This document discusses Finland's education system which is considered one of the best in the world. Some key points made include: - Finnish children spend less time in classrooms and more time playing. Homework is also light. - Teachers in Finland teach for fewer hours but spend more time in professional development compared to US teachers. - The emotional climate in Finnish classrooms is warm and supportive rather than competitive. - Finland produces high-quality teachers by requiring a master's degree and specialization in research and practice. - Stakeholders in the education system including teachers, parents and the community work together to support students.

1. 7.2 Standard Prestasi
Antarabangsa
7.3 Kepelbagaian
Potensi Murid

2.  The Harvard education professor
Howard Gardner once advised
Americans, "Learn from Finland, which
has the most effective schools and
which does just about the opposite of
what we are doing in the United
States."

4.  “we value play”.
 Children in Finland spend less
time in the classrooms

5.  All of Finland’s students get
lunch.
 Finland’s lunches are much
healthier.

6. Teachers in Finland teach 600
hours a year, spending the
rest of time in professional
development. In the U.S.,
teachers are in the classroom
1,100 hours a year, with little
time for feedback.

7. Children in Finland.
Photo: Heikki Saukkomaa

8.  In Finland, children don't receive
formal academic training until the age
of seven. Until then, many are in day
care and learn through play, songs,
games and conversation. Most
children walk or bike to school, even
the youngest. School hours are short
and homework is generally light.

9.  "This is what we do every day," says
Kirkkojarvi Comprehensive School
principal Kari Louhivuori, "prepare
for life." (Stuart Conway)

10.  In class, children are allowed to have fun, giggle and
daydream from time to time. Finns put into practice
the cultural mantras I heard over and over: "Let
children be children," "The work of a child is to play,"
and "Children learn best through play."

11.  The emotional climate of the typical
classroom is warm, safe, respectful and highly
supportive. There are no scripted lessons and
no quasi-martial requirements to walk in
straight lines or sit up straight.
 As one Chinese student-teacher studying in
Finland marvelled to me, "In Chinese schools,
you feel like you're in the military. Here, you
feel like you're part of a really nice family."
She is trying to figure out how she can stay in
Finland permanently.

12.  In Finland teachers are the most trusted and
admired professionals next to doctors, in part
because they are required to have a master's
degree in education with specialisation in
research and classroom practice.

13.  "Our mission as adults is to protect our children
from politicians," one Finnish childhood education
professor told me. "We also have an ethical and
moral responsibility to tell businesspeople to stay
out of our building." In fact, any Finnish citizen is
free to visit any school whenever they like, but her
message was clear: Educators are the ultimate
authorities on education, not bureaucrats, and not
technology vendors.

15. Top education system in
2012
 “Finland’s historic achievements in delivering
educational excellence and equity to its children
are the result of a national love of childhood, a
profound respect for teachers as trusted
professionals, and a deep understanding of how
children learn best.”
http://hechingerreport.org/how-finland-broke-every-rule-and-
created-a-top-school-system/

16. Countries with the best
education system 2015/16
 East Asian nations continue to outperform others. South Korea tops the
rankings, followed by Japan (2nd), Singapore (3rd) and Hong Kong (4th). All
these countries’ education systems prize effort above inherited ‘smartness’,
have clear learning outcomes and goalposts, and have a strong culture of
accountability and engagement among a broad community of stakeholders.
 Scandinavian countries, traditionally strong performers, are showing signs of
loosing their edge. Finland, the 2012 Index leader, has fallen to 5th place; and
Sweden is down from 21st to 24th.
 Notable improvements include Israel (up 12 places to 17th), Russia (up 7
places to 13th) and Poland (up four places to 10th).
 Developing countries populate the lower half of the Index, with Indonesia
again ranking last of the 40 nations covered, preceded by Mexico (39th) and
Brazil (38th).

17. South Korea Education
System

18. STANDARD PRESTASI
ANTARABANGSA
 TIMSS – Trends in International Mathematics and
Science Study – penurunan berbanding dengan
negara seperti Hong Kong, Singapura dan Korea
Selatan
 Kualiti pendidikan tinggi berkolerasi terus
dengan pertumbuhan ekonomi negara

19. 5 perkara penting meningkatkan
pencapaian pelajar:
 Memastikan setiap kanak-kanak berjaya
 Menetapkan akauntabiliti kepada sekolah dalam melaksanakan
perubahan ke atas pencapaian pelajar – memberi autonomi
kepada sekolah
 Membuat pelaburan dalam pemimpin terbaik di setiap sekolah
 Meningkatkan daya tarikan keguruan dan menghasilkan guru
terbaik
 Kajian tokoh-tokoh barat dilaksanakan – membuat perbandingan
antara tokoh-tokoh pendidikan Timur dan Islam – menjadi sebagai
TELADAN

20. Implikasi Terhadap
Kurikulum
 Semakan semula kurikulum KSSR –
2017 – melonjatkan sistem pendidikan
negara.
 Murid dilatih:
 Kemahiran berfikir yang tinggi (KBAT)
 Kesenian dan teknologi maklumat

21. Perubahan dan penambahbaikan
KSSR (2017) semakan semula
Cara P&P
• Guru perlu menyediakan modul pengajaran, membuat pentaksiran (tiada keciciran).
• Guru perlu bijak mengajar – pelbagai gaya/kaedah. Murid digalakkan menyuarakan idea
dan pendapat di dalam bilik darjah
Bahan Kurikulum
• Kewajaran masa
• Menyediakan RPH mengikut ketetapan peruntukan masa
Prasarana
• Dunia Sains dan Teknologi seperti makmal komputer
• Dunia Kesenian – alatan seni visual dan alatan muzik

22. 7.3 Kepelbagaian Potensi
Murid
Matlamat pendidikan
Setiap murid mencapai
perkembangan menyeluruh
berdasarkan sifat-sifat tersendiri

23. Kepelbagaian Potensi Pelajar
 Setiap pelajar mempunyai sifat unik:
 Perkembangan afektif dan kognitif
 Kematangan social
 Keupayaan
 Motivasi
 Aspirasi
 Gaya pembelajaran
 Keperluan
 Minat dan Potensi

24. Faktor-faktor Kepelbagaian
Kecerdasan
Latar belakang
sosial dan ekonomi
Kelainan
pengalaman
pembelajaran
Ketidaksamaan
kesediaan pelajar

25. Cara Mengatasi oleh Guru
Penggunaan bahan
berlainan
Pengalaman muiti
sensori
Pemahaman dalam
guru tentang
kepelbagaian murid
Pengajaran yang
efektif

26. Inisiatif Penggubal Dasar (Prasarana,
Nisbah Guru dan Murid)
 PPPM (2013-2025)
 Persekitaran pembelajaran yang sesuai.
 KPM:
 Memastikan semua sekolah mempunyai tahap infrastruktur
yang minima dengan kos yang berkesan
 Penyelenggaraan segera – sekolah yang memerlukan
pembaikan kritikal
 Menaik taraf kemudahan dan peralatan – perubahan masa
dan keperluan murid

27. Komitmen Sekolah, Guru, Ibu
bapa dan Komuniti
 Komitmen – tidakan yang diambil untuk
menumpang suatu pilihan tidakan tertentu,
sehingga pilihan tindakan itu dapat dijalankan
dengan mantap dan sepenuh hati
 Kementerian Pendidikan memastikan – ibu bapa,
komuniti dan sektor swasta turut terlibat sebagai
rakan dalam pendidikan – pendidikan berkualiti
secara bersepadu, berkesan dan cekap

28. Langkah-langkah diambil:
Rakan dalam pendidikan
 Meningkatkan kesedaran ibu bapa dan komuniti tentang
peranan dalam pendidikan
 Menyediakan bimbingan kepada sekolah bagi memacu proses
penglibatan ibu bapa dan komuniti
 Mengaitkan bantuan kewangan untuk murid miskin dengan
peningkatan penglibatan ibu bapa
 Mengupayakan PIBG – memain peranan besar dengan
menyokong penglibatan ibu bapa dan komuniti
 Meningkatkan jaringan Sekolah Amanah dan bidang lain
untuk penglibatan sektor swasta

29. RUMUSAN
 KPM telah melaksanakan pelbagai usaha untuk melahirkan
guru yang berkualiti dan memastikan mereka kekal
berkualiti
 Guru professional – memantapkan ilmu dari segi
pengetahuan dan kemahiran
 Kemajuan harus melandaskan satu standard

30. RUMUSAN (2)
 Modal insan yang kreatif dan kritis, berkebolehan
menyelesaikan masalah, berkeupayaan mencipta
peluang baharu, mempunyai daya tahan serta kebolehan
untuk berhadapan dengan persekitaran global yang
sering berubah.
 Isu-isu falsafah dalam pendidikan dapat diselesaikan
dengan kerjasama pihak kerajaan, sekolah, ibu bapa dan
komuniti