Finnish schools are generally small (fewer than 300 pupils) with relatively small class sizes (in the 20s), and are uniformly well equipped.The notion of caring for students educationally and personally is a central principle in the schools.By contrast, he suggests: "Finnish education policies are a result of four decades of systematic, mostly intentional, development that has created a culture of diversity, trust, and respect within Finnish society in general, and within its education system in particular.…
One wonders what we might accomplish as a nation if we could finally set aside what appears to be our de facto commitment to inequality, so profoundly at odds with our rhetoric of equity, and put the millions of dollars spent continually arguing and litigating into building a high-quality education system for all children.
To imagine how that might be done, one can look at nations that started with very little and purposefully built highly productive and equitable systems, sometimes almost from scratch, in the space of only two to three decades.
As an example, I am going to briefly describe how Finland built a strong educational system, nearly from the ground up.
Finland was not succeeding educationally in the 1970s, when the United States was the unquestioned education leader in the world.
Finland has been a poster child for school improvement since it rapidly climbed to the top of the international rankings after it emerged from the Soviet Union’s shadow.
Once poorly ranked educationally, with a turgid bureaucratic system that produced low-quality education and large inequalities, it now ranks first among all the OECD nations (Organization for Economic Cooperation and Development—roughly, the so-called “developed” nations) on the PISA (Program for International Student Assessments), an international test for 15-year-olds in language, math, and science literacy.Two-thirds of these graduates enroll in universities or professionally oriented polytechnic schools.More than 50 percent of the Finnish adult population participates in adult education programs.By 2006, Finland’s between-school variance on the PISA science scale was only 5 percent, whereas the average between-school variance in other OECD nations was about 33 percent.(Large between-school variation is generally related to social inequality.) The overall variation in achievement among Finnish students is also smaller than that of nearly all the other OECD countries.This new system is implemented through equitable funding and extensive preparation for all teachers.