnish PISA third ranking in mathematics, reading and science in 2009 slipped to twelfth in 2012 and was seventh in collaborative problem solving in 2015 (OECD, 2009; 2012; 2015), it is hard to prove claims of the teacher training role here due to the nature of the PISA survey, which concentrates on student performance. In addition to other reservations regarding PISA, there are uncertainties about how well the trend of adjacent scores can be interpreted (Rutkowski & Rutkowski, 2016) and PISA does not measure teacher performance. In a more general sense, the promotion of transferring policy reforms becomes difficult when we admit that education is embedded in the socio-historical conditions of a society (Salokangas & Kauko, 2016). We seek distance from explaining the purported Finnish education success in this chapter and instead track how teacher training has been shaped in the course of Finnish history and what the role of political and academic decision-making has been. By drawing on earlier research on the Finnish education system, we point out how teacher training in Finland has taken its current form not only through careful planning but also as a co-effect of intertwining historical trajectories and path dependencies. In fact, what has been seen as effective teaching or the correct way to teach in Finland has been shaped mainly by the interests of teacher educators, which in turn has supported teachers’ academic credibility, especially after the Second World War. We conclude that Finnish teacher education is characterised by the high degree of independence of the profession. This development has gained strength on one hand from the historical contingencies and on the other from the self-empowerment of teacher education through academisation. This academisation process has been possible since Finnish teacher educators have had the power to design teacher education according to academic principles in the situation where the political steering has been quite modest. Teachers themselves including elementary school teachers have increasingly gained full respect as academic actors. Below we tie our analysis to the relation between teacher training and its institutional context at the universities and the effects of political state steering. II. Methodology The analysis sought to trace the origins and evolution of current teacher education policy based on a review of earlier literature. There are two sets of texts. The first set provides information about the political and socio-historical context of schooling in different historical periods based on a history book series on Finnish education (Suomalaisen kirjallisuuden seura, (Finnish Literature Society), 2010-2013) and a representative selection of relevant journal articles. The second set of texts includes key policy papers. First, there are official committee reports (Committee report, 1967; Committee report, 1968; Committee report, 1969; Committee report, 1972; Committee report, 1975; Committee report, 1978; Committee report, 1979; Committee report, 1989 and Committee report, 1991). From the early 1950s parliamentary- formed committees controlled Finnish education policy. These committees outlined the development of teacher education, made recommendations and issued explicit regulations. From the 1960s the committees were staffed by educational experts who were professors of education (Matti Koskenniemi, Oiva Kyöstiö, Martti Takala and Erkki Lahdes), principals of teacher colleges or teacher training schools (Martti Ruutu and Jussi Isosaari), officials from the Ministry of Education or their colleagues from the National Board of Education (Veli Nurmi and Jaakko Itälä). Later, especially in the 1990s, committees were replaced by evaluation groups (Educational studies and teacher education in Finnish universities, 1994; Universitas renovate. The report and proposals of the evaluation committee of the University of Helsinki, 1993, Education towards the future, 1994; Teacher Education as a Future-moulding Factor, 2000; Teacher education, 2020, 2007). Unlike committees, these evaluation groups made recommendations that reflected the new-found autonomy of Finnish academic teacher education departments as a part of the University. The evaluation initiatives still came from the Ministry of Education. Like committee groups, evaluation groups included such educational scientists as professors Hannele Niemi and Juhani Jussila
Load more

Recommended publications
  • Rector Moira Von Wright's Inauguration
    Rector Moira von Wright’s Inauguration Speech, 5 September 2019 (Translated from Swedish) Chancellor, Your Excellencies, Fellow Rectors, Students, Members of the Staff at our University, distinguished guests and colleagues, dear friends of Åbo Akademi University. I. Today, we are celebrating the opening of the autumn term 2019. Around 5,500 students and 780 doctoral students are starting or continuing their studies at our university. I wish you cordially welcome! I also would like to congratulate all newcomers for getting a study place at Åbo Akademi University, which has so much to give in terms of knowledge and learning environments, both national and international, as well as social and cultural life. Hopefully, you will be proud of Åbo Akademi University – your future alma mater. Slightly over 650 teachers and researchers, and almost an equal number of other members of staff have also gradually occupied their offices, laboratories, libraries and other campus facilities. Many are already fully engaged in their work. Some are attending the festivities in Vaasa and Turku to celebrate the opening of the term and the inauguration of the new Rector at Åbo Akademi University, the 18th in order. Professor Mikko Hupa is presenting the Rector’s insignia to me. At the same time, he is handing over a university that is bubbling with activities and burning to further develop into one of the most prominent universities in the Nordic countries and the most attractive Swedish-language study and work place. There is a strong will to make Åbo Akademi University to prosper in all its glory. Our four profile areas are The Sea, Minority research, Molecular process and material technology and Drug development and diagnostics.
    [Show full text]
  • Kant in Finland
    CON-TEXTOS KANTIANOS. International Journal of Philosophy N.o 11, Junio 2020, pp. 245-249 ISSN: 2386-7655 Doi: 10.5281/zenodo.3865083 Kant in Finland MILLA VAHA, HEMMO LAIHO AND MARKUS NIKKARLA* The University of the South Pacific, Fiji Islands University of Turku, Finland Abstract In the editorial note, we shortly outline the reception of Kant’s philosophy in Finland and how Kant’s philosophy became an academic topic from the late 18th century onwards. We also provide some details about the translations of Kant’s works into Finnish. Finally, we introduce the contributions to the special section on Kantian studies in Finland. Keywords Kant, Kantianism, Finland Abstrakti Toimittajien saatteessamme kuvailemme lyhyesti Kantin filosofian saamaa vastaanottoa Suomessa ja miten Kantin filosofiasta tuli akateemisen kiinnostuksen kohde 1700-luvun lopulta alkaen. Lisäksi kerromme Kantin teosten käännöksistä suomen kielelle. Lopuksi esittelemme tämän päivän suomalaiselle Kant-tutkimukselle osoitetun erikoisosion sisältämät tutkimusartikkelit. Asiasanat Kant, kantilaisuus, Suomi * Milla Vaha, School of Government, Development and International Affairs, The University of the South Pacific, e-mail: [email protected]; Hemmo Laiho, Turku Institute for Advanced Studies/Department of Philosophy, University of Turku, e-mail: [email protected]; Markus Nikkarla, Department of Philosophy, University of Turku, e-mail: [email protected] [Recibido: 19 de mayo de 2020 Aceptado: 25 de mayo de 2020] Milla Vaha / Hemmo Laiho / Markus Nikkarla In a letter to a friend
    [Show full text]
  • Finnish Studies
    JOURNAL OF FINNISH STUDIES Volume 16 Number 1 August 2012 Journal of Finnish Studies JOURNAL OF FINNISH STUDIES EDITORIAL AND BUSINESS OFFICE Journal of Finnish Studies, Department of English, 1901 University Avenue, Evans 458 (P.O. Box 2146), Sam Houston State University, Huntsville, TEXAS 77341-2146, USA Tel. 1.936.294.1402; Fax 1.936.294.1408 SUBSCRIPTIONS, ADVERTISING, AND INQUIRIES Contact Business Office (see above & below). EDITORIAL STAFF Helena Halmari, Editor-in-Chief, Sam Houston State University; [email protected] Hanna Snellman, Co-Editor, University of Helsinki; [email protected] Scott Kaukonen, Associate Editor, Sam Houston State University; [email protected] Hilary Joy Virtanen, Assistant Editor, University of Wisconsin; [email protected] Sheila Embleton, Book Review Editor, York University; [email protected] EDITORIAL BOARD Varpu Lindström, University Professor, York University, Toronto, Chair Börje Vähämäki, Founding Editor, JoFS, Professor Emeritus, University of Toronto Raimo Anttila, Professor Emeritus, University of California, Los Angeles Michael Branch, Professor Emeritus, University of London Thomas DuBois, Professor, University of Wisconsin Sheila Embleton, Distinguished Research Professor, York University, Toronto Aili Flint, Emerita Senior Lecturer, Associate Research Scholar, Columbia University, New York Anselm Hollo, Professor, Naropa Institute, Boulder, Colorado Richard Impola, Professor Emeritus, New Paltz, New York Daniel Karvonen, Senior Lecturer, University of Minnesota, Minneapolis Andrew Nestingen,
    [Show full text]
  • Language Ideologies in Finnish Higher Education in the National and International Context : a Historical and Contemporary Outlook
    This is an electronic reprint of the original article. This reprint may differ from the original in pagination and typographic detail. Author(s): Saarinen, Taina Title: Language ideologies in Finnish higher education in the national and international context : a historical and contemporary outlook Year: 2014 Version: Please cite the original version: Saarinen, T. (2014). Language ideologies in Finnish higher education in the national and international context : a historical and contemporary outlook. In A. K. Hultgren, F. Gregersen, & J. Thøgersen (Eds.), English in Nordic Universities : Ideologies and practices (pp. 127-146). John Benjamins Publishing Co.. Studies in World Language Problems, 5. https://doi.org/10.1075/wlp.5.06saa All material supplied via JYX is protected by copyright and other intellectual property rights, and duplication or sale of all or part of any of the repository collections is not permitted, except that material may be duplicated by you for your research use or educational purposes in electronic or print form. You must obtain permission for any other use. Electronic or print copies may not be offered, whether for sale or otherwise to anyone who is not an authorised user. 1 Language ideologies in Finnish higher education in the national and international contexti: a historical and contemporary outlook Taina Saarinen Abstract The article examines the language policy developments of Finnish higher education in historical and contemporary perspective. It is part of an Academy of Finland funded project (2011-2013) on the role of language in Finnish higher education internationalisation. The article first presents an historical overview of the language policy developments in Finnish universities and then goes on to discuss the latest developments in Finnish university and language legislation.
    [Show full text]
  • Turun Yliopisto
    THE UNIVERSITY OF TURKU Finland CITY OF TURKU Finland´s oldest city Finland's capital until 1812, important link between the East and the West since Medieval times ACADEMIC HERITAGE IN TURKU SINCE 1640 Royal Academy of Turku – Academia Aboensis (1640–1828) UNIVERSITY OF TURKU the first Finnish-language University 1920 CITY OF TURKU Today a modern ambitious city with 170,000 inhabitants and with the largest cluster of bioscience and IT in the Nordic countries UNIVERSITY SITES IN FINLAND Utsjoki . Turku . Environmental Research Centre .Kevo Subarctic Research Institute (Utsjoki) .Satakunta Environmental Research Centre (Pori) .Archipelago Research Institute (Seili, Nauvo) . Dept. of Teacher Education in Rauma . Tuorla Observatory (Piikkiö, Kaarina) . School of Cultural Production and Pori Landscape Studies (Pori) Rauma . Centre for Maritime Studies (Pori, Rauma & Kotka) Turku Salo Lieto . Department of Information Technology (Salo) Nauvo . Vanhalinna Museum (Lieto) Piikkiö FACULTIES Humanities Mathematics and Natural Sciences Medicine Law Social Science Education 17,500 STUDENTS 13,000 Degree Students, 2,500 Doctoral Students & 2,000 Visiting Students 3,000 EMPLOYEES 3rd largest employer in Turku AREAS OF STRENGTH IN RESEARCH Biosciences Mathematical Research Research in Processes Related to the Interaction of Culture and Society Astronomy and Space Research Research in Learning and Education NATIONAL CENTRES OF EXCELLENCE designated by the Academy of Finland coordinated by the University of Turku: Evolutionary Genetics and Physiology (2006-2011)
    [Show full text]
  • FLAGSHIP European Flagship Universities: Balancing Academic Excellence and Socio-Economic Relevance
    FLAGSHIP European Flagship Universities: balancing academic excellence and socio-economic relevance UNIVERSITY OF HELSINKI Institutional report by Timo Aarrevaara, [email protected] Department of Political and Economic Studies University of Helsinki and Sanja Mursu, [email protected] Aalto University Executive Education Table of Contents 1. National policy background .................................................................................................................................. 1 2. Institutional background ....................................................................................................................................... 2 2.1. A short outline of the history of the University of Helsinki ........................................................... 2 3. Organisational structure ........................................................................................................................................ 3 3.1. Governance structure ................................................................................................................................... 5 3.1.1. The University Collegium .................................................................................................................. 6 3.1.2. The University Board ........................................................................................................................... 6 3.1.3. Chancellor ...............................................................................................................................................
    [Show full text]
  • On the Legacy of Lutheranism in Finland Societal Perspectives
    Edited by Kaius Sinnemäki, Anneli Portman, Anneli Sinnemäki, Kaius by Edited Jouni Tilli and Robert and H. Nelson Tilli Jouni is volume analyses the societal legacy of Lutheranism in Finland by drawing on a multidisciplinary perspective from the social sciences and humanities. Involving researchers from a wide range of such elds has made it possible to provide fresh and fascinating perspectives on the relationship between Lutheranism and Finnish society. Overall the book argues that Lutheranism and secular Finnish society are in Finland Lutheranism deeply intertwined. is volume addresses dierent societal areas On the Legacy of On the Legacy of Lutheranism which have been signicantly inuenced by Lutheranism, but also demonstrate how Lutheranism and its institutions have themselves in Finland adapted to society. As part of an ongoing religious turn in humanities and social sciences research in Finland and other countries, this book Societal Perspectives argues that it is necessary to take religion into greater account to more fully understand current societies and cultures, as well as their Edited by futures. Kaius Sinnemäki, Anneli Portman, Jouni Tilli and Robert H. Nelson e collection is edited by Kaius Sinnemäki, PhD, Associate Professor, University of Helsinki, Anneli Portman, PhD, a specialist, city of Helsinki, Jouni Tilli, PhD, researcher, University of Jyväskylä and Robert H. Nelson (1944–2018), PhD, Professor of Environmental Policy, University of Maryland. 25 978-951-858-135-5 28.7; 92 9789518581355 www.nlit./kirjat Studia Fennica Historica Studia Fennica Historica 25 The Finnish Literature Society (SKS) was founded in 1831 and has, from the very beginning, engaged in publishing operations.
    [Show full text]
  • 250 Years of Freedom of Expression
    THE LEGACY OF PETER FORSSKÅL In 2016, the world commemorated the sestercentennial adoption of His Majesty’s THE LEGACY OF PETER FORSSKÅL Gracious Ordinance Relating to Freedom of Writing and of the Press. The passage of the Ordinance in 1766 in Sweden – which at the time comprised today’s Sweden and Finland – was preceded by intense political and scholarly debate. Peter Forsskål put 250 Years of Freedom himself at the centre of that debate, when he in 1759 published the pamphlet Thoughts on Civil Liberty, consisting of 21 paragraphs setting out his thoughts advocating of Expression against oppression and tyranny and championing civil rights for everyone. Historical perspectives are fruitful in many respects, and this is why Forsskål’s words still resonate. But we must be careful not to use the tracks of history to create myths about today – instead anniversaries like the one concerning the Ordinance can be UllaEdited by Carlsson and David Goldberg used as a starting point for debate – to discuss our history and where we stand now in terms of freedom of expression, the right to information and freedom of the press. It was against such a backdrop that a seminar was organized as a side event, part of UNESCO’s World Press Freedom Day in Helsinki, 3 May 2016, and co-organized by the National Archives of Finland, Project Forsskal and the UNESCO Chair on Freedom of Expression, Media Development and Global Policy at the University of Gothenburg. This publication is based on that seminar. United Nations UNESCO Chair on Freedom of Expression, Educational,
    [Show full text]
  • “For a Witch Cannot Cross Such a Threshold!” Building Concealment Traditions in Finland C
    Archaeologia Medii Aevi Finlandiae XXIII Suomen keskiajan arkeologian seura – Sällskapet för medeltidsarkeologi i Finland “For a Witch Cannot Cross Such a Threshold!” Building Concealment Traditions in Finland c. 1200–1950 Sonja Hukantaival Turku 2016 How we live our everyday lives has to be the main concern of religion. – Kodo Sawaki, The Zen Teaching of Homeless Kodo. Archaeologia Medii Aevi Finlandiae XXIII Publisher: Suomen keskiajan arkeologian seura – Sällskapet för medeltidsarkeo logi i Finland (The Society for Medieval Archaeology in Finland), Turku Advisory board for the series: Anders Andrén, David Gaimster, Georg Haggrén, Markus Hiekkanen, Werner Meyer, Jussi-Pekka Taavitsainen, and Kari Uotila Editor of the series: Janne Harjula Editing and layout: Sonja Hukantaival Language revision: Albion M. Butters Cover image: Akseli Gallen-Kallela, Building (Rakennus), 1903. © Finnish National Gallery / Photographer: Hannu Aaltonen. © Sonja Hukantaival and The Society for Medieval Archaeology in Finland 2016 University of Turku Faculty of Humanities, School of History, Culture and Arts, Archaeology Doctoral Programme Juno Supervisors: Jussi-Pekka Taavitsainen, Veikko Anttonen Examiners: Peter Carelli, Frog Opponent: Peter Carelli The originality of this thesis has been checked in accordance with the University of Turku quality assurance system using the Turnitin OriginalityCheck service. ISBN (print) 978-952-67329-8-5 ISBN (pdf) 978-952-67329-9-2 ISSN 1236-5882 Printed by Waasa Graphics, Vaasa, 2016 Contents Foreword i Part I Foundation 1. Introduction 1 2. Theoretical Framework 5 2.1 Key Concepts of the Study 6 2.2 Building Rituals: Foundation Rituals, Consecration, and Beyond 8 2.3 The Question of Cultural Change 10 3. Methods and the Formation of the Research Material 13 3.1 Methodology of the “Archaeology of Folk Religion” 14 3.2 The Source Materials: Formation and Critique 21 4.
    [Show full text]
  • TUCEMEMS Annual Report 2019-20.Pdf
    TUCEMEMS ANNUAL REPORT 2019-2020 TURKU CENTRE FOR MEDIEVAL AND EARLY MODERN STUDIES TURKU CENTRE FOR MEDIEVAL AND EARLY MODERN STUDIES Turku Centre for Medieval and Early Modern Studies (TUCEMEMS) is a multidisciplinary research centre funded by the University of Turku. The centre provides support and advances research that centres around different historical time periods from the late antiquity to the latter part of the 18th century. The centre actively collaborates with Finnish as well as international associations, centres, and institutions. FURTHER INFORMATION Professor Kirsi Salonen To e-mail other administrative members E-Mail: kirsi.l.salonen[at]utu.fi directly use the following format: Phone: +358 50 331 2834 firstname.lastname[at]utu.fi http://www.tucemems.utu.fi Project Researcher Maija Ojala- Fulwood Credits: E-mail: maija.ojala-fulwood[at]utu.fi Texts by lecturers and TUCEMEMS members The Postal address of the Centre: Editors and layout: Mari Ervasti & Elina TUCEMEMS Parkkila School of History, Culture and Arts Language consultant: Matthew Studies McHaffie, www.ninemusesediting.com 20014 University of Turku Cover photo: Building on Luostarinmäki Finland plot no. 176 by Mikael Korhonen University of Turku 2021 TUCEMEMS ANNUAL REPORT 2019-2020 ANNUAL REPORT 2019-2020 CONTENTS Editorial………………………………………………………..… 3 Crossing Boundaries: Turku Medieval and Early Modern Studies……………………………………………………….……4 Teaching……………………………………………………....…. 5 TUCEMEMS Activities 2019 Monthly Talks……………………………………..….. 6 Studia Generalia Lectures………………………….... 11 Other Activities……………………………………….. 14 Guest Lectures………………………………………… 24 TUCEMEMS Activities 2020 Monthly Talks………………………………………… 25 Studia Generalia Lectures..………………………….. 27 Events…………………………………….……………. 29 Doctoral Disputations by TUCEMEMS Members……………………………………………….. 31 Dissertation Defence Through the Screen – Aino Liira and Her Work on Paratextuality in English Manuscripts……………………………………….…… 38 Honorable Mentions………………………………..................
    [Show full text]
  • Academic Curriculum
    WELCOME to the University of Turku! UNIVERSITY OF TURKU was founded in 1920 as the first Finnish- language University. 95 years in 2015 Academic heritage in Turku since 1640: Royal Academy of Turku – Academia Aboensis 1640–1828. FACULTIES • Humanities • Mathematics and Natural Sciences • Medicine • Law • Social Sciences • Education • Turku School of Economics SOME FACTS AND FIGURES • 20 000 students from 103 countries • 3 400 staff members from 60 countries • Graduates in 2014 • 1519 Bachelor’s degrees • 1713 Master’s degrees • 186 PhDs • 4 803 scientific publications Context of Higher Education in Finland • Two sectors of HE: research universities (1640- ; 14 institutions) and universities of applied sciences/polytechnics (1990s- ; 24 institutions) → extensive network of HEIs • Several reforms (been and are) going on in both sectors: legal status, number of institutions, organizational structures, funding system, degree structures, curricula etc. • Three-cycle degree system (Bachelor + Master + Doctorate; 3+2+4 years); • Research universities offer all three cycles; UASs 1st and 2nd • ´Restricted but equal access for all; different access criteria, usually results of matriculation exams and entrance tests … context continued • Full autonomy in academic issues • Active staff and student participation in management from mid 1970s; low hierarchy; strong national student organisations • University and UAS public databases openly available online (an important part of quality assurance!) • Government steering (mostly) by information and funding system • 2/3 of funding from the state; funding performance-based • Tuition free system; fees for non-EU-students coming What influences the development of education • At European level – European Higher Education Area (”Bologna Process”, Finland member-country 1999- ) • Three-cycle system, credit system (ECTS), grading system (1-5) • Policies and practices: competence-based curricula, recognition of prior learning, student-centred approach etc.
    [Show full text]
  • Reproductions Supplied by EDRS Are the Best That Can Be Moe from the Ori Inal Document
    DOCUMENT RESUME ED 461 347 HE 034 628 AUTHOR Valimaa, Jussi, Ed. TITLE Finnish Higher Education in Transition: Perspectives on Massification and Globalisation. INSTITUTION Jyvaskyla Univ.(Finland). Inst. for Educational Research. ISBN ISBN-951-39-1133-0 PUB DATE 2001-00-00 NOTE 226p. AVAILABLE FROM Institute for Educational Research, Customer Services, University of Jyvaskyla, P.O. Box 35, FIN-40351 Jyvaskyla, Finland (23.55 Euro) .Tel: +358 14 260 3220; Fax: +358 14 260 3241; e-mail: [email protected]; Web site: http://www.jyu.fi/kt1/. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Educational Change; *Educational Trends; Foreign Countries; *Higher Education IDENTIFIERS Finland; Globalization ABSTRACT This book discusseS recent changes in Finnish higher education, pinpointing the changes and analyzing what they mean. The chapters are: (1) "GeoPolitical and Cultural Coordinates for Finnish History" (Jussi Valimaa); (2) "A Historical Introduction to Finnish Higher Education" (Jussi Valimaa); (3) "Analysing Massification and Globalisation" (Jussi Valimaa); (4) "Reflections on the Modern Mass University and the Question of the Autonomy of Thinking" (Eeva Kallio); (5) "Going to School at University?" (Sanna Honkimaki); (6) "Academic Life and the Pressure of Massification" (Helena Aittola) ; (7) "Doctoral Studies in the 1990s: From Elite to Mass Training?" (Pentii Maatta); (8) "The Open University in a Massifying Higher Education System" (Ellen Piesanen); (9) "Strategic Flow and Finnish Universities" (Jussi Valimaa and Hannu Jalkanen) ;and (10)"Discussion: Finnish Higher Education Faces Massification and Globalisation" (Valimaa, Aittola, Honkimaki, Jalkanen, Kallio, Maatta, and Piesanen) . A Finnish Summary is also included. (EV) Reproductions supplied by EDRS are the best that can be mOe from the ori inal document.
    [Show full text]