Blog #194--Quality Education--the Bigger Picture

The United States prides itself on being best in the world. And yet, on a standardized test given by the Program for International Student Assessment to 15-year-old students around the world and reported December, 2013, the U.S. ranked 36th in science, 25th in reading and 28th in science. By comparison, Finland ranked 15th in math, 7th in reading and 4th in science; other references rated them even higher. According to the Organization for Economic Co-operation and Development, the differences between the weakest and strongest Finnish students are the smallest in the world. Why?

Finland is significantly higher in all three categories despite (or maybe because of) a vast difference in approaches. For instance, students have shorter class days, more play time, and little if any homework. They take only one standardized test, at age 16. They don’t even begin school until they are seven years old, when they are old enough to handle the stress. Nearly all children attend a public preschool at age six, but they aren’t required to do so.

There are many variables to consider, far too many for a short article. Simply evaluating all the individual differences in approach can do more to confuse than explain. If we study the bigger picture, we can see a major agenda difference between the United States and Finland. Finland’s motivation is to put energy into its system, while the U.S. takes energy out of the system.

In Finland, the emphasis is on educating its entire population. With that goal in mind, it subsidizes education completely. School is free for all students, and that includes high quality lunches for everyone since one learns better when healthy and satiated. And since Finland requires that all teachers have masters’ degrees, it pays for teacher education. Finland provides plenty of maternity leave and other benefits for teachers as well. This “seed money” pays off in the long run since their graduates have the ability to contribute to the Finnish economy throughout their lives.

In contrast, the U.S. now emphasizes privatized education. This concept is driven by those who don’t want to pay any taxes, especially to educate those who might compete successfully against them or see through their ulterior motives and/or criminality.

It appears they wish to take ownership of schools so they can cut corners and charge an arm and a leg to educate a child. They use fancy phrases like “no child left behind” and “race to the top” to make people think they care about children, but they simultaneously encourage cities to close some schools and turn the rest into for-profit institutions. They lose many students along the way, with success available mostly for those who can afford it.

Finland doesn’t want to lose a single student, and that includes immigrants from many parts of the world. Teachers are excited about their work because they know they are valued and have the freedom to explore unique approaches to appeal to individual student needs. In fact, Finnish teachers are considered on par with doctors and lawyers. They are given class sizes nearly half the size of American classes, so they have a much better opportunity to know and help every single student. And there are special needs teachers in abundance, all because they care about their children and the future of their country.

In the U.S., everything is about competition: competition for grades, competition for schools, competition for jobs. Standardized testing is the norm. Since teachers and schools are either rewarded or punished for their test results, the emphasis has changed from teaching concepts, practical application and thinking for oneself to memorizing details necessary to pass the tests.

There is a grading scale in Finland, but there is far less motivation to weed out poor-doers. The U.S. tends to assume some must fail for others to succeed, while Finland tries its best to help everyone succeed. That doesn’t mean giving undeserved grades. It means working with them, extra if necessary, to make sure they all grasp the concepts being taught. In the U.S., many students become discouraged with school if they can’t compete with the “A” students. That is less a problem in Finland.

Finland helps students find their best long-term prospects and then works to prepare them for their desired roles. After sixth grade, some students attend regular secondary schools while others attend vocational programs. The latter are still given the general coursework everyone else takes, but it is modified to apply practically to what they are learning within their future careers. For instance, an auto mechanic must understand math. If one enjoys auto mechanics and has an aptitude for it, math becomes part of what is loved about the curriculum instead of an obstacle to it.

In the U.S., it seems to this observer that public schools are slowly being transformed into prisons. Police patrol the hallways, creating an environment of confrontation and separation. Students are introduced to the military inside schools, something that has only recently been permitted but is now reaching into the middle schools. The result of this confrontational environment could be more future soldiers plus more future criminals to serve as slave labor in privatized prisons.

Finland understands the instinctive needs of its students. It cares enough about them to enhance their experiences so they will feel good about themselves and have less desire to misbehave. Play is essential in this process. Fifteen minutes of play is permitted after every lesson, and there are plenty of additional play opportunities. On average, adults have an attention span of about an hour before they lose focus. Children become distracted far quicker, so forcing too much material on them without breaks is counterproductive.

Finnish children also go outside for class assignments, even in the dead of winter. This is useful because we all need more territory than the confines of a classroom. Getting out in Nature is good in and of itself, and getting to expand territory size temporarily helps children return to class focused and ready to learn.

Educational decision-making in Finland is not limited to a few politicians, financial benefactors or “experts.” Communities are encouraged to provide input to discover the best methods for particular situations. In that sense, it is a more democratic process than in the U.S. Those who have attended the school system have gained an understanding that might help future students. That is, if they are permitted to share their insights.

All these differences can be categorized either as energy in or energy out. But there is also a phrase that may apply here: “garbage in, garbage out.” If a school system is based on taking energy out of the system (and “energy” definitely includes money), it will be helpful only for a select few students. This may be okay if what we want is a small group of financially elite people overseeing a compliant but uneducated labor/military force plus a large prison system.

The U.S. has many talented, caring teachers who are ideal for the Finnish system. If we really wish to be exceptional, we would benefit by respecting all students' needs and encouraging them. Happy teachers and happy, healthy students create a positive long-term future.

http://dreamtime3.wix.com/jacktuttlebook

Comments and questions can be directed to dreamtime@insight-books.com.