Previous cycles were conducted in and For the cycle New Zealand data was collected after the release of the international report, in Term 4, For the cycle, data was collected in Term 4, , by the Educational Measurement and Assessment team of the Ministry of Education, in co-operation with the international study consortium.
Internationally over , teachers and 13, principals in 48 countries participated in the TALIS survey. The study surveyed lower secondary teachers in all countries with some also participating at the primary and upper secondary level. A stratified sampling design ensured a spread of different sizes, institution types, state or independent schools and decile groups.
The teachers who participated were randomly selected from a list of eligible teachers provided by the school. In late , 2, full or part-time teachers from any subject including special needs and principals, from schools across New Zealand participated in the TALIS survey. Overall the findings are that teachers in New Zealand report high satisfaction in their jobs, get on well, are well trained and well prepared to use technology, are generally confident in their assessment practices and classroom management.
However, they report a reduction in class time spent teaching and an increase in class time spent on keeping order and administration tasks. In addition, principals are reporting an increase in the frequency of incidents of bullying and intimidation among students. We would like to thank the teachers and principals from the schools who participated in the survey. Their efforts and contributions have provided New Zealand with a valuable resource.
Furthermore, we acknowledge the collaborative effort of educators and researchers across the world, led by the OECD secretariat and the international study consortium. Key findings from TALIS Overall the findings are that teachers in New Zealand report high satisfaction in their jobs, get on well, are well trained and well prepared to use technology, are generally confident in their assessment practices and classroom management. What if your child spends all day learning phenomenological regressions of the Konami Code?
Though that would be fascinating. Finland's parents, however, don't have such concerns as teaching is a highly respected and professional field in Finland. Most teachers hold a master's degree, and basic-ed teachers are required to hold them. Eighty percent of basic-ed teachers also participate in continuing professional development. This level of learning and continuous development ensures Finland's educators are steeped in the science of teaching — ironically, drawing inspiration from the American pedagogy of yesteryear. Nor are schools left entirely to their own devices.
The Finnish National Agency for Education promotes self-evaluation and improvement for both schools and their teachers. In terms of basic education, it's true that Finland does not use national standardized tests; however, they do implement national evaluations of learning outcomes. However, Finland's evaluations are sample-based, not comprehensive. They are also not tied to school funding nor used to rank schools. Instead, the evaluation looks to assess the school's qualifications and are then provided to the administrators for developmental purposes.
Oh, did we mention that school meals are free to all children? And that guidance and counseling are built in as part of the curriculum?
Because they are. After basic education, your child can choose to continue to upper-secondary education. While not compulsory, 90 percent of students start upper-secondary studies immediately after basic. Because of Finland's devotion to no dead ends, the other 10 percent can choose to return to their education later at no cost. Upper secondary is split into two main paths, general and vocational, and both take about three years. General education takes the form of course work, but students have a lot of freedom to decide their study schedules.
At the end of general, students take the national matriculation exam, Finland's only standardized test. Their scores are used as part of their college applications. Vocational education is more job focused and incorporates apprenticeships as well as school learning. About 40 percent of students start vocational education after basic.
This path ends with competence-based qualifications after the student completes an individual study plan. It's worth noting that students aren't locked into these paths. As part of Finland's devotion to education and decision-making, the two are permeable so students can discover new interests or create a path that threads between the two. With your child exceling in upper secondary, you're probably worrying that your child's nest egg may not be sufficient for higher education.
Not to worry. Higher education, like basic and upper secondary, is free.
Current status + progress
Remember, equal access to education is a constitutional right in Finland. Students are only required to pay for books, transportation, and other school supplies — and student financial aid is readily available.
Finnish colleges are divided into two types: universities and universities of applied sciences. Universities focus on scientific research, while universities of applied sciences emphasize practical applications. Students usually receive a bachelor's degree in four years of full-time study, comprising studies, electives, and a project.
Master's degrees take five to six years, and as a rule, students are admitted to study for a master's right away. If your child chose the vocational path, they can continue their education at a university, typically a university of applied science. But again, Finland's educational paths are highly adaptable. It will come as no surprise that Finland supports robust adult education to promote social equity and a competent labor force. Companies can purchase in for staff development, and labor training is provided for the unemployed.
While not free, adult education is and sorry if we're getting a bit repetitive highly subsidized with costs dependent on personal circumstances. How is Finland able to provide such comprehensive, universal education for all citizens? Simple: Everybody is on board. Beyond enshrining the right to education in their constitution, the Finnish people value education and put in the time to build a system that adheres to the best education research 80 percent of which comes from the U. If other countries want to follow Finland's model, they needn't photocopy its education model; however, they will need the country's gusto for education's importance.
Kevin Dickinson. This article was originally published by Big Think. The views expressed in this article are those of the author alone and not the World Economic Forum. I accept. Here's how Finland's education system works.
How does Finland’s top-ranking education system work? | World Economic Forum
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