Chapter 28: Strategy 26: The Finnish education system
PISA – Measuring student success around the world. (12.15 OECD)
An animated video explaining the Programme for International Student Assessment (PISA).
How Finland remains immune to the Global Educational Reform Movement. (Australia/Finland 1.12.53)
A talk by Dr Pasi Sahlberg, Finland, presented at the University of Melbourne, Australia in 2012.
In conversation with Finnish education guru Pasi Sahlberg (Hattie). (16.48 Finland /Australia)
Pasi Sahlberg and John Hattie, two of the world’s leading education experts, have a conversation on how Australia can learn from others and improve its educational outcomes.
Finland’s education success. (6.57 UK)
The BBC travels to Helsinki to find out the secret of the Fins’ education success.
Why education in Finland works. (5.53 US)
American Federation of Teachers’ President Randi Weingarten visits schools in Finland to learn how they have ascended to the top in student achievement.
Nuoret, T. (2010). Why does Finnish give better PISA results?
A paper exploring the structure of the Finnish language as a factor in accounting for high PISA results.
P. Sahlberg (2012).
Asks the question, ‘What the US can’t learn from Finland about ed reform.’
Graham, L. and Jahnukainen, M. (2011). ‘Wherefore art thou, inclusion? Analysing the development of inclusive education in New South Wales, Alberta and Finland’. Journal of Educational Policy, 26(2), 263–288.
Over the last two decades, moves toward inclusion have prompted change in the formation of education policies, schooling structures and pedagogical practice. Yet, exclusion through the categorisation and segregation of students with diverse abilities has grown, particularly for students with challenging behaviour. This paper considers what has happened to inclusive education by focusing on three educational jurisdictions known to be experiencing different rates of growth in the identification of special educational needs: New South Wales (Australia), Alberta (Canada) and Finland (Europe). The analysis considers the effects of competing policy forces that appear to thwart the development of inclusive schools in two of our case study regions.