Education Curriculum in finland and indonesia
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This document compares education curriculums in Finland and Indonesia. The Finnish curriculum is considered the best in the world because it takes a humanistic approach, has well-paid and strictly selected teachers, emphasizes early childhood education and consistent application of its curriculum. It also has minimal testing, no student rankings, education costs covered by the state, and smaller class sizes with more support for slow learners. In contrast, Indonesia has changed its curriculum frequently and past curriculums have focused on different goals like character building, daily life skills, and developing active learners. The document recommends that Indonesia focus on teacher quality rather than money, thoroughly evaluate past curriculums before creating new ones, and emphasize humanism to develop students
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Finnish school system
The Finnish school system consists of compulsory education from ages 7 to 16, which can be completed through basic education provided by local authorities. Basic education is tuition-free and aims to provide prerequisites for further education, with almost all children completing it and achieving excellent learning outcomes internationally. After basic education, students can pursue vocational or academic paths through upper secondary and higher education, including polytechnics and universities.
Finland Educational System
The key principles of Finnish education policy are quality, efficiency, equity and internationalization. Education is free at all levels from pre-primary to higher education. The education system consists of pre-primary education, nine years of compulsory basic education, upper secondary education and higher education. Education policy priorities are outlined in five-year development plans which currently focus on promoting equality, quality and lifelong learning. Legislation governs each level of education and most education is publicly funded through state and local authorities. Evaluation of education focuses on both self-evaluation of schools and national evaluations.
Education in finland
Education in Finland is publicly funded and free for all students. The government allocates over 11 billion euros annually for education. The system includes free pre-school starting at age 6, 9 years of compulsory basic education from ages 7-15, and options for academic or vocational secondary education. Teachers are highly respected and must have master's degrees, leading to high quality instruction.
Education in Indonesia
This document summarizes the education system in Indonesia. It is overseen by two ministries and comprises primary education (6 years of elementary school and 3 years of junior high), secondary education (junior and senior high school), and Islamic schools (pesantren and madrassa). Primary education is compulsory and can be obtained through public or private religious schools. Secondary education prepares students for university and follows primary education. Islamic schools offer an alternative to the secular public system, with pesantrens providing a traditional religious education and madrassas integrating religious and secular subjects.
Comparative Studies in Teacher Education
This document provides an overview of teacher education systems in Pakistan and Scotland. It discusses the goals and structures of teacher education in each country. In Pakistan, teacher education aims to develop teaching skills, pedagogical theory, and professional skills. It occurs through traditional religious-based education and modern formal education. Challenges include regional disparity and lack of trained teachers. In Scotland, teacher education aims to promote self-development and loyalty to the country. It follows a curriculum for excellence focused on skills and personal attributes. Science education includes 8 subject areas. References for further information are also provided.
Education systems of australia, china, japan
The document summarizes the education systems of Australia, China, and Japan. It describes the basic structure of education in each country, including typical ages and durations of primary/elementary school, secondary/high school, and higher education programs. Some key points of comparison are that Australia begins its academic year in March, China emphasizes moral education, and Japan spends more days per year in school than other countries. The document provides an overview of the essential components of education systems across these three nations.
Early Childhood Curriculum in Canada, Finland and Switzerland
Here are the key educational outputs and outcomes from early childhood education:
Educational Outputs:
- Children develop age-appropriate literacy, numeracy, communication, social and motor skills
- Children transition smoothly to primary education
Educational Outcomes:
- Children grow up to be productive members of society with strong job skills
- Children have improved health, social and emotional well-being over their lifetime
- Children are better equipped for lifelong learning and adapting to changes in society and technology
- Communities benefit from an educated and skilled workforce that drives economic growth
In summary, early childhood education aims to equip children with important school-readiness skills and lay the foundation for positive educational and life outcomes in the future. The overall goal
EDUCATION SYSTEM OF FINLAND ppt
Finland has a highly regarded education system that provides free, equal education to all students. Key aspects include educating students in government schools from ages 7 to completion, with a focus on individualized support. Teachers remain with their class from grades 1 to 6 to build strong relationships. There is no private schooling or testing until the end of high school, when internal assessments determine class progression. The entire system is governed and supported by Finnish society and politics.
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Finnish school system
The Finnish school system consists of compulsory education from ages 7 to 16, which can be completed through basic education provided by local authorities. Basic education is tuition-free and aims to provide prerequisites for further education, with almost all children completing it and achieving excellent learning outcomes internationally. After basic education, students can pursue vocational or academic paths through upper secondary and higher education, including polytechnics and universities.
Finland Educational System
The key principles of Finnish education policy are quality, efficiency, equity and internationalization. Education is free at all levels from pre-primary to higher education. The education system consists of pre-primary education, nine years of compulsory basic education, upper secondary education and higher education. Education policy priorities are outlined in five-year development plans which currently focus on promoting equality, quality and lifelong learning. Legislation governs each level of education and most education is publicly funded through state and local authorities. Evaluation of education focuses on both self-evaluation of schools and national evaluations.
Education in finland
Education in Finland is publicly funded and free for all students. The government allocates over 11 billion euros annually for education. The system includes free pre-school starting at age 6, 9 years of compulsory basic education from ages 7-15, and options for academic or vocational secondary education. Teachers are highly respected and must have master's degrees, leading to high quality instruction.
Education in Indonesia
This document summarizes the education system in Indonesia. It is overseen by two ministries and comprises primary education (6 years of elementary school and 3 years of junior high), secondary education (junior and senior high school), and Islamic schools (pesantren and madrassa). Primary education is compulsory and can be obtained through public or private religious schools. Secondary education prepares students for university and follows primary education. Islamic schools offer an alternative to the secular public system, with pesantrens providing a traditional religious education and madrassas integrating religious and secular subjects.
Comparative Studies in Teacher Education
This document provides an overview of teacher education systems in Pakistan and Scotland. It discusses the goals and structures of teacher education in each country. In Pakistan, teacher education aims to develop teaching skills, pedagogical theory, and professional skills. It occurs through traditional religious-based education and modern formal education. Challenges include regional disparity and lack of trained teachers. In Scotland, teacher education aims to promote self-development and loyalty to the country. It follows a curriculum for excellence focused on skills and personal attributes. Science education includes 8 subject areas. References for further information are also provided.
Education systems of australia, china, japan
The document summarizes the education systems of Australia, China, and Japan. It describes the basic structure of education in each country, including typical ages and durations of primary/elementary school, secondary/high school, and higher education programs. Some key points of comparison are that Australia begins its academic year in March, China emphasizes moral education, and Japan spends more days per year in school than other countries. The document provides an overview of the essential components of education systems across these three nations.
Early Childhood Curriculum in Canada, Finland and Switzerland
Here are the key educational outputs and outcomes from early childhood education:
Educational Outputs:
- Children develop age-appropriate literacy, numeracy, communication, social and motor skills
- Children transition smoothly to primary education
Educational Outcomes:
- Children grow up to be productive members of society with strong job skills
- Children have improved health, social and emotional well-being over their lifetime
- Children are better equipped for lifelong learning and adapting to changes in society and technology
- Communities benefit from an educated and skilled workforce that drives economic growth
In summary, early childhood education aims to equip children with important school-readiness skills and lay the foundation for positive educational and life outcomes in the future. The overall goal
EDUCATION SYSTEM OF FINLAND ppt
Finland has a highly regarded education system that provides free, equal education to all students. Key aspects include educating students in government schools from ages 7 to completion, with a focus on individualized support. Teachers remain with their class from grades 1 to 6 to build strong relationships. There is no private schooling or testing until the end of high school, when internal assessments determine class progression. The entire system is governed and supported by Finnish society and politics.
A Short History of Educational Reform in Finland - Pasi Sahlberg
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
Malaysian Education System
The Malaysian education system has historically been segregated along ethnic lines, with Malay, English, Chinese, and Tamil schools using different languages and curricula. This division was reinforced during British colonial rule but led to socioeconomic disparities. Post-independence, the government has tried to establish a more unified national system, but vernacular Chinese and Tamil schools remain controversial as some see them as preserving ethnic heritage while others see them as obstacles to unity. Total desegregation of the school system and making English and Malay the primary languages of instruction have been proposed as ways to strengthen national unity in Malaysia's multi-ethnic society.
Finnish education system
Finland is a republic whose capital is Helsinki. Some key facts are: Finland gained independence in 1917; its official languages are Finnish and Swedish; it has an area of 338,500 square km that is heavily forested with thousands of lakes. Compulsory education in Finland starts at age 7 and typically ends at 16, with free meals provided daily. Education is free and there are no school uniforms. After compulsory education, students can attend upper secondary school or vocational school, then potentially university.
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Educational Curriculum in Finland
The curriculum in Finland aims to provide equal educational opportunities for all citizens from primary to higher education. It focuses on maximizing each student's potential through guidance counseling and supporting individual learning styles. Core subjects include Finnish/Swedish, a foreign language, math, science, and more. Teaching methods emphasize independent, self-motivated study through projects, group work, and experiential learning outside the classroom. The Finnish parliament and Ministry of Education govern education policy at a national level, while schools have autonomy. Compared to the Philippines, Finland's curriculum has a stronger focus on equal access, student guidance, and achieving high competence across the population.
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2) Higher education improves individuals' quality of life and supports economic and social development of a country. It provides specialized skills and training.
3) Challenges facing higher education include increasing access and equity while maintaining quality, updating curriculum, improving faculty development and research, and addressing budget and management issues. Reforms in Pakistan aim to transform institutions into world-class centers of learning.
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Education In Indonesia
Indonesia holds a twelve year private and public education system. Primary grades start from one to six. Junior high school grades start from seven to nine. High school grades start from ten to twelve. The education system is administered by the Ministry of National Education. There is a shortage of qualified teachers in Indonesia. Hence, even some of the students fail to pass primary, middle, high school and to graduate.
Educational System
The document summarizes Finland's educational system from pre-primary education through adult education. It outlines that basic education is compulsory and free for all students between the ages of 7-16 provided at comprehensive schools. Vocational education and training provides qualifications and degrees in fields like technology, health, and business. Polytechnics and universities provide professional degrees and conduct research. Adult education programs are available in vocational schools, polytechnics, universities, and liberal adult education centers to support lifelong learning and professional development. Financial assistance is available to students in the form of grants, housing supplements, and government-backed loans.
Comparative analysis between Finland and Denmark
The document provides information about the education systems of Finland and Denmark. It discusses the population statistics of both countries and gives an overview of their education reforms and histories. Key points include Finland undergoing education reforms in the 1970s to establish national standards and increase teacher training. Denmark's system was historically influenced by the Lutheran church and today priorities education. Both countries spend over 7% of GDP on education with systems financed through taxes.
_Educational-System-of-Selected-Countries-of-The-World
The document summarizes the educational systems of several countries including Australia, China, Japan, South Africa, the United Kingdom, the United States, New Zealand, and the Philippines. Some key points include:
- Australia's education system includes 6 years of primary school, 6 years of secondary school divided into junior and senior high, and college. The academic year runs from March to November.
- China has the largest education system in the world with over 200 million students and 9 million teachers. It includes 6 years of primary school, 6 years of middle school divided into junior and senior, and 6 years of college.
- Japan's highly centralized system includes kindergarten, 6 years of elementary, 3 years of lower secondary
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The document describes Finland's education system. It notes that education is free for all Finns from pre-primary to higher education. The education system is decentralized and focuses on continuous learning from early childhood through adulthood. Basic education lasts from ages 7-16 and provides a solid foundation for all children. Upper secondary education can be either vocational or focused on passing the matriculation examination for university entrance. Teachers receive high-quality training and schools emphasize learning over testing.
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Educational System in the Philippines
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A Short History of Educational Reform in Finland - Pasi Sahlberg
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
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The Malaysian education system has historically been segregated along ethnic lines, with Malay, English, Chinese, and Tamil schools using different languages and curricula. This division was reinforced during British colonial rule but led to socioeconomic disparities. Post-independence, the government has tried to establish a more unified national system, but vernacular Chinese and Tamil schools remain controversial as some see them as preserving ethnic heritage while others see them as obstacles to unity. Total desegregation of the school system and making English and Malay the primary languages of instruction have been proposed as ways to strengthen national unity in Malaysia's multi-ethnic society.
Finnish education system
Finland is a republic whose capital is Helsinki. Some key facts are: Finland gained independence in 1917; its official languages are Finnish and Swedish; it has an area of 338,500 square km that is heavily forested with thousands of lakes. Compulsory education in Finland starts at age 7 and typically ends at 16, with free meals provided daily. Education is free and there are no school uniforms. After compulsory education, students can attend upper secondary school or vocational school, then potentially university.
education in_finland (2)
The document provides information about education in Finland. It discusses that Finland has a decentralized education system that is focused on equity and developing each student's abilities. Education is seen as a priority and teachers receive high-quality training. The system includes early childhood education, comprehensive schooling from ages 7-16, upper-secondary options, vocational education and training, and higher education. It emphasizes no dead ends, lifelong learning, student well-being, equity and local flexibility within a national framework.
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The curriculum in Finland aims to provide equal educational opportunities for all citizens from primary to higher education. It focuses on maximizing each student's potential through guidance counseling and supporting individual learning styles. Core subjects include Finnish/Swedish, a foreign language, math, science, and more. Teaching methods emphasize independent, self-motivated study through projects, group work, and experiential learning outside the classroom. The Finnish parliament and Ministry of Education govern education policy at a national level, while schools have autonomy. Compared to the Philippines, Finland's curriculum has a stronger focus on equal access, student guidance, and achieving high competence across the population.
Unit 1, HIGHER EDUCATION CODE 8625
This document provides an introduction to higher education, including:
1) It defines higher education as post-secondary education in fields such as law, medicine, business, arts and engineering provided by universities and colleges.
2) Higher education improves individuals' quality of life and supports economic and social development of a country. It provides specialized skills and training.
3) Challenges facing higher education include increasing access and equity while maintaining quality, updating curriculum, improving faculty development and research, and addressing budget and management issues. Reforms in Pakistan aim to transform institutions into world-class centers of learning.
MADRASAH.pptx
Madrasah is an Arabic term referring to an Islamic school system with an emphasis on Arabic literacy, Islamic values, and religion. Historically, it was the primary form of education for Muslims in the Philippines during colonial periods. The modern Philippine madrasah model aims to integrate Islamic sectarian subjects into the national curriculum to provide students with both religious and secular knowledge. It establishes standard curriculums for public and private madrasahs, develops instructional materials, and provides training to improve the quality of Muslim education in the country. The goal is to eliminate the dichotomy between madrasah and public school systems and allow students to benefit from both.
Education In Indonesia
Indonesia holds a twelve year private and public education system. Primary grades start from one to six. Junior high school grades start from seven to nine. High school grades start from ten to twelve. The education system is administered by the Ministry of National Education. There is a shortage of qualified teachers in Indonesia. Hence, even some of the students fail to pass primary, middle, high school and to graduate.
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The document summarizes Finland's educational system from pre-primary education through adult education. It outlines that basic education is compulsory and free for all students between the ages of 7-16 provided at comprehensive schools. Vocational education and training provides qualifications and degrees in fields like technology, health, and business. Polytechnics and universities provide professional degrees and conduct research. Adult education programs are available in vocational schools, polytechnics, universities, and liberal adult education centers to support lifelong learning and professional development. Financial assistance is available to students in the form of grants, housing supplements, and government-backed loans.
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The document provides information about the education systems of Finland and Denmark. It discusses the population statistics of both countries and gives an overview of their education reforms and histories. Key points include Finland undergoing education reforms in the 1970s to establish national standards and increase teacher training. Denmark's system was historically influenced by the Lutheran church and today priorities education. Both countries spend over 7% of GDP on education with systems financed through taxes.
_Educational-System-of-Selected-Countries-of-The-World
The document summarizes the educational systems of several countries including Australia, China, Japan, South Africa, the United Kingdom, the United States, New Zealand, and the Philippines. Some key points include:
- Australia's education system includes 6 years of primary school, 6 years of secondary school divided into junior and senior high, and college. The academic year runs from March to November.
- China has the largest education system in the world with over 200 million students and 9 million teachers. It includes 6 years of primary school, 6 years of middle school divided into junior and senior, and 6 years of college.
- Japan's highly centralized system includes kindergarten, 6 years of elementary, 3 years of lower secondary
Education system in finland
The document describes Finland's education system. It notes that education is free for all Finns from pre-primary to higher education. The education system is decentralized and focuses on continuous learning from early childhood through adulthood. Basic education lasts from ages 7-16 and provides a solid foundation for all children. Upper secondary education can be either vocational or focused on passing the matriculation examination for university entrance. Teachers receive high-quality training and schools emphasize learning over testing.
My Dream school
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Elementary education plays an important role in developing students' basic skills and preparing them for future education. The document discusses elementary education systems in several countries, including Pakistan, India, Bangladesh, South Korea, Japan, and Canada. It provides details on the grade levels, curriculum, administration, and importance of elementary education in developing students' foundational skills in each of these countries.
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This PPT is all about education system, which is comparison of Indian education system with Finland education system. This PPT makes you to get aware of best follow up of education system in Finland.
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The document outlines the desired competencies and outcomes of a teacher education program. It lists 11 competencies that future teachers should demonstrate, such as having a deep understanding of teaching and learning processes, mastering subject content and pedagogical principles, applying a wide range of teaching skills, and pursuing continuous lifelong learning. It also discusses how these competencies align with the domains addressed in the National Competency-Based Teacher Standards, such as diversity of learners, planning and assessment, and personal/professional development. An example teacher education curriculum is provided that demonstrates how students can meet each of the 11 outlined competencies.
Educational System in the Philippines
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Discussant: EMILY R. MARUNDAN
Subject: Politics and Economics of Educational
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Bicol University Graduate School
South african education system
Axuedu.com is an exhaustive educational portal specially designed for the students pursuing online degrees satisfies all the requirements of the students. The top listings of the universities and International Medical Schools are made available in both country-wise and continent-wise.
Educational trends, issues & problems
Educational trends in Pakistan include a career-oriented approach, activity-based learning, and changing patterns in student assessment. Online learning is also growing. Major educational issues are lagging behind MDGs and EFA commitments due to problems like gender gaps, lack of planning, and low funding. Key educational problems include social constraints, the cost of education, lack of technical education, and poverty. Addressing these issues and problems is important for improving education in Pakistan.
SECONDARY EDUCATION IN PAKISTAN-8624
The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
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Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
comparative curriculum.pdf
This document provides an overview of curriculum development and education systems in several countries including China, India, Indonesia, Malaysia, New Zealand, Pakistan, the United States, the United Kingdom, Canada, Russia, and Japan. It describes the structure of education in each country, from primary to higher education, and highlights some of the reforms to national curriculum frameworks over time, with an emphasis on increasing student-centered learning and problem-solving skills.
comparative curriculum.pptx
This document provides an overview of curriculum development and education systems in several countries including China, India, Indonesia, Malaysia, New Zealand, Pakistan, the United States, the United Kingdom, Canada, Russia, and Japan. It describes the structure of education in each country, from primary to higher education, and highlights some of the reforms to national curriculum frameworks over time, with a focus on increasing student-centered learning, integrating subjects, and reducing curriculum overload.
SNC_General Knowledge 1-3 .pdf
This document provides an overview of the Single National Curriculum for General Knowledge for grades 1-3 in Pakistan. It includes 7 chapters that cover the introduction, curriculum focus, content organization, learning themes and outcomes, teaching and learning, assessment, and teaching resources. The curriculum aims to develop students' knowledge, skills, attitudes and moral values through inquiry-based and student-centered learning experiences. Content is organized around themes from general science and social studies. Standards define the expected learning outcomes in different subject areas like ethics and responsible citizenship. The curriculum emphasizes developing students' critical thinking, problem-solving and 21st century skills through experiential learning.
Foundations of English Language Teaching
In this presentation you will learn about the Foundations of English Language Teaching. You will gain a deep understanding of the following:
General Learning Principles
Foundations of English Language Learning
Language Teaching Principles
16 (Padang Univ's Seminar Paradigm of Teacher's Education)
A New Paradigm In Teachers’ Education And Teaching And Learning Quality: A Challenge To Be Relevant In The 21st Century
Curriculum innovation in the Philippines (BASIC.pptx
This document discusses curriculum innovations in the Philippines from 2002 to the present. It outlines several major innovations including the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and the K-12 Basic Education Curriculum. The key innovations include strengthening early childhood education, making the curriculum more relevant, ensuring integrated learning, building proficiency in language, and gearing students for the future and 21st century skills. The document also discusses global concerns around quality learners, learning environments, content, processes and outcomes that curriculum innovations aim to address.
General knowledge 12th august
This document outlines the Single National Curriculum for General Knowledge for grades 1-3 in Pakistan. It includes 6 chapters that cover the introduction, curriculum focus, content organization, learning themes and outcomes, teaching and learning approaches, and assessment. The curriculum aims to develop students' knowledge, skills, attitudes and values through inquiry-based and student-centered learning. Key topics covered include general science, social studies, ethics and citizenship. Assessment is designed to evaluate students' thinking skills and understanding through a variety of methods. The curriculum is intended to prepare students for further learning and equip them with 21st century skills.
4. presentation 626 AIOU
This document discusses the curriculum for elementary teacher education. It begins by explaining that teacher education curriculum needs to focus on developing teaching skills and constructing knowledge rather than just acquiring knowledge. It then outlines some key objectives of an elementary teacher education curriculum, including describing curriculum concepts and discussing elementary teacher education curriculum. The document goes on to compare elementary teacher education in the US and Pakistan, noting requirements and standards for beginning teachers in the US such as having a bachelor's degree and completing an approved education program.
nationalcurriculumframework2005-170316022444.pdf
The National Curriculum Framework (NCF) 2005 provides guidelines for education in India. It aims to make education more student-centered, holistic, integrated, and relevant to the child's life outside of school. Some key points of the NCF 2005 include focusing on constructing knowledge through student engagement, using assessment for learning, emphasizing critical thinking over rote memorization, and promoting multilingual, inclusive, and democratic practices in schools. The NCF 2005 also recommends reforms like increasing teacher training, involving communities, reducing curriculum content, and moving away from long exams towards competency-based assessment.
National curriculum framework 2005
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
Similar to Education Curriculum in finland and indonesia (20)
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Curriculum innovation in the Philippines (BASIC.pptx
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Education Curriculum in finland and indonesia
- 1. EDUCATION CURRICULUM COMPARISON IN FINLAND AND INDONESIA By: Arini Hasanah Setiati
- 2. Questions to be Asked 1.What is the purpose of curriculum? 2. What are the criteria of a good curriculum? 3.Why does Finnish curriculum become the best one in the world? 4.What happened to Indonesian curriculum? 5.What should we do concerning with education curriculum?
- 3. Curriculum Teacher Student Personal Developmen t Studies, Daily Life, Career Knowledge Acquisition UNESCO: Developmen t of Thinking Skill
- 4. Good curriculum plays an important role in forging life-long learning competencies, social attitudes and skills. The main principles associated with good school curriculum: • To enable students to use foundational knowledge to develop new skills Coherent & Sequential • To guard students to gain in-depth understanding & competency Focus on Essential Topic • To meet the needs of students’ specific interest Include Core & Specific Knowledge • Criteria as students’ learning measurement & high expectation to push students’ to achieve set goals Include Rigid Criteria & High Expectation • To create interactive learning environment Adopt Inquiry-Based Pedagogical Methods & Hands-on Activities
- 5. Finnish Curriculum as the Best Education Curriculum in the World 20 years ago, Finland was a poor country which only depends on agriculture. The country’s top ranking in the PISA’s (Program for International Student Assessment) hall of fame.
- 6. The Finnish model of schooling offers a humanistic approach to educating children
- 7. Children are accustomed to reading since their early age
- 8. Strict selection of teacher
- 10. Early childhood education becomes the emphasis of education
- 12. Minimized test
- 14. Education costs certified by the state
- 15. Students spend less time in the classroom
- 16. Teaching methods, curriculum & course books freely determined by teachers
- 17. Small class with competent teachers
- 18. Less homework to do
- 19. Slow learners get more intensive support
- 20. Indonesian Curriculum Development • Dutch education orientation • Character and love the nation Kurikulum Rencana Pembelajaran (1947)- ”Leer Plan” • Daily life content of subject • One teacher for one subject Kurikulum Rencana Pelajaran Terurai (1952) • Active, creative, productive, skillful & problem solving learning concept • Focus on “Pancawardhana” program Kurikulum Rencana Pendidikan (1964) • Integrated & theoretical approaches Kurikulum 1968 • Genuine human • Effective & efficient curriculum • Aims to build national development in various fields Kurikulum 1975
- 21. Cont. • Contextual teaching & learning • “CBSA (Cara Belajar Siswa Aktif)” teaching approach Kurikulum 1984 • Competency based curriculum/ “KBK” • Focus on life skill Kurikulum 1994 • “KTSP (Kurikulum Tingkat Satuan Pendidikan)” Kurikulum 2004 • Integrated thematic learning approach • prepare students who have qualified competence, meet the challenges of the age, encourage creativity, improve math literacy, familiarizing students with the data, to teach moral values Kurikulum 2013
- 22. What Should be Done? For Education & Culture Minister, education agents as well as education stakeholders: should focus on teacher’s quality, no money oriented, evaluate the previous curriculum before designing the new one, and emphasize on humanism in curriculum issue to produce students that can build in themselves discipline and mental qualities that preempt cheating, or fraudulently acquiring academic achievements. They have also acquired integrated life skills and become lifelong learners, creative thinkers and motivated, capable individuals.