The Finns somehow managed to achieve fundamentally different approaches in the course of reforming the school system, which in total quite pull on the school of the future: here it is allowed to independently choose subjects and no one is particularly bothered, instead of coercion using incentives.
About how it was and what it represents today - in our today's material.
Three decades ago, the Finnish system of education was archaic and was not seen as something interesting, but today it has managed to become one of the most effective: it is studied and implemented. And even there is almost no criticism in relation to it, which is a very rare phenomenon. But it is understandable: what kind of criticism can there be with such ratings?
Even radicals among the opponents of this system are convinced that it has an undoubted advantage: it does not bother. Absolutely. In a strange way, in order to achieve significant success in the field of secondary education, the Finns used a seemingly ideologically alien maxim from Chinese practice: many martial arts there include the concept of "relaxed-concentrated attention". To achieve efficiency, tension is unnecessary, since this is an extra stress factor for the body. And during stress, the body is not focused on productivity – only on survival.
Among Finns, enthusiasm is not shared by everyone. Some locals believe that the Finnish school is a school for middlings and pulling up laggards, and not at all for leaders. In the Finnish system, as in the Soviet one, despite the absence of the dominant factor of reporting and the stick system, there are almost no deuces. If the child does not cope, he is not imprinted with deuces, preferring instead to provide him with all possible help: with homework, additional classes. That is, they pull to the average level.
But if your child pulls above the average and studying for him is not difficult, then the opposite situation occurs, since the "average" load is not enough to motivate him to develop. Therefore, parents have to deal with this; future lawyers and doctors are trained with the help of classes with tutors of various profiles. This service is not cheap, since all tutors are forced to license their services in a special government agency; on average, an hour costs 50-70 euros. But the problems are not hushed up, and even at the stage of secondary education, a sufficiently motivated and good teacher can correct a difficult situation in one direction or another.
"Yes" to the system
The model would never have succeeded if it had not implied a systematic approach. Instead of a full load of Chinese, Japanese or South Korean methods, the school adjusts plans to stimulate the independent activity of children and adolescents.
Training sessions are not divided into strictly regulated lessons. The learning space is one.
The teacher has a curriculum, but in the methods of determining how best to do this, teachers are completely free and unrelated. You can combine literature and art, language and other things, physics and mathematics. Therefore, the pressure on students is decreasing, and the increase in involvement is obvious.
Such practices are already widely practiced in primary school, there is a discussion about its implementation in high schools. Therefore, students, although not divided, are stratified according to talents and capabilities. Want? Act! Take only what you want and can.
This model is unusual for foreigners, sharpened in sweatshop practices. This shocks parents, despite the outstanding results in all Olympiads in various subjects.
This is a kind of synthesis of the Soviet and American model: in the Union, those who cannot were taught, and those who did not want to were forced. In America , whether you want to or not, it's entirely your misfortune anyway. Finns believe that you need to teach, but to force or not is your difficulty.
Homework at school is not enough. But people easily navigate the school curriculum, and even have time for sports activities and an extracurricular program - as well as a huge number of foreign languages. This is considered very important – any schoolboy can decide to study any language to their liking. But in order for the process to be launched, you need to find 11 more people. The most common are English, French, Spanish and German, but there are others. If the student did not start with English, from the fourth grade he will be introduced forcibly. Strictly speaking, this is almost a native language: Finns are located on the seventh line in terms of knowledge of English among those states where this language is not native. Directors conduct propaganda, the leitmotif of which is English as a native, the third (this is because six-graders are required to learn Swedish, because this language is historically considered official for the country, despite the fact that the share of native speakers of this language is insignificant - no more than 7%).
Eighth-graders can choose another language. Most often, the third (fourth) is Spanish, Chinese language. Therefore, at the exit, the secondary schoolboy comes out of the threshold of his native educational institution with 4 foreign languages under his belt. The level of proficiency varies, but everyday themes are available to almost everyone.
The Principle of Knowledge
To achieve such results, Finns use methods of cognition of native speech by infants. No one teaches newborns letters or grammar – instead, children immerse themselves in a living environment and simply learn oral speech. They also do it in schools with finns, creating an environment that forces the student to master the necessary skills. In addition, they are stimulated by television: many imported series are not dubbed in Finnish, but go in the original version.
Education systems are in a continuous dynamic exchange of experience, technologies and competencies. Finns are pragmatic and ruthlessly cut off everything they don't need.
If the system in the USSR was sharpened on a universal model with higher education, then the Finnish one serves not a person or the state, but society: the child must be ready for life in society and profession. After all, the economy does not need companies of Einsteins. It's a piece product. High-class specialists in law, medicine and science also need a little. And cashiers, loaders and workers with builders do not need the university system. And their absence in society is noticeable almost more than in the case of high-class specialists!
For society to survive, it must be diverse, and to achieve this goal there is no need for a universal supply of academic degrees. And a school in Finland allows you to achieve this (and even more) if you want and are motivated.