Finland's Education: a Methodology for Design

FINLAND EDUCATIONAL SYSTEM A Methodology for Design

A thesis submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirement for the degree of:

Master of Architecture

in the School of Architecture and Interior Design of the College of Design, Architecture, Art, Planning by

Mariela Ortiz-Pérez

Bachelor’s Degree in Environmental Design, University of Puerto Rico, 2015

Advisors: Michael McInturf, M.Arch Aarati Kanekar, Ph.D ii. ABSTRACT

The ability to learn is the primary capacity of the human being. We learn throughout our lives, in multiple environments that help to make the learning process more fun and productive. However, not all education systems in the world have characteristics that facilitate the process. Everything starts with a good education. Education is essential from the moment we born. It is an essential tool to achieve goals and to help the community.

On many occasions, Finland is mostly known for its exemplary educational system. Although there have been countless attempts to bring the system to other countries, the result has been unsuccessful. For the Finnish society, education is the central axis of the country. Investing in the system implies an improvement in welfare and an increase in competitiveness and citizen responsibility. However, we must understand the Finnish success as a reference, from which we can extract indicators and / or guidelines that help improve the education system.

The design proposal is an elementary school located in Colina Noua, Romania. The new school in a rural area will focus on the Finnish Educational System as a way to attract new families to the village. The school will have a strong connection within its natural context and the future community. This thesis suggests how an amazing educational system can be transferred to other countries through architecture and community support. Through research and case studies about the education system in Finland, this thesis investigates how education can be more effective in different environments even in other countries.

ii iii. ACKNOWLEDGMENTS

To Maritza, David, Paula and Damaris, for the support and love from far away, for always say “I’m here for you”. This and all my goals are for you.

To Julián, for being my emotional support and strength during these wonderful 6 years...and those that are coming.

To God, because you a have purpose for everything. Without faith I would not be where I am. You always will be the key.

iii iv. Introduction

Education is defined as formation aimed at developing the intellectual, moral and affective capacity of people according to the culture and norms of coexistence of the society to which they belong. In fact, it is one of the factors that most influence the progress of people and communities. Humans are not only educable from birth, but we need to be educated from the first day. In addition to providing knowledge, education enriches values, spirit, culture, and everything that characterizes us as human beings. There is no doubt that education has always been essential for development, and that it has become more relevant in today’s world that is undergoing profound transformations.1 It is a necessary tool in every aspect. It is fundamental to achieve better levels of social welfare and economic growth; to level economic and social inequalities; to promote the social mobility of people; to access better levels of employment. However, one of the typical questions on this topic is: where does education begin?

The beginning of the formation of a child starts at home; that education that parents instill at an early age to their children that is also complemented by formal primary education. Values such as respect, honesty, loyalty, and responsibility are linked at home. These values are the first sample for a child to comply with family norms and thus enter the academic institution: the school. So this assumes a vital role in the development of the child. Childhood is the moment in which a person develops intellectually and acquires knowledge of what surrounds him. That is why an excellent architectural design and application of interior design is fundamental, with the aim of providing aesthetic solutions to functionally solve spaces, since otherwise, it can affect the individual emotionally.2

1 McDevitt and Ormrod, Child Development and Education, 9. 2 McDevitt and Ormrod, Child Development and Education, 23.

iv v. TABLE OF CONTENTS ii. Abstract iii. Acknowledgements iv. Introduction vi. List of Illustrations

01 I. Finland’s Methodology 02 1. Finland: A History of Educational Success 04 2. What is the Finnish School? 2.1 Equity in the Education 2.2 Free Education 2.3 Right to Guidance and Advice 2.4 Education for Special Needs 2.5 Support for Linguistic Minorities & Immigrants 07 3. Structure of the Finnish Education 3.1 Pre School Education 3.2 Primary Education 3.3 Secondary Education 3.4 Duration of the Academic Year 3.5 Students Evaluation 3.6 Teacher’s Formation 14 4. Finnish School Environment 4.1 Culture / Community 4.2 Nature 4.3 Architecture 4.4 Interiors 4.5 Furniture 4.6 Decoration and Colors 4.7 Classrooms 4.8 Common Areas 4.9 Teacher’s Lounge 4.10 Library 4.11 Gymnasium 22 5. Finland’s Success 5.1 Why they are successful? 5.2 “Best School System in the World” 24 6. Case Studies 6.1 Saunalahti School 6.2 Kirkkojarvi Comprehensive School 6.3 Niemenranta Elementary School 6.4 Lehtikangas School and Library 6.5 Kalasatama School and Daycare

34 II. Design Implementation 35 1. Site 37 2. Program

40 Bibliography

v vi. LIST OF FIGURES

Figure 1 Kirkkojarvi School / Exterior Playground Area. Digital Image. ArchDaily / Tuomas Uusheimo. Published September 07, 2011. https://www.archdaily. com/166597/kirkkojarvi-comprehensive-school-verstas-architects.

Figure 2 Mariela Ortiz. Finland Educational System Diagram, 2018. Digital Media. Figure 3 Children playing outside. Digital Image. Miami University. Accessed February 27, 2018. http://performancepyramid.miamioh.edu/node/1327

Figure 4 Saunalahti School / Classroom. Digital Image. ArchDaily / Andreas Meichsner. Published July 26, 2013. https://www.archdaily.com/406513/ saunalahti-school-verstas-architects.

Figure 5 Secondary School / Dining Area. Digital Image. The Fulbright Center. Published January 2013. http://www.fulbright.fi/fi/lue-verkossa/practical- and-effective-approach-education.

Figure 6 Andere, Eduardo. Children playing in the nature. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 7 Andere, Eduardo. Children playing in the nature. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 8 Andere, Eduardo. Children playing in the nature. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 9 Andere, Eduardo. School’s Architecture. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 10 Andere, Eduardo. School’s Interiors. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 11 Andere, Eduardo. School’s Interiors. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 12 Niemenranta School / Classroom Halls. Digital Image. ArchDaily / Ikola & Vahtera. Published October 07, 2012. https://www.archdaily. com/279413/niemenranta-elementary-school-alt-architects-architecture- office-karsikas.

vi Figure 13 Kalasatama School / Common Spaces. Digital Image. ArchDaily / Mika Huisman. Published February 19, 2017. https://www.archdaily. com/803268/kalasatama-school-and-day-care-jkmm-architects.

Figure 14 Kalasatama School / Interior Areas. Digital Image. ArchDaily / Mika Huisman. Published February 19, 2017. https://www.archdaily. com/803268/kalasatama-school-and-day-care-jkmm-architects.

Figure 15 Andere, Eduardo. School’s Classroom. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 16 Andere, Eduardo. School’s Classroom. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 17 Andere, Eduardo. School’s Classroom. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 18 Andere, Eduardo. School’s Classroom. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 19 Andere, Eduardo. School’s Classroom. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 20 Andere, Eduardo. School’s Classroom. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 21 Andere, Eduardo. School’s Common Areas. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 22 Andere, Eduardo. School’s Halls. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 23 Andere, Eduardo. School’s Flexible Areas. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 24 Andere, Eduardo. School’s Library. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 25 Andere, Eduardo. School’s Library. In Teachers’ Perspectives on Finnish School Education. Springer, 2014.

Figure 26 Saunalahti School / Gymnasium. Digital Image. ArchDaily / Andreas Meichsner. Published July 26, 2013. https://www.archdaily.com/406513/ saunalahti-school-verstas-architects.

Figure 27 Saunalahti School / Dining Area. Digital Image. ArchDaily / Andreas Meichsner. Published July 26, 2013. https://www.archdaily.com/406513/ saunalahti-school-verstas-architects.

Figure 28 Saunalahti School / Exterior. Digital Image. ArchDaily / Andreas Meichsner. Published July 26, 2013. https://www.archdaily.com/406513/saunalahti- school-verstas-architects.

Figure 29 Saunalahti School / Exterior. Digital Image. ArchDaily / Tuomas Uusheimo. Published July 26, 2013. https://www.archdaily.com/406513/saunalahti- school-verstas-architects. Figure 30 Saunalahti School / Library. Digital Image. ArchDaily / Andreas Meichsner. Published July 26, 2013. https://www.archdaily.com/406513/saunalahti- school-verstas-architects.

Figure 31 Saunalahti School / Classroom. Digital Image. ArchDaily / Andreas Meichsner. Published July 26, 2013. https://www.archdaily.com/406513/ saunalahti-school-verstas-architects.

Figure 32 Kirkkojarvi School / Common Area. Digital Image. ArchDaily / Tuomas Uusheimo. Published September 07, 2011. https://www.archdaily. com/166597/kirkkojarvi-comprehensive-school-verstas-architects.

Figure 33 Kirkkojarvi School / Dining Area. Digital Image. ArchDaily / Tuomas Uusheimo. Published September 07, 2011. https://www.archdaily. com/166597/kirkkojarvi-comprehensive-school-verstas-architects.

Figure 34 Kirkkojarvi School / Dining Area. Digital Image. ArchDaily / Tuomas Uusheimo. Published September 07, 2011. https://www.archdaily. com/166597/kirkkojarvi-comprehensive-school-verstas-architects.

Figure 35 Kirkkojarvi School / Exterior Playground. Digital Image. ArchDaily / Tuomas Uusheimo. Published September 07, 2011. https://www.archdaily. com/166597/kirkkojarvi-comprehensive-school-verstas-architects.

Figure 36 Kirkkojarvi School / Outdoor Entrance. Digital Image. ArchDaily / Tuomas Uusheimo. Published September 07, 2011. https://www.archdaily. com/166597/kirkkojarvi-comprehensive-school-verstas-architects.

Figure 37 Niemenranta School / Common Space. Digital Image. ArchDaily / Ikola & Vahtera. Published October 07, 2012. https://www.archdaily. com/279413/niemenranta-elementary-school-alt-architects-architecture- office-karsikas.

Figure 38 Niemenranta School / Halls. Digital Image. ArchDaily / Ikola & Vahtera. Published October 07, 2012. https://www.archdaily.com/279413/ niemenranta-elementary-school-alt-architects-architecture-office- karsikas.

Figure 39 Niemenranta School / Classroom. Digital Image. ArchDaily / Ikola & Vahtera. Published October 07, 2012. https://www.archdaily.com/279413/ niemenranta-elementary-school-alt-architects-architecture-office- karsikas.

Figure 40 Niemenranta School / Dining Area. Digital Image. ArchDaily / Ikola & Vahtera. Published October 07, 2012. https://www.archdaily.com/279413/ niemenranta-elementary-school-alt-architects-architecture-office- karsikas.

Figure 41 Niemenranta School / Music Classroom. Digital Image. ArchDaily / Ikola & Vahtera. Published October 07, 2012. https://www.archdaily. com/279413/niemenranta-elementary-school-alt-architects-architecture- office-karsikas.

Figure 42 Lehtikangas School / Flexible Areas. Digital Image. ArchDaily / Ville-Pekka Ikola. Published November 10, 2017. https://www.archdaily.com/883327/ lehtikangas-school-kindergarten-and-library-alt-architects. Figure 43 Lehtikangas School / Common Areas. Digital Image. ArchDaily / Ville- Pekka Ikola. Published November 10, 2017. https://www.archdaily. com/883327/lehtikangas-school-kindergarten-and-library-alt-architects.

Figure 44 Lehtikangas School / Halls. Digital Image. ArchDaily / Ville-Pekka Ikola. Published November 10, 2017. https://www.archdaily.com/883327/ lehtikangas-school-kindergarten-and-library-alt-architects.

Figure 45 Lehtikangas School / Flexible Areas. Digital Image. ArchDaily / Ville-Pekka Ikola. Published November 10, 2017. https://www.archdaily.com/883327/ lehtikangas-school-kindergarten-and-library-alt-architects.

Figure 46 Lehtikangas School / Common Areas. Digital Image. ArchDaily / Ville- Pekka Ikola. Published November 10, 2017. https://www.archdaily. com/883327/lehtikangas-school-kindergarten-and-library-alt-architects.

Figure 47 Kalasatama School / Nook Area. Digital Image. ArchDaily / Mika Huisman. Published February 19, 2017. https://www.archdaily.com/803268/ kalasatama-school-and-day-care-jkmm-architects.

Figure 48 Kalasatama School / Dining Area. Digital Image. ArchDaily / Mika Huisman. Published February 19, 2017. https://www.archdaily.com/803268/ kalasatama-school-and-day-care-jkmm-architects. Kalasatama School / Main Entrance. Digital Image. ArchDaily / Studio Figure 49 Hans Koistinen. Published February 19, 2017. https://www.archdaily. com/803268/kalasatama-school-and-day-care-jkmm-architects.

Figure 50 Kalasatama School / Flexible Spaces. Digital Image. ArchDaily / Mika Huisman. Published February 19, 2017. https://www.archdaily. com/803268/kalasatama-school-and-day-care-jkmm-architects.

Figure 51 Kalasatama School / Common Spaces. Digital Image. ArchDaily / Mika Huisman. Published February 19, 2017. https://www.archdaily. com/803268/kalasatama-school-and-day-care-jkmm-architects.

Figure 52 Mariela Ortiz, Romania Site Location, 2017. Digital Media. Figure 53 Site View, Colina Noua. Digital Image. https://colinafarms.ro, Accessed on 12 Sep, 2017.

Figure 54 Site View, Colina Noua. Digital Image. https://colinafarms.ro, Accessed on 12 Sep, 2017.

Figure 55 Mariela Ortiz, Site School Zone, 2018. Digital Media. Figure 56 Mariela Ortiz, Design Concept Diagram, 2018. Digital Media. Figure 57 Mariela Ortiz, Finnish School Environments Diagram, 2018. Digital Media. PART I Finland’s Methodology

1 1. FINLAND: A HISTORY OF EDUCATIONAL SUCCESS

Finland, a country located in northern Europe, is one of the countries in the world that has the best school education system. It is the fourth country worldwide that more money invested in education per person. However, this was not always like today. The history of education in Finland conveys hope to those countries that wish to improve their education. After some problems that began in the 60’s, the Finns set out to achieve an educational system based on equal opportunities and excellence.1

In the 1960s, education was characterized by inequality and elitism where not all students had equal access to a good education. After primary school, Finland had two parallel educational systems where the smartest young people were separated from young people who had poor performance.2

In the 1970s, there was a restructuring, and the Ministry of Education established a new local educational administration. By then the government found the educational models of Sweden and Germany useful. The new system aimed to make Finland an economically competitive country by producing a better-educated population.3 The idea that animated this design was that education is a fundamental right for all children and young people and that all society would have the same possibilities to educate themselves. It was then when the government proposed the creation of comprehensive and egalitarian schools.

1 Sahlberg, Finnish Lessons, 40. 2 Sahlberg, Finnish Lessons, 38. 3 Sahlberg, Finnish Lessons, 38.

2 Three things characterized the new system:

1. A mandatory national curriculum that will ensure that all students will meet the same standards. • This was to ensure that all students in the country were taught the same content.

2. Strict preparation and certification requirements for teachers. • Teachers were not prepared for a system in which the students of different characteristics, needs and performances were at the same level. For this reason, they began to invest in the professional development of existing teachers. Then Finland took the long-term vision and started to make being a teacher more challenging, demanding a master’s degree.4

3. A state inspection that will evaluate the school level of teaching and learning. • These reforms created many confrontations and active resistance. Opponents argued that it was impossible to educate the entire population equally.

In the 1980s, the education system increased the autonomy of the schools, and they had the responsibility to produce the learning outcomes.5 The government had the responsibility to help the schools to meet the objectives, so a cycle of trust was created. However, during the mid-1990s and in response to an economic crisis, the government had to modify many of its established norms. It was then that Finnish educators enjoyed broad autonomy over curriculum and instruction and schools were mostly self-governing.

The current success of Finland was built on a series of challenging decisions, implemented with rigor. Thanks to investment in recruitment and education, the Finnish system teaches us the importance of focusing on the basics to achieve real and lasting improvements.6

4 Sahlberg, Finnish Lessons, 103. 5 Sahlberg, Finnish Lessons, 42. 6 Sahlberg, Finnish Lessons, 53.

3 2. WHAT IS THE FINNISH SCHOOL?

Figure 1 Finnish School is a public education system taught in that country that was considered the best of those evaluated according to the PISA1 report for several years. The primary objective of this educational system is to offer all Finns the opportunity to receive a free and quality education. The emphasis in education is on learning instead of tests or exams.

2.1 EQUITY IN THE EDUCATION SYSTEM

In addition to being one of the most successful education systems in the world, one of the fundamental principles of Finnish education is that everyone should have equal access to high-quality education and training. All citizens, regardless of ethnicity, age, economic situation or place of residence, should have the same opportunities to educate themselves.2

1 Program for International Student Assessment: an international assessment that measures 15-year- old students’ reading, mathematics, and science literacy every three years. 2 Sahlberg, Finnish Lessons, 69.

4 2.2 FREE EDUCATION

Harri Skog, Finland’s Education Secretary of State, summed up in one sentence the importance of this process: “Education is the key to the development of a country.” That is why the Nordic country devotes 11 to 12% of the state budgets to finance this model of education.3 Thanks to this education are free at all levels from preschool. In the pre-school and primary years, the parents of the students do not have to pay for textbooks, meals, or transportation (if they live far from the school). In fact, there are no private schools in the country although there are specialized independent institutes, but they are financed by the state and do not charge tuition. Besides, the state assigns each student a school near their home, although parents are free to choose the school they wish. It is in the secondary and upper stage where parents are required to purchase the assigned books.

2.3 RIGHT TO GUIDANCE AND ADVICE

One of the main ideas in Finnish education is that the potential of each student must be maximized. For this reason, whether it is a personalized teaching or oriented according to their special needs, the orientation of the studies is considered extremely essential. Counseling seek to support, help and guide students so that they can obtain good performance and thus make correct and appropriate decisions about their studies and career.4 To achieve this purpose, teachers treat students as individuals and help them to perform according to their own possibilities.

2.4 EDUCATION FOR SPECIAL NEEDS

In Finland, there is an ideology of educating students with special needs and integrating them with the rest. For example, if a student cannot learn in a regular group, it will be transferred to special needs education. However, this specialized education is taught in regular schools. It is a right to receive a high-quality education as well as

3 Sahlberg, Finnish Lessons, 84. 4 Sahlberg, Finnish Lessons, 44.

5 orientation and guidance. If students cannot adequately follow regular instruction despite receiving general or intensive support, they are given individual support.5 The main objective of the particular support is to provide students with broad and systematic assistance so that they can finish the compulsory education and access the subsequent level.

2.5 SUPPORT FOR LINGUISTIC MINORITIES AND IMMIGRANTS

Finnish and Swedish are the two official languages in Finland.6 Approximately 5% of students attend schools where Swedish is the language of instruction. In addition, there are educational centers where all or part of the teaching is taught in English, the universal language. Another language used in Finland by minorities is Sami.7 For this reason, the government also organizes education in Sami in the northern regions of Finland (Lapland) where the language is spoken.8

The system also seeks to ensure educational opportunities for gypsies, people who communicate in sign language and other minorities. For these types of cases, schools request additional funds to organize an education directed to this sector.

5 Sahlberg, Finnish Lessons, 72. 6 Sawe, Benjamin Elisha. “What Languages Are Spoken In Finland?” WorldAtlas. June 09, 2017. Accessed February 18, 2018. https://www.worldatlas.com/articles/what-languages-are-spoken-in-finland. html. 7 Andere, Teachers Perspectives on Finnish School Education, 178. 8 Andere, Teachers Perspectives on Finnish School Education, 183.

6 FINLAND EDUCATIONAL SYSTEM

Postgraduate Professional Higher Education 05 04 04

03 03 University Professional 02 Education 02 Higher Education Specialized 01 01 Professional Qualifications Work Experience Additional Professional 03 General Upper 03 Professional Qualifications Secondary Upper 02 Education 02 Secondary (Baccalaureate) Education 01 01 Work Experience

16 10 15 09 14 08

13 07 12 06 Compulsory Education 11 05 Basic Education 10 04

09 03 08 02 07 01 06 Age School Years Preschool teaching in schools or nurseries

Figure 2

7 3. STRUCTURE OF THE FINNISH EDUCATION

The Finnish education system is divided into three phases of formal education:

3.1 PRESCHOOL EDUCATION

Figure 3

From birth to the age of six, children can go to daycare centers or groups of children cared in private residences. This school phase is not free but has a reasonable cost related to the income of the parents. As of 2001, all six-year-old children have the right to go into pre-school education. In this pre-school level, the children acquire basic skills, knowledge, and capabilities in different areas of learning according to their age and aptitude. Also, the method of learning by playing is prioritized. Although this level is not mandatory, in 2005, the attendance of children of six years in pre-school education was almost one hundred percent.

8 3.2 PRIMARY EDUCATION (BASIC)

Figure 4

This level, with duration of nine years, is where teaching begins to be mandatory for children from 7 years old and up.1 This decision is attributed to the fact that for the system, children reach a sufficient intellectual maturity at this age that allows them to assimilate and understand the information they receive. However, approximately one percent starts school by previously taking a certificate of proficiency.

The Decree in Finland that talks about primary education, valid as of January 1, 1999, stated that classes must be taught in the first six grades by generalist teachers in all subjects and the last three grades, by teachers, specialized in a specific subject. The classes that are taught in this stage of schooling are mathematics, foreign languages, physics, chemistry, history, physical education, music, visual arts, home economics, crafts, religion, biology, geography, etc.2 Once the nine years of the primary education school have been completed, the student obtains a certificate of studies.

1 Sahlberg, Finnish Lessons, 40. 2 Sahlberg, Finnish Lessons, 52.

9 Only 0.4% of the students do not complete compulsory education. The final objective is to prepare the student to make decisions with freedom about their future professional career.

3.3 SECONDARY EDUCATION

Figure 5

Secondary education is directed to those students, between 16 and 19 years old, who have completed their compulsory education. This level has an academic focus where the student is prepared for admission to the university or professional environment. For this reason, the student must decide whether to attend a general secondary school or a vocational institute.

The selection of students for the secondary general education institutes is based on the grades obtained. On the other hand, the selection criteria of vocational training institutes include admission and aptitude tests. Although this educational phase is not compulsory, about 95% of students continue their studies after primary education.

10 3.4 DURATION OF THE ACADEMIC YEAR

In Finland, the school year is of the same duration throughout the country. The year consists of 190 days. The start is from mid-August to the beginning of June. Schools operate five days a week, and the minimum number of weekly lessons varies between 19 and 30, depending on the level and the number of optional subjects.3

3.5 STUDENT EVALUATIONS

The main goal of the evaluation in Finland’s education is to guide and encourage self-reflection and self-evaluation of students. As a consequence, the evaluation system avoids qualifications, discouraging competition among students.4 Teachers provide students with written and oral reports where their performance level is reflected in relation to the objectives of the curriculum. These reports should be based on multiple forms of evaluation, not just exams. This assessment is used to cultivate active learning skills in students, using open-ended questions and helping them solve these problems.5

The evaluation of the student only takes place twice a year: in December with partial grades and in June with final grades. However, assessments vary according to the educational level of the student. For example:

• During the first and second grade of elementary school, the student is evaluated descriptively, without grades. • In third and fourth grade, the student is descriptively evaluated and scored. • While in fifth and sixth grades the student is evaluated with grades.

3 Andere, Teachers Perspectives on Finnish School Education, 119. 4 Andere, Teachers Perspectives on Finnish School Education, 83. 5 Andere, Teachers Perspectives on Finnish School Education, 84.

11 The general principles guiding the evaluation are:

A. A positive and honest criticism that encourages students to give their best. B. It focuses mainly on whether the student has the knowledge that is objective in each subject and each grade.6 C. It focuses on student’s practical knowledge, learning skills, and student behavior. D. The objective of the evaluation is to increase the student’s level of knowledge and develop self-assessment skills. Besides, this information is provided to parents to be aware of student development. E. Teacher and student have an evaluation practice once a year. The parent or guardian has the opportunity to participate or may comment on the results later in writing. 7

3.6 TEACHER’S FORMATION

Among the secrets of the success of Finland’s education is the careful and rigorous selection of its teachers.8 In the European country, Finnish teachers are highly valued, respected professionals and are considered as one of the fundamental pillars of the educational system in the country. Having the title of professor grants much prestige and is a figure of high authority within the educational centers and throughout society. However, teacher pay in Finland is not very different from other countries, although it is above the average income of the upper middle class. Usually, the average salary of Finnish teachers in primary school is about $41,000 US dollars.9

However, the payment does not prevent that becoming a teacher is highly competitive to enter into higher education.10 The main difference between other countries is the process of teacher selection. Studying education in Finland is not open

6 Andere, Teachers Perspectives on Finnish School Education, 91. 7 Andere, Teachers Perspectives on Finnish School Education, 14. . 8 Sahlberg, Finnish Lessons, 103. 9 Sahlberg, Finnish Lessons, 105. 10 Sahlberg, Finnish Lessons, 102.

12 and accessible to everyone. Proof of this is that only 10% of applicants get into the university program of education.11 For the system, it is imperative to recruit the best students and train them for five years through the university program.

The training is very demanding since the objective of it is to prepare university students to become experts in education. For example, some minimum requirements to be a teacher are: having three years of previous experience as an assistant in a school and active participation in voluntary social activities.12 After this, the applicant must pass four tests:

1. Cultural Test • To evaluate he cultural knowledge of the country. 2. Skill Test • It measures the ability of the future teacher to process information, think critically and synthesize information. 3. Personal Interviews • To assess the vocation to teach and learn, communication skills and emotional intelligence. 4. Group Simulations • To observe the ability to work in groups and interpersonal skills.

At the end of the university program, the most outstanding students tend to teach at the pre-school level.13 In the education system, pre-school is considered the decisive stage for the rest of the educational process to be satisfactory. In fact, in many Finnish towns, people often visit their teachers to ask for advice on all kinds of issues. The community trusts the teachers because they know they have an excellent preparation and education.

11 Sahlberg, Finnish Lessons, 102. 12 Sahlberg, Finnish Lessons, 103. 13 Sahlberg, Finnish Lessons, 102.

13 4. FINNISH SCHOOL ENVIRONMENT

Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn.1 The Finnish educational system, in addition to its methodology, also has other aspects that are part of its success. One of the essential keys is the different learning environments to which students in Finnish schools are exposed. According to the Finnish National Curriculum, the learning environment in the system includes physical, mental and social security.2 The importance that Finnish adults give to the education of children is invaluable. The experience of the teachers, the architectural design, furniture, open spaces, corridors, patios, and halls are elements that create an enjoyable learning environment.3 Another particular goal of education in Finland is to develop new learning environments and working methods. Spaces should inspire learning but do not have to be limited to school, not even to a physical location.

Below are several important factors of the study of Dr. Eduardo Andere4, author of the book: “Teachers Perspectives on Finnish School Education”. The author makes an analysis in his book based on many hours of interviews with teachers and directors. He also tells his experience about visits to schools throughout the country, with which he manages to provide a complete educational panorama of Finland.

1 Dudek, Children’s Spaces, 33. 2 National Education Council of Finland, 41. 3 Andere, preface to Teachers Perspectives on Finnish School Education, xii 4 Dr. Andere is an analyst and writer on issues of public policy, educational policy and comparative education. He is visiting professor-researcher of the Steinhardt School of Culture, Education and Human Development of the University of New York.

14 4.1 CULTURE / COMMUNITY

The interaction of the community with education and vice versa is also transcendental in Finnish education. Social and cultural learning environments are the basis for higher learning and a society with values.5 For them, history, culture, teachers, and politics, with different compelling learning environments, determine success in education.6

Students have different learning styles, different starting points, and different cultural backgrounds. Consequently, a learning environment can have many meanings for them: cultural, physical, mental, social, pedagogical and/or technological.7 For example, values and habits, such as honesty, hard work, and sociability, create a cultural learning environment. There are also mental learning environments, composed of human interaction at home, school, work or in the community; these imply respect, trust, cordiality, etc.8 For some children, the family is the main strength of the learning environment. However, for other children, the lack of a supportive family is their main weakness.9 In both cases, schools try to compensate or reinforce families through teachers and support resources; and society does it through a system of solidarity welfare.

In schools, children face an environment that emphasizes sociability, honesty, reading, and trust rather than discipline and obedience. That is why the schools and the houses reinforce each other. It is for this purpose that teachers believe that the most positive feature of children’s learning environments is communication with teachers, parents, classmates, and community.10

5 Hertzberger, Space and Learning, 70. 6 Andere, preface to Teachers Perspectives on Finnish School Education, xii 7 Andere, Teachers Perspectives on Finnish School Education, 140. 8 Andere, Teachers Perspectives on Finnish School Education, 196. 9 Andere, Teachers Perspectives on Finnish School Education, 203. 10 Andere, Teachers Perspectives on Finnish School Education, 203.

15 4.2 NATURE

Figure 6 Figure 7 Figure 8

The Finns have a very poetic and respectful relationship with nature and the environment.11 Forests surround many schools, and this reinforces the close relationship that Finns have with nature from the moment they are born. From this perspective, many schools in Finland are located in rural areas, especially in the north of the country. These rural schools always have a playground for students. The courtyards not only offer spectacular views of nature but also serve as a laboratory for learning.12 In fact, an aspect in particular of Finnish schools is that their classrooms blend with nature. The 21st-century schools in Finland are a fusion of nature, technology, functionality, and versatility.13

The natural landscape that is seen through the windows creates an atmosphere of natural light in the classrooms. During the school year, it is common for teachers to take field trips or activities outside of school. They often make visits to the forests, lakes or natural environments of the country.14 Not only that, it is usual for children to play freely outdoors in the cold between trees and snow. As for extracurricular activities, teachers visit libraries, museums, theaters, forests and the countryside. Usually, this type of visit is made from two to one time a month depending on the educational stage.15

11 Andere, preface to Teachers Perspectives on Finnish School Education, xi. 12 Andere, Teachers Perspectives on Finnish School Education, 182. 13 Andere, Teachers Perspectives on Finnish School Education, 155. 14 Andere, Teachers Perspectives on Finnish School Education, 187. 15 Andere, Teachers Perspectives on Finnish School Education, 204.

16 4.3 ARCHITECTURE

In Finland, modern architecture and design significantly influence the quality of education. Straight lines, simple and delicate, lots of wood and functionalism are some of the architectural characteristics of the schools.16 In fact, some of the most renowned Finnish architects have designed schools in their own country. Education is so crucial to society, so citizens are very proud of their beautiful schools. In fact, on several occasions schools are recognized as the most prominent buildings of towns, cities, and villages in Finland.17 Appreciation, priority of the education system and culture make the community care about how these buildings look and how students interact with it.

Figure 9 Figure 10 Figure 11 4.4 INTERIORS

In the Finnish system, student learning is focused on the student. As a result, the schools are full of color, with open and multi-functional spaces for multiple uses. Floor to ceiling windows is very common not only in classrooms but common spaces with beautiful views of nature.18 The interior design of the schools gives much emphasis and priority to open spaces, high ceilings, ample corridors and versatile facilities, combining geometry with colors.19 Also, cleanliness and order are perceived throughout a several schools.20

16 Andere, Teachers Perspectives on Finnish School Education, 125 17 Ravitch, preface to Teachers Perspectives on Finnish School Education, xii 18 Hertzberger, Space and Learning, 80. 19 Andere, Teachers Perspectives on Finnish School Education, 190. 20 Andere, Teachers Perspectives on Finnish School Education, 125.

17 4.5 FURNITURE

As for the furniture, it must be flexible, modern and accessible.21 Many classrooms in elementary education students have individual desks with storage in shades of natural wood.22 In each classroom, the teacher has a modern corner desk, a computer, a laptop and a console with different devices and controls. The furniture in monochromatic colors is abundant.23 The teacher, who also defines the teaching methods and the pedagogy to be used, determines the way that furniture is organized and placed.

Figure 12 Figure 13 Figure 14

4.6 DECORATION AND COLORS

In many schools, there is a school policy on how they can be decorated and what colors can be used to maintain some uniformity throughout the school.24

21 Hertzberger, Space and Learning, 88. 22 Andere, Teachers Perspectives on Finnish School Education, 169. 23 Andere, Teachers Perspectives on Finnish School Education, 168. 24 Andere, Teachers Perspectives on Finnish School Education, 181.

18 PROGRAM SPACES 4.7 CLASSROOMS

Figure 15 Figure 16 Figure 17

Figure 18 Figure 19 Figure 20

The classrooms in Finland are multi-functional, connected and separated from other rooms by doors or corridors.25 This flexibility allows for various recreational, academic, cooperative or specialized support activities. However, for specific subjects there are no classrooms or improvised studies; each function has a specific room: a classroom for art, domestic economy or music.26 However, whatever the use, the classrooms tend to be very spacious, open, well lit and versatile, allowing students and teachers to work in different daily arrangements. On the other hand, as part of safety in schools in many parts of the world, all classrooms must have at least two exit doors.27

25 Andere, Teachers Perspectives on Finnish School Education, 182. 26 Andere, Teachers Perspectives on Finnish School Education, 189. 27 Andere, Teachers Perspectives on Finnish School Education, 189.

19 4.8 COMMON AREAS

In several visits to the country’s school, Andere describes that it is common for students to work in groups in every corner of the schools. For this reason, most schools have long and wide corridors. These corridors are seen as multipurpose areas where there may be reading furniture, meeting spaces, shoe and coat storage areas or bookshelves.28

Besides, Andere describes that while touring some schools in Finland, usually the main entrance of these seemed more suitable for a museum or an elegant office building. The halls consisted of generous spaces, high ceilings, columns, and ceilings, with big windows.29

Figure 21 Figure 22 Figure 23

4.9 TEACHER’S LOUNGE

For teachers, usually, instead of having individual private offices, they have a shared area. This space has different areas: to work on a computer at their desk, read an entertaining magazine, meet in a small area to chat or have a cup of coffee or just enjoy.30

28 Andere, Teachers Perspectives on Finnish School Education, 168. 29 Andere, Teachers Perspectives on Finnish School Education, 160. 30 Andere, Teachers Perspectives on Finnish School Education, 111.

20 4.10 LIBRARY

Finland, in addition to being known for its education system, is one of the countries with the highest number of books in public libraries per capita. That is why libraries are essential spaces in schools. On occasion, these libraries are open to the entire community at certain times of the day. If schools are small and do not have a library, the classrooms should have bookshelves and/or cozy corners to read to make the students feel as if they were in their living room.31

Figure 24 Figure 25 Figure 26

4.11 GYMNASIUM

Most schools also have a gym with weight lifting equipment and other exercises. Keeping the students healthy either through exercise and a healthy diet is vital. Also, the community usually uses the gymnasium to celebrate extracurricular activities.32

31 Andere, Teachers Perspectives on Finnish School Education, 186. 32 Andere, Teachers Perspectives on Finnish School Education, 182.

21 5. FINNISH SCHOOL’S SUCCESS

For years, Finland seems to have found the formula for outstanding educational results. The Nordic country has achieved a comprehensive and unbreakable system consisting of little-overcrowded classes, personalized content depending on the students and the positive assessment of the collaboration.1 Moreover, although its model has proven to be successful, as the international study PISA proves, the country does not stop innovating in its educational system.

5.1 WHY ARE THEY SUCCESSFUL?

The studies made to analyze the reasons for these excellent results highlighted the high degree of responsibility of the students, the absence of stress and the quality of teacher formation.2

Education is based on a personalized teaching system.3 From the first classes, teachers are involved in the learning process of each student, emphasizing weaknesses and difficulties that may exist. This guarantees that potential problems are diagnosed in time, and different learning rhythms of each student are respected. This educational system encourages close active participation of parents. In fact, Finnish families consider education essential and complement it with cultural activities. Furthermore, at school, the environment is relaxed and informal, and the buildings and interiors are clean. The activities outside the classes are considered especially necessary, even in the cold winter, and the amount of homework is reduced to a minimum to encourage attendance at extracurricular activities.

1 Sahlberg, Finnish Lessons, 171. 2 Andere, Teachers Perspectives on Finnish School Education, 9. 3 Andere, Teachers Perspectives on Finnish School Education, 149.

22 5.2 “BEST SCHOOL SYSTEM IN THE WORLD”

“Finland is a society based on equality” says Kukkanen.4 “Japan and Korea are highly competitive societies. If you are not better than your neighbor, your parents pay to send you to a night school.”

In Finland, the educational approach is not about competition. This principle has led Finland to be a country that achieves much more than expected in education. In the PISA study of 2006, the least prominent students in Finland did it 80% better than the average of the less prominent students in the OECD5 countries. On the other hand, the best students in Finland did it only 50% better than the average of the best students in other countries. The conclusion is that raising the average from below has had a very profound effect on the total result.

What is very peculiar is that in Finland there is not much information given to parents about schools. No rankings are published, nor are standardized tests or national exams; they do not have school inspectors either.6 The authorities know which one is the best school, but they do not say it publicly; this is necessary to avoid segregation and school polarization.

4 Biggam, Lindsey. “In Finland’s Schools, Less Is More.” LearnNow. Accessed February 12, 2018. http://learnnow.org/departments/global-learning/in-finlands-schools-less-is-more-2. 5 Organization for Economic Co-operation and Development: a conglomerate of 25 industrialized and democratic countries). Sahlberg, Finnish Lessons, 123. 6 Andere, Teachers Perspectives on Finnish School Education, 87.

23 6.1 SAUNALAHTI SCHOOL Location Espoo, Finland Architects Verstas Architects Size 10.500 sqm Built 2012

In the “schools of the future,” educational activities will be carried out increasingly outside traditional classrooms and new forms of learning. The Saunalahti School in Finland is a building adapted to support the pedagogical ideas of the school of the future. In its operation, the school places particular emphasis on new forms of learning, art, physical education and collaboration. The building supports these ideas by creating spaces for interaction in different scales and atmospheres. The functions and spaces are organized with public, semi-public and

Figure 27 private areas depending on the activity and age of the children. The spatial organization of the school supports learning outside of the classroom and encourages children to use the school spaces openly. In this Finnish School, the interior and exterior spaces are potential places for learning.

The most public space and where different groups of users meet is the multipurpose dining room. Gym facilities and sports fields are commonly used and actively used by residents. The building, with its broad versatility of services, becomes the meeting point for families in the area. Figure 28

24 Figure 29

Figure 30

Figure 31 25 6.2 KIRKKOJARVI COMPREHENSIVE SCHOOL Location Espoo, Finland Architects Verstas Architects Size 10,280 sqm Built 2010

Kirkkojärvi School is an educational center located in Espoo, Finland, in which the architectural space and the building take a real leading role. The interior spaces of the school were created taking into account the motivations that lead students to learn better. Also, the building was designed with the collaboration of teachers and school staff. During the process, they were able to take part in the decisions of the project from their experience and taking care that every little detail had a meaning, both for them and for the learning of their students.

Figure 32 Like other Finnish schools, Kirkkojärvi School is based on open spaces and the use of light. Besides, it has several meeting places, both indoor and outdoor, where students enjoy the 15-minute break with which they count after every 45 minutes of class. Ecological and environmental aspects have also been taken into account in its design, using geothermal and solar energy for heating the building. In addition, the orientation of the patio to the east is created so that the little ones can enjoy more hours of sun during the morning break.

Figure 33

26 Figure 34

Figure 35

Figure 36 27 6.3 NIEMENRANTA ELEMENTARY SCHOOL Location Oulunsalo, Finland Architects ALT Architects + Karsikas Architecture Size 3,670 sqm Built 2012

The Niemenranta Elementary School is located in a modern residential area in the municipality of Oulunsalo, Finland surrounded by isolated dwellings. The school consists of three parts: the primary school for 300 students, kindergarten and secondary school. Although the school is used primarily for education, it also functions as a common multi-functional space to the community. The small and intimate rectangular courtyards of the school are oriented to the south by sunlight. While the buildings are oriented towards the cold breezes of the north.

Figure 37 The regionalism architecture was the primary objective of the school to create harmony with the adaptations to the landscape, climate, and culture of the area. Wood and brick are the main materials of design. The most prominent space in the school is the main entrance and the public spaces linked to it. The wooden roof stands out and gives a strong character to these public spaces. Other parts of the building are on a smaller scale and more intimate. Bright colors are applied to classrooms and hallways to bring joy and easy orientation of the structure.

Figure 38

28 Figure 39

Figure 40

Figure 41 29 6.4 LEHTIKANGAS SCHOOL AND LIBRARY Location Kajaani, Finland Architects ALT Architects Size 13,000 sqm Built 2017

The multi-functional Lehtikangas building, located in Kajaani, has a school, a library and a kindergarten. The new building replaces the school that was on the site and combines it with public functions in the area. The library, located near the entrance, allows the use of the community. Visitors to the Library are also welcome in the public parts of the building. To the north of the building are located the primary and superior schools. On the south side, the kindergarten, auxiliary spaces, and sports facilities are located.

Figure 42 The combination and grouping of the different educational units in an open and transformable structure is following the Finnish pedagogical ideals. The glass surfaces and colorful furniture create a cheerful and youthful atmosphere. Common spaces for all staff are located in the center of the building and reinforce the idea of a unified learning environment. Classrooms are the nucleus around which transformable teaching facilities are organized. The classrooms also serve as spaces for teaching and group work for their flexibility.

Figure 43

30 Figure 44

Figure 45

Figure 46 31 6.5 KALASATAMA SCHOOL AND DAY CARE Location Helsinki, Finland Architects JKMM Architects Size 8,480 sqm Built 2016

The school, located in Helsinki, was designed to be an accessible and attractive public building for students and the community. The building that has not been completed yet consists of two phases. The first phase of the school completed in Spring 2016 includes a low wing in the northeast corner of the courtyard that contains the day center and the preschool facilities. The built sports facilities are located in the middle of the building.

In the second phase, the structure will

Figure 47 extend around the courtyard. It is at this phase that a dining room, auditorium, and library will be built. The building will be finished in 2020 and will have a capacity of approx. 700 students. The interior spaces and furniture were designed to create a strong bond between students and teachers. Also, the furniture can be modified for different teaching situations. Classrooms serve as multipurpose spaces since they can be easily altered and joined by opening partition walls. The student tables and chairs are complemented by circular seats, poufs, and gymnastics balls. All the furniture is movable for accessibility and flexibility of the spaces. The idea behind the design of the Figure 48 educational institution is to create a community spirit and develop social skills.

32 Figure 49

Figure 50

Figure 51 33 PART II Design Implementation

34 Image 52

35 Image 53

36 Image 54

Image 55

37 1. SITE

Colina Noua is a rural area under development located within the Vultureni commune, Romania. Thirty minutes from the second most populous city in the country, Cluj-Napoca, in the northwest of the country, this area offers a land with multiple possibilities to create a new village.

In an initial surface of 35,000m2 in a beautiful area located in the village of Băbuţiu, commune of Vultureni, with particularly fertile soil, a farm of cultivated vegetables was started in early 2016 called Colina Farms. From then on agriculture has been an essential part of the area. The rural setting of the site offers an escape from urban life in Cluj Napoca. Surrounded by agriculture, trees, and mountains, the site pays homage to the origins of the product it produces. These elements contribute as much to the existence of education as to architecture. The isolation and healthy lifestyle of the site provides an approach and a sense of serenity.

This thesis proposes the creation of a primary school in Colina Noua, an agricultural community that is currently experiencing rapid growth, as a means to integrate humans back into the rural landscape and improve their experience through education. The architectural intervention will provide a way to physically connect the agricultural conditions already present on the site and add programs focused on children and the future community to help enrich education. The project aims to use Finnish design criteria and create a fun and functional learning environment for primary school children.

38 NATURE SCHOOL HEALTHY ENVIRONMENT PERIMETER FOR LEARNING

EDUCATION COMMUNITY HEALTH

BLEND IN WITH NATURE SCHOOL PROGRAM CONNECT WITH COMMUNITY AROUND PERIMETER

Image 56

39 Image 57

40 2. PROPOSED PROGRAM

1. MAIN ENTRANCE Next to: toilet room, kindergarten storage (Adjacent to the Administration) room, other classrooms, student coat- room and exterior area with playground. 2. ENTRANCE TO THE SCHOOL BUS (Adjacent to the Administration) B. First to Fourth Grade Classrooms (For 20-25 students, 1000 sq ft minimum 3. PARKING FOR STAFF AND VISITORS each). For general/daily classes. (With 8-10 Spots) • Movable Walls that allows 4. DROP IN/OFF AREA flexibility between classrooms. • Coat area 5. CLASSROOMS • Furniture (teacher desk and A. Kindergarten Classroom chair; tables and chairs for up (For 15-20 students, 1300 sq ft minimum to 25 students; movable bulletin each). For daily student classes. boards, magnetic white boards) • Exterior Door to Playground. • Coat Area • Bookshelves • Toilet Room • Individual Nooks • Kindergarten Storage Room • Millwork (counter top with base • Sink Area and upper cabinets) • Bookshelves • Sink Area • Individual Nooks • Millwork (counter top with base C. Art Room and upper cabinets) (One, up to 25 students, 1200 sq ft • Furniture (teacher desk and minimum). For daily student classes. chair; tables and chairs for up to 20 students) • Two Sink Areas • Hard Surface Flooring

41 • Furniture (teacher desk and • Shipping/Receiving Area chair; tables and chairs for up to • Dining Area 25 students) • Dry Storage • Storage Area • Cold Storage • Millwork (counter top with base and upper cabinets) 6. ADMINISTRATION AREA • Plenty of natural lighting • Reception Area D. Music Room • Teacher Lounge (One, up to 25 students, 1200 sqft • Parents Room minimum). For daily student classes, • Guidance Counselor Office singing, dance and playing instruments. • Conference Rooms (2) • Principle’s Office • Millwork (counter top with base • Clinic and upper cabinets) • Administrative Restrooms • Carpeted floor • Visitor Restrooms • Furniture (teacher desk and • Storage chair, chairs for up to 25 students, • Mail Room mobile cart, instruments) • Storage Area 7. GYMNASIUM • Acoustical Wall and Ceiling (Typical elementary gym 100’ x 60’ with Panels bleachers). For physical education classes of 20-25 students; multipurpose room for Next to: performance space and exterior school and community activities 300-500 door for instrument loading. people).

E. Cafeteria • Teacher office For use as school dining area and • Storage room community use after school hours. • Lockers with restrooms • Gathering space • Kitchen • Freezer

42 8. LIBRARY For use as school and community library

• Circulation Desk Area • Reading Area • Bookshelves • Reading Individual Areas • Storage Room • Coat Area • Millwork (counter top with base and upper cabinets) • Furniture (round tables with chairs for up to 40 students, teacher desk and chair, computers) • Computer stations • Copy/Print/Scan Stations • Carpeted Floor

9. SERVICE AREAS • Loading Area • Mechanical Rooms • Electrical Rooms • Public Restrooms

43 II BIBLIOGRAPHY

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—. Children’s Spaces. London: Architectural Press, 2005.

—. Kindergarten Architecture . Vol. 2nd Edition. London: Spon Press, 2000.

Hertzberger, Herman. Space and Learning: Lessons in Architecture 3. Rotterdam: 010 Publishers, 2008.

Jett, Megan. Kirkkojarvi Comprehensive School / Verstas Architects. September 07, 2011. https://www.archdaily.com/166597/kirkkojarvi-comprehensive-school- verstas-architects (accessed February 2018).

Kalasatama School and Day Care / JKMM Architects. February 19, 2017. https:// www.archdaily.com/803268/kalasatama-school-and-day-care-jkmm-architects (accessed February 2018).

Lackney, Gary T. Moore and Jeffrey A. Educational Facilities for the Twenty-First

44 Century: Research Analysis and Design Patterns. Milwaukee : Center for Architecture and Urban Planning Research, 1994.

Lehtikangas School, Kindergarten and Library / alt Architects. November 10, 2017. https://www.archdaily.com/883327/lehtikangas-school-kindergarten-and-library- alt-architects (accessed February 2018).

Andere, Eduardo M. Teachers Perspectives on Finnish School Education: Creating Learning Environments. Switzerland: Springer, 2014.

Melgarejo, Xavier. Gracias, Finlandia. Barcelona : Plataforma Editorial, 2013.

Niemenranta Elementary School / ALT Architects + Architecture Office Karsikas. October 07, 2012. https://www.archdaily.com/279413/niemenranta-elementary- school-alt-architects-architecture-office-karsikas (accessed February 2018).

Ormrod, Teresa M. McDevitt and Jeanne Ellis. Child Development and Education. Vol. 6th Edition. Pearson College, 2015.

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Sahlberg, Pasi. Finnish Lessons: What Can the World Learn from Educational Change in Finland? Ashland, OR: Blackstone Audio, 2012.

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