School choice policies were introduced in Finland in the 1990s with arguments that it would support pupils' personal development and increase motivation. Data from four Finnish cities in 2000 showed that on average 1/3 of students applied to schools other than their allocated school. School popularity divided application flows, with more applications going towards more popular schools. Families' choices seemed to be practical and influenced by social class. The socio-economic profile of schools segregated more strongly according to parental choices than catchment areas. While Finnish school choice policies developed from different premises than in England, in practice they created some socially segregating outcomes.
Piia Seppänen, post doctoral researcher CELE, University of Turku,FinlandCeppe Chile
School choice policies were introduced in Finland in the 1990s with the goals of supporting personal development and inclinations. The document summarizes school choice in Finland by examining arguments for the policy, its role in the comprehensive school system, and features of education markets in four Finnish cities in 2000. It finds that while school choice was applied differently than in other systems, in practice it led to increased socioeconomic school segregation based on parental preferences.
1. The document discusses a questionnaire survey of Finnish upper secondary school geography teachers regarding their readiness and ability to use Geographic Information Systems (GIS) in their classrooms.
2. The survey found that most teachers were not familiar with GIS and had not received training in its educational uses. A lack of training, funds, computers and teaching materials were seen as major barriers.
3. However, around half of teachers saw potential benefits of GIS for enhancing student problem-solving and spatial thinking skills. There was overall interest in innovative teaching methods when given proper support.
4. The implications are that universities will need to provide substantial in-service GIS training for teachers to help them incorporate it pedag
This document summarizes information about children with special educational needs, foreign children, and children from national and ethnic minorities in the Polish education system. It provides statistics on the number of integrative classes and schools in Poland, with most located in larger towns and cities. Around 55% of disabled children attend special schools or classes. The document also outlines some challenges in the Polish education system regarding inclusion of refugees and supporting minority languages and cultures.
The document discusses using PISA data to develop an educational equity account (EEA) to analyze educational equity factors and identify issues of national concern in Finland. The EEA examines how contextual factors like gender, socioeconomic status, immigration status, language, and school influence educational outcomes. It identifies some national gaps in Finland related to engaging boys and girls equally, educating immigrants, addressing urban-rural differences, rising special education enrollment, and tensions between academic/vocational tracks. The summary condenses this information and the key points about developing an EEA using PISA data to analyze equity factors and identify areas for improvement.
The document compares the educational systems of Sweden and Vietnam. It provides histories of education in each country, highlighting key reforms and policies. Some notable points include Sweden establishing compulsory education in 1842, and Vietnam gaining independence from France in 1945. Both countries have since centralized their education and increased access. The document also compares demographics, government support, quality of education, and issues faced in each system.
Este documento examina si los cuasi-mercados de educación en Chile están logrando su propósito mediante el análisis de modelos de valor agregado. Plantea dos preguntas: 1) ¿Existen diferencias en el rendimiento entre escuelas públicas y privadas subvencionadas? 2) ¿Están los padres eligiendo las escuelas más efectivas? Revisa evidencia mixta sobre estas preguntas y describe los datos disponibles y herramientas de modelamiento, como modelos jerárquicos lineales y de valor agregado, para responderlas. Concluye
Piia Seppänen, post doctoral researcher CELE, University of Turku,FinlandCeppe Chile
School choice policies were introduced in Finland in the 1990s with the goals of supporting personal development and inclinations. The document summarizes school choice in Finland by examining arguments for the policy, its role in the comprehensive school system, and features of education markets in four Finnish cities in 2000. It finds that while school choice was applied differently than in other systems, in practice it led to increased socioeconomic school segregation based on parental preferences.
1. The document discusses a questionnaire survey of Finnish upper secondary school geography teachers regarding their readiness and ability to use Geographic Information Systems (GIS) in their classrooms.
2. The survey found that most teachers were not familiar with GIS and had not received training in its educational uses. A lack of training, funds, computers and teaching materials were seen as major barriers.
3. However, around half of teachers saw potential benefits of GIS for enhancing student problem-solving and spatial thinking skills. There was overall interest in innovative teaching methods when given proper support.
4. The implications are that universities will need to provide substantial in-service GIS training for teachers to help them incorporate it pedag
This document summarizes information about children with special educational needs, foreign children, and children from national and ethnic minorities in the Polish education system. It provides statistics on the number of integrative classes and schools in Poland, with most located in larger towns and cities. Around 55% of disabled children attend special schools or classes. The document also outlines some challenges in the Polish education system regarding inclusion of refugees and supporting minority languages and cultures.
The document discusses using PISA data to develop an educational equity account (EEA) to analyze educational equity factors and identify issues of national concern in Finland. The EEA examines how contextual factors like gender, socioeconomic status, immigration status, language, and school influence educational outcomes. It identifies some national gaps in Finland related to engaging boys and girls equally, educating immigrants, addressing urban-rural differences, rising special education enrollment, and tensions between academic/vocational tracks. The summary condenses this information and the key points about developing an EEA using PISA data to analyze equity factors and identify areas for improvement.
The document compares the educational systems of Sweden and Vietnam. It provides histories of education in each country, highlighting key reforms and policies. Some notable points include Sweden establishing compulsory education in 1842, and Vietnam gaining independence from France in 1945. Both countries have since centralized their education and increased access. The document also compares demographics, government support, quality of education, and issues faced in each system.
Este documento examina si los cuasi-mercados de educación en Chile están logrando su propósito mediante el análisis de modelos de valor agregado. Plantea dos preguntas: 1) ¿Existen diferencias en el rendimiento entre escuelas públicas y privadas subvencionadas? 2) ¿Están los padres eligiendo las escuelas más efectivas? Revisa evidencia mixta sobre estas preguntas y describe los datos disponibles y herramientas de modelamiento, como modelos jerárquicos lineales y de valor agregado, para responderlas. Concluye
The document summarizes school choice policies in Finland. It discusses the origins and arguments for school choice policies, noting they were intended to improve equal opportunities and school quality through competition. In Finland, advocates argued school choice supports personal development and motivation. It describes key features of Finland's comprehensive school system and how school choice operates within this system between municipalities. Data is presented on school preferences and application flows between schools in four Finnish cities, finding popularity divides and socioeconomic school segregation based on parental choices.
How to develop the top ranked education system? Building Blocks for Education: Whole System Reform September 13–14, 2010 • Toronto, Canada
Timo Lankinen
Director-General
Finnish National Board of Education
Finland has a decentralized education system comprised of three levels: basic education from ages 7-16, upper secondary education for ages 16-19, and tertiary education. The government plays a limited role in education by designing the general framework, while schools have control over resources. Teachers unions also influence policymaking. Finland adopted a comprehensive school model in the 1960s that aims to provide equal educational opportunities across the country. High teacher quality, individualized student support, and parental involvement have contributed to Finland's high performance on international assessments like PISA.
1. This document describes Cyprus's Education Priority Zones (ZEP) program, which aims to address social inequality through education. ZEPs target schools in disadvantaged areas with high rates of underperformance.
2. The key aspects of ZEPs are reducing class sizes, increasing support services, encouraging family/community involvement, and using research-based teaching practices tailored to students' needs.
3. The case study evaluates Cyprus's first ZEP in Limassol, which saw improvements like new classrooms, specialized teachers, breakfast programs, and after-school activities to improve student outcomes.
Poland has undergone significant education reforms in recent decades. It has a national system of education with Polish as the primary language of instruction. Compulsory education consists of primary school and lower secondary school, lasting a total of 10 years. Upper secondary education offers both vocational and academic paths. Higher education is provided by universities and other institutions. The government ministries administer the education system and set core curricula, while schools have autonomy in areas like textbooks and teaching methods.
National summary sheets on education systems in Europe and ongoing reforms provides an overview of the education system in Finland. The summary highlights that:
1) Education is publicly funded and compulsory from ages 7-16, with over 99% of children participating in pre-primary education at age 6.
2) Post-compulsory education includes both upper secondary general and vocational pathways, with over 90% of students continuing immediately after basic education.
3) Higher education consists of universities and polytechnics, with polytechnics offering professionally oriented degrees and universities emphasizing research.
The document discusses an Italian education system and language learning policies in Italy. It also describes an international school partnership program called GPP3 involving 55 schools from 7 countries on 4 continents. Finally, it outlines an EU-funded project at a school in Agrigento, Italy focused on inclusion, entrepreneurship, and using ICT to reinforce reading skills through multimedia animations based on a novel.
Finland's education system has undergone significant reforms since the 1960s-1970s. It moved from a tracked system with mediocre outcomes to a comprehensive school model with equity and inclusion as guiding principles. This led to improved performance over time. The book outlines key aspects of Finland's education system including 9 years of compulsory schooling, student-centered learning, well-trained teachers with master's degrees, school autonomy, less emphasis on standardized testing, and equitable access to education for all students. One of the book's main messages is that, unlike many other systems, the Finnish system has not been influenced by market-based competition or high-stakes testing.
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.
Finland has one of the highest-performing education systems in the world with a literacy rate of nearly 100%, free education from ages 6 to 16, and over 90% of students continuing on to tertiary education. The education system is centered around student well-being rather than high-stakes testing, with low student-teacher ratios, minimal homework, and a focus on play-based learning in early primary school. Teachers have high social status in Finland and are selected from the top 10% of graduates to ensure high-quality instruction across the country.
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.
Paragraph 1 describes the population enrolled in compulsory education in Greece, noting that over 1 million students are enrolled in public primary and lower secondary schools, with about 75,000 in private schools. Greek is the primary language of instruction.
Paragraph 2 explains that the Greek education system is largely publicly funded and administered centrally by the Ministry of Education, with some regional responsibilities. Oversight is provided at the school level.
Paragraph 3 outlines the main stages of education in Greece, including free pre-primary education starting at age 4, compulsory primary and lower secondary education from ages 6-15, and post-comp
This document provides an overview of a session on innovations in schooling and other educational institutions in developing countries. It discusses the challenges faced in meeting education demands in the 21st century. It then considers alternative schooling approaches that aim to cater to learners who lack access to formal schools or resources, such as open schooling, interactive radio instruction, and distance learning initiatives. The session contextualizes these approaches within international development goals and the roles of organizations in promoting non-formal education. Learning outcomes, case studies of programs, and debates on private sector involvement are also covered.
The Relationship between Socio-Economic and Socio-Cultural Structures of High...inventionjournals
The purpose of this study is to put forth attitudes of students to English class within the scope of socio-cultural structure. Scanning method was used in the study.5 point likert scale was used as a data collection tool. Questionnaire scale was composed of two parts. In the first part, demographical question items providing general information about students were included and in the second part, 5-point attitude items aiming at determining students' attitudes to English class were included. The questionnaire was prepared by scanning the relevant literature and scope and face validity of the questionnaire was tried to be fulfilled through opinions and suggestions provided by English teachers and expert Pedagogues. The items ranked in the questionnaire as "Strongly Disagree", "Disagree", "Neither Agree nor Disagree", "Agree", "Strongly Agree" were scored with 1, 2, 3, 4, 5. High schools at the center of Siirt were chosen as population of the research. While determining the sample, easily accessible and random sampling methods were utilized. In this regard, students in Anatolian High School (Public High School), High School of Social Sciences, Vocational High School, High School of Athletics and High School of Fine Arts which are located in different socioeconomical environments in Siirt was chosen. After removing questionnaires responded by students in an uninterested and wrong way, resting 849 questionnaires were analyzed for data. In analyzing, SPSS 21 Package program was utilized and kruskall wallis analysis was used for descriptive statistics, frequency, crosstabs, independent groups t test, one-way variance and non-parametric tests. Cronbach alpha reliability coefficient of the questionnaire was found 0.96. As a result, it was determined that students had a view of "undecided" for 38 items regarding attitudes to English class and although not being a very high average, "Agree" for 16 items in the questionnaire. It was determined there was a significant difference in favor of males between attitudes of students in High schools as to English classes in line with the independent variable 'gender'; on the other hand, there was not any significant difference between their attitudes in terms of independent variables 'Number of Family Members', 'Self-Expression' and 'Field of Teacher'
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.
The document discusses a process evaluation of the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It describes the methodology used, including identifying key informants, sampling strategies, and designing evaluation instruments. The findings provide descriptive statistics on participants from school visits and surveys. It found that most schools reported implementing MTB-MLE, with variations in implementation related to linguistic diversity of location and other factors. The evaluation assessed program delivery and organization to understand challenges and successes of the MTB-MLE policy.
Finnish schools have achieved high levels of educational success due to their flexible curriculum and support for all students. The curriculum focuses on core subjects from preschool through secondary education and emphasizes equity, student well-being, and developing each student's skills. Teachers are given autonomy to individualize instruction and try different teaching methods to help all students learn. The Finnish government ensures education opportunities through free basic education, guidance services, and financial assistance for all citizens to complete secondary and higher education.
The UK school system is centralized around the national curriculum, assessments, and standards while giving schools autonomy in how they deliver education. It is comprised of state schools (91% of students), independent schools (7%), and special schools (2%). Education is broken into phases from pre-school to further education, and the national curriculum outlines the subjects taught at each key stage. The government prioritizes inclusion, personalization of learning, expanding vocational pathways, and increasing participation in higher education.
Finland has a population of 5.3 million people with a high standard of living. Education is highly valued and free through university level. Early childhood education and care (ECEC) is available from ages 1-7, with most children attending municipal daycare starting around age 1. ECEC emphasizes child-led play and learning, with multidisciplinary staff that have extensive training. At age 6-7, children transition to free preschool that aligns with the comprehensive school system, focusing on language development and consideration of others through project-based learning.
Este documento resume la historia de la investigación educativa en Chile desde sus inicios a principios del siglo XX hasta la creación del Centro de Estudios de Políticas y Prácticas en Educación (CEPPE) en 2007. Detalla los primeros esfuerzos individuales para estudiar la educación, la creación de los primeros centros de investigación en la década de 1960 y su auge en la década de 1980 con financiamiento internacional. También describe la misión y líneas de investigación de CEPPE, que busca generar conocimiento sobre políticas y prá
Este documento presenta un modelo teórico para analizar cómo la Ley de Subvención Escolar Preferencial (SEP) podría afectar las decisiones de las escuelas y ampliar las oportunidades de elección para los estudiantes vulnerables. El modelo predice que las escuelas públicas y algunas subvencionadas participarán en SEP, mientras que otras no lo harán dependiendo de sus características. La evidencia empírica apoya que las escuelas con menos financiamiento compartido y más estudiantes vulnerables tienden a participar, lo que podría mejorar la
The document summarizes school choice policies in Finland. It discusses the origins and arguments for school choice policies, noting they were intended to improve equal opportunities and school quality through competition. In Finland, advocates argued school choice supports personal development and motivation. It describes key features of Finland's comprehensive school system and how school choice operates within this system between municipalities. Data is presented on school preferences and application flows between schools in four Finnish cities, finding popularity divides and socioeconomic school segregation based on parental choices.
How to develop the top ranked education system? Building Blocks for Education: Whole System Reform September 13–14, 2010 • Toronto, Canada
Timo Lankinen
Director-General
Finnish National Board of Education
Finland has a decentralized education system comprised of three levels: basic education from ages 7-16, upper secondary education for ages 16-19, and tertiary education. The government plays a limited role in education by designing the general framework, while schools have control over resources. Teachers unions also influence policymaking. Finland adopted a comprehensive school model in the 1960s that aims to provide equal educational opportunities across the country. High teacher quality, individualized student support, and parental involvement have contributed to Finland's high performance on international assessments like PISA.
1. This document describes Cyprus's Education Priority Zones (ZEP) program, which aims to address social inequality through education. ZEPs target schools in disadvantaged areas with high rates of underperformance.
2. The key aspects of ZEPs are reducing class sizes, increasing support services, encouraging family/community involvement, and using research-based teaching practices tailored to students' needs.
3. The case study evaluates Cyprus's first ZEP in Limassol, which saw improvements like new classrooms, specialized teachers, breakfast programs, and after-school activities to improve student outcomes.
Poland has undergone significant education reforms in recent decades. It has a national system of education with Polish as the primary language of instruction. Compulsory education consists of primary school and lower secondary school, lasting a total of 10 years. Upper secondary education offers both vocational and academic paths. Higher education is provided by universities and other institutions. The government ministries administer the education system and set core curricula, while schools have autonomy in areas like textbooks and teaching methods.
National summary sheets on education systems in Europe and ongoing reforms provides an overview of the education system in Finland. The summary highlights that:
1) Education is publicly funded and compulsory from ages 7-16, with over 99% of children participating in pre-primary education at age 6.
2) Post-compulsory education includes both upper secondary general and vocational pathways, with over 90% of students continuing immediately after basic education.
3) Higher education consists of universities and polytechnics, with polytechnics offering professionally oriented degrees and universities emphasizing research.
The document discusses an Italian education system and language learning policies in Italy. It also describes an international school partnership program called GPP3 involving 55 schools from 7 countries on 4 continents. Finally, it outlines an EU-funded project at a school in Agrigento, Italy focused on inclusion, entrepreneurship, and using ICT to reinforce reading skills through multimedia animations based on a novel.
Finland's education system has undergone significant reforms since the 1960s-1970s. It moved from a tracked system with mediocre outcomes to a comprehensive school model with equity and inclusion as guiding principles. This led to improved performance over time. The book outlines key aspects of Finland's education system including 9 years of compulsory schooling, student-centered learning, well-trained teachers with master's degrees, school autonomy, less emphasis on standardized testing, and equitable access to education for all students. One of the book's main messages is that, unlike many other systems, the Finnish system has not been influenced by market-based competition or high-stakes testing.
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.
Finland has one of the highest-performing education systems in the world with a literacy rate of nearly 100%, free education from ages 6 to 16, and over 90% of students continuing on to tertiary education. The education system is centered around student well-being rather than high-stakes testing, with low student-teacher ratios, minimal homework, and a focus on play-based learning in early primary school. Teachers have high social status in Finland and are selected from the top 10% of graduates to ensure high-quality instruction across the country.
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.
Paragraph 1 describes the population enrolled in compulsory education in Greece, noting that over 1 million students are enrolled in public primary and lower secondary schools, with about 75,000 in private schools. Greek is the primary language of instruction.
Paragraph 2 explains that the Greek education system is largely publicly funded and administered centrally by the Ministry of Education, with some regional responsibilities. Oversight is provided at the school level.
Paragraph 3 outlines the main stages of education in Greece, including free pre-primary education starting at age 4, compulsory primary and lower secondary education from ages 6-15, and post-comp
This document provides an overview of a session on innovations in schooling and other educational institutions in developing countries. It discusses the challenges faced in meeting education demands in the 21st century. It then considers alternative schooling approaches that aim to cater to learners who lack access to formal schools or resources, such as open schooling, interactive radio instruction, and distance learning initiatives. The session contextualizes these approaches within international development goals and the roles of organizations in promoting non-formal education. Learning outcomes, case studies of programs, and debates on private sector involvement are also covered.
The Relationship between Socio-Economic and Socio-Cultural Structures of High...inventionjournals
The purpose of this study is to put forth attitudes of students to English class within the scope of socio-cultural structure. Scanning method was used in the study.5 point likert scale was used as a data collection tool. Questionnaire scale was composed of two parts. In the first part, demographical question items providing general information about students were included and in the second part, 5-point attitude items aiming at determining students' attitudes to English class were included. The questionnaire was prepared by scanning the relevant literature and scope and face validity of the questionnaire was tried to be fulfilled through opinions and suggestions provided by English teachers and expert Pedagogues. The items ranked in the questionnaire as "Strongly Disagree", "Disagree", "Neither Agree nor Disagree", "Agree", "Strongly Agree" were scored with 1, 2, 3, 4, 5. High schools at the center of Siirt were chosen as population of the research. While determining the sample, easily accessible and random sampling methods were utilized. In this regard, students in Anatolian High School (Public High School), High School of Social Sciences, Vocational High School, High School of Athletics and High School of Fine Arts which are located in different socioeconomical environments in Siirt was chosen. After removing questionnaires responded by students in an uninterested and wrong way, resting 849 questionnaires were analyzed for data. In analyzing, SPSS 21 Package program was utilized and kruskall wallis analysis was used for descriptive statistics, frequency, crosstabs, independent groups t test, one-way variance and non-parametric tests. Cronbach alpha reliability coefficient of the questionnaire was found 0.96. As a result, it was determined that students had a view of "undecided" for 38 items regarding attitudes to English class and although not being a very high average, "Agree" for 16 items in the questionnaire. It was determined there was a significant difference in favor of males between attitudes of students in High schools as to English classes in line with the independent variable 'gender'; on the other hand, there was not any significant difference between their attitudes in terms of independent variables 'Number of Family Members', 'Self-Expression' and 'Field of Teacher'
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.
The document discusses a process evaluation of the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It describes the methodology used, including identifying key informants, sampling strategies, and designing evaluation instruments. The findings provide descriptive statistics on participants from school visits and surveys. It found that most schools reported implementing MTB-MLE, with variations in implementation related to linguistic diversity of location and other factors. The evaluation assessed program delivery and organization to understand challenges and successes of the MTB-MLE policy.
Finnish schools have achieved high levels of educational success due to their flexible curriculum and support for all students. The curriculum focuses on core subjects from preschool through secondary education and emphasizes equity, student well-being, and developing each student's skills. Teachers are given autonomy to individualize instruction and try different teaching methods to help all students learn. The Finnish government ensures education opportunities through free basic education, guidance services, and financial assistance for all citizens to complete secondary and higher education.
The UK school system is centralized around the national curriculum, assessments, and standards while giving schools autonomy in how they deliver education. It is comprised of state schools (91% of students), independent schools (7%), and special schools (2%). Education is broken into phases from pre-school to further education, and the national curriculum outlines the subjects taught at each key stage. The government prioritizes inclusion, personalization of learning, expanding vocational pathways, and increasing participation in higher education.
Finland has a population of 5.3 million people with a high standard of living. Education is highly valued and free through university level. Early childhood education and care (ECEC) is available from ages 1-7, with most children attending municipal daycare starting around age 1. ECEC emphasizes child-led play and learning, with multidisciplinary staff that have extensive training. At age 6-7, children transition to free preschool that aligns with the comprehensive school system, focusing on language development and consideration of others through project-based learning.
Este documento resume la historia de la investigación educativa en Chile desde sus inicios a principios del siglo XX hasta la creación del Centro de Estudios de Políticas y Prácticas en Educación (CEPPE) en 2007. Detalla los primeros esfuerzos individuales para estudiar la educación, la creación de los primeros centros de investigación en la década de 1960 y su auge en la década de 1980 con financiamiento internacional. También describe la misión y líneas de investigación de CEPPE, que busca generar conocimiento sobre políticas y prá
Este documento presenta un modelo teórico para analizar cómo la Ley de Subvención Escolar Preferencial (SEP) podría afectar las decisiones de las escuelas y ampliar las oportunidades de elección para los estudiantes vulnerables. El modelo predice que las escuelas públicas y algunas subvencionadas participarán en SEP, mientras que otras no lo harán dependiendo de sus características. La evidencia empírica apoya que las escuelas con menos financiamiento compartido y más estudiantes vulnerables tienden a participar, lo que podría mejorar la
Este documento analiza cómo ha cambiado la elección de escuelas por parte de los padres en Chile entre 1995 y 2003, al contar con más información sobre la calidad educativa, especialmente los resultados SIMCE. Los autores encuentran que los padres ahora toman decisiones más informadas, eligiendo colegios de mejor calidad más cerca o más lejos de sus casas. Sin embargo, sugieren que se debe desentrañar el efecto de la información de otros cambios en políticas educacionales y contextos sociales durante ese período. También plantean que la información podría
This paper examines how school choice in Chile is impacted by the availability of information on school quality. It finds that while parents claim to prioritize quality, in practice they often choose schools based on proximity. By analyzing a natural experiment where test score information was sometimes public and sometimes not, the paper shows that when given information, parents make choices more in line with school quality rather than just distance. The results suggest that more transparent information can help parents make better-informed decisions about school choice.
This document summarizes research on school choice policies in the US and their impact on educational outcomes. It finds that:
1) Giving parents more information about school quality erases differences in choices and achievement gaps between high- and low-income families.
2) However, proximity remains important, especially for elementary students, posing challenges for urban districts with concentrated poverty.
3) Research shows charter schools can significantly improve test scores and longer-term outcomes for disadvantaged urban students, pointing to their potential as a scalable solution.
El documento discute el tema de la elección de escuelas y la justicia de que las personas puedan destinar sus propios ingresos para obtener una mejor educación para sus hijos. Presenta los resultados de una encuesta que muestra que alrededor del 40% de las personas creen que esto es justo o en cierto modo justo, mientras que alrededor del 44% creen que es injusto o en cierto modo injusto. También resume brevemente la evolución histórica del régimen de subvenciones en Chile, desde las primeras leyes en la déc
Este documento analiza si las carreras de pedagogía básica con más años de acreditación producen mejores resultados. No encontró una relación consistente entre los años de acreditación y los resultados en la prueba de egreso INICIA. Las carreras con 3 años de acreditación tuvieron mejores puntajes que las de 4-5 años. Tampoco hubo diferencias significativas entre carreras no acreditadas y las acreditadas por 2 años. Esto sugiere que el proceso de acreditación actual no considera adecuadamente la calidad de la form
El documento describe la evolución de las políticas educativas en Europa para combatir las desigualdades. Inicialmente se enfocaron en la compensación, luego en la lucha contra la exclusión, y más recientemente en la individualización y maximización de oportunidades. Sin embargo, existe crítica a un enfoque demasiado individualista y a no cuestionar suficientemente las normas del sistema escolar. Para mejorar, se propone repensar la escuela, los derechos pedagógicos y no disociar justicia de cultura y transmisión del conocimiento
Este documento presenta el contexto y conceptos clave relacionados con los estándares en la formación de docentes. Explica que los estándares sirven para orientar e identificar los mínimos comunes que todos los docentes deben cumplir, sin uniformar la forma de alcanzarlos. Revisa evidencia internacional sobre dimensiones como conocimientos disciplinarios, prácticas pedagógicas y valores. Finalmente, analiza usos potenciales de los estándares en Chile, como orientar metas y evaluación de programas de formación de docentes.
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Piia finlandia
1. 1
School Choice in Finland
The Catholic
University of Chile
Santiago
15. November 2010
Piia Seppänen
post doctoral researcher
CELE, University of Turku
Finland
2. 2
The Content
1. The policy named school choice in Finland
Arguments for politics of school choice
A role of school choice policy in
comprehensive schooling systems
2. Brief features of ‘the lived education markets’
in four Finnish cities, 2000
3. 3
Arguments for politics of school choice
Original ideological hopes for school choice
(Friedman & Friedman 1980; Chub and Moe 1990):
Children from disadvantage areas get option for
better schools – Equal opportunities
Competition of schools drives better services –
Quality improvement
An original idea of vouchers has transformed to
versatile applications in schooling reforms of
countries
In Finland either of previous arguments were
dominant when school choice policies were
discussed in the middle and late of 1990’s.
Arguments by the Finnish choice policy advocators
(Seppänen 2003b):
Supports pupils’ personal development, talents and
inclinations, will boost of motivation - Individuality
4. 4
The Content
1. The policy named school choice in Finland
Arguments for politics of school choice
A role of school choice policy in
comprehensive schooling systems
2. Brief features of ‘the lived education markets’
in four Finnish cities, 2000
5. 5
School choice policy in Finland in relation
to features in compulsory schooling
Features of comp.s.
(‘extremes’)
In Finland
1. Ownership of schools
(public – private)
98% municipal (under 1% state) and
2% subsidised private schools (2008)
All free of charge and non-profit organis.
2. The structure
(comprehensive – parallel)
Since 1970’s comprehensive, 9 years.
No academic or vocational tracks.
Comprehensive pupil support free of charge.
3. Governance
(state – other actors)
4. Allocation of pupils to schools
(catchment areas – open enrollment)
5. Pupil selection
(no selection – total selection)
6. 6
For every pupil in basic educationFor every pupil in basic education
free of charge, in every school:free of charge, in every school:
-textbooks and other learningtextbooks and other learning
materialsmaterials
-school transport, if journey is over 5school transport, if journey is over 5
kilometres to a named schoolkilometres to a named school
-daily warm school mealdaily warm school meal
-pupil welfare services (social andpupil welfare services (social and
health care)health care)
For the pupils in need of specialFor the pupils in need of special
support all special aids required forsupport all special aids required for
participation in education.participation in education.
A national core curricula hours/week:
1-2 grade 19
3-4 grade 23
5-6 grade 24
7-9 grade 30 (inc.13 optional subjects)
Total 222
+ remedial lessons are availableremedial lessons are available
The school yearThe school year
190 school days, 5 days / week190 school days, 5 days / week
7. 7
School choice policy in Finland in relation
to features in compulsory schooling
Features of comp.s.
(‘extremes’)
In Finland
1. Ownership of schools
(public – private)
98% municipal (under 1% state) and
2% subsidised private schools (2008)
All free of charge and non-profit organis.
2. The structure
(comprehensive – parallel)
Since 1970’s comprehensive, 9 years.
No academic or vocational tracks.
Comprehensive pupil support free of charge.
3. Governance
(state – other actors)
A strong tradition of central state governance
changed during 1990’s to municipal power
with national steering.
4. Allocation of pupils to schools
(catchment areas – open enrollment)
5. Pupil selection
(no selection – total selection)
10. 10
School choice policy in Finland in relation
to features in compulsory schooling
Features of comp.s.
(‘extremes’)
In Finland
1. Ownership of schools
(public – private)
2. The structure
(comprehensive – parallel)
3. Governance
(state – other actors)
98% municipal (under 1% state) and
2% subsidised private schools (2008)
All free of charge and non-profit organis.
Since 1970’s comprehensive, 9 years
No academic or vocational tracks.
Comprehensive pupil support free of charge.
A strong tradition of central state governance changed
during 1990’s to municipal power with national steering.
4. Allocation of pupils to schools
(catchment areas – open enrollment)
5. Pupil selection
(no selection – total selection)
A named school place + pupil can apply
to another school
A right to a named school, otherwise
oversubscription criteria. Pupil selection
to so called specialised/emphasised classes
(e.g. music, languages, sport, math, art),
usually aptitude tests or previous success
in particular subjects.
varies between cities
School choice policy
11. 11
‘The main stages for
school choice’ in the
urban compulsory
schooling of Finland
7 – 9 grade schools
The 7th grade (continuing & starting emphasised classes)
1 – 6 grade schools
The 3rd grade (emphasised classes)
The 1st grade (language classes)
1 – 9 grades schools (emphasised classes)
13. 13
Finnish school choice policy
in urban areas since the middle of the 1990s
in publicly run compulsory school system
(i.e. ‘choice’ between public schools)
varies between cities on:
how school places are allocated
mainly geographical catchment areas
a role of parental preferences over schools vary
how vastly specialised classes i.e. pupil selection
are used
is different from e.g. England and Wales where
’parental choice’ was a key element of school quasi-
markets since 1980’s (involving open enrolment, school
autonomy and diversity, per capita funding, privatised provision,
accountability mechanisms (e.g. Whitty et al. 1998) and along
2000 expansion of specialisation and privatisation of schools)
14. 14
In Year
1975/1980 and
2000
A. Zoned
comprehensive
B. Open enrolment in
comprehensive / partly
comprehensive systems
C. Selection by ability
1. Centralised
(with elements
of devolution
and choice)
Sweden
Finland
Denmark
France
Italy
Greece
Portugal
France
Italy
Greece
Portugal
Spain
Luxembourg Luxembourg
Austria Austria
Belgium
2. Regional
Devolution
(with some
minor
devolution and
choice)
Spain Belgium
Germany Germany
3. Local Control
(with national
'steering' and
some school
autonomy)
England & Wales Sweden
Finland
Denmark
Ireland & NI Ireland & NI
4. Institutional
Autonomy in
Quasi-Market
England & Wales Netherlands Netherlands
The change in models of education governance in relation to
admission models from the end of 1970's to the end of 1990's in EU
member countries at the time
(Green, Wolf & Leney 1999; modified in Seppänen 2006, see also Kivirauma, Rinne & Seppänen 2009)
15. 15
On basis of figure 1
an outline of changes in
comprehensive school systems
of EU member countries from
the end of 1970's to the end of 1990's
could be named as:
1. Stable selective continental European countries
(an exception of France) and Ireland, as well as
Northern Ireland
2. Southern European comprehensivisation
3. Scandinavian change from central to local control
with some choice
4. British and Dutch institutional autonomy in quasi-
markets
(some countries may make deviations in detail)
16. 16
The Content
1. The policy named school choice in Finland
Arguments for politics of school choice
A role of school choice policy in
comprehensive schooling systems
2. Brief features of ‘the lived education markets’
in four Finnish cities, 2000
18. 1. Popularity of schools divided and application flows
were towards centres. On average 1/3 of age cohort
applied to another than the allocated school, ½ in the
capital city Helsinki
2. Families' "self-selection" to the school popularity levels
or outside the markets
3. Socio-economic profile of schools segregated more
strongly according to parental "choices" than based on
catchment areas
4. The nature of families' preferences to attend to schools
seemed to be practical, social and class-related based
on open-ended answers in a postal questionnaire
Brief features of ‘the lived education markets’
in four Finnish cities, 2000
19. 19
The most popular schools: A, B
Popular schools: C, D
Schools with balanced application flows: E, F
Rejected schools: G
Highly rejected schools: H, I
Applying out of their own catchment area
5 - 9 pupils
10 - 20 pupils
over 20 pupils
The distance between schools corresponds
to a scale of
= 500 meters
Centre
G I D
C
B
A
E
H
F
A mapping of pupils' applications for the 7th grade
to other than allocated school between
nine schools in a Finnish case city (Seppänen 2003)
20. 1. Popularity of schools divided and application flows
were towards centres. On average 1/3 of age cohort
applied to another than the allocated school, ½ in the
capital city Helsinki
2. Families' "self-selection" to the school popularity levels
or outside the markets
3. Socio-economic profile of schools segregated more
strongly according to parental "choices" than based on
catchment areas
4. The nature of families' preferences to attend to schools
seemed to be practical, social and class-related based
on open-ended answers in a postal questionnaire
Brief features of ‘the lived education markets’
in four Finnish cities, 2000
21. 21
Pupils’ applying to the 7th grade to the other than
allocated school (popularity type) and those who didn't apply
in relation to mother’s education (%) (Seppänen 2006)
* those pupils who attended to the catchment area school are emphasized three times,
so that the sample represents the population.
11
13
19
25
8
8
6
7
4
4
3
1
77
75
72
67
0 % 20 % 40 % 60 % 80 % 100 %
No
vocational
Basic
vocational
Polytechnics
University
Aplied to popular Aplied to balanced
Aplied to rejected Did not apply
Mother’s education,
N 1490 (2886*), in four cities:
22. 22
Pupils’ applying to the 7th grade to the other than
allocated school (popularity type) in relation to mother’s
education (%) (Seppänen 2006)
48
53
66
76
34
31
23
22
18
17
11
3
0 % 20 % 40 % 60 % 80 % 100 %
No
vocational
Basic
vocational
Polytechnics
University
To popular To balanced To rejected
Mother’s education,
N 792, in four cities:
23. 1. Popularity of schools divided and application flows
were towards centres. On average 1/3 of age cohort
applied to another than the allocated school, 1/2 in the
capital city Helsinki
2. Families' "self-selection" to the school popularity levels
or outside the markets
3. Socio-economic profile of schools segregated more
strongly according to parental "choices" than based on
catchment areas
4. The nature of families' preferences to attend to schools
seemed to be practical, social and class-related based
on open-ended answers in a postal questionnaire
Brief features of ‘the lived education markets’
in four Finnish cities, 2000
24. 24
The Content
conclusions of school choice in Finland
1. The policy named school choice in Finland
Arguments for politics of school choice
A role of school choice policy in
comprehensive schooling systems
2. Brief features of ‘the lived education markets’
in four Finnish cities, 2000
is applied form different premises than in
English-speaking tradition
but in practise creates socially segregating
outcomes
25. 25
References
Chubb, J.E. & Moe, T.M. 1990. Politics, Markets & America’s Schools.
Washington, D.C.: The Brookings Institution.
Friedman, M. & Friedman, R. 1980. Free to Choose: a personal statement.
Harmondsworth : Penguin Books.
Green, A., Wolf, A. & Leney T. 1999. Convergence and Divergence in
European Education and Training Systems. University of London. Institute of
Education.
Kivirauma,J., Rinne, R. & Seppänen, P. 2009. Changing the Tide of
Education Policyin Finland: From Nordic to EU educational policy model. In
'Hill, D. (ed.) The Rich World and the Impoverishment of Education:
Diminishing Democracy, Equity and Workers’ Rights. New York: Routledge
Seppänen, P. 2003a. Miten ja miksi kouluvalintapolitiikka tuli Suomen
peruskouluun 1990-luvulla? Kouluvalinnan lainsäädäntömuutokset sekä
perustelut ja kritiikki kansainvälisessä valossa. [How and why school choice
policy arrived at the Finnish comprehensive school during the 1990s. The
legislation changes and arguments of the school choice in the international
perspective] Yhteiskuntapolitiikka 68, 2, 175-187
Seppänen, P. 2003b. Patterns of 'public-school markets' in the Finnish
comprehensive school from a comparative perspective. Journal of Education
Policy, 18 (5), 513-531.
Seppänen, P. 2006. Koulunvalintapolitiikka perusopetuksessa.
Suomalaiskaupunkien koulumarkkinat kansainvälisessä valossa. [School-
Choice Policy in Comprehensive Schooling – School markets of Finnish
cities in the international perspective] Turku: Finnish Educational Research
Association: Research in Educational Sciences 26.
Whitty, G., Power, S. & Halpin, D. 1998. Devolution and Choice in
Education. The School, the State and the Markets. Buckingham: Open
University Press.