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-