The new report highlights the differences between Finland and Estonia through eight key questions. They explore the reasons for and consequences of the Estonians’ greater educational belief, motivation towards the sciences, support for learning and ensuring top expertise through assessment and encouragement, among other things.
Anni Siltanen, Chief Advisor at the Chemical Industry Federation of Finland, points to one of the conclusions of the report which describes the differences between Finland and Estonia in the form of teaching and can partly explain why the two countries are headed in two opposite directions in terms of educational success:
“One obvious difference between the countries is that the Estonian education system requires less self-guidance and learning is highly teacher-driven. Our system, which relies heavily on self-guidance, is in urgent need of a critical examination,” says Siltanen.
The trade associations want to find ways to turn the course around in terms of the level of knowledge and skills in Finland. They propose the following solutions:
1) critical examination of our education system, which is based on self-guidance, 2) making LUMA clubs (mathematics, science and technology) a permanent part of the Finnish model for leisure activities, 3) investments in the support and guidance of diverse learners, and 4) higher participation in early childhood education and care.
Teacher of chemistry didactics at the University of Helsinki Jarkko Lampiselkä has given a lot of thought to the Finnish education system and sees the situation as unsustainable for Finland’s competitiveness.
“Support for LUMA should be included in the government platform. The government should set concrete goals to make Finland the best OECD country in PISA. This requires extensive efforts from early childhood education and care to higher education, including comprehensive further education for teachers and support for pupils’ leisure activities.”
Lampiselkä says that schoolchildren should have access to LUMA leisure activities that are just as high-quality, differentiating and competent as the activities that sports clubs currently offer to those interested in sports and exercise and that music institutes offer to those interested in playing instruments and composing music.
“There are plenty of opportunities in Finland to independently study languages, history, crafts and virtually every other subject except mathematics and the sciences. The fact that we have allowed the situation to reach this point is simply inconceivable and unsustainable for Finland’s competitiveness.”
Lampiselkä points out that Finland does not raise world champions in ski jumping or rally racing using only the physical education resources in school nor does it produce internationally renowned conductors of symphony orchestras based merely on the music lessons given in school.
“It is a misconception to believe that Finland will produce any Nobel Prize or Fields Medal winners based only on the science and mathematics classes taught in school. Adequate resources, skilled coaching, the right networks and long-term commitment are the elements that will allow Finland to produce potential world stars in science in the decades to come.”
However, Lampiselkä stresses that the purpose of LUMA leisure activities would not be to simply produce exceptionally talented individuals in Finland, but to raise the level of knowledge and skills overall.
Based on the new report, the trade associations draw four conclusions and propose four solutions to raise Finland’s level of knowledge and skills:
- The relationship between self-guidance and teacher-driven learning should be examined.
The requirement of self-guidance that is built into the Finnish education system can be too demanding for many children. We need to thoroughly examine the principles underlying our education system and the expectations we can have towards the self-guidance skills of children in lower comprehensive school. It seems that the differences between our schools are too large when it comes to the emphasis on self-guidance versus a teacher-driven approach. Excessive self-guidance can be counterproductive for some children, whereas a stronger teacher-driven approach could improve their learning outcomes without negatively affecting the learning of others. - Science and mathematics clubs should become a part of the Finnish model for leisure activities.
We should create opportunities for children to get excited about mathematics and other LUMA subjects through club activities by making LUMA clubs a part of the Finnish model for leisure activities (project of the Ministry of Education and Culture). Science clubs can introduce a new approach towards LUMA subjects that is more interesting than the one used in basic education. They also give gifted pupils a chance to further enhance their skills. - We should invest in guidance for diverse learners.
We need new ways to guide diverse learners. Pupils who require special support, boys, pupils with an immigrant background and gifted pupils all need adequate attention. Guidance can help tackle the gender differences in different sectors and help pupils make successful career choices overall. - We should encourage higher participation in early childhood education and care.
Participation in early childhood education and care (ECEC) has a clear link to the level of knowledge and skills later on in life. However, the participation of Finnish children in ECEC is lower than in the comparison countries. We should continue our efforts to increase participation in ECEC.
The report entitled “Miten Virosta tuli Pisan ykkösmaa ja Suomi tippui kyydistä?" (How did Estonia achieve first place in PISA and why has Finland fallen behind?) was commissioned by the Chemical Industry Federation of Finland, Finnish Energy (ET), Union of Professional Engineers, Academic Engineers and Architects in Finland (TEK), and the Union of Professionals in Natural, Environmental and Forestry Sciences (Loimu), with funding from the foundation of the Confederation of Finnish Industry and Employers (TT). Trade unions have long expressed a concern over the decline in scientific and mathematical knowledge and skills in Finland. High-level knowledge and skills are necessary to support Finland’s ambitious climate goals and the carbon-neutral transition of industry.
More information
Juhani Nokela
Director of Public Affairs
Academic Engineers and Architects in Finland TEK
tel. +358 40 7547 459
juhani.nokela@tek.fi
Anni Siltanen
Chief Advisor, Skills and Competence
Chemical Industry Federation of Finland
tel. +358 44 562 5991
anni.siltanen@kemianteollisuus.fi
Miihkali Härkönen
Special Advisor
Union of Professional Engineers
tel. +358 50 307 5587
miihkali.harkonen@ilry.fi
Mikko Salo
CEO
Loimu
tel. +358 41 458 0033
mikko.salo@loimu.fi