Palestine, Japan, and Finland a comparative study
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This presentation compares the educational systems of Palestine, Japan, and Finland. It discusses key aspects of each system such as structure, outcomes on international assessments, equity, teacher quality, and management. While Japan and Finland consistently score high on PISA, data on Palestine's outcomes is limited due to its situation under occupation. Common factors for success in Japan and Finland include equity, strong teachers, and grassroots management, though what works in one context may not translate directly to others like Palestine.
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Palestine, Japan, and Finland a comparative study
- 1. Palestine, Japan, and Finland: A Comparative Study Maysa Abu Zant Ayesha Abdrabo Monji Ghanem
- 2. In this presentation ● Palestine: a case of education under occupation ● Educational systems of Palestine, Japan, and Finland. ● Educational outcomes: high stakes international assessment ● Underpinning educational system success 2
- 3. Before We Compare “We cannot wander at pleasure among the education systems of the world, like a child strolling through a garden, and picking flowers from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant.” (Conrad et. al, 2006, p 285) 3
- 4. Palestine: A Case of Education under Occupation “By the time I started school, I’d already become used to the sight of Israeli soldiers patrolling the streets every morning. I used to be really scared of them—my grandma would warn me that I shouldn’t talk to them. In school, … when you see an Israeli jeep, don’t run, cause the soldiers will think you’re doing something bad” Abeer – Gaza Strip 4
- 6. Education System in Japan 6
- 7. Finnish Education System ● Primary schools (grades 1 to 6) and secondary schools (grades 7 to 9). ● Based on their own interests, skills and success in previous studies ● Can choose between general upper secondary education ● vocational education and training at upper secondary education. ● Both pathways are equal in value and provide access to further studies. 7
- 8. Vocational Education ● Highly regarded in Finland ● Up to 50% of the students apply for vocational upper secondary studies immediately after basic education (Finnish VET in a nutshell, 2019) 8
- 9. Adult Education ● In 2017 over 27% of Finnish adults enrolled in adult education. ● Which is more than double the average percentage of adult education enrollment rate in the EU (%11). 9
- 10. Educational Outcomes: High Stakes International Assessment 10
- 11. ● Finnish students obtained very high marks on all domains of the exam. ● Very little variance amongst the scores in between Finnish schools. ● Japanese students scored higher than the OECD* average on total in all domains. ● In scientific literacy Japan ranking dropped from #2 to #5. ● In general, both Finland and Japan are doing exceptionally well. Finland & Japan *OECD: Organization for Economic Co-operation and Development 11
- 12. ● Dropped from 8th to 17th place in maths tests for 4th graders. ● Dropped from 3rd to 7th in primary science amongst the table of 57 countries. ● One of the 5 Asian countries to outperform all other participating countries in mathematics at the 4th grade level, and in science at 4th and 8th grade levels. 12 Finland & Japan
- 13. Palestine?! ● Palestine’s last appearance on any of these tests was in 2011 where it ranked 36, an improvement from ranking 43 in 2007 ● There is no real data to judge Palestine's educational outcomes in accordance with other countries. 13
- 14. Underpinning Educational System Success The slogan found on the Finnish Ministry of Education and Culture webpage: “Education is one of the cornerstones of the Finnish welfare society. We pride ourselves on an educational system that offers equal opportunities for education for all” 14
- 15. Equity in Education ● No more than 2% of the students enroll in private schools. ● It is estimated that in Japan only about 9% of the variation in student performance is due to students’ socioeconomic backgrounds, which is relatively low in comparison to the OECD* average of 14 percent. (Finnish VET in a nutshell, 2019) *OECD: Organization for Economic Co-operation and Development 15
- 16. A Strong Base of Teachers ● The finnish educational system based on highly qualified teachers ● Teachers are one of the main reasons behind high performance in PISA ● Teacher education training in Finland involves different levels (Ustun and Eryilmaz, 2018) 16
- 17. Grass-rooted Educational Management ● Strong teacher education training ● The national core curriculum ● Decision making opportunities ● Grassrooted educational management system 17
- 18. Conclusion ● Every country must offer its best to ensure its citizens get quality education. ● Every country must have: ○ A strong base of teachers ○ Ensuring equity of education ○ Adopting a grass rooted educational management. 18
- 19. Conclusion ● Palestine might be falling behind in this matter. ● Palestine being under occupation and in a critical situation, this reform might not be easy. ● It is not all sun and roses in Finland and Japan! ● What works in one context might not work the same in another context. 19
- 20. Thank You 20
- 21. References Affouneh, S. (2008). Education Under Occupation: Listening to Girls’ Stories. Palestinian Women’s Research and Documentation Center. Alhaleh, S. E. A. (2017). Understanding the Different Educational and Teaching Systems at Schools in Palestine. 3rd International Conference on Education and Training (ICET 2017). Andressen, C. (2002). The japanese education system: Globalisation and international education. International Journal of Phytoremediation, 21(1), 153–167. https://doi.org/10.1080/1037139022000016564 Bereday, G. (1964). Comparative method in education. https://www.worldcat.org/title/comparative-method-in-education-by-george-zf- bereday/oclc/640077923 Colleges of Technology - JASSO. (n.d.). Retrieved February 29, 2020, from https://www.jasso.go.jp/en/study_j/search/kosen.html Conrad, C., Serlin, R., & Serlin, D. (2006). The SAGE Handbook for Research in Education. https://books.google.ps/books?id=Nxk0IbYlOZAC Fahoum, K., & Abuelaish, I. (2019). Occupation, settlement, and the social determinants of health for West Bank Palestinians. Medicine, Conflict and Survival, 35(3), 265–283. 21
- 22. References Finland Overview. (n.d.). Retrieved February 29, 2020, from https://eacea.ec.europa.eu/national-policies/eurydice/content/finland_en Finnish Education System. (n.d.). Retrieved February 29, 2020, from https://minedu.fi/en/education-system Finnish VET in a nutshell. (2019). https://www.oph.fi/sites/default/files/documents/finnish-vet-in-a-nutshell.pdf HIPKINS, R. (2019). Thinking critically about PISA. https://doi.org/https://doi.org/10.18296/set.0143 Hommos, N. A. (2013). PA Collapse and its Effect on Education. Palestinian Center for Policy and Research. https://www.pcpsr.org/sites/default/files/Education.pdf Imam, S., & Jabeen, M. (2018). Finland Phenomenon: A Paradigm Shift in Educational Practices in an Islamic School. I.E.: Inquiry in Education, 10(1). Isaac, J., Jemmal, H., Fallah, B., Al-Issa, F., Istanbul, A., Qamar, M. A., & Azzeh, A. Al. (2019). Study of Higher Education and Research in Palestine. 259. http://www.arij.org/files/arijadmin/2019/uni_2019.pdf Kitamura, Y. (2019). Background and Context of Education System in Japan. In Education in Japan (pp. 1–21). Springer. 22
- 23. References Kleinhesselink, R. R., & Rosa, E. A. (1991). Cognitive representation of risk perceptions: A comparison of Japan and the United States. Journal of Cross-Cultural Psychology, 22(1), 11–28. Mahamid, H. (2017). History education for Arab Palestinian schools in Israel. Journal of Education and Development, 1(1), 37. Malek, C., & Hoke, M. (2014). Palestine speaks narratives of life under occupation. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9). https://doi.org/10.1017/CBO9781107415324.004 Marshall, J. (2019). Introduction to Comparative and International Education. MoEHE. (2014). Education development strategic plan EDSP 2014-2019: a learning nation. https://planipolis.iiep.unesco.org/en/2014/education- development-strategic-plan-edsp-2014-2019-learning-nation-summary-5872 Yada, A., Tolvanen, A., & Savolainen, H. (2018). Teachers’ attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling. Teaching and Teacher Education, 75, 343–355. https://doi.org/10.1016/j.tate.2018.07.011 عادل ريان . (2015). مدى تحقق معايير Timss في كتاب الرياضيات المقرر على طلبة الصف الثامن االساسي في فلسطين . مجلة العلوم التربوية النفسية . 23
Editor's Notes
- Asalam Alaikom. I am Monji Ghanem, PhD student at AnNajah National University. Me and my colleagues Maysa and Aysha present to you a comparative study about the education system in Palestine, Japan, and Finland.
- In this presentation: Palestine: a case of education under occupation Educational systems of Palestine, Japan, and Finland. Educational outcomes: high stakes international assessment Underpinning educational system success
- In 1900 Sadler warned against the transfer of educational policies or practices from one context to another by noting that “We cannot wander at pleasure among the education systems of the world, like a child strolling through a garden, and picking flowers from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant. A national education system is a living thing, the outcome of forgotten struggles and “of battles long ago”. It has in it some of the secret workings of national life.”
- Another quote from Abeer who was born in Gaza City in the year the First Intifada started, in 1987. she said: By the time I started school, I’d already become used to the sight of Israeli soldiers patrolling the streets every morning. I used to be really scared of them—my grandma would warn me that I shouldn’t talk to them. In school, we’d teach each other tips about dealing with the soldiers for example—when you see an Israeli jeep, don’t run, cause the soldiers will think you’re doing something bad”. This may summarizes the situation of education in Palestine.
- As we see we have up to 6 levels of education in Palestine. The first one is the basic education for 10 years, then, 2 years for secondary stream after that we have the Diploma level which is from 1 to 2 years. Bachelor degree from 4 to 6 years. Then we have Postgraduate levels, this stage is divided into two level; Master and PhD. Master 2 years, and PhD 3 years. In general, this is the education system in Palestine.
- In Japan education system, we have 3 levels; Primary education it lasts 6 years. Secondary education. It lasts 6 years. It includes junior, high, vocational school, and start of collage of technology. The third is higher education which is the university stage. Then postgraduate. It includes Master for 2 years, and PhD 4 years.
- In Finland, early childhood education and care is provided for children before the compulsory education begins, age 0-5. This is followed by pre-primary education which is provided for children in the year preceding the beginning of compulsory education, age 6. At age 7 students start a nine-year basic education (comprehensive school). Both pathways; general and vocational are equal in value and provide access to further studies.
- Vocational education covers fields such as engineering, manufacturing and construction, etc. And it aims to provide students with high quality learning that is deeply relevant to the working life. Vocational education is highly regarded in Finland; up to 50% of the students apply for vocational upper secondary studies immediately after basic education
- There is a special attention paid to adult education, that is learners over 25 years of age. Those learners can start studying at any stage of their lives, and at all levels of education. In 2017 over 27 per cent of Finnish adults enrolled in adult education, which is more than double the average percentage of adult education enrollment rate in the EU (%11).
- One of the main indicators to assess the outcomes of an educational system is through international assessment tools. Two of the most commonly used tools to inform educational policies and reform are PISA and TIMSS
- Finnish students have the shortest total learning time in comparison to other participants in the PISA. They obtained very high marks on all domains of the exam. Although Japan dropped from #2 to #5 in PISA but both Finland and Japan are doing exceptionally well.
- As with the TIMSS, in the 2015 assessment, Japan was one of the 5 Asian countries to outperform all other participating countries in mathematics at the 4th grade level, and in science at 4th and 8th grade levels. Finland on the other hand, has seen a receding performance on the TIMSS as it dropped from 8th to 17th place in Mathematics test.
- What about Palestine?! Palestine’s last appearance on any of these tests was in 2011 where it ranked 36, an improvement from ranking 43 in 2007. Other than that, there is no real data to judge Palestine’s educational outcomes in accordance with other countries.
- But what are the reasons for that Finland and Japan educational outcomes are exceptionally good in comparison to other educational systems? The reason for that success could be summarized in the slogan found on the Finnish Ministry of Education and Culture webpage: “Education is one of the cornerstones of the Finnish welfare society. We pride ourselves on an educational system that offers equal opportunities for education for all.
- The Finnish Education system ensures equal opportunities for all. Education from pre-primary to higher education is free of charge. To provide the same quality of education for all students, most private schools do not differ from those that are publicly maintained; They follow the national core curricula and qualification requirements.
- The Finnish educational system is built on a strong base of highly qualified teachers, which is considered one of the main reasons behind its performance in PISA
- Having strong teacher education training is important in the case of Finland as the Ministry of education entrusts its teachers with high responsibilities and important decision-making opportunities. One of these responsibilities is having a national core curriculum that offers individual schools and teachers the autonomy to develop and build their own individualized curriculum.
- Going through the educational systems for Palestine, Japan and Finland has made us conclude that every country must offer its best to ensure its citizens are provided with high quality of education. This could be done through having a strong base of teachers, ensuring equity of education, and adopting a grass rooted educational management.
- Palestine might be falling behind in this matter, and in desperate need for and educational reform using some of the lessons learned for Japan and Finland. However, with Palestine being under occupation and in a critical situation, this reform might not be easy. Moreover, it is not all sun and roses in Finland and Japan as well; The Japanese educational system, for example, has been under a lot of scrutiny for its examination system that drives students to be more competition-oriented rather than learning-focused0. So, as we have mentioned at the beginning of this report a comparative education study is useful to shed light on what makes a national education system works. However, what works in one context might not work the same in another context.