Not too long ago, Finland’s education system was comparable to that in the U.S. How they changed their system is interesting, because by having “less” school they are achieving greater results. In the U.S., the system of “doing what you hate longer and harder” seems to be the prevailing logic driving the “scientific test-results” orientation to achievement. Both systems are multi-cultural and multi-lingual and have special populations served in the general education setting.
U.S. Approach To Reform
Children must enroll in school (kindergarten or first grade) at age 5. Many children have had preschool experiences because parents work or they are qualified for Head Start, Early Start, Even Start and other programs. Preschool standards involve readiness skills (standards directed), but not all children receive such instruction. Direct reading (decoding) instruction begins in kindergarten and ends in second grade. State (and federal) standards direct what instruction children receive from kindergarten through high school and in higher education settings (technical/vocational schools and colleges/universities). Children must remain in school until they reach the age of dropping out (varies by state but usually between 16 and 18 years of age) or they graduate by meeting all their state’s requirements. Standards, formal testing and statistics drive decision making by central administrators not in contact with students.
Finnish Approach To Reform
Children enroll in school at age 7, but they are given several years of preschool experiences which focus on language and physical development. The schools tend to be small because population centers are few; usually the schools have 300-400 students. Local teachers control their schools and curricula; they spend some of their work day developing and/or preparing materials to be used. Their school day is shorter than in the U.S. and they spend a lot of time outdoors, either in play or in applied “work” in the outdoor setting. Students attend elementary schools for 5-7 years, at which point they attend either a vocational schools or a higher education schools. Student skills and interests drive local decision making by teachers working with students.
What Are The Critical Differences?
The critical differences are:
· Preschool experiences are different: the U.S. focus on readiness (cognitive) skills development for reading and math, the Finnish focus on developmental skills in language and physical development. This translates into developmental readiness for instruction (Finland) or struggle to achieve (U.S.).
· School sizes differ: The U.S. consolidates and usually has 500+/school, the Finnish have few students so everyone receives attention. This translates into emotional security (Finland) or insecurity (U.S.).
· Children start reading instruction at different ages: the U.S. at age 5, the Finnish at age 7. This translates into being neurologically ready for instruction (Finland) or compensating with taxed memory skills (U.S.).
· Vocational schools are options for education in early adolescence. This translates into motivation (Finland) or non-motivational (U.S.).
· Decisions are based on testing/statistics (U.S.) or motivation and interests (Finland).
Focusing on behaviors and achievements for guiding change eliminates the humanness of education: interest, motivation, purpose. No matter how anyone looks at it, the U.S. system is a failure. Perhaps those making the decisions should relinquish the controls and let teachers who work with students and know what they need and want to learn make the decisions. Instead of rushing children to early achievement, maybe those who know about what happens to children developmentally will start driving the reforms.