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.
Finland began to reshape its education system from 1963, when the Finnish government took the decision to consider public education as their best chance of recovering its economy after World War II. The thesis of the Finnish Government was that the country would only be competitive if educate its population. The second major decision came in 1979, when it was granted to teachers equal status with doctors and lawyers. Teacher candidates grew steeply, not because wages were so high, but because their autonomy and respect become attractive work. The transformation of the Finnish education system began 50 years ago as the driving force of the economic recovery plan in the country.
Candidature of Finland to the
Executive Board of UNESCO
for 2017–2021
Towards 2030 through actions
Candidature of Finland to the Executive Board of UNESCO for 2017-2021.
As a member of the Executive Board Finland will work for…
- an effective and active UNESCO based on
• policy coherence
• efficient governance
• functional inter-sectoral linkages
• strong partnerships
- the implementation of the 2030 Agenda for Sustainable Development
- gender equality in all walks of life
- an inclusive and equitable high-quality education
- an integrated approach to sustainability in sciences
- safeguarding tangible and intangible heritage
- freedom of information and pluralistic media
- unique added value of UNESCO’s work
Materiāli sagatavoti starptautiskās akcijas Pasaules lielākā mācību stunda ietvaros.
Plašāk: http://worldslargestlesson.globalgoals.org/
Latvijā: www.skolas.unesco.lv
Migrācija ir daļa no mūsu kopējās vēstures. Stundas plānsliela_stunda
Materiāli sagatavoti starptautiskās akcijas Pasaules lielākā mācību stunda ietvaros.
Plašāk: http://worldslargestlesson.globalgoals.org/
Latvijā: www.skolas.unesco.lv
Finland began to reshape its education system from 1963, when the Finnish government took the decision to consider public education as their best chance of recovering its economy after World War II. The thesis of the Finnish Government was that the country would only be competitive if educate its population. The second major decision came in 1979, when it was granted to teachers equal status with doctors and lawyers. Teacher candidates grew steeply, not because wages were so high, but because their autonomy and respect become attractive work. The transformation of the Finnish education system began 50 years ago as the driving force of the economic recovery plan in the country.
Candidature of Finland to the
Executive Board of UNESCO
for 2017–2021
Towards 2030 through actions
Candidature of Finland to the Executive Board of UNESCO for 2017-2021.
As a member of the Executive Board Finland will work for…
- an effective and active UNESCO based on
• policy coherence
• efficient governance
• functional inter-sectoral linkages
• strong partnerships
- the implementation of the 2030 Agenda for Sustainable Development
- gender equality in all walks of life
- an inclusive and equitable high-quality education
- an integrated approach to sustainability in sciences
- safeguarding tangible and intangible heritage
- freedom of information and pluralistic media
- unique added value of UNESCO’s work
Materiāli sagatavoti starptautiskās akcijas Pasaules lielākā mācību stunda ietvaros.
Plašāk: http://worldslargestlesson.globalgoals.org/
Latvijā: www.skolas.unesco.lv
Migrācija ir daļa no mūsu kopējās vēstures. Stundas plānsliela_stunda
Materiāli sagatavoti starptautiskās akcijas Pasaules lielākā mācību stunda ietvaros.
Plašāk: http://worldslargestlesson.globalgoals.org/
Latvijā: www.skolas.unesco.lv
What the World can Learn from Finnish Lessons
In the course of about 3 decades ( 1980-2010) , the national education system of Finland progressed from one which was “ nothing special” to one that produces students whose academic achievement is so consistently outstanding that Finland’s system is often referred to as the best in the world. This book describes how Finland achieve that transformation.
In this books , Pasi Sahlberg details the policy decisions that guided that transformation. He documents the choice of polices that chose not to embrace “ tougher competition, more data, abolishing teacher unions, opening more charter schools, or employing corporate world management models in education systems”. To the contrary, Finnish policies focused on “ improving the teaching force, limited student testing to a necessary minimum , placing responsibility and trust before accountability and handing over school and district-level leadership to education professionals. The result is an educational system that “ lacks school inspection, standardized curriculum, high-stakes student assessments, test based accountability and a race-to-the-top mentality with regard to educational change?
Sahlberg characterizes the policies of the current system as
Having a vision of education committed to building a publicly financed & locally governed basic schools for every child
Building on educational ideas from other nations to produce unique “ Finnish way” that preserves the best traditions and present good practices
Systematically developing respectful and interesting working conditions for teachers and leaders in Finnish schools.
The Finnish experience in building an education system in which all students learn well is one that has focused on equity and cooperation rather than choice and competition and that rejects the paying of teachers based on students test scores or converting public schools to private schools.
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.
It is widely known that education for all ought to be equal to all, regardless of race, ethnicity, gender and hierarchy. Although equality in education is the primary purpose of our government, however, there are some instances that inequality in education exists due to some factors. This research identifies the factors that lead to inequality in education. Based on our findings factors such as individual characteristics attitudes and beliefs, psychological traits, parental socio economic status , individual educational success attainment, field of study , population groups men and women and ethnic groups , educational inequality gender pay gap, horizontal, occupational and segregation contributes to the overall dilemma. Moreover, our findings also show that micro and social contributes to the gaps of inequality of education, thus, social interactions and social structures affects the micro conditions and outcome. This implied that educational inequality is caused by different factors and constructs that undermined the policy of an educational system and this lead to inequality of education. Lucelle B. Collamat | Maureen S. Salagada | Emerson A. Sentos | Clarissa S. Tabar | Regina P. Galigao "Inequality in Education: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33639.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33639/inequality-in-education-a-literature-review/lucelle-b-collamat
Powerpoint presentation from Asia Society/CCSSO symposium: International Perspectives on U.S. Education Policy and Practice: What Can We Learn from High Performing Nations?
Experience in using PISA for improving the quality and equity of education - ...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
UBE and English Language Teaching in the Primary School and the Nation’s Educ...iosrjce
This paper sets out to examine the challenges of English language teaching in the primary schools
and the language teacher educational progress in the UBE programme. It explores the effective ways of
enhancing English language teaching in primary schools and suggests that the federal government, the state
government, the local government, as well as PTA should assist in financing and supervision of the study
conditions of primary school children.
Emergency education refers to education for populations affected by emergency situations (Sinclair, 2001; UNESCO, 2017). These situations could be man-made or natural disasters that disrupt radically the usual conditions of life, care, and education facilities for children, causing an inability to attain the right to education (Rights of The Child to Education in Emergencies, 2008). Education in emergencies started around the 1990s as one of the elements of humanitarian responses to emergencies (Burde et al., 2017), but it was not till the 2000s that education was separated from developmental activities in humanitarian responses to emergencies due to the efforts of a group of educators (Burde et al., 2011). and now it is regarded as one of the pillars of humanitarian actions in emergencies. This is due to the fact that it is reported that education is usually neglected during the early response to emergencies (Muñoz, 2010), and during which many rights to education violations occur (Nicolai et al., 2015).
The special case of education in times of emergencies arises from the challenges that face the learning process in these situations. Being in the center of a conflict zone or facing a devastating natural disaster could lead to an impairment of students’ learning abilities (Tauson, & Stannard, 2018). It has been reported that trauma impacts the cognitive and executive functions of the brain which in its turn hinders learning abilities (Tauson, 2016; Mougrabi-Large, & Zhou , 2020). In the case of national health emergencies, trauma could cause anxiety and stress for children and adults (NCTSN, n.d). Hence, special care needs to be given to education in times of emergencies. Education could provide a safe space for students during a crisis (Nicolai, 2015), giving the much needed psychosocial support for development, as well as, hope, stability, and a sense of security (UNSECO, 2017). But more importantly, especially during Covid-19 penadamic, is that maintaining a good level of quality education during crisis will act as the backbone for the reconstruction and restoration phase after the crisis is over UNSECO, 2017).
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Similar to Palestine, Japan, and Finland a comparative study
What the World can Learn from Finnish Lessons
In the course of about 3 decades ( 1980-2010) , the national education system of Finland progressed from one which was “ nothing special” to one that produces students whose academic achievement is so consistently outstanding that Finland’s system is often referred to as the best in the world. This book describes how Finland achieve that transformation.
In this books , Pasi Sahlberg details the policy decisions that guided that transformation. He documents the choice of polices that chose not to embrace “ tougher competition, more data, abolishing teacher unions, opening more charter schools, or employing corporate world management models in education systems”. To the contrary, Finnish policies focused on “ improving the teaching force, limited student testing to a necessary minimum , placing responsibility and trust before accountability and handing over school and district-level leadership to education professionals. The result is an educational system that “ lacks school inspection, standardized curriculum, high-stakes student assessments, test based accountability and a race-to-the-top mentality with regard to educational change?
Sahlberg characterizes the policies of the current system as
Having a vision of education committed to building a publicly financed & locally governed basic schools for every child
Building on educational ideas from other nations to produce unique “ Finnish way” that preserves the best traditions and present good practices
Systematically developing respectful and interesting working conditions for teachers and leaders in Finnish schools.
The Finnish experience in building an education system in which all students learn well is one that has focused on equity and cooperation rather than choice and competition and that rejects the paying of teachers based on students test scores or converting public schools to private schools.
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.
It is widely known that education for all ought to be equal to all, regardless of race, ethnicity, gender and hierarchy. Although equality in education is the primary purpose of our government, however, there are some instances that inequality in education exists due to some factors. This research identifies the factors that lead to inequality in education. Based on our findings factors such as individual characteristics attitudes and beliefs, psychological traits, parental socio economic status , individual educational success attainment, field of study , population groups men and women and ethnic groups , educational inequality gender pay gap, horizontal, occupational and segregation contributes to the overall dilemma. Moreover, our findings also show that micro and social contributes to the gaps of inequality of education, thus, social interactions and social structures affects the micro conditions and outcome. This implied that educational inequality is caused by different factors and constructs that undermined the policy of an educational system and this lead to inequality of education. Lucelle B. Collamat | Maureen S. Salagada | Emerson A. Sentos | Clarissa S. Tabar | Regina P. Galigao "Inequality in Education: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33639.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33639/inequality-in-education-a-literature-review/lucelle-b-collamat
Powerpoint presentation from Asia Society/CCSSO symposium: International Perspectives on U.S. Education Policy and Practice: What Can We Learn from High Performing Nations?
Experience in using PISA for improving the quality and equity of education - ...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
UBE and English Language Teaching in the Primary School and the Nation’s Educ...iosrjce
This paper sets out to examine the challenges of English language teaching in the primary schools
and the language teacher educational progress in the UBE programme. It explores the effective ways of
enhancing English language teaching in primary schools and suggests that the federal government, the state
government, the local government, as well as PTA should assist in financing and supervision of the study
conditions of primary school children.
Similar to Palestine, Japan, and Finland a comparative study (20)
Emergency education refers to education for populations affected by emergency situations (Sinclair, 2001; UNESCO, 2017). These situations could be man-made or natural disasters that disrupt radically the usual conditions of life, care, and education facilities for children, causing an inability to attain the right to education (Rights of The Child to Education in Emergencies, 2008). Education in emergencies started around the 1990s as one of the elements of humanitarian responses to emergencies (Burde et al., 2017), but it was not till the 2000s that education was separated from developmental activities in humanitarian responses to emergencies due to the efforts of a group of educators (Burde et al., 2011). and now it is regarded as one of the pillars of humanitarian actions in emergencies. This is due to the fact that it is reported that education is usually neglected during the early response to emergencies (Muñoz, 2010), and during which many rights to education violations occur (Nicolai et al., 2015).
The special case of education in times of emergencies arises from the challenges that face the learning process in these situations. Being in the center of a conflict zone or facing a devastating natural disaster could lead to an impairment of students’ learning abilities (Tauson, & Stannard, 2018). It has been reported that trauma impacts the cognitive and executive functions of the brain which in its turn hinders learning abilities (Tauson, 2016; Mougrabi-Large, & Zhou , 2020). In the case of national health emergencies, trauma could cause anxiety and stress for children and adults (NCTSN, n.d). Hence, special care needs to be given to education in times of emergencies. Education could provide a safe space for students during a crisis (Nicolai, 2015), giving the much needed psychosocial support for development, as well as, hope, stability, and a sense of security (UNSECO, 2017). But more importantly, especially during Covid-19 penadamic, is that maintaining a good level of quality education during crisis will act as the backbone for the reconstruction and restoration phase after the crisis is over UNSECO, 2017).
في هذا العرض، طرح لموضوع الأشكال، والجداول أو الإطارات، وخارطة المعلومات والتي تعرف باسم استراتيجيات التعلم الفراغي، كمنشطات عقلية قد تغني عن دراسة المادة المكتوبة. كما سأتطرق إلى موضوع استراتيجية التشبيهات وأخيراً الأهداف التعليمية.
شاهد العرض بالفيديو مع الشرح التفصيلي:
https://youtu.be/RDU-KUPBQoA
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العرض التالي يلقي الضوء على طريقة استخدام السينتاكس Syntax في برنامج SPSS، خطوة بخطوة وبالصور التوضيحية لرسم أكثر من رسمة دفعة واحد بدلاً من الدخول إلى قائمة الرسم وتكرار العملية أكثر من مرة. سأعتمد في الشرح على توضيح الخطوات الموجودة في الصور المرفقة.
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العرض التالي يلقي الضوء على طريقة إنشاء رسم Matrix Scatter Plot باستخدام برنامج SPSS، خطوة بخطوة وبالصور التوضيحية. سأعتمد في الشرح على توضيح الخطوات الموجودة في الصور المرفقة.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
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
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
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
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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.