Finnish system of upbringing and education. Finnish educational system: prospects for foreign schoolchildren and students

In this article we will talk about education in Finland and its features. You will also learn how a Russian can become a Finnish student and how best to do it.

Preschool education

Every child in Finland is treated as a full-fledged and completely independent individual. That is why every citizen receives a passport immediately after birth. From the age of nine months, a child has the right to a nursery and even to attend a kindergarten around the clock if one of the parents, for example, works the night shift. In preschool institutions, much attention is paid to the health of the child, so children walk a lot and play outdoor games. There are several types of kindergartens in Finland:

• State.
• Private - usually in such kindergartens a certain program is chosen (Montessori, Waldorf garden) and all children's activities are built in accordance with it.
• Private-municipal - in this case, expenses (or fees for kindergarten) are borne by the state.
• Family kindergarten - children are supervised in a private house or apartment. Organizers are required to fulfill a number of conditions. For example, organize imported food or hire a cook, provide supervision for children - up to three years old, there can only be four children per adult.

From six to seven years old, children begin to prepare for school. Moreover, this is their right, not an obligation. Compulsory education begins the year the child turns seven.

Finnish school

Statistics show that Finnish schoolchildren have high results in many school subjects, but spend very little time studying. Here are some interesting facts that demonstrate the veracity of the last statement:

• Children do not receive grades until third grade.
• Exams are not compulsory in schools.
• The child can decide for himself whether he needs the knowledge that is given in the lesson. If not, then he has the right to do something else.
• There is no shame in staying a second year.

With all this, discipline in the local school is quite strict. Each child has an electronic diary, in which comments from a teacher, health worker or psychologist are entered. Parents can control the child, know about his affairs and whereabouts. The child makes up for each missed lesson - he can attend classes in the class indicated by the teacher.

Education in Finland is based on the principle of equality. Thus, every school in the country has the same equipment and financial support. There are no classes for the “dumb” or “gifted,” “disabled,” or “children with mental retardation.” In general, they try to include children with physical disabilities into the children's team as early as possible and adapt them to ordinary life. “Ordinary” children also do not see much difference between themselves. Perhaps this is why parents choose a school that is closer to home, do not strive to get to a particular teacher and do not take their children to tutors.

Separately, I would like to discuss Finnish teachers, since in this matter the Finns stand out from other countries. For example, each teacher has an assistant in the classroom, receives a high salary (5,000 euros per month), but an employment contract is concluded with him for only one academic year - from August to May. Teachers in this country work calmly, no one torments them with checks and paper reporting. But they are happy to help students in their own time, catching up on those who are lagging behind in some subjects.

The principle of equality extends to Finnish schools and to students. Thus, it is not customary here to collect questionnaires with information about parents’ place of work or to inquire about family income. Children are not used to having one of them singled out, labeled as a favorite or a klutz. On the contrary, they try to identify talents in every child and develop them. (this is such a profession) studies the inclinations of students through tests and oral discussions. Moreover, there is no shame in the fact that someone is more interested in the profession of a bus driver than in the prospect of becoming an influential banker. As they say, all professions are needed...

Studying in Finland is not limited to standard numeracy or writing lessons. On the contrary, it is very practical and directly related to living conditions. For example, every student knows how to calculate taxes, add up discounts and understand the terms of promotions. Children also learn how to write a resume, make presentations and use the Internet. Students even bring reference books and tablets to the exam. What is considered important here is not memorizing dates, but the ability to find the necessary information.

Secondary education

After nine compulsory classes, at the age of 16, children must choose a further path - vocational education or study at a higher school (analogous to our lyceum). In the first case, after graduating from college, a graduate can go to work or continue to receive education at a university of applied sciences. In the second case, he will choose the university that suits him best. Moreover, the decision made may not be final, and there are cases when, after the lyceum, a student chooses a completely different specialization. To enter the lyceum, a student must pass a rather difficult exam in high school. In the last years of schooling, children can independently choose specialized subjects and the degree of their study. Thus, a future student of the Faculty of Mathematics will most likely choose in-depth lessons in the exact sciences.

Higher education in Finland

The country's universities are famous and popular among students all over the world. It is not surprising that many young people dream of getting here. In order to enter a university in Finland, you need a high school diploma and fairly high grades. Each university sets additional conditions for applicants independently. Education in the country is free, even for foreign citizens. The only condition is payment of membership fees or payment for teaching aids. All higher education institutions are divided into universities and polytechnic institutes. Here you can get not only the usual bachelor's, master's or doctorate degrees, but also an intermediate degree between the latter - a licentiate. University students should be prepared for the fact that serious scientific work, huge lists of literature, coursework and laboratory research await them. The University of Applied Sciences attracts those who want to immediately start working after studying. This educational institution is often offered because many students are already employed in enterprises and firms.

For foreign students

Education in Finland for Russian students is still quite accessible and completely free (with the exception of the mandatory fees for all, which we wrote about above). To fulfill his dream, the applicant must prepare a package of documents, which includes a certificate confirming graduation from school with fairly high grades. In addition, the future student should have an amount in his account that will cover his current expenses for several months in advance. However, the availability of work can be taken into account by the university management (but it should be remembered that a student can only spend 25 hours a week on part-time work during study hours). If you want to get an education in Finland, then you need to know one of three languages ​​at a basic level - Finnish, Swedish or English. However, for the first time, English is enough, and the state language of the country can be mastered in free courses.

Language schools

As you know, Finnish is one of the most difficult languages ​​in the world. But if you know one of the Finno-Ugric languages ​​(for example, Udmurt), then the task will be greatly simplified. If not, but you still decide to study Finnish, then you will immediately face several problems. First of all, there are practically no language schools for foreign citizens in this country. Recruitment for learning the Finnish language from scratch is carried out several times a year at certain times, and for businessmen it is difficult to find corporate courses. But the full immersion method works best when the student lives at home with his mentor. In this case, he not only learns the language, but also gets acquainted with the way of life and traditions of this country.

In recent years, many Russians have begun to visit other countries in order to learn English. However, Finland practically does not practice such experiments. Most school camps are organized by Russian companies for Russian children. Students do not perform well because they communicate with each other, and most teachers are not native speakers. But for students, attending a summer language camp can be of great service. Firstly, you will have the opportunity to deepen your existing knowledge, and secondly, improve your English. But it should be remembered that the trip will only be productive if the student already knows the language well enough.

Abo

This ancient academy is located in the student city of Turku and is the second largest educational institution here. Many students who decide to study abroad choose this university, since study programs in English have been successfully implemented here for many years. Another feature of the academy is that the main language of instruction here is Swedish. This is why Abo Academy is so popular among Scandinavian students, who, by the way, take a mandatory language proficiency exam. Every year the university accepts about 600 foreign students. Like other universities in Finland, Abo teaches its students completely free of charge.

Helsinki

This educational institution, founded in the mid-17th century, enjoys great prestige in Europe. The University of Helsinki offers its students a wide range of disciplines and courses of study. Among the most famous graduates of this university are several presidents of the country, Nobel laureates and the creator of the Linux system. Upon admission, applicants choose one of eleven faculties (each of which includes several departments). Later they will settle on a campus where, in addition to dormitories, there are cafes, sports complexes, language schools and many places for relaxation. The pride of Helsinki is the National Library of Finland and the University Museum. Foreign students can begin their studies after passing the exam, interview and application. It should not be forgotten that the competition for admission here is always high, since the management is accustomed to working only with the best students.

Aalto

Like other Finnish universities, Aalto University has brought together a variety of faculties within its walls. Here you can get an education as a designer, become an architect, learn how to manage a business, or plunge headlong into new technologies. The university has more than 20 thousand students, 11 percent of whom are foreigners. Young people are attracted here by the opportunity to connect different disciplines and interact with different sciences. Their mentors believe that only in this way is it possible to achieve the innovations that are so necessary in every field of activity.

University of Eastern Finland

This large scientific institution is considered one of the best in the country. More than 15,000 students study here and about 3,000 teachers work here. UVF offers applicants a choice of training from 100 specialties, a constantly developing modern learning environment and comfortable living conditions. Interestingly, this educational institution appeared only in 2010, when the University of Joensuu merged with the University of Kuopio.

Conclusion

Studying abroad is the dream of many Russian schoolchildren and their parents. If you have decided to enroll in a university in Finland, then you can be congratulated on the right choice. First of all, you will receive a quality education that is highly valued throughout the world. Secondly, you will be able to completely immerse yourself in a new language environment, learn several languages ​​or improve your existing knowledge. Another important point is that you will find yourself in living conditions that are not too different from Russian ones. A similar mentality and similar climatic conditions will help you adapt to a new life. If we add to all of the above free training, not too high prices and the opportunity to work in a good company, then a rather attractive picture emerges. However, do not forget that getting an education in Finland is not so easy. To do this, you will have to pass quite difficult exams, present a diploma of secondary education with high grades and prove your financial solvency. You also need to know English well enough or If you have all the specified papers and knowledge, then you can safely apply to any university you like.

Factors of effectiveness of the Finnish education system

In the PISA 2000 and PISA 2003 studies, Finland achieved a very high average result, especially in the area of ​​children's reading. Moreover, only in a few countries the educational achievements of schoolchildren are so little related to extracurricular factors: the economic, social and educational level of the family.

The achievements of Finland are considered exemplary; the Finnish experience is analyzed by the global educational community. What features of the Finnish education system led to such high results?

Some general features of the Finnish education system

In Finland, children attend school from the age of 7. After the reform of preschool education in 2000, local education authorities are obliged to provide a place for everyone in a preschool institution. 93% of children attend preparatory groups at school or kindergarten. The academic year begins in mid-August and ends in June. The choice of school is free; no one is obliged to send their children to school at their place of residence.

What types of schools exist in Finland?

• The first school isjunior level,lasting 6 years. There are about 3,000 junior schools in the country. All subjects, except foreign languages, are taught by one class teacher.
• The second type of school is a three-year “high school” (7th to 9th year of study), there are about 600 of them in the country. Subject teachers work in these schools.

• The third type of school isLukio(gymnasium), there are about 400 of them. They do not have the usual classes for us, but there is a system of courses in which training can last from 2 to 4 years. The final exam in Finland is a centralized exam. GPA is a decisive factor for those who want to continue their studies at the university. If a graduate has a good GPA, then he can apply for admission to the university. Whether he will enroll or not is decided by the university admissions committee. The number of applicants to a particular faculty depends on the teaching staff of the faculty. The idea of ​​increasing the workload on teachers is not discussed by anyone: this will reduce the quality of teaching.

Sociocultural conditions as a success factor

Many believe that the success of the Finnish education system is associated with sociocultural and geographical features. What are they?

Finland has long, cold, dark winters, and a reading tradition has long been formed here, which does not exist in European countries located further south. Already at the beginning of the 20th century, Finland had the lowest percentage of illiterate people in the world (3.8% of the adult population). The traditionally high value of reading has been passed on from the older generation to children and youth.

Success in education is also influenced by the properties of the language: Finnish spelling corresponds to the phonetics of the language. There are no discrepancies between spelling and pronunciation, as in most other languages, in Finnish. Of course, such discrepancies do not really bother an adult, but they play a significant role in the process of learning to write and read. This primarily concerns children classified as at risk in PISA studies. These are those students who struggle to overcome the lowest level of understanding the text or do not cope with this task at all.

Foreign television is successfully used to develop reading skills in Finland. As a rule, the translation of foreign programs and films is not synchronized, but is done in the form of subtitles. Those who read few books but like to watch TV practice speed reading every day. Since they do it voluntarily, they want to watch TV! - the effect is quite high.

Income differentiation in Finland is the lowest of all developed countries. Of course, in Finland there are scientists and lawyers, doctors, teachers - on the one hand, and postmen, drivers, salesmen, mechanics - on the other. But there is no such social stratum as the proletariat. Every Finnish teacher knows that the values ​​and normative attitudes in the families of his students are quite similar, which cannot be said about families in Germany or Russia. And although a high degree of homogeneity is characteristic only of the interior regions of Finland and is not so pronounced in densely populated regions and large cities, it has a significant impact on PISA results as a whole.

However, it is completely wrong to see the secret of Finnish success only in sociocultural and geographical features.

Regular studies of the quality of education, both international and domestic, convince us of this. For example, in the 1960s survey of mathematics achievement (IEA -1964), Finland's performance was low; in the same study from 1981, it is already at the average level; and in the TIMMS -1999 study, the results of this country are already significantly above average (only 6 out of 38 countries showed statistically significant higher results). Similar dynamics are observed for other significant indicators (knowledge in natural science, reading ability, etc.). Thus, although the objective sociocultural characteristics of the country play a certain role, the main factor of success was the reforms of the education system.

Welfare State Concept

The success of the Finnish education system is a consequence of targeted reforms driven by the idea of ​​the "welfare state". This socio-economic model, adopted in Finland after the Second World War, led in the 60-70s to the beginning of targeted, deep structural changes in the entire state and social structure. Reform of the education system became the core of the central project of social development. That is why it is impossible to consider the Finnish education system in isolation from the process of socio-economic and political development of the country as a whole.

It must also be borne in mind that until the 60s, Finland was an agricultural country, 35% of the population of which was associated with agricultural professions, which were traditionally passed on from father to son. The education system was built taking into account the fact that young people were early involved in production relations in agriculture and were not interested in receiving higher education. The bulk of the population graduated from incomplete secondary seven-year school ("kanzakoulu"). To high school ("oppokooolu"- five years of study) and the three-year senior level - gymnasium, which gave the right to receive a higher academic education, few went. For them, such a decision meant a break with family professional traditions. The education system that existed before the structural reforms was parallel, focused on meeting the current needs of the population, which had developed according to tradition. The prospects for social development were not yet visible at that time.

It all ended dramatically: in connection with the crisis of overproduction of agricultural products, a political decision was made to liquidate a huge number of small peasant farms. At the end of the 60s, more than 300,000 Finns moved to neighboring countries. One can imagine what a threat this process posed to the development of a country with a total population of 4.5 million people!

A new concept for the development of society and the state has become a vital necessity. To ensure the material and spiritual well-being of the nation, the “welfare state” model was created.

It should be noted that the concepts of the “welfare state” developed in Finland and Sweden differ significantly from models with the same name in other European countries. Three main elements of public policy make up the welfare state model: the need for economic growth, the social rights of citizens and the welfare of citizens guaranteed by the state. The essence of the model is in linking these elements with each other, in understanding the nature of their interdependence. Social equality, productive labor, material well-being, and democratic structure (governance) were ideologically linked in it. This makes equality and solidarity a means of increasing economic efficiency, but at the same time they are goals for which economic growth is important. As part of the reform, great importance was attached to the pension and health insurance system, budget allocations for education, care for the elderly and disabled, assistance in providing housing and unemployment benefits, and scholarships for students. The central aspect of the model was ensuring the right every citizen to a full-fledged education - a position from which the entire concept of school system reforms stemmed. At the same time, the main question was not about how much the reforms would cost, but about how much money the state needed to ensure them.

Integration, not differentiation!

Today in Finnish society there is a dominant positive attitude (consensus) towards the gradual transition of the entire school system to socially integrative schools that integrate weak and strong students, as well as children with any developmental disorders, into the general stream. This policy began in the 70s, and the last special school closed in Finland a few years ago. Until the end of general secondary compulsory education (up to 9th grade), all children study together.

The advantages of an integrative school are that it provides an opportunity for weak students to develop effectively, flexibly adapt to the increased demands of the labor market, and also promotes social integration and consolidation in society. Associated with the integrative approach is the need to develop special forms and methods of educational work that are consistent with the range of different potentials for students’ educational achievements, not only in primary but also in secondary school. In addition to teachers who have a diverse teaching repertoire, schools employ specialists who know how to work individually with children.

At the initial stage of the reforms, the Finnish public was concerned that they might lead to a decline in the overall level of education. Therefore, schools have introduced intensive elective courses, starting in grades 6-7. However, this experiment quickly came into conflict with the idea of ​​equality, was considered pedagogically unproductive and was cancelled.

In Sweden, differentiation of children based on educational achievements is prohibited by law. Schools are not allowed to select children for special intensive courses in a particular subject. Teachers at one Swedish school admitted in an interview with the German magazine Pedagogy that they tried to secretly conduct such courses, selecting the most capable students, but they clearly saw that from a pedagogical point of view this was completely wrong. “We have seen the feasibility of the principle of integration from our own experience and are no longer making such attempts.”

In line with the basic idea of ​​integration and equality, the issue of repeating a year is also being resolved. Although it has not been legally abolished, it is used only in extreme cases. Retention for a second year is recognized as pedagogically and economically senseless.

All these educational and political decisions are a consequence ideas of equality. This idea is understood more radically in the Scandinavian countries than in other European countries, where it is also proclaimed as a central element of educational policy. In Finland, the idea of ​​equality is understood most radically and includes not only equality of chances, but also equality of results. This means that all students, regardless of initial abilities, favorable or unfavorable social conditions for learning, should receive an equally high educational level by the end of the 9th grade. Finnish schools are structured to ensure this equality of results. This is the secret of her success and high scores in PISA.

Pedagogy

Finnish pedagogy, both in theory and in practice, is designed to ensure the political idea of ​​equality. In psychological and pedagogical theories in the 70s, there was a decisive refusal to pay attention to innate abilities or gifts and a transition to the study of abilities that influence the learning process. “The influence of various cognitive abilities on the results of the educational process should not be overestimated. If the taught material is correctly distributed and adapted to the needs of the individual student, gradually becoming more complex, and at the same time it is accepted that the speed of assimilation of the material can be different, then the learning results in groups with different abilities at the end will not differ much from each other. Accordingly, teaching in primary school should be differentiated so that the different times required for different students to master the material should become a recognized part of the system?

The concept of the American teacher Bloom was chosen as a didactic model to ensure this process." masterylearning", according to which the central element of the educational process is the careful formulation (definition) of educational goals and the subsequent detailing of these goals into individual steps, where for each, again, an educational goal is precisely formulated. The achievement of these goals must be monitored in a timely manner. A significant role is played here principle of overcoming difficulties, according to which the most important task of the educational process is that we promptly identify the difficulties that the student faces and help him overcome them. The system for assessing educational achievements is also important: marks that allow comparison of one student with another have been eliminated. Efforts were now directed towards the student's perception of his educational achievements - progress in learning, which should strengthen the student's confidence in himself, his abilities and increase a positive attitude towards the learning process as such. Already in the early stages of learning, self-assessment is practiced.

In recent years, there has been a transition from Bloom's concept, which was based on behaviorist learning models, to constructivist learning models based on the ideas of Piaget. They emphasize the student’s own activity in learning.

In the Finnish education system, teachers are given a high degree of freedom, guaranteed by law. However, teacher education reform went hand in hand with freedom. Teachers really need to master the full range of pedagogical methods and approaches. Only in this case can pedagogical freedom bring the expected results.

It's all in the beginning!

Both Finland and Sweden are characterized by the high role played by educators and politicians preschools and junior schools in the education system. They are the ones at the forefront of the entire school system.

It is believed that the success or failure of a child is determined precisely by the beginning of his educational path. This level requires teachers of the highest qualifications. “The most qualified teachers should work in the preschool sector and in primary school. It is during this period that a lot can be ruined, a person’s whole life can be ruined. In the senior level, of course, you can also do harm, but this is not so easy to do. Therefore, the most qualified teachers should work precisely at the junior level", - says Eskil Frank, vice-rector of the teacher training school in Stockholm. It is no coincidence that the film by the famous German director and journalist Reinhard Kahl, dedicated to the Finnish education system, is called “It’s all in the beginning!” In Finland, preschool teachers must have a university degree and communities are required to provide every child with the opportunity to attend a kindergarten or preparatory class at school. Children living in remote areas are brought to school in a special school taxi. The state makes targeted investments in the education of each individual child. "We need every student, we can't afford hopeless cases?" - says Jukka Saryala, President of the Central Department of Education in Helsinki. In Sweden, the state has consistently reduced parental fees for attending preschool institutions in order to ensure wide access to preschool care and education.

The pedagogical orientation towards the decisive importance of the junior level is clearly manifested in the distribution of public funds for education: The main flow of funding goes to the preschool and primary school levels. The role of the teacher in the senior level is not as high as in the junior school. If the junior school does its job well, then the costs of the senior school are reduced. The cost of funds for the junior level in Finland is significantly higher than in Germany, and for the senior level it is lower. In Germany, increased attention is paid to high school. This is a significant difference from the deeply rooted attitude both in Germany and in Russia on the importance of the senior level, the task of which is to ensure admission to a university. It is necessary to overcome this misconception and draw appropriate pedagogical and policy conclusions from the Finnish and Swedish experiences. In Finland and Sweden, a "strong school" is one that raises weak and average students to the highest level to which they are capable of rising.

Decentralization of the school system,

pedagogical autonomy of a separate school

and intrasystem diversification

The founders of the schools are local communities. Schools have very broad pedagogical autonomy (methods, organization of the educational process and even curricula), and parents have the free right to choose schools of different profiles. Thus, with external formal equality, strong intra-system diversification was formed: Each school is obliged - in accordance with the needs of society - to develop and implement your individual pedagogical profile. Within the framework of very general and broad goals and instructions set centrally, the board of each school itself develops its own program and curriculum. There are large differences between Finnish schools, much more significant than the differences between schools of the same type in Germany and Russia. The flow of students in densely populated regions of the country is distributed between schools with different profiles and training programs. Some schools have more intensive programs, others less. The idea of ​​a “Finnish school” as a single educational system with common programs and curricula is incorrect. The general principles and goals are the same, but they are implemented at the level of an individual school in very different ways.

Currently, the central government agency plans to somewhat limit the freedom of schools in choosing programs - the discrepancy between schools has become too large. But the idea of ​​“profiling” remains valid. The profile refers to the orientation of the school towards a mathematical, linguistic, artistic or some other bias. There are even schools with a sports profile.

The abolition of state inspection is also associated with this organization of the school system. Some analysts consider it a major factor in improving the efficiency of the Finnish school system. Trust in teachers, also associated with the reform of teacher education, is the basis for the freedom granted to teachers. With the help of evaluation, the school learns about its work, strengths and weaknesses. Evaluation is associated with consulting schools on emerging problems, and not with assessing their work or, especially, with sanctions. The replacement of state inspection with an evaluation system should be considered an essential element of educational reform in Finland.

Integrating alternative models into the education system

The diversity of school pedagogical profiles has led to the integration of internationally recognized alternative school models into the Finnish education system. Pedagogical freedom, freedom to choose educational systems, is enshrined in the Finnish constitution, which proclaims the right to establish non-state schools and private educational institutions. The right to home schooling is also established by law. The 1991 legislation, which was aimed at decentralizing the school system, included a provision for the integration of previously private alternative schools into the general education system. Such alternative educational institutions as Montessori schools, Frenet schools, Steiner Waldorf schools and others with international recognition are established without any additional approval and are financed on the same terms as regular communal (state) schools. The 1991 law legalized and equalized their rights with state ones. The rationale for this decision is typical, emphasizing that the public school system is learning progressive teaching methods from alternative schools. To receive funding, alternative schools must enter into agreements with local communities, under which they are provided with full financial support equal to that of public schools.

Within-school factors of high achievement in Finnish schools. School staff

The pedagogical concept presented above, in its specific embodiment, has its own organizational features. The staff of a Finnish school consists not only of administration, classroom teachers and subject teachers. In addition to them, school staff include:

1. School sister, By basic education she is a nurse, but has additional education in the field of preventive health work. Such professional specialization is unknown neither in Germany nor in Russia.

2. Curator, A social teacher by training, she deals with problems of a social nature. If a conflict between two groups arises in a class, the class teacher does not deal with this problem. He sends the conflicting parties to a curator, whose main competence is the ability to solve interhuman and intergroup problems. He must also be proficient in therapeutic methods of working with groups. Problems that need to be solved with the participation of parents are decided by the curator, not the teacher.

3. Psychologist. Often children themselves come to a psychologist. The fact that there is an adult at school who is obliged to remain silent about the problems entrusted to him, who is always ready to listen to you, support you, and provide competent assistance, is extremely important for children and adolescents. The teacher simply does not have time to deal with such problems with students. Of course, we are not talking about real psychotherapy in this context; we are talking about individual psychological problems. For example, a good student’s performance suddenly drops. She cannot concentrate on her studies: an accident happened to her brother and he ended up in the hospital. This girl does not need help with her studies, but psychological support is necessary. If she receives it, she will be able to return to successful activities again.

4. Special teacher. The task of this teacher is support and pedagogical work with those lagging behind. A special teacher must have basic teaching education, work at least three years in school and then receive special additional education, including the basics of psychology. A special teacher must master the entire palette of methods and techniques necessary to overcome various learning difficulties together with students.

5. Assistants. In schools with many students and large classes, there are assistants who do not have special education. They work as hourly workers under the supervision of teaching staff. These could be applicants who have not yet secured a place at university, non-working parents, for example, mothers who do housework. Their help significantly relieves teachers.

6. Kitchen staff. Each school has a kitchen and canteen. Children receive nutritious hot meals every day.

Finnish schools have a teacher replacement system. Each founder has a reserve of certified teachers. If the main teacher becomes ill, he will be immediately replaced. Therefore, there are practically no cancellations of lessons due to the absence of a teacher. This is of particular importance for weak students, who suffer more than others from missing lessons.

Teachers can devote themselves entirely to teaching, since there are additional specialists - psychologists, curators and others - to solve other problems that arise. If the school has large classes (18-20 children), then hourly assistants are invited. They work at the direction of the teacher and, as a rule, take care of students who cannot or do not want to follow the class or participate in general work. If a student is disrupting the class, the assistant sits next to him and works individually. In no case should the teacher be distracted from his main task - presenting the material to the whole class. For struggling students there is support system, covering 16-17% of all students! The idea here is this: if a weak student is identified on time and targeted assistance is provided to him, then he will not need to spend another year at school. Repeating a grade is not only traumatic for the student, but also uneconomical for society as a whole.

How is support for especially weak students provided?

When a student cannot keep up with his class, a special teacher is first invited to supervise him. In difficult cases, he takes the student and gives him individual lessons or conducts them in small groups. As a rule, after such additional classes, the student can return to class and continue his studies.

If a student is unable to cope with educational problems with the help of a special teacher, then the law requires that this case be brought to a special council. It meets once a month and includes the school administration, the class teacher, and in some cases a subject teacher, a psychologist, a special teacher and a school doctor. First, it is determined whether the child’s academic problems are a consequence of health problems. If this is the case, then the student should be treated by a doctor and parents will be informed. If this is not the case, then the council looks for other reasons for learning difficulties. The council is developing a plan to help him. A month later, this case is brought before the council again. The main question is whether the measures provided for in the plan helped. If there are no visible results, then they discuss what else can be done. One of the possibilities is development of an individual curriculum (program) for this student. In this case, not all of the class's learning goals are required for that child.

Cooperation with parents is highly desirable. But if they don’t want this, then the school must manage on its own. She has no right to abandon to the mercy of fate a student who, unfortunately, has parents who do not want to take care of him. The legal subject here is the child. It is to him that the law guarantees the right according to which his needs for care, attention, and support will be satisfied. Cases of teenage hooliganism and youth crime have no place in this system, because long before a student prone to deviant behavior will be identified and provided with timely help and support.

So, the main factor for the success of the Finnish education system is a well-thought-out school policy, which is part of the concept of a welfare society. Humanism, as a mentality and real social practice, permeates the entire Finnish society.

In recent years, it has set itself new goals, confirmed by the constitution, - the transition to a knowledge society and a communicative society. Related to these goals is the use of new educational technologies that use the capabilities of computers and the Internet, as well as teaching methods that develop independence and social abilities. The majority of students should receive higher education, and Finnish society is well on its way to this goal: the proportion of the population with higher education in Finland is the highest in the world.

The article was published in the magazine "Public Education", No. 4, 2006.

Today it's hard to believe that Finnish education system less than 50 years old. It was in the sixties of the now last century that the system of higher and vocational education in Finland began to take shape. Over these half a century, Finland has come a long way - now there are 29 universities in the state, of which 10 are specialized (3 polytechnic universities, 3 higher economic institutions and 4 arts) and the same number are multi-faculty.

However, education in Finland, as in any other country, begins not with institutes, academies or universities, but with preschool education. As you know, secondary and higher education in Finland is free, but preschool education is paid. Kindergartens are divided into three types: municipal, private and family; parents themselves choose which kindergarten to send their child to. Payment for kindergarten depends on family income. The maximum fee for a kindergarten is 254 euros, the minimum is 23 euros per month. Kindergartens in Finland accept children from 9 months to 7-8 years. And from the age of 6 they begin to prepare for school for free. Sometimes there are not enough places in kindergartens, and then the state pays an additional 500 euros monthly to the family so that one of the parents stays at home with the child. In Finnish kindergartens there are (by law) 4 children per kindergarten teacher, so kindergarten groups are usually small.

I must say that Finnish school education constantly attracts increased interest from the world community. The fact is that Finnish schoolchildren show impressive results in the Program for International Student Assessment (PISA). In 2000 and 2003, Finland not only took first place in this “competition”, but was also the only European country among the leaders. To understand the reasons for such success, you need to dig deep into the depths.

Education in Finland starts from preschool age. And it begins in the nursery, where children aged from 3 to 6 years old go. In general, a lot of attention is paid to the preschool education system in Finland. First of all, preschool educational institutions must prepare the child for school.

The second level of education in Finland is basic school, where a child studies from 7 to 16 years old (not much different from the situation in Russia, don’t you think?). But then the differences begin.

• Firstly, there are no exams in Finnish schools. Even graduations.
• Secondly, differentiation of teaching, highlighting some subjects and their in-depth study to the detriment of others is not encouraged.
• Third, there are no “elite” classes. In general, the private school sector in Finland is insignificant.

Ministry of Education of Finland pursues a policy of equalizing the education system - this means that education should be the same everywhere and for everyone, both in content and accessibility.

Interesting fact: it turns out that the buildings schools in Finland are designed by the country's leading architects, and the opinions of the students themselves (high school) and their parents are taken into account, so Finnish schools do not look like barracks or hospitals.

As in any other European school, the approach to classes is individual, i.e. Each child must find his own way. Two teachers work in one class at the same time - this takes the load off each of them and greatly simplifies and speeds up the decision-making process. After each lesson, students can tell what they were able to understand and what they didn’t. Moreover, lack of understanding of the subject is not considered the child’s fault, but is recognized as a teacher’s deficiency in designing the knowledge delivery system.

In Finland there is a tradition according to which children are sent to the nearest school. Previously, it was generally prohibited for parents to independently choose a school for their child, and only in recent years has this ban been lifted. However, most parents do not bother themselves with unnecessary searches, preferring to send their children to the school closest to their place of residence.

And only at the third stage of education do Finns have the right to choose who they should actually study for, and most importantly, where? The choice is small: either a vocational school or a gymnasium. Currently, there are 441 gymnasiums (with a total number of students of 130 thousand people) and 334 vocational schools (with a total number of students of 160 thousand) in Finland. T Just as in the case of schoolchildren, in the case of students the state takes care of the full provision of students: they are paid for food, textbooks and travel to home. Actually, gymnasiums and vocational schools are the essence of high school.

At 19 years old school education in Finland ends completely. Upon completion, yesterday's schoolchildren take the matriculation - the first, only and last - national exam. Its importance is difficult to assess, because it plays practically no role for admission to universities. Admission is guaranteed only by successfully passing the entrance exams at the university itself. Moreover, the organization of entrance exams falls entirely on universities. At this stage, the difference between gymnasiums and vocational schools becomes clear. Graduates of the former, as a rule, enter universities, graduates of the latter - into institutes. This does not mean that graduates of vocational schools cannot enter universities - there are no formal restrictions on this - these are just statistics. Speaking of statistics, only no more than a third of school graduates continue their education in higher educational institutions.

Education in Finland, including higher education, is free (including for foreign students). Overall, state participation in financing the higher education system in Finland is estimated at 72%.

Natalya Kireeva lives in Helsinki. She recently spoke about the system and principles of local education and shared her opinion on why Finnish education is considered one of the best in the world.

The character of the Finns has its own characteristics. The harsh northerners strictly plan their way of life. This property dictates the rules for children’s learning. What are children taught? Make a plan in life, gradually moving from simple to complex. School in Finland is an incentive to prosperity, character building, and a clear understanding of one’s own capabilities.

International PISA tests have shown that schoolchildren from Finland have the highest degree of preparation among the rest. And the results of another analytical study from Newsweek magazine recognized secondary education in Finland as the best among the world's leading countries. The Finns achieved such success thanks to the developed principles of school education.

How do children learn?

The school year begins on August 8-16 (no exact date). It lasts until the end of May. Lessons are held during the day, a five-day school week with a shortened Friday. Vacations are provided: in autumn 3-4 days and in winter: 14 days. In spring, the time for skiing begins (Finnish children go skiing with their parents). They continue to rest a little later during the Easter holidays.

The grading system is ten-point. Children begin to be given points from the 4th grade. The students do not have diaries.

There are electronic school diaries in the national Wilma system. Each parent has a personal code and can always see the progress of their child. Once a month, the school curator sends parents a sheet where all the student’s achievements are recorded.

Levels of training

1. Junior school (alakoulu): grades 1-6. Children study in the same classroom with a permanent teacher. The youngest (grades 1-2) study reading, Finnish, mathematics, labor, drawing, music and physical education. They also study religion (according to religion); if the parents are atheists, the child learns an understanding of life. In elementary schools in Finland, several disciplines can be taught simultaneously in one lesson.

Having matured a little (grades 3-6), children begin to master the English language. In the fourth year of study, another foreign language is chosen. At the same time, additional subjects are included: computer, choral singing and woodwork.

Much attention is paid to creative development. Students master various musical instruments.

In the fifth year of study, history, chemistry, physics and geography are added to the disciplines. Physical education lessons are held 1-3 times weekly.

Which school should I choose?

There are about 3,000 secondary educational institutions in the northern country. There are quite a lot of Russian schools in Finland (after all, about 20% of the population speaks Russian). It is impossible to say which is the best, where it is more prestigious to study. Finns are committed to equality. Popular ones include:

• Finnish high school Matinkylän koulu (Espoo). It employs 42 teachers and educates 400 students. There are 19 classroom components. The staff includes a social worker, a curator, a psychologist, a teacher-consultant, a nurse and a dentist. The school budget is 1.5 million euros per year.
• Russian-Finnish School of Eastern Finland Itä-Suomen suomalais-venäläinen koulu (branches are located in Imatra, Lappeenranta and Joensuu). Training includes all levels of education.

Are there benefits to training?

It is not for nothing that the Finns are among the leaders in the field of global secondary education. A number of important principles can be identified in their training system:

How to enroll a child in a Finnish school?

You just need to live in this country. Schooling in Finland is compulsory for everyone. This applies not only to Finnish children, but also to children of foreigners living in Finland. Children go to school from the age of seven.

Do you need knowledge of Finnish?

Schools accept children with any level of language proficiency (regardless of age). If a child does not know Finnish at all, he is first sent to group language classes, where the language is studied every day. Then the children are gradually “mixed” with the rest of the students (first in simple subjects: physical education, drawing and labor, then with the inclusion of other disciplines). To learn Finnish well, about a year is enough.

What is the cost of schooling?

Secondary education is free for everyone. The student also receives free hot lunches, the opportunity to visit exhibitions, museums, and extracurricular activities. Students also have free transport at their disposal, which picks up the child and returns him back home (provided that the school is located more than 2 km from home). Free textbooks, tablets, and necessary supplies. Any extortion from parents is strictly prohibited.

Recently, studying in Scandinavian countries, including Finland, has become very popular. Despite the fact that the education system of this state has not existed for so long, it is recognized as one of the best in Europe and the world. Finnish educational institutions confidently occupy first positions in world rankings. What are the features of the Finnish educational system? What prospects open up for foreign students?

Features of the Finnish educational system

The structure of the Finnish educational system is conventionally divided into 4 levels - preschool, school, secondary and higher.

Education at each level of the system is mainly conducted in 2 official languages ​​(Finnish and Swedish), and in the northern regions - also in Suomi.

The school year begins in mid-August (usually from the 8th to the 16th at the discretion of educational institutions), and ends at the end of May. The academic academic year is divided into two semesters - autumn (from late August or early September to mid-December) and spring (from January to May). Schoolchildren and students study from Monday to Friday (shortened day) exclusively during the daytime; holidays last 3-4 days in the fall, 2 weeks in the winter and spring. The duration of the academic year is 190 days.

According to UN research, Finland ranked 2nd in the world in terms of education level after Australia in 2011.

The structure of the Finnish education system is similar to the Russian one

Preschool level

Preschool institutions are kindergartens and nurseries, which accept children from 9 months of age to 6 years. The main functions of preschool institutions are caring for children and providing assistance to parents in their upbringing, teaching the basics of school disciplines and interaction with each other in a team. There are no uniform educational standards for preschool education. A mandatory component of the classes are daily walks and visits to various cultural institutions. The group size is usually from 12 to 20 children of different ages. One teacher can work with a maximum of 4 children; this rule is enshrined in law.

Preschool opening hours are 06:30–17:00. However, parents have the opportunity to leave the child for 4–5 hours. Some kindergartens operate at night, they are intended for cases when parents go on business trips or work at night. They are also divided into private and municipal. Family-type gardens with small groups and an environment as close as possible to home, where there is no strict routine, are popular. There are institutions for immigrant children where their native language is taught along with Finnish and Swedish.

Attending kindergartens is not compulsory. About a third of Finnish preschoolers do not attend these institutions. In large populated areas, there are often not enough places in kindergartens, so parents who independently raise a child are paid an allowance of 500 €.

One year before entering primary school, at the age of 6–7 years, children receive preliminary preschool education; it is compulsory for everyone. Specialized preparatory classes operate both at local schools and in kindergartens by decision of municipalities. Children are taught reading, writing, mathematics, science, and ethics.

Children of different ages can be raised in the same group

Video: Finnish education system

School (primary) education

School education is compulsory and free for everyone. The training programs are unified (there are no elite educational institutions or specialized classes). Children begin attending school at the age of 7–8 years, the duration of education is 9–10 years. An important component of education is inclusive education, when children with disabilities study alongside ordinary children. Schools are divided into elementary and high schools.

Along with public schools, private schools also operate, but they do not have the right to charge tuition fees.

In primary school, education lasts 6 years. Classes are taught by one teacher. In grades 1–2, children study mathematics, reading, their native language, and natural history. Additionally, students are engaged in physical education, music, singing, drawing, and modeling. Moreover, several subjects can be studied within one lesson. Every year the number of disciplines increases. Teachers start giving grades only after 3rd grade.

High school education begins in 7th grade. As a rule, it is located in a separate building. Subjects are taught by different teachers. Their assistants are also present during lessons. Additional disciplines are chosen by the students themselves. The duration of training is 3 years. At the request of the student, he can stay at school for another 1 year to improve the quality of his knowledge or go to work.

Finnish schools provide many opportunities for students

In elementary school, students' knowledge is assessed orally. The grading system in high school is ten-point (4 is the lowest and requires a subsequent retake). Grades are recorded in electronic class registers, which parents have access to.

From 1st grade, education is conducted in Finnish. From the 3rd grade, schoolchildren begin to study English, and from the 4th grade they choose an optional language (French, German, Russian). Compulsory Swedish learning begins in 7th grade. By the way, schoolchildren are given almost no homework.

At the end of school, students do not take final exams.

Video: features of education in Finnish schools

Second stage or secondary education

After graduating from school at the age of 16–17, you can continue your studies at a lyceum (gymnasium) or at vocational institutions. Education at this stage is also provided free of charge, but meals and educational materials are paid separately. When entering lyceums and colleges, the average score of grades at school is taken into account.

Education at lyceums is aimed at preparing for admission to universities and lasts 3 years. It is in lyceums that the most capable and gifted children study.

Vocational education can be obtained both in schools (colleges) and directly in production under an agreement with the employer. Depending on the chosen specialty, training lasts from 1 to 4 years. Particular attention is paid to obtaining practical knowledge. Upon graduation, students receive a certificate of secondary vocational education.

Upon completion of lyceums and gymnasiums, it is necessary to pass exams, the results of which are used to issue a certificate of maturity, which is required for admission to universities. College graduates can obtain it, but they need to undergo additional training. Exams are taken in Swedish or Finnish, as well as a selected foreign language, mathematics or one of the humanities.

Higher education and its principles

In Finland, there are two types of higher education institutions - polytechnics and universities. The peculiarity of polytechnic institutes is that training is aimed at obtaining practical knowledge and skills necessary for work in a particular field. At universities, students receive an academic education as the emphasis is on theoretical knowledge.

Each higher education institution independently determines the list of required documents for submission and the list of entrance tests.

Universities in Finland teach in Finnish and Swedish. But in recent years, more and more international programs have been introduced, the students of which are foreign students, so some courses are taught entirely in English. In some universities, only the first 2 years are taught in English, so students must take an exam in Finnish upon completion. If the knowledge is insufficient, the student leaves the educational institution.

Some courses in international programs are taught in English

The scientific degree system has 4 levels:

• Bachelor (3–4 years),
• Master (2 years of study after receiving a bachelor's degree),
• doctor (4 years of study after master's degree),
• licentiate (has no analogues in the world, awarded after 2 years of doctoral studies).

To obtain a master's degree, you must defend a dissertation, and for a doctorate, you must conduct scientific research. In polytechnics, the majority of students receive a bachelor's degree.

Universities are public and private. In the latter, as a rule, they teach philosophical and religious sciences.

Finnish universities participate in the Bologna process and use the Unified Credit System (ECTS) to assess knowledge.

Tuition fees

Preschool education is provided entirely on a fee basis. The fee for a kindergarten or nursery can vary from 23 to 250 €, regardless of the location of the institution and prestige.

Education in schools, lyceums and colleges is free for everyone.

Higher education is also provided free of charge for both Finnish citizens and foreigners. However, students must pay a fee of 80 € annually.

From 2017, tuition at some universities will be paid, the cost will be about 1,500 €.

Table: popular educational institutions in Finland

Photo gallery: popular educational institutions in Finland

Teaching at the school is conducted in Russian and Finnish The main profile of the University of Jyvaskylä is the training of teachers and teachers Aalto University is the third largest university in Finland The University of Turku actively cooperates with foreign educational institutions The main profile of the University of Eastern Finland is research work The University of Helsinki is the most prestigious University of Finland

Requirements for foreign applicants upon admission

Requirements for foreign applicants upon admission are established by each educational institution individually, however, some general ones can be distinguished among them.

For admission to universities for bachelor's degree programs, the following is required:

• certificate of complete secondary education,
• good academic performance,
• TOEFL certificate (not lower than 550 points) or IELTS (not lower than 5.0),
• certificate confirming knowledge of the Finnish language.

If certificates of passing language tests are not available, universities can conduct testing as an entrance test.

To enroll in a university master's program you need:

• certificate of higher education (admission of senior students is possible),
• an extract from the educational record or an insert from the certificate with grades,
• the average score in the certificate is not lower than 4.5,
• IELTS certificate (not lower than 5.5) or TOEFL (79 points for online testing).

Some universities accept PTE and Cambridge CAE certificates as proof of English knowledge. If the applicant's language preparation is at an insufficient level, the admissions committee does not consider the documents. Educational certificates must be translated into Swedish, Finnish and English and certified by a notary.

Scholarships and grants

Finnish educational policy is aimed at the active development of international cooperation. To attract foreign students, more than 400 programs have been developed, taught in English. In Finland, more than 7 thousand foreign students complete a full course of study, of which about 4 thousand study at universities. In addition, almost 7 thousand students from all over the world visit Finland on exchange programs.

CIMO - Center for International Relations - an organization that coordinates exchange and training programs and reports to the Ministry of Education of Finland. She also distributes information materials and consultancy, promotes the teaching of Finnish language and culture, and organizes summer courses for foreign students.

Russian students can receive a grant for both a full course of study and a partial one as part of an exchange program.

Young graduate students and researchers, as well as representatives of small Finno-Ugric peoples of Russia, can apply for scholarships from the CIMO center. They are usually issued for a period of 3 months to a year, and the amount is 700–1000 € per month and depends on the qualifications of the scholarship holder and the support of the host university.

You can find out information about the conditions for participation in the programs and apply on the CIMO website - http://www.cimo.fi.

Student accommodation

Universities organize accommodation for students. For this purpose, a specialized housing network has been created, which includes more than 10 thousand apartments. All of them are run by universities, foundations or associations. Housing is provided according to the order in which applications are submitted. You can do the search yourself, but the cost of renting it will be higher.

Students usually live in two- or three-room apartments for several people. A young family may be provided with a separate apartment. The average monthly rent is about 300 € and includes mandatory payments for electricity and water supply.

Living expenses average around 800 € per month. However, in large cities they are slightly higher.

Conditions for obtaining a study visa for foreigners

To apply for a student visa, you must be enrolled in an educational institution and then contact the Finnish Embassy. A short-term student visa is issued for studies of less than 3 months. If the program lasts longer than this period, a residence permit is issued. The standard package of documents for submission to the embassy includes:

• certificate of admission to an educational institution,
• bank account statement (the amount must be at least 550 € per month),
• application form (filled out electronically, then printed on paper),
• international passport,
• 2 photos 36×47 mm,
• certificate of education,
• insurance policy (coverage amount for a period of study of less than 2 years - 100 thousand €, more - 30 thousand €),
• 330 € (230 for minors) to pay for the consideration of the application,
• birth certificate and parental consent for the child’s departure, translated into Finnish, Swedish and English for minors.

The first visa is usually issued for a year. To extend it, you must promptly send a request to the police.

Courses during study and employment prospects

During their studies, students can additionally attend language courses, which are available at each university.

Universities usually help graduates with employment after training - preparing resumes, organizing meetings and interviews. You can get a job in any country in the world. Finnish enterprises are usually willing to accept applicants with knowledge of the Russian language. Migration authorities do not interfere with the extension of a residence permit if a graduate has a job in his field.

After receiving a residence permit, the student has the right to work, but no more than 20 hours during the week during studies and 40 hours during the holidays. Finding a job is quite difficult, especially in your specialty. In areas where there is constant interaction with people, knowledge of the Finnish language is required. The average salary for professions that do not require qualifications and language knowledge is about 8 € per hour. Employment centers operating at universities provide assistance in finding work for students.

Final table: pros and cons of Finnish education

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According to research, Finnish schoolchildren are some of the best students on the planet. At the same time, they spend less time at school than children from other countries, and do their homework for a maximum of half an hour a day.

website talks about the secret of Finnish education, which is admired by the whole world.

14. Everything is free

Finnish education is free. And everything else - lunches, excursions, school supplies - is also free. If students live more than 2 kilometers from school, they are transported to classes and home by a school bus. All this is paid for by the state: the entire country’s general budget is allocated for education.

13. Individual approach to each student

Here, in one lesson, students can complete tasks of varying complexity, depending on what they can do. Children with different physical and mental abilities learn together. If a child cannot cope, teachers organize individual lessons for him. Additionally, other subjects are taught, for example, native languages ​​for children of emigrants.

It is believed that a schoolchild himself can choose what is more useful for him: when he is not interested in a lesson, he can do something of his own - read a book or sew.

12. Grades are reported only to the student himself.

The grading system in Finland is 10-point, but Finnish schools do not give grades until the 3rd grade. From 3rd to 7th - verbal assessments: from “mediocre” to “excellent”. Only the student himself knows his scores. It is not customary to scold for grades here; they are used to motivate the child to improve his knowledge and adjust his individual curriculum.

11. You can even go to class in your pajamas.

Finnish schools do not have school uniforms. You can go to lessons in whatever you want: there are no clothing requirements. Often children do not even wear shoes in class and wear socks.

9. There is very little homework

Finnish teachers believe that children should relax and spend time with their parents, not studying. Homework takes a little time and can be very interesting: for example, a history class might ask you to interview your grandmother to find out what life was like in the 50s and find the differences between that time and life today.

8. There are no exams at all

Finnish teachers say: “You need to prepare either for life or for exams. We choose the first." That's why there are no exams in schools in Finland. Teachers may administer tests at their discretion, but only the standardized test is mandatory at age 16, upon graduation from high school.

7. Some Finnish schools have canceled all subjects

One of the new directions in the Finnish education system is the study of phenomena instead of specific subjects (phenomenon based learning). Instead of lessons, there are 6-week “sections”, during which students study one topic from different angles. For example, the topic of migrants is studied from the point of view of geography (where did they come from?), history (what happened before?), culture (what are their traditions?). Children come up with questions themselves and find answers to them.

No matter how great it is to study, a child’s favorite time is still recess. Finnish schoolchildren rest for at least 15 minutes after every 45 minutes of studying.