Learning Note: What We Learned from Finland

What we learned from Finland A Case Study 1 1.0 Introduction This Learning Note shares the outcome of Architecture and Design Scotland partnered a Reflective Learning seminar convened with CiS to offer a space to reflect on lessons jointly by Architecture and Design Scotland learned, and identify what is transferrable and Children in Scotland. The purpose of to the Scottish context, particularly around the seminar was to reflect on the learning issues of space and design; and to distill from a cohort of Scottish learning and young down a set of questions to inform future people service practitioners who participated study trips around specific issues in the in a study trip to Finland to understand the learning estate. Finnish Education system, its schools, spaces and systems. The Reflective Learning seminar was hosted in Autumn 2017 at the offices of Architecture The views described in this Learning Note and Design Scotland. It broadly followed the does not mean that Architecture and Design principles of Kolb’s reflective Learning Cycle: Scotland or Children in Scotland necessarily [a] experience something [b] reflect on it support them. They simply reflect what has [c] make sense of it [d] use the learning to been debated and what those involved at inform further experiences. the event considered useful learning and lessons from their perspectives. The Seminar brought together three groups: • People who had participated on the 1.1 What is this learning note spring 2017 study trip about? • People who were about to go on the autumn 2017 study trip This Learning Note explores the culture and ethos of the Finnish education system, the • Invited colleagues working in the learning way learner and community needs are met, estate from local authorities across workforce issues, and the typical spaces and Scotland environments of schools that meet these The Seminar opened with two context needs. presentations. The first by Elaine Kerridge, Participation and Engagement Manager at 1.2 Where did this learning note Children in Scotland, set out ‘The importance and impact of putting children and young come from? people at the heart of decisions which affect them’. The second by Diarmaid Lawlor, Children in Scotland organised a study trip Director of Place at Architecture and Design to Finland in Spring 2017 to focus on sharing Scotland, set out an ‘Overview of issues best practice in education and learning, affecting the learning estate in Scotland’ understand schools and settings for learning drawing on project work and young people from early years to lifelong communities, participation across Scotland. The Seminar and wider policies and interventions that then followed a World Café format and support children and young people in facilitated discussion. Annex 2 sets out a their everyday lives. Annex 1 sets out a summary of the two context presentations. summary schedule of the places, people and experiences delegates on the visit engaged with, with weblinks. 2 3 2.0 Summary of Seminar 2.4 Key Questions for further Learning Points study trips In some settings, the design of learning • Deprivation: What is the approach to spaces in Finland looked more ordinary than working with learners and communities the new generation of learning spaces in in the more deprived areas, both rural Scotland. The key differences are around and urban, and how are these learners how the learners learn, and the culture supported across the different transitions of trust between learners, teachers and in learning and work? parents. The Finnish approach seems to focus on a whole person approach to • Support: Are there subsidies and financial learning from early years. support for families, particularly in poorer areas? 2.1 Meeting whole learner and • Rural: Are there different approaches in community needs rural and urban schools; what is the rural story? Kindergarten is a key development stage, • Wellbeing: What are the different issues within which there are aspects of formal and approaches to mental health and learning. The focus is to build a love of wellbeing, and how does this compare to learning. The main education stage is in the Scottish experience? mixed age group learning communities, characterized by peer support, self-directed • Early years: What happens at learning opportunities, high levels of kindergarten, what aspects of formal parental participation, family support and learning are provided, how is the early community engagement. years [0-3] phase managed? • Post 16: What is the post 16 learner 2.2 Culture, ethos and trust experience, and what are the different pathways and choices? Building the culture and ethos of the school • Outdoor: How are these experience built is a priority and ongoing activity. Trust and maintained at all learning stages? building is a key focus. This is evident in the approach to learner and teacher autonomy, • Ethos: How is the culture of trust and teacher qualification and support and respect sustained? continuity in policy. • Policy: How has Finland achieved stability and continuity around education policy at 2.3 Learning environments all levels of Government? • Success: How is this measured? Schools appear to be centrally located, at the heart of communities, with a mix of learning experiences indoors and outdoors, supported by high quality specialist spaces like CDT and STEM, and a range of informal settings to enable play and self-directed learning. 4 5 3.0 Summary of discussions at day welfare queries, special services, early very low, from a few minor incidents a of autonomy over the timetable, and the the Reflective Learning Seminar intervention services to meet people needs. week, to very occasional bigger problems. approach in classrooms. This service is accessible and available to There doesn’t seem to be an issue families and learners. around exclusions, punitive or a culture of Teachers are addressed by first names disciplining the child. There appear to be no and sit with children during lunch times 3.1 Meeting whole learner needs There are multi-agency teams within private schools, and no placing requests. in the same spaces. Kindergarten is a key each school, including phycologists who developmental stage, However, attitudes, are viewed as an integral member of the support and development of the workforce teaching staff, not perceived as a negative at this stage appear mixed. Learner journey factor or associated only with bad behaviour. Building the culture and ethos of the school The focus is on partnership, and early around learner, teacher and community needs is a priority, ongoing activity. It drives 3.3 Learning environments ‘The system seems to focus on meeting intervention. There are no waiting lists. the way buildings are made. whole learner needs from an early age’ Community hub Education is a priority from birth onwards. Frameworks and responsibilities Location Parents are actively involved. From 0-7, there is a kindergarten stage. This includes ‘schools are centrally located’ aspects of formal learning, but the focus ‘Take away fear’ Schools and learning facilities are often 7-16 is on enjoying learning, play, and real- Participants on the study trip observed learning communities, sized to accommodate world learning. For example, children that often, schools seem to be about the Clear frameworks support the way schools about 800 learners, centrally located in build familiarity with tools and making in same size in the different communities they manage and support staff, learners and the communities, connected to walking and kindergarten. visited, and typically, are centrally located wider community. The emphasis is on taking cycling routes. within walking distances. The schools are away the fear, supporting, not worrying Formal school starts at 7, and this transition hubs for community services. Children often about failure. The narrative of how the happens very smoothly. Learners are ready walk to school, on their own, and move system operates appears fluid, but there are Welcome to learn. At this stage, learners move into fluidly between the school and adjacent clear expectations around autonomy at the learning communities 7-16, with mixed level of learners and teachers in particular, community resources and clubs as part of The school entrance is a welcoming groups providing peer support. Business and the things that have to be done. their day. experience. Sometimes, these spaces are and localities are involved in shaping very big, multi-use spaces. Sometimes, they the curriculum. There are fluid pathways contain intimate settings, like cosy cushions. between academic and vocational learning. Policy and politics 3.2 Culture, ethos and trust One school, had a stove at the entrance. The sense of welcome is well designed. Parental participation ‘continuity’ Culture and ethos Finnish education policy appears to have Learning spaces ‘partners supporting the learner experience’ been kept consistent for a long period of ‘Trust and quality in relationships’ time, enabling the culture of learning and Parents are seen as integral to the learner management. Education policy does not A surprise for participants on the study experience, and are welcomed into the A key observer by the Learning seminar appear to change when a new government trip was the ‘ordinary-ness’ of many of the school. They interact in learning spaces, participants was around the level of trust is formed. learning spaces in many of the schools. lunch with children. From an early age, Dads between the learner, the teacher and Classrooms were common. There were seats are supported, with visible presence of Dad’s the parent. The quality of relationships in rows. Participants felt a big contrast with participating in kindergarten activities. was evident in the various interactions Teachers some of the new generation of Scottish observed in the different learning settings. learning spaces. The big difference in For example, learners move in and out the Finnish spaces was the level of trust Family support of classrooms as they need.

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