riad sent 20.2.2013 suihko

Evaluation in the decentralised System – Innovative approach

Sampo Suihko

Content of presentation

• Espoo – speakers homecourt

• Finnish necessity – education for all

• Perspective from a providers sight• What are we evaluating – and why• How we are evaluating

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Backround of the speaker

• City of Espoo; Deputy Mayor of Education and Culture

• EUproVET, Chairman of the Board

• VET Finland, Vice-Chairman of the Board• Finnish Education Evaluation Council; member of experts• Quality Prize Committee; member of experts (vocational

education)• International Coordination Committee; member of experts

(Ministry of Education)

• EU Twinning project in Egypt; Project Leader ”Strengthening the Institutional Capacity of the Productivity and Vocational Training Department”

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The City of EspooMission Statement

15.02.13A good place to live, learn, work and enterprise in.4

The City of Espoo creates the preconditions

for a good quality of life for residents and

offers enterprises an internationally competitive

operational milieu that complies with the

principles of sustainable development.

Centrally located between Europe, Russia and Asia

Espoo

Helsinki Region

Bangkok 9 h 45 minBeijing 7 h 40 minBerlin 1 h 55 minBrussels 2 h 40 minChicago 9 h 35 minCopenhagen 1 h 40 minFrankfurt 2 h 40 minHong Kong 9 h 50 minLondon 3 h 10 minMoscow 1 h 45 minDelhi 6 h 45 minNew York 8 h 40 minOsaka 9 h 35 minParis 3 h 05 minSeoul 8 h 45 minShanghai 8 h 55 minSingapore 11 h 30 minSt Petersburg 1 hStockholm 55 minTokyo 9 h 40 minToronto 8 h 50 min

A City like a Central Park

• The northern parts of Espoo are mainly fields and

forests, recreation and conservation areas.

• Nuuksio National Park is only 20 km air distance away

from Nokia headquarters.

• Green space is never further away than 1 km.

• 58 km coastline, 95 lakes and 165 islands

15.02.13A good place to live, learn, work and enterprise in.

6

A High-Tech Economy

• Northern Europe’s largest high-tech hub in Otaniemi

• Over 20 % of jobs in ICT

• Biggest employers are the municipality, Nokia, the Technical Research Centre of Finland VTT and the Aalto University

• More than 60 % of turnover at Helsinki Stock Exchange

• About 400 global companies and headquarters,

including Nokia, Kone and Rovio


7

A Young and Fast Developing City

• The population has increased tenfold in the last fifty years

and by 2030 the population will grow by 24 % to 310,000.

• 20 % of our residents are under 15 (EU 15,5 %).

• 44 % of our residents over 15 have a university diploma (EU 23 %).

• Our international community will grow from 10 % to 17 % by 2030.


8

Highest quality education

• The City of Espoo offers quality services and versatile recreational opportunities for its residents

• The second largest city in Finland (pop. around 260 000)

• As part of the metropolitan area, Espoo is globally recognised as a networked city with special expertise in high technology, education, culture, physical exercise, research and innovations

15.02.13Finnish Education Unit9

A Good City to Grow Up In

A good place to live, learn, work and enterprise in.

• Decentralised day care: Small groups, always nearby

• Day care in Finnish, Swedish, English and French

• OECD: Finnish education is one of the best in the world

• Instruction in one’s mother tongue for 30 language groups

• Primary and secondary education in English

• International Baccalaureate (IB)

A Multifaceted Professional Education Environment

Metropolia University of Applied Sciences

Laurea University of Applied Sciences

Omnia – Joint Authority of Education in Espoo Region

A World-Class University

• Aalto University – Where Science and Art meet Technology and Business

• 20,000 students, 340 professors, € 400M Budget

• Independent governance as foundation-based university

• Cooperation with e.g. Stanford University and Tongij University (CHN)

• Strategic partnerships with Microsoft, Nokia, PWC, Kone and others

• Aalto Center for Entrepreneurship

smb://upload.wikimedia.org/wikipedia/commons/d/d4/Helsinki_University_of_Technology_auditorium.jpg

Key figures of schools

• 97 comprehensive schools with roughly 27 000 pupils– 83 Finnish-speaking comprehensive schools

• 24 000 pupils, of which roughly 8 000 in middle schools• about 2 000 teachers

– 12 Swedish-speaking comprehensive schools• about 2 600 pupils in total

– 2 private schools• 11 Finnish-speaking general upper secondary schools

– About 4 600 students and roughly 300 teachers• 1 general upper secondary school for adults (about 1 500 students)• 1 Swedish-speaking general upper secondary school (about 500

students)

• Several upper secondary vocational education and training institutions, of which the largest is Omnia, about 10 000 students and 600 teachers 15.02.13

13


Pre-primary education

• Given in schools and day-care centres

• Lays emphasis on the preparation for school

• Special attention is paid to readiness for school attendance, i.e. to the phase of the child’s emotional, social and cognitive development

• Approximately 98 % of Espoo’s 6-year-olds attend pre-primary education

How the schools are run

• The Education and Cultural Services of Espoo organise basic education, pre-primary education and general upper secondary education in the city and vocational education in the area together with two other cities

• Teaching is provided in Finnish-speaking and Swedish-speaking schools that are administered in different units

• Both units • are responsible for organising, evaluating and developing

education in Finnish-speaking schools• coordinate the organisation of student welfare and special support

to pupils• arrange for continuing education to teachers in cooperation with

the schools

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Educational and Cultural Services expenditure 2013 (676 EUR mil.)

Finnish Child Day Care and

Education482 EUR Mil.

Swedish Child Day Care and

Education54 EUR mil.

Free educational work

39 EUR mil.

Sports and Exercise

31 EUR mil.

Urban culture27 EUR mil.

Youth6 EUR mil.

Other Educational work

27 EUR mil.

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• Every citizen has the right to receive education

• Basic education is free for all

• The key words in Finnish education policy are quality, efficiency, equity and internationalisation.

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The Finnish Education System

The Finnish Education system

Flexibility and diversity• School-based curriculum development,• Steering by information and support.

Emphasis on broad knowledge• Equal value to all aspects of individual growth and learning:

personality, morality, creativity, knowledge and skills.

Trust through professionalism• A culture of trust on teachers’ and headmasters’

professionalism in judging what is best for students

and in reporting of progress.

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The Finnish Education System

• pre-primary education

• nine years of basic education

• general upper secondary educationor vocational education and training

• higher education

• adult education 15.02.1319


Basic Education in short

• A nine-year comprehensive curriculum for the whole age group

• No degree; a final certificate will be given for completing the syllabus

• Teaching, text books and other materials, school transport and school meals are free

• Provides the necessary prerequisites for all upper secondary education

andreas schleicherHead of the indicators and analysis division at OECD

In the best performing countries

• Decentralized decision making is combined with devices to ensure a fair distribution of substantive educational opportunities

• The provision of standards and curricula at national / sub-national levels is combined with advanced evaluation systems

• Process-oriented assessments and/or centralised final

examinations are complemented with individual reports

and feedback mechanisms on student learning process

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andreas schleicherIn the best performing countries

• Teacher training schemes are selective

• The training of pre-school personnel is closely inegrated with the professional development of teachers

• Continuing professional development is a constitutive part of the system

• Special attention is paid to the professional development of school management personnel

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andreas schleicherIn the best performing countries

• Students are offered a variety of extra curricular activities

• Schools offer differentiated support structures for students

• Institutional differentiation is introduced, if at all, at later stages

• Effective support systems are located at individual school level or in specialised support institutions

• Schools and teachers have explicit strategies and approaches for teaching heterogeneous groups of learners

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International evaluations

• PISA (Programme for International Students Assessments); OECD

• PIAAC (Programme for the International Assessment of Adult Competencies), OECD

The International Association for the Evaluation of Educational Achievement)

• PIRLS (Progress in International Reading Literacy Study)

• TIMSS (Trends in International Mathematics and Science Study

• European schoolnet evaluation

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Finnish Success – PISASince the launch of PISA Finland has scoredin the top five in all three components..

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PISA 2009; 65 countries

Young Finns were again among the best performers in the

assessment of reading, mathematical and scientific literacy

A slight fall, but still among OECD top

Variation in different aspects of reading

Girls have a huge lead over boys in reading

Interest in reading and mastery of strategies crucial

Variation between schools still minimal

Mathematical literacy the same, scientific literacy falling slightly 15.02.13A

26

The roots for the Finnish success in PISA can be

searched for in the history and rapid development of

the Finnish well-fare state as well as in the bold

education policy of the past forty years with its

emphasis on educational equality.

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Evaluation in Finnish education

• PISA scores are by-products, we do not teach to PISA

• The important role of self-evaluation • Student centered approaches and inclusion

• Accomodating special needs in evaluation

• Use of modern technology and eg. eportfolios, class wikis and blogs

• Evaluation of teachers and schools - why ranking has not been a real issue in Finland

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National evaluations

• National questionnairs

• Local questionnairs

• Principles questionnairs• Healthcare questionnairs• Finnish evaluation committee

• Universities

No school inspection.

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Why Finland succeeds?

• Education is highly valued in the society

• National (only!) core curricula

• Student support and wellfare• School development is based on cooperation of

many authorities and parents

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Why Finland succeeds?

• Nationwide educational system

• Professional, excellent teachers

• Independancy of the schools• Excellent free library-network in every city


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Autonomy

Decentralization

State guidance


No inspection – so how does the state guide ed?


Curriculum

• The Finnish National Board of Education prepares the national core curriculum for basic education and general upper secondary education

Municipalities compile municipality-specific curricula

Individual schools prepare their own school curricula

Curriculum

• The Government defines the minimum number of lessons for core subjects during basic education– In grades 1–6, pupils usually receive

the same education, but schools may focus on different subjects in different ways due to the flexible time allocation.

– In grades 7–9, more elective subjects are included in the curriculum.

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Decentralization of the curriculum

Centralized Decentralized

Cal

Eng

Bel

G/NW

Fin

Net

Swe

Por

Source: SLO 2005

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A three-level curriculum

1. National core curriculum

2. Local curriculum

3. School-level curriculum

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A three-level curriculum

1. National core curriculum

2. Local curriculumcity values, profiles, language programme, structures for support, Espoo specific contents

3. School-level curriculumoptional courses, learning units, methods, evaluation

Competent teachers

• On all school levels, teachers are highly qualified and committed.

• A master’s degree is required.• Teacher education includes

teaching practice. • The teaching profession is very

popular in Finland, and hence universities can select the most motivated and talented applicants.

• Teachers work independently and enjoy full autonomy in the classroom.


Competent teachers

Instruction may be given by• kindergarten teachers

o pre-primary education in separate pre-primary classes • class teachers

o instruction for grades 1–6 in basic education, teaching all subjects

o may also give pre-primary education • subject teachers

o teach one or several subjects in basic education (primarily in grades 7–9) and/or in general upper secondary education

• special needs teachers and special class teacherso instruction for children in need of special needs education

• pupil counsellors and student counsellorso educational guidance in basic education and in general

upper secondary education.

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Basic Education, € / student

16.1.201241

Student associations - participation

• Pupils vote for a representative from each grade into the board of the school’s student association

• The board plans presentations and proposals

• Improves everyday life at school from the perspective of pupils

• Develops the pupils’ possibilities to have an influence

• Improves the communal sprit of the school

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Youth guarantee 2013

Society’s large-scale problems related to the

education, employment and participation of young

people.

Private-People Partnership approach based on which

young people themselves are active participants and

make decisions regarding their own future.

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President Niinistö on the social exclusion of

young people: We all have a responsibility in this

President Niinistö stressed that the contribution of

each and every adult is needed to prevent the social

exclusion of young


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Educational guarantee – a study place for everyone finishing basic education

The educational guarantee secures every comprehensive school

graduate a place in a general upper secondary school or

vocational school, an apprenticeship, a workshop or vocational

rehabilitation place, or a place in some other form of study.

The guarantee sets out aims to provide all young people with

realistic opportunities to pursue and complete a post-basic

qualification and find employment. Simultaneously, attention is

paid to not leaving young people without a study place or work

for too long, as this increases their risk of social exclusion.

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Even just one everyday thing

Wellbeing of young people cannot be pursued by official action

and committee reports alone. The entire community around a

young person growing up has a huge impact: home, family,

neighbours, friends, daycare, school and hobbies.

All these are communities that help shape what a young person

becomes. We all have a responsibility in this

What we need are solutions that are simple enough and easy

enough to put into practice.

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The Finnish Education Evaluation Council

• Serves as an expert body for educational evaluation in connection with the Ministry of Education and Culture

• The operations of the Council are prepared and organized by the Secretariat of the FEEC

• FEEC is a separate institute within the University of Jyväskylä

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Operation of the Education Evaluation council

• The Council is appointed as an independent body by the Ministry of Education and Culture and has 14 members maximum.

• The Council, together with the Ministry of Education and Culture,

is responsible for educational evaluation and its development in the areas of basic education, upper secondary school education, vocational education and vocational adult education as well as independent civic education.

• Evaluation supports decision making by the Ministry of Education and Culture, education providers and educational institutes

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Values of evaluation

• Evaluation supports the promotion of educational equality.

• Fairness means establishing an ethically sound basis for evaluation and refraining from comparisons that could damage the target.

• Truthfulness refers to ethically high-level responsibility,a critical approach, and optimal reliability in evaluation

• Constructive evaluation.

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Priciples of evaluation

• Evaluation is independent.

• Evaluation involves active participation.

• Evaluation aims at quality.

• Evaluation is based on openness.

• Evaluation promotes development.

• Evaluation is efficient and economical.

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The aims of evaluation

• Evaluation seeks to acquire and analyze data

in order to provide a basis for national education policy and local decision-making as well as for

educational development.

• In addition, it aims to support students’

learning, the work of educational personnel, and

the development of educational institutes.

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Evaluation methods

• The Council develops evaluation methods for the needs of various users.

• National evaluations will make use of

self-evaluations both by education providers and

by educational institutes and also disseminate

successful practices.

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Utilisation of evaluation information

• Evaluation information plays a central role in the formation of education policy and in educational development.

• The emphasis of the evaluation programme is on the appropriateness, timeliness, and versatility of evaluation.

• In evaluation activities a premium is placed on customer-oriented reporting, development recommendations and consultative support at the customer’s request.

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Communication and information

• The transparency and effectiveness of educational

evaluation will be promoted by the release of evaluation

results in the Council’s publication series.

• Education providers and educational institutes

concerned will always be notified of the evaluation results,

and schools will not be ranked.

• Evaluation publications are available also on the web.

Evaluation reports will include an abstract in English.

• The Council produce publications concerning evaluation

methodology. 15.02.1354

Learner evaluation

• Self-evaluation

• Grades, and semester evaluation

• National tests on mathematics and finnish language to define support needs

• Social and healthcare

No tests geared towards ranking

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Teacher evaluation

• Development discussions

• Peer feedback

• Self-evaluation• Feedback from the parents• Direct feedback from the learners

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Examples of Evaluations

• Basic educational security, special needs education, remedial teaching and student welfare services in basic education.

• The need for special education in upper secondary schools. • From goals to interaction. Evaluation of pedagogy in Finnish

basic education.

• Evaluation of pedagogy in Finnish upper secondary education

• The functionality of the Finnish pre-primary and basic education curriculum system

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Educational outcomes and health of children – process of segregation in the Helsinki Metropolitan Area - MetrOP

• Focus: increasing differentiation in children’s educational outcomes and health as components of a process of social and spatial segregation in the Helsinki Metropolitan Area (HMA)

• Research team: – Tampere University (School of Public Health and Medical School)– National Institute for Health and Welfare– University of Helsinki (Geography Department and Centre for

Educational Assessment)• HMA: the commuting zone of Helsinki (1.2 million inhabitants, 14

municipalities)

• the city of Espoo one of the municipalities

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• in 2012 all 7th graders (13 years old) were included in the survey: in Espoo 29 schools participated

• some results of the study:– girls succeeded somewhat better than boys in all areas of the

study– clear connection between the parents’ educational background

and the educational outcomes of the children– negative attitudes on learning have a slightly stronger connection

on educational outcomes than positive– clear differences between schools were detected when the

educational outcomes and the pupils’ school marks at the 6th grade were compared

– in terms of educational outcomes, Espoo was found to be above the average and in terms of health, on the normal level

• the final report will be published in 2013 15.02.13Tekijätiedot ja/tai esityksen nimi

59


• in 2012 all 7th graders (13 years old) were included in the survey: in Espoo 29 schools participated

• some results of the study:– girls succeeded somewhat better than boys in all areas of the study– clear connection between the parents’ educational background and

the educational outcomes of the children– negative attitudes on learning have a slightly stronger connection on

educational outcomes than positive– clear differences between schools were detected when the

educational outcomes and the pupils’ school marks at the 6th grade were compared

– in terms of educational outcomes, Espoo was found to be above the average and in terms of health, on the normal level

• the final report will be published in 2013

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Linkage between external and local evaluation and external support to educationproviders

• Education providers evaluate their own provision

of education and decide on their own evaluation models, methods and indicators.

National evaluations make use of the evaluations carried out by educational providers and educational institutes.

• To support local evaluation, efforts will be made to develop a

relevant expertise reserve, networked evaluation culture,

evaluationmodels, methods, criteria, measures, and indicators

as well as information networks.

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Networks and other co-operation in evaluation

• The evaluation system will be developed and the

evaluations carried out through a network that is built on

partnership with experts from science and research,

educational administration, teaching, and various interest groups.

• Major partners in international co-operation include

evaluation organisations from different countries along with the

Nordic Council of Ministers, the CEDEFOP, the OECD, and

the EU. The Education Evaluation Council contributes actively

to the European evaluation policy and culture.

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• Every school is consequently expected to provide an adequate learning environment for every pupil and it is therefore a big challenge for an individual school to build a full functioning support system for a very heterogeneous group of pupils. It will require a great deal of development work if inclusion is to be incorporated into Finnish schools.

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Autonomy

State

Municipality

Municipality

School /

Principal

Principal

Teacher

Learner

Autonomy

• Administration

• Finances

• Grouping• Recruiting• Number of schools

• The evaluation system

• Profiled education• Education in other languages

• In-house training

• Languages offered15.02.13

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Evaluation in Espoo

• The self-evaluation of school activities in our school is systematic.

• The evaluation of school activities complies with ethical principles (such as objectivity, confidentiality, ways that the evaluation and its outcomes are used).

• The outcomes of the self-evaluation of our school are taken into account in the plans for academic years.

• The information generated by evaluations leads to practical improvements in our school.

• .

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Evaluation in Espoo

• Guardians are informed of the key evaluation data concerning our school.

• The quality of pupil assessments in our school is consistent.

• Pupils are allowed to demonstrate their true potential through diverse assessment methods.

• ADDITIONAL STATEMENTS• The implementation of the plan for the academic year is

evaluated regularly.• The implementation of the curriculum is evaluated regularly.

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SELF-EVALUATION OF SCHOOLS IN THE CITY OF ESPOO

• Self-evaluation helps schools to pinpoint strengths and challenges and develope key processes. School´s an evaluation plan guides the evaluation process over a three-year period.

• Self-evaluation tools:– Primary and secondary schools: Self-evaluation Questionnaire for

Basic Education in Espoo (based on National Quality Criterias for Basic Education) and Manual

– Upper secondary schools: EfeCaf (EFQM)

• Subjects of evaluation: Productivity in education, Learning environment, Student services, Management and leadership, Personnel welfare, Studet welware

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• Self-evaluation is based on the collected key evaluation data.

• Schools analyse the results by themselves and also write the evaluation report and development plans.

• Finnish Education Unit in Espoo uses the collected evaluation data as a part of it´s development and planning.

• Self- evaluation and audition have become common as an apparatus of evaluation in Finnish schools but they must be used systematically and regularly to provide useful information on the quality and content of the basic processes and procedures in school.

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riad sent 20.2.2013 suihko

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