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The Finnish National Education system

The Finnish National Education system. Effective Risks. The Finnish National Board of Education. Finnish learning outcomes are placed in the top of the world. The report Education at a Glance: OECD Indicators 2006 presents the Finnish education system in a very positive light

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The Finnish National Education system

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  1. The Finnish National Educationsystem Effective Risks

  2. The Finnish National Board of Education

  3. Finnish learning outcomes are placed in the top of the world • The report Education at a Glance: OECD Indicators 2006 • presents the Finnish education system in a very positive light • Measured by performance, Finland mainly figures close to the top of the list, but the expenditure and time-use are of average OECD level. • the results for Finland are largely similar year after year • A new study published by the European Commission shows that one in five 15-year-olds and many adults in Europe cannot read properly. EU Education Ministers have set a target to reduce the share of poor readers from 20 percent to less than 15 percent by 2020. Only five countries, Finland among them, have already achieved this target.

  4. Is everything all right ? • Despite the goodresults of learningresultsFinnishstudentsdonotthrive in school • Pisa study does not measure the social skills and emotional wellbeing • It is important to invest in well-being as a wholenotonlylearning

  5. School drop-outs School drop-outs(%) whicharenotproceeded in otherstudies (Nurmi,2011) Matriculationexamination Universities Basic education Vocational qualification Polytechnic 0,6% 4,6% 6,9% 5,0% 9,4 % 2,3%

  6. Why? • Recent studies have shown that in the background of the school drop-out and the exclusion is often • Parent’s low level of education (mother) • Single parenthood • Learning difficulties • The psychological mechanism negative thinking , poor motivation and school failure Vicious circle

  7. Vicious circle

  8. Something about learning disabilities • Learning disabilities is a problem that affects a wide sector of the population, and also has a major impact on individuals • Disabilities can occur in early childhood such as motor coordination, language development, or perception problems. • At school age difficulties become raised, including the difficulty of reading, writing, or calculation of basic skills in adopting

  9. Exlusionssosial and individualmechanisms Learningdifficulties (dyslexia, dyscalculia) • -Fair of failure • Anyintresting in studies • avoidingthe exercises Poorschoolprosperiy Poorschoolprosperity Choise of fellows Problembehavior Familyform Failures in school depression Parentslevel of education

  10. Learning disabilities are often perceived as a childhood and school-related difficulties. • Difficulties do not disappear with age. In addition, they affect a wider study aspects of life. • Learning difficulties related with substance abuse problems and exclusion • By determining a learning disability can also affect social exclusion. For example, earlier interrupted studies can be of assistance to be completed, which promotes employment and through it into society.

  11. The incidence of learning difficulties • Estimatesrangebetween • About 20-25 % of the population • About 3-6 % is diagnosed • Almostquater of Finnishpupilsneedsspecialeducation in differentsubjects at somepoint of theirstudies • With the help of specialeducation the youngcangetalong the Basic eduction , butfurther is moredifficult • The big block is that in fact the younghaven’tlearned to learn.

  12. According to Schoolhealthpromotionstydy (2009) difficulties in learnighave • 32% the basiceducationpupils • 35 % the general upppersecondaryeducationstudents • 30% the uppersecondaryvocationaleducational and trainingstudents • 38 % of basiceducationpupils (classlevel 8. ja 9.) feelsthatschoolrelatedworkload is to high , at the general upppersecondaryeducationstudentseven 47 % and the uppersecondaryvocationaleducational and trainingstudents 24 % feels the same.

  13. Learning disabilities are common in offenders than the population average • Prisonshavedyslexiaand/ordyscalculiaabout 43 % (Finnishresearch. Salo 2006) • Learningdisabilitiesare common in substance abuse and mental health problems • Identifying learning disabilities and rehabilitation can be added to offenders adhesion to the society, to prevent social exclusion, and possibly also to reduce recidivism • Substanceabusereven 70 % havelearningdisabilities KRIMINAALIHUOLLON TUKISÄÄTIÖ Monisteita 3/2011

  14. Nurmi,J-E.2011. NMI-bulletin.Vol.21,No2.NiiloMäki foundation • D:\IP\OKM - OECD World-class efficiency in Finnish schooling.mht • D:\IP\The Finnish National Board of Education - Guidance and counselling.mht • D:\IP\Statistics Finland - Entrance to education 2010.mht • D:\IP\Osaava ohjaus » Oppimisvaikeudet.mht

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