การศึกษาของฟินแลนด์

Early child has guaranteed right to a place in a childcare centrewhich can be in a kindergartens or in smaller family day – care groupsin private homes. Early childhood education (ECE) Finland has two main goals To fulfill the child care needs of parents and their children under the age To provide early childhood education

Pre-primary Education is compulsory for children of the age of six.It is provided both in kindergartens and in schoolThe main aim is to prepare children for compulsory primary education,incorporating, teamwork, exercise and activities that encouraged each childto used their initiative. Children are also encouraged to develop a positionoutlook on life from their time in pre-primary education. Learning throughplay is essential, parents receive constant feedback from teacher regardingtheir child development

Basic education is provided within a single structure Starts in the year when a child turns seven and last nine years Basis education is integrated within a single structure comprising primary and lower secondary level education. However in some bigger cities where there are several school parents are free to choose the comprehensive school of their preference some restriction The objectives of basic education is to support pupils growth towards humane and athically responsible membership of society and to provide then with the knowledge and skills the will need in life

School year is the same everywhere but timetables are localThe School year comprises 190 days between Mid-August and the beginningof June. And schools are open five days a week.The minimum number of lessons per week varies from 19 to 30 depending onthe level and member of optional subject takenDaily and weekly timetable are decided in the schools

National core curriculum leaves room for local variationsAll local curricula must define the values, underlying principle as well asgeneral education and teaching objectives. Further cooperation with homesand instruction of pupils requiring special support of belonging to differentlanguage and cultural groups should be defined. The National core curriculumis renewed approximately very ten years.

National core curriculum leaves room for local variations In the national core curriculum within the framework of the transeveral competences are described as seven competence areas : Managing daily life, talking care of oneself and others

Assessment is part of daily schoolwork School have the continuous assessment during the course of studies and the final. Student should be encouraged and taught for self assessment . The focus in education is learning rather than testing there are no national test for pupils in basic education in Finland. Instead teachers are responsible for assessment in their respective, subject on the basic of the objectives included in the curriculum also the grades in the basic education certificate , thr final certificate give at end of year 9 are given by teacher.

General upper secondary education is flexibly organised Students who have successfully completed compulsory education are eligible for general and vocational upper secondary education and trainingVocational institution criteria include work experience and othercomparable factors also entrance and aptitude test Both general and vocational gives student eligibility to continuous the higher education.

First national examination is at the end of general upper secondary educationGeneral upper secondary education ends comprises for compulsory testsThe examination consist at least for compulsory:Mother tongue :Finnish , Swedish ,SamiThree other compulsory test from group second national language (advance,intermediate level.Foreign language (advance basic level)One test in the general studies battery of test (humanities and natural sciences)

Vocational education and training is organised in cooperation with the world of workVocational education is education that prepares people work in various jobsuch as a trade ,a craft as technician.- the scope of vocational qualification is three years of study and eachqualification includes at the least half a year in the job learning in workplaces.- vocational education and training can be completed in the from of schoolbased training or apprenticeship training.- early 1990’s national qualification requirements have been based on learningOutcome apporoach

Competence-based qualifications offer a way to demonstrate prior learningVocational qualification are developed in co-operation of the worldOf work and othe key stakeholder to ensure that the qualification supportFlexible and efficient transition into the labour market as well cccupationalDevelopment and career change.