Renewing Finland through skills

Forum Criteriorum Helsinki 29 September 2015 State Secretary Olli-Pekka Heinonen

Our greatest strength: human resources Global Innovation Index 2015 Human capital and research

World Economic Forum 2014–2015 Higher education

WEF and INSEAD The Networked Readiness Index 2015

Innovation Union Scoreboard 2014 Human resources

World Economic Forum 2014–2015 Basic education

1. Finland 1. Finland 1. Singapore 1. Sweden 1. Finland

2. South Korea 2. Singapore 2. Finland 2. Finland 2. Belgium

3. Denmark 3. Netherlands 3. Sweden 3. Ireland 3. Singapore

4. Sweden 4. Switzerland 4. Netherlands 4. UK 4. New Zealand

5. Singapore 5. Belgium 5. Norway 5. Slovenia 5. Netherlands

6. Switzerland 6. Arab Emirates 6. Switzerland 6. Latvia 6. Japan

7. UK 7. USA 7. USA 7. France 7. Canada

8. Austria 8. Norway 8. UK 8. Belgium 8. Ireland

9. Australia 9. New Zealand 9. Luxembourg 9. Netherlands 9. Cyprus

10. Germany 10. Denmark 10. Japan 10. Denmark 10. Iceland

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Student performance is heading in the wrong direction Reading (2000–2012)

Mathematics (2003–2012)

Natural sciences (2006–2012)

Poland + + +

Portugal + + +

Turkey + + +

Germany + + =

Japan = + +

Korea = + +

Estonia = + =

Norway = = =

UK = = =

USA = = =

Netherlands - = =

Canada - - - Finland - - - Sweden - - -

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Average PISA study results: + improved, = unchanged, - weakened Source: OECD Education Policy Outlook 2015. Making Reforms Happen.

Unharnessed opportunities: ICT use in basic education (% teachers)

Source: The OECD Teaching and Learning International Survey (TALIS) 2013.

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Common agenda: WHAT?

Common implementation: HOW?

Common knowledge base: WHY?

Stated will of the decision makers as

embedded in the Government

programme and programme of

activities

•Future forecasting

• Budget review •Impact assessments

•Research, policy briefs, evaluation studies, etc.

Budget resourcing Performance

management, etc.

Our strategic focus: skills and education

2025: Finland is a country that encourages people to continuously learn new things. Skills and education levels in Finland have risen, promoting the renewal of Finnish society and equal opportunities. Finland is in the vanguard of education, skills and modern learning techniques.

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Our strategic focus: skills and education

Government-term objectives in this area: - Learning environments have been modernised and the opportunities offered by digitisation and new pedagogical approaches have been harnessed. - The number of young people who have dropped out of education or working life has fallen. The drop-out rate in education has declined. - Dialogue between educational institutions and working life is more active. - The quality and effectiveness of research and innovation have begun to improve. - Education and research have become more international and obstacles to education exports have been removed

Key projects supporting these objectives

New learning environments and digitisation

A reform of vocational upper secondary education

The transition to working life

Access to arts and culture

Cooperation between higher education institutions and business

From youth guarantee to community guarantee

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The bases and structures for assessing education ‒ Finland's assessment culture and practices are based on trust and a

high level of professional skills among teachers ‒ Quality assessment seeks to support and develop learning – not to

control or sanction ‒ Assessments are regulated by legislation governing education ‒ The Finnish Education Evaluation Centre (KARVI) is responsible for

the national assessment of teaching and education ‒ The principles of the National Curriculum define criteria for good

performance (8) in school subjects ‒ KARVI implements national monitoring assessments of student

performance that evaluate how well the educational targets set in the principles of the National Curriculum and degrees have been achieved

‒ Finland participates in international studies and assessments (TIMMS, PISA, PIAAC)

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Effect of the operating environment on procedures

Knowable

• action based on options • opportunities to adapt • learning organisation • ”good practice”

Known

• advance knowledge on what is going to happen

• anticipatory action • ”best practice”

Chaos

• surprises • no anticipation • preconditions to survival • one-time practices

Complex

• cause and effect relationships cannot be easily determined

• outside trends affect more than own strategy

• ”next practice”

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Key skills of the future Knowing, doing, behaving, improving ‒ Holistic, phenomenon-based learning ‒ Enriching established basics (new fields of mathematics, media literacy) ‒ New areas of knowledge and skills (robotics, coding, entrepreneurship) ‒ A greater focus on skill development (creativity, communications and

cooperation, emotional intelligence, leadership) ‒ Personal development (curiosity, initiative, determination, ethics) ‒ More time for developing student self-assessment (self-awareness,

learning how to learn, metacognitive functions) ⇒ What should be in the principles of the National Curriculum? ⇒ Where will we find room for new knowledge and skills? ⇒ How to create a balance between cognitive, social and emotional

skills? ⇒ How will new skill requirements and key skills be included in

assessments?

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Ref: A new OECD new project, Education 2030

THANK YOU

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