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Bài học Phần Lan 2.0
Làm thế nào để từ một đất nước bị tàn phá nặng nề trong Thế chiến hai, cơ sở vật chất lạc hậu, nền chính trị biến động với cuộc đấu của các Đảng phái… Phần Lan vươn mình trở thành đất nước có nền giáo dục số 1 hành tinh?
"Bài học Phần Lan 2.0" là bản cập nhật có chỉnh sửa của "Bài học Phần Lan" – tác phẩm của nhà sư phạm Phần Lan Pasi Sahlberg.
Sách là câu chuyện về quá trình xây dựng nền sư phạm Phần Lan trong 4 thập kỷ qua. Tác giả nhấn mạnh vào các giải pháp mang tính cách mạng của Phần Lan, khác biệt của chúng với nước Mỹ và các quốc gia khác trên thế giới.
Phần Lan chứng tỏ rằng chính sách lấy giáo viên là trung tâm, chuyên nghiệp hóa đội ngũ giáo viên, xây dựng niềm tin giữa nhà trường và xã hội, đầu tư vì nền giáo dục công bằng thay vì thành tích, đã cực kì thành công, biến Phần Lan thành hình mẫu giáo dục của mọi quốc gia trên thế giới.
"Bài học Phần Lan 2.0" sẽ là cuốn sách gối đầu giường của mọi nhà sư phạm và phụ huynh Việt Nam. Các ý tưởng trong sách gần như tưởng phản hoàn toàn với tình trạng chạy theo thành tích, cải cách liên miên nhưng bế tắc, gây sức ép học hành lên con cái, của nhà trường và phụ huynh nước ta.
"Bài học Phần Lan 2.0" là bản cập nhật có chỉnh sửa của "Bài học Phần Lan" – tác phẩm của nhà sư phạm Phần Lan Pasi Sahlberg.
Sách là câu chuyện về quá trình xây dựng nền sư phạm Phần Lan trong 4 thập kỷ qua. Tác giả nhấn mạnh vào các giải pháp mang tính cách mạng của Phần Lan, khác biệt của chúng với nước Mỹ và các quốc gia khác trên thế giới.
Phần Lan chứng tỏ rằng chính sách lấy giáo viên là trung tâm, chuyên nghiệp hóa đội ngũ giáo viên, xây dựng niềm tin giữa nhà trường và xã hội, đầu tư vì nền giáo dục công bằng thay vì thành tích, đã cực kì thành công, biến Phần Lan thành hình mẫu giáo dục của mọi quốc gia trên thế giới.
"Bài học Phần Lan 2.0" sẽ là cuốn sách gối đầu giường của mọi nhà sư phạm và phụ huynh Việt Nam. Các ý tưởng trong sách gần như tưởng phản hoàn toàn với tình trạng chạy theo thành tích, cải cách liên miên nhưng bế tắc, gây sức ép học hành lên con cái, của nhà trường và phụ huynh nước ta.
428 pages, Paperback
First published December 14, 2014
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Displaying 1 - 30 of 48 reviews
June 11, 2017
Good book to begin thinking about education in Finland, especially its historical background, its structure, and its challenging strategies.
January 1, 2021
First, the book is dry, Second the book is Dry, Third, the book is DRY.
But I had the persistence to finish it. I heard a lot about how good the educational system in Finland, so, I determined to finish the book.
So let me put some colors and flowers in this review:
Although Finland is a northern country characterized by its dark and cold climate, Finns are among the world’s happiest people and live in one of the most prosperous communities in the world. One reason is their educational system. Somehow, Finland created one of the best educational systems in the world. The irony is that their schools have no standardized tests until the end of high school years! Finnish students spend much less time doing homework than many other nations. If there is any homework, it is done in school. Also, teachers spend less time teaching and students spend less time studying than many nations in the world. In Finland, school is free and students are provided with a free and healthy lunch every day, regardless of their home economical situation. The science and mathematics curriculum in Finland has a strong focus on problem-solving, and experimental activities therefore linking the two subjects to the real world. In short words, Finland did the opposite of what every educational establishment does, and by that, they have created one of the most successful educational systems in the world.
It is true that Finland cares a lot about building schools. But the key factor for them is the Teachers. Teaching in Finland is the number-one profession above medicine and law. Primary teacher education in Finnish universities is one of the most competitive choices of study. In fact, teaching is regarded as a very prestigious profession in Finland driven mainly by moral purpose, rather than by material interest, careers, or rewards. To become a teacher in Finland, you need to have a minimum of a master's degree and therefore teachers are well paid in Finland. Women in Finland has a better chance to marry if they get into a teaching profession. Finnish males viewed a teacher as the most desirable spouse, rating them above nurses, medical doctors, and architects (I thought that was interesting).__ I wondered about the best job choice for Saudi women that will make them preferable spouse for Saudi men! I do not have the answer !! __
Anyway, informative book but I did not enjoy reading it
But I had the persistence to finish it. I heard a lot about how good the educational system in Finland, so, I determined to finish the book.
So let me put some colors and flowers in this review:
Although Finland is a northern country characterized by its dark and cold climate, Finns are among the world’s happiest people and live in one of the most prosperous communities in the world. One reason is their educational system. Somehow, Finland created one of the best educational systems in the world. The irony is that their schools have no standardized tests until the end of high school years! Finnish students spend much less time doing homework than many other nations. If there is any homework, it is done in school. Also, teachers spend less time teaching and students spend less time studying than many nations in the world. In Finland, school is free and students are provided with a free and healthy lunch every day, regardless of their home economical situation. The science and mathematics curriculum in Finland has a strong focus on problem-solving, and experimental activities therefore linking the two subjects to the real world. In short words, Finland did the opposite of what every educational establishment does, and by that, they have created one of the most successful educational systems in the world.
It is true that Finland cares a lot about building schools. But the key factor for them is the Teachers. Teaching in Finland is the number-one profession above medicine and law. Primary teacher education in Finnish universities is one of the most competitive choices of study. In fact, teaching is regarded as a very prestigious profession in Finland driven mainly by moral purpose, rather than by material interest, careers, or rewards. To become a teacher in Finland, you need to have a minimum of a master's degree and therefore teachers are well paid in Finland. Women in Finland has a better chance to marry if they get into a teaching profession. Finnish males viewed a teacher as the most desirable spouse, rating them above nurses, medical doctors, and architects (I thought that was interesting).__ I wondered about the best job choice for Saudi women that will make them preferable spouse for Saudi men! I do not have the answer !! __
Anyway, informative book but I did not enjoy reading it
July 22, 2017
Cuốn sách rất hay và cho người đọc cái nhìn tương đối toàn diện về cải cách giáo dục Phần Lan và những nguyên nhân đằng sau sự thành công của một nền giáo dục đó. Những điều có thể rút ra được từ kinh nghiệm Phần Lan, thứ nhất đó là quá trình cải cách phải mang tính lâu dài và hệ thống, bắt đầu từ việc xem xét lại các định nghĩa và giá trị giáo dục cốt lỗi, sứ mệnh của trường học trong sự giáo dục trọn đời của học sinh. Bên cạnh đó, việc tăng cường chú trọng vào phúc lợi của từng cá nhân học sinh cũng như đảm bảo sự bình đẳng giáo dục bất chấp địa vị kinh tế- xã hội của các em cũng là một nhân tố lớn dẫn tới thành công giáo dục. Ngoài ra, đối với giáo viên, việc đảm bảo quyền lợi về kinh tế là không đủ, mà còn cần có những động lực về mặt chuyên môn học thuật, cũng như tạo môi trường làm việc thuận lợi, thân thiện, hợp tác và khuyến khích sự sáng tạo, tìm tòi và nghiên cứu khoa học giáo dục ứng dụng là cực kỳ quan trọng. Về phía lãnh đạo, thì cần có những nhà lãnh đạo giáo dục có trình độ về chuyên môn giáo dục, đã từng làm giáo viên và được tin tưởng đưa ra những quyết định giáo dục cho trường của mình, cũng như hỗ trợ bởi mạng lưới lãnh đạo khu vực và quốc gia. Thành công của giáo dục Phần Lan còn nhiều phần nằm ở sự tin tưởng tuyệt đối của phụ huynh và xã hội với giáo viên và nhà trường, cũng như cái nhìn sáng suốt của xã hội về sự phức tạp của đánh giá học sinh, không thể chỉ dựa vào điểm số đơn thuần. Sự thành công của nền giáo dục Phần Lan cũng được tác giả khẳng định là dựa trên sự thành công tương ứng của các lĩnh vực kinh tế - xã hội khác. Tức là để có một nền giáo dục thành công, cần có một nền chính trị ổn định, minh bạch, sự tin tưởng vào chế độ công cũng như chính sách mang tính bền vững. Thành công của giáo dục Phần Lan đúng là khó có thể được sao chép sang các nền giáo dục khác, nhưng sẽ có những giá trị định hướng và tham khảo không thể chối cãi cho những nền giáo dục đang bế tắc và tìm hướng đi của mình.
May 12, 2016
I'm not enjoying this book. I'm not learning anything new and the author keeps saying, "In this chapter I will talk about..." and then proceeds for the next 4 pages to say what he will talk about. OMG, just talk about it already!
February 12, 2019
If you are curious about Finnish educational system, and how it came to be what it is now, this is your book! Easy and light to read and very informative.
October 9, 2020
5 stars for Finland's education. 3 for the book which got repetitive and at times a little vague.
MY NOTES: Finland’s education -
Does the opposite of what most are doing. Not competition, more data, more testing, more homework, more standardization, more accountability. Local control and trust with teachers able to excercise their professional judgment - that’s what makes the profession attractive. It is the most desired career and getting into a college teaching program is most competitive. Fins have great respect for teachers. You have to address student inequality before you get student excellence.
Preschool and welfare system - seems really essential. Maternity leave starts 2 months before birth and continues for 8 months after. Both parents are encouraged to take it and are paid full salary by a gov. Agency. Then, all have the right to voluntary day care and kindergarten if they so desire. PURPOSE IS NOT ACADEMIC. It is to make sure they are happy responsible individuals. “School readiness” means that schools need to be ready for children no matter where they are at. Every child has health care, free lunch for every child all the way through high school, and child poverty is only 5%.
From the age of 7 to 16 in a peruskoulu. 9 years of basic education without any tracking. Compulsory ed. Ends at 16, but upper secondary education is attractive. Four options:
General Upper Secondary School - prepares for college. 50% do this. NOT GROUPED BY AGE COHORT. Students free to pick class when appropriate. A personalized plan. Year is divided into six or 7 week periods and students tested at the end of the period. Each course is completed in 6-7 weeks. Need 75 courses of 38 lessons each to graduate; about ⅔’s are required. Must take 18 subject areas including Chemistry, philosophy, two languages. Takes 3 years usually, but some take more, some less and you can leave if you wish. Funding is based on the number of students you have, so there is an incentive to retain students. They do take a comprehensive Matriculation exam at the end which is criticized by teachers as narrowing curriculum and teaching to the test.
2) Vocational School - 42 % do this. Free to change to other track. Schools also allow students to take courses in General Upper School and General Upper Secondary students can take vocational classes at Vocational School. 3 year program. 25 % are general courses. ⅙ of training must be on the job. In theory they can take the Matriculation Exam, but few do.
3) Take a tenth year of peruskoulu before moving onto one of the other options. Not a popular choice.
3) Go to work. 6 % do. Some might return to education. They have become a burden on society.
A big difference about Finland is that when making the choice, students have never taken a standardized test which put them into a box, and they had 2 hours of counseling per week for the two years leading up to the choice.
Matriculation Exam - Take at least four subject area tests. Mostly open ended questions that test their ability to cope with unexpected tasks. ONe in your native language is required. Then, an additional for. Language, math, science or humanaties. Many more optional tests. Ticket to college. Graded by teacher and a board independent of one another. Score combined and scaled so only 5 % get top score and 5 % fail.
Higher Education is tuition free to all who successfully completed upper secondary school. Looks like you get aid and grants for housing and other expenses.
HOW THEY DIFFER:
Schools do not compete with one another. They cooperate and share best practices.
Equity is not about everyone getting the same curriculum. Everybody goes to a school where they can fulfill their intentions.
No leveled classes. Prior to High School all study math and foreign language without levels. Expectations raised for all.
Special Education is not for those with a disability. It is for anyone experiencing difficulty in a subject matter. Assumed that most will need it at some point. IDEA IS PREVENTION. Kids are identified before they enter school.
No grades for first five years.
No standardized tests to compare. Schools set own goals. Greatness is when all kids exceed expectations. They do test age cohorts taking 10 % randonmly. THis is to evaluate effectiveness of cur. Only. No reflection on student or teacher.
Spend less time in school, less homework. There is no coorelation between time in class and performance. LESS IS MORE. Most students have 30 minutes of homework. Many complete it before they leave for the day.
Relaxed culture, less stress.
Teachers spend less time in classroom and are required to have 3 hours of collaboration per week. 15 minutes off for each 45 minute lesson. DO NOT HAVE TO BE IN SCHOOL IF THEY ARE NOT IN CLASSROOM. Provides more time to develop, reflect, observe, work with others.
Spend less on education as a % of GDP than U.S.
Salaries are a little above average. THe big key is that teachers have autonomy and respect. More admired than doctors.
Because it is seen as a respected profession, many apply for teacher education. Only 10 % are accepted. A test based upon six academic articles announced in advance is the first screen; then, universities pick those most suitable. You must get a master’s degree, complete with a research based thesis. Everyone trained as an educational researcher. THERE ARE NO ALTERNATIVE ROUTES TO CERTIFICATION. Do not accept that drill sargents make good teachers or that CEO’s can run schools.
Oddly, they then get thrown into the classroom without experience.
No formal evaluation system of teachers. Assumed to be professionals. There is merit pay - but never based on student outcomes.
Principals must be former teachers and ⅔’s continue to teach.
Curiculum is created by teachers. There is a national framework, but no standards.
Finns usually maintain that there is no typical teaching style in Finland; the culture prizes professionalism and initiative, rather than uniformity, in its schools.
GREAT TEACHERSare needed BUT….
Only explains 10-20 % of acheivement. School leadership just as important. More important - home life, peer influence, personal characteristics far more important. WAITING FOR SUPERMAN IS A MYTH. Great teachers in a constrained educational system will not succeed. You take Finlands talent and bring it to Indiana and we would not see much improvement.
Author believes that we need to make slogan: Help all students find their talent and passion in school.
Alternative View - Economist in 2019 article points out that the first big test scores by Finland were taken by students who were taught by rote and regimented. Scores have declined particularly in schools where students "find their own learning" in math and science. Also, stress that culture outside of school's control such as adult literacy is high in Finland. Still, they point out that Estonia copied model and improved.
Found their Social Studies Cur, separate from History (see below):
Compulsory - Politics and Society; Economics
Specialization Courses: Citizens and law; Europeanism and European Union
Goals:
To understand the nature of society as a result of historical development;
• Being familiar with the foundations and practices of Finland’s social system and economy and be able to
place these in European and international contexts;
• To command key social and economic concepts;
• Being aware of the opportunities to influence and participate in a civil society and also know how to use
these;
• Being capable of acquiring current information from different sources and of assessing verbal, visual and
statistical information critically;
• Being capable of forming justified personal views of controversial social and economic issues that are
bound to values;
• To obtain capabilities to build a conception of society based on responsibility, tolerance and respect for
equality.
History is considered a separate study.
Students preparing to take the matriculation exam in history begin with three required courses and a couple of recommended electives, but then fill out the rest of their program with independent reading and more focused electives.
These history courses are theme-based. The compulsory course themes are ‘The human in environmental and societal change’, ‘International relations in the twentieth and twenty-rst centuries’ and ‘History of independent Finland’
Goals:
. History content. For example, mastering the main developmental trends and the key historical processes, together with their backgrounds and consequences, in the history of Finland and the world.2. Historical skills. For example, the ability to construct knowledge of the past using appropriate sources of information, evaluate it critically and understand its relativity and susceptibility to multiple interpretations.3. Active, democratic citizenship. For example, the capability to form a world view in which human rights, equality and democracy are valued, and the ability to act as a responsible citizen promoting these values
MY NOTES: Finland’s education -
Does the opposite of what most are doing. Not competition, more data, more testing, more homework, more standardization, more accountability. Local control and trust with teachers able to excercise their professional judgment - that’s what makes the profession attractive. It is the most desired career and getting into a college teaching program is most competitive. Fins have great respect for teachers. You have to address student inequality before you get student excellence.
Preschool and welfare system - seems really essential. Maternity leave starts 2 months before birth and continues for 8 months after. Both parents are encouraged to take it and are paid full salary by a gov. Agency. Then, all have the right to voluntary day care and kindergarten if they so desire. PURPOSE IS NOT ACADEMIC. It is to make sure they are happy responsible individuals. “School readiness” means that schools need to be ready for children no matter where they are at. Every child has health care, free lunch for every child all the way through high school, and child poverty is only 5%.
From the age of 7 to 16 in a peruskoulu. 9 years of basic education without any tracking. Compulsory ed. Ends at 16, but upper secondary education is attractive. Four options:
General Upper Secondary School - prepares for college. 50% do this. NOT GROUPED BY AGE COHORT. Students free to pick class when appropriate. A personalized plan. Year is divided into six or 7 week periods and students tested at the end of the period. Each course is completed in 6-7 weeks. Need 75 courses of 38 lessons each to graduate; about ⅔’s are required. Must take 18 subject areas including Chemistry, philosophy, two languages. Takes 3 years usually, but some take more, some less and you can leave if you wish. Funding is based on the number of students you have, so there is an incentive to retain students. They do take a comprehensive Matriculation exam at the end which is criticized by teachers as narrowing curriculum and teaching to the test.
2) Vocational School - 42 % do this. Free to change to other track. Schools also allow students to take courses in General Upper School and General Upper Secondary students can take vocational classes at Vocational School. 3 year program. 25 % are general courses. ⅙ of training must be on the job. In theory they can take the Matriculation Exam, but few do.
3) Take a tenth year of peruskoulu before moving onto one of the other options. Not a popular choice.
3) Go to work. 6 % do. Some might return to education. They have become a burden on society.
A big difference about Finland is that when making the choice, students have never taken a standardized test which put them into a box, and they had 2 hours of counseling per week for the two years leading up to the choice.
Matriculation Exam - Take at least four subject area tests. Mostly open ended questions that test their ability to cope with unexpected tasks. ONe in your native language is required. Then, an additional for. Language, math, science or humanaties. Many more optional tests. Ticket to college. Graded by teacher and a board independent of one another. Score combined and scaled so only 5 % get top score and 5 % fail.
Higher Education is tuition free to all who successfully completed upper secondary school. Looks like you get aid and grants for housing and other expenses.
HOW THEY DIFFER:
Schools do not compete with one another. They cooperate and share best practices.
Equity is not about everyone getting the same curriculum. Everybody goes to a school where they can fulfill their intentions.
No leveled classes. Prior to High School all study math and foreign language without levels. Expectations raised for all.
Special Education is not for those with a disability. It is for anyone experiencing difficulty in a subject matter. Assumed that most will need it at some point. IDEA IS PREVENTION. Kids are identified before they enter school.
No grades for first five years.
No standardized tests to compare. Schools set own goals. Greatness is when all kids exceed expectations. They do test age cohorts taking 10 % randonmly. THis is to evaluate effectiveness of cur. Only. No reflection on student or teacher.
Spend less time in school, less homework. There is no coorelation between time in class and performance. LESS IS MORE. Most students have 30 minutes of homework. Many complete it before they leave for the day.
Relaxed culture, less stress.
Teachers spend less time in classroom and are required to have 3 hours of collaboration per week. 15 minutes off for each 45 minute lesson. DO NOT HAVE TO BE IN SCHOOL IF THEY ARE NOT IN CLASSROOM. Provides more time to develop, reflect, observe, work with others.
Spend less on education as a % of GDP than U.S.
Salaries are a little above average. THe big key is that teachers have autonomy and respect. More admired than doctors.
Because it is seen as a respected profession, many apply for teacher education. Only 10 % are accepted. A test based upon six academic articles announced in advance is the first screen; then, universities pick those most suitable. You must get a master’s degree, complete with a research based thesis. Everyone trained as an educational researcher. THERE ARE NO ALTERNATIVE ROUTES TO CERTIFICATION. Do not accept that drill sargents make good teachers or that CEO’s can run schools.
Oddly, they then get thrown into the classroom without experience.
No formal evaluation system of teachers. Assumed to be professionals. There is merit pay - but never based on student outcomes.
Principals must be former teachers and ⅔’s continue to teach.
Curiculum is created by teachers. There is a national framework, but no standards.
Finns usually maintain that there is no typical teaching style in Finland; the culture prizes professionalism and initiative, rather than uniformity, in its schools.
GREAT TEACHERSare needed BUT….
Only explains 10-20 % of acheivement. School leadership just as important. More important - home life, peer influence, personal characteristics far more important. WAITING FOR SUPERMAN IS A MYTH. Great teachers in a constrained educational system will not succeed. You take Finlands talent and bring it to Indiana and we would not see much improvement.
Author believes that we need to make slogan: Help all students find their talent and passion in school.
Alternative View - Economist in 2019 article points out that the first big test scores by Finland were taken by students who were taught by rote and regimented. Scores have declined particularly in schools where students "find their own learning" in math and science. Also, stress that culture outside of school's control such as adult literacy is high in Finland. Still, they point out that Estonia copied model and improved.
Found their Social Studies Cur, separate from History (see below):
Compulsory - Politics and Society; Economics
Specialization Courses: Citizens and law; Europeanism and European Union
Goals:
To understand the nature of society as a result of historical development;
• Being familiar with the foundations and practices of Finland’s social system and economy and be able to
place these in European and international contexts;
• To command key social and economic concepts;
• Being aware of the opportunities to influence and participate in a civil society and also know how to use
these;
• Being capable of acquiring current information from different sources and of assessing verbal, visual and
statistical information critically;
• Being capable of forming justified personal views of controversial social and economic issues that are
bound to values;
• To obtain capabilities to build a conception of society based on responsibility, tolerance and respect for
equality.
History is considered a separate study.
Students preparing to take the matriculation exam in history begin with three required courses and a couple of recommended electives, but then fill out the rest of their program with independent reading and more focused electives.
These history courses are theme-based. The compulsory course themes are ‘The human in environmental and societal change’, ‘International relations in the twentieth and twenty-rst centuries’ and ‘History of independent Finland’
Goals:
. History content. For example, mastering the main developmental trends and the key historical processes, together with their backgrounds and consequences, in the history of Finland and the world.2. Historical skills. For example, the ability to construct knowledge of the past using appropriate sources of information, evaluate it critically and understand its relativity and susceptibility to multiple interpretations.3. Active, democratic citizenship. For example, the capability to form a world view in which human rights, equality and democracy are valued, and the ability to act as a responsible citizen promoting these values
This entire review has been hidden because of spoilers.
July 14, 2021
We Can All Learn from Finnish Innovation
The Finnish Way has been effective because they recognized where their system was INEFFECTIVE, and pivoted. Education is held in high regard at a cultural level, and the teachers are able to execute the art and science of teaching from a position of trust and autonomy afforded by all stakeholders.
As of late, the Finnish model is indicating a slide away from their successful data points they once boasted. The world is watching and waiting to see if they will adjust once again, leaving a pattern for us to learn from and follow.
The Finnish Way has been effective because they recognized where their system was INEFFECTIVE, and pivoted. Education is held in high regard at a cultural level, and the teachers are able to execute the art and science of teaching from a position of trust and autonomy afforded by all stakeholders.
As of late, the Finnish model is indicating a slide away from their successful data points they once boasted. The world is watching and waiting to see if they will adjust once again, leaving a pattern for us to learn from and follow.
Read
May 2, 2016Interesting history of the Finnish school system.
I read this with intent on stealing tons of ideas and using them in my classroom. There are some good ideas but not as many as I was hoping for. Still an interesting read for those curious about education in another part of the globe.
I read this with intent on stealing tons of ideas and using them in my classroom. There are some good ideas but not as many as I was hoping for. Still an interesting read for those curious about education in another part of the globe.
February 22, 2018
Good overview about Finnish Education, School System and what Gorverment willing to do to improve on education. But still there is alot of repetative in this book and made me feel more like a number report
This is a good book for someone who interested in Education on another country, but it also show that you cannot just copy and paste their Education to another country without challenges
This is a good book for someone who interested in Education on another country, but it also show that you cannot just copy and paste their Education to another country without challenges
April 12, 2018
Oh my gosh!! Why are we not following this Finnish school system that works?? Great read, lots of information, not always exciting, but very interesting!!
April 25, 2018
Mình nghĩ quyển này phù hợp cho những nhà giáo dục, cải cách giáo dục , giáo viên hoặc bất cứ ai quan tâm đến giáo dục công. Cuốn sách trình bày về nền giáo dục Phần Lan- nền giáo dục được đánh giá có chất lượng cao nhất thế giới ( theo một số đánh giá quốc tế uy tín ) và cũng đang là quốc gia hạnh phúc nhất thế giới nữa. Tác giả nhắc nhiều đến sự khác biệt trong phương hướng giáo dục của Phần Lan với xu hướng chung của thế giới là tập trung vào việc đánh giá kết quả giáo dục theo điểm số , đánh giá chất lượng của giáo viên theo điểm số của học sinh và quá nhiều gánh nặng phải giải trình. Sự khác biệt ở đây là Phần Lan lấy học sinh làm trung tâm không đặt gánh nặng về điểm số, tạo ra một môi trường giáo dục công bằng nơi mọi trẻ em đều có cơ hội và được giúp đỡ khi gặp khó khăn , đặt niềm tin vào giáo viên, thay vì quá nhiều trách nhiệm giải trình, cho họ nhiều không gian để cải thiện chất lượng giáo dục , nâng cao năng lực nhưng cũng đồng thời yêu cầu chất lượng cao từ giáo viên ( tất cả các giáo viên PL phải có bằng thạc sỹ trở lên, kể cả giáo viên tiểu học) Kết quả là : nền giáo dục PL liên tục đạt kết quả cao và trong trường hợp bạn hỏi đấy là kết quả trung bình cộng thế còn kết quả ở top trên thì sao? Kể cả top trên thì vẫn cao hơn thứ hạng các quốc gia khác . Rốt cuộc thì điều gì đã khiến quốc gia nhỏ bé khiêm tốn, không hề coi trọng điểm số này cuối cùng lại đạt được kết quả điểm số cao đến vậy ? Lý do như trên giải thích. Nhưng rất nhiều câu hỏi khác được đặt ra: sao họ lại chọn hướng đi đấy, làm sao để xây dựng được nền giáo dục như vậy, có mối quan hệ với văn hoá, chính trị không ( câu trả lời là có) hay là vì tiền và thế thì bao nhiêu tiền :D , liệu là các quốc gia khác áp dụng có đạt được hiệu quả tương tự không ? Cho điều này thì bạn phải đọc cuốn sách để có câu trả lời. Một điều thú vị đó là phương hướng giáo dục mà PL lựa chọn lại dựa rất nhiều vào các nghiên cứu mà các quốc gia khác đưa ra ( đặc biệt là Anh, Mỹ) nhưng bản thân các quốc gia đấy lại ko sử dụng các nghiên cứu này mà chạy đua thành tích giáo dục và rốt cuộc đang phải chứng kiến sự xa sút chất lượng giáo dục thời gian gần đây vậy nên có lẽ vấn đề ở đây là thay vì chạy theo số đông và hot trend ta nên bình tĩnh ngồi lại, tìm xem mình thực sự mong muốn gì từ giáo dục rồi tìm ra phương pháp để biến điều ấy thành sự thật dựa trên những nghiên cứu hợp lý và tôn trọng văn hoá riêng của quốc gia.
Trên phương diện các nhân, mình đọc cuốn sách này chủ yếu vì tò mò xem nền giáo dục hàng đầu thế nào và rồi mình nhận ra mình đã có một số định kiến về giáo dục do bị ảnh hưởng bởi nhiều yếu tố. chẳng hạn như việc mình phản đối việc chạy đua thành tích giáo dục nhưng vấn đề mình cũng băn khoăn là nếu không dựa vào điểm số thì biết lấy cái gì đánh giá năng lực học sinh bây giờ ? Vấn đề là ở chỗ nếu ta coi giáo dục là chỗ cho những đánh giá theo chuẩn thì như thế , nhưng cái chuẩn ấy đâu chắc đã map với cuộc sống thật và nếu ta nhìn nhận khác đi, rằng nếu giáo dục là nơi học sinh không chỉ học kiến thức nền cơ bản mà còn là nơi giúp học sinh phát huy hết được năng lực vốn có, thứ mà rất đa dạng chứ ko chỉ theo chuẩn, tìm ra được ước mơ và định hướng cho học sinh những điều cần thiết để theo đuổi nó và phát triển sự ham hiểu biết, ham thích tìm tòi và rồi từ phương pháp giáo dục khác ta lại tìm ra cách khác để tìm đúng người cho đúng việc. Nền giáo dục Việt Nam gần đâu nhận rất nhiều chỉ trích và cũng bị căn bệnh thành tích hành hạ, nhưng liệu với tư duy về thành tích như trên thì những chỉ trích ấy liệu có giúp gì cho giáo dục?
Về văn phong của tác giả thì nhiều đoạn viết rất hấp dẫn nhưng cũng có nhiều đoạn mình thấy không hay lắm, nhắc lại ý đã nói nhưng lại thêm thông tin mới nên mình cũng ko thể đơn giản bỏ qua, một số đoạn đưa thông tin chi tiết về việc các chương trình giảng dạy cho giáo viên thì vì ko có kiến thức chuyên ngành nên ko thể so sánh hay thấy nhiều ý nghĩa. Nhưng nhìn chung thì cuốn sách khá hay dù hơi bị dài , đọc mãi mới hết, 3.5 star thôi cho thành 4
Trên phương diện các nhân, mình đọc cuốn sách này chủ yếu vì tò mò xem nền giáo dục hàng đầu thế nào và rồi mình nhận ra mình đã có một số định kiến về giáo dục do bị ảnh hưởng bởi nhiều yếu tố. chẳng hạn như việc mình phản đối việc chạy đua thành tích giáo dục nhưng vấn đề mình cũng băn khoăn là nếu không dựa vào điểm số thì biết lấy cái gì đánh giá năng lực học sinh bây giờ ? Vấn đề là ở chỗ nếu ta coi giáo dục là chỗ cho những đánh giá theo chuẩn thì như thế , nhưng cái chuẩn ấy đâu chắc đã map với cuộc sống thật và nếu ta nhìn nhận khác đi, rằng nếu giáo dục là nơi học sinh không chỉ học kiến thức nền cơ bản mà còn là nơi giúp học sinh phát huy hết được năng lực vốn có, thứ mà rất đa dạng chứ ko chỉ theo chuẩn, tìm ra được ước mơ và định hướng cho học sinh những điều cần thiết để theo đuổi nó và phát triển sự ham hiểu biết, ham thích tìm tòi và rồi từ phương pháp giáo dục khác ta lại tìm ra cách khác để tìm đúng người cho đúng việc. Nền giáo dục Việt Nam gần đâu nhận rất nhiều chỉ trích và cũng bị căn bệnh thành tích hành hạ, nhưng liệu với tư duy về thành tích như trên thì những chỉ trích ấy liệu có giúp gì cho giáo dục?
Về văn phong của tác giả thì nhiều đoạn viết rất hấp dẫn nhưng cũng có nhiều đoạn mình thấy không hay lắm, nhắc lại ý đã nói nhưng lại thêm thông tin mới nên mình cũng ko thể đơn giản bỏ qua, một số đoạn đưa thông tin chi tiết về việc các chương trình giảng dạy cho giáo viên thì vì ko có kiến thức chuyên ngành nên ko thể so sánh hay thấy nhiều ý nghĩa. Nhưng nhìn chung thì cuốn sách khá hay dù hơi bị dài , đọc mãi mới hết, 3.5 star thôi cho thành 4
This entire review has been hidden because of spoilers.
November 7, 2018
I had heard some news about the Finnish educational system because of its spread reputation, so one I found this book I decide to read it for the sack of knowing more.Eventually it was one of the best books I have ever read. Mentioning the the history which bases the philosophies behind this system; the use of statistics and diagrams in addition to analysing it; the comparison with the existing systems;all this were some of the positive points in this book.Finally, reading it make keen on reading more about this system in order to know deeply how do they work in the daily basis , also about the creativity in education.
April 26, 2020
Có vài quan điểm đọc thấy cũng hay ho: “Bình đẳng trong giáo dục không có nghĩa là dạy cho tất cả học sinh một chương trình học như nhau, mà là cung cấp cho học sinh cơ hội như nhau được tiếp cận với giáo dục chất lượng cao”. Theo nghĩa đó, những khác biệt trong kết quả giáo dục của mỗi học sinh là chuyện bình thường, nhưng phải đảm bảo rằng sự khác biệt đó không phải do giàu-nghèo, thu nhập hay quyền lực…
Quy rộng ra nữa thì mình thực sự phải suy nghĩ lại rất nhiều về mấy chữ "công bằng", "bình đẳng" trong xã hội. Cào bằng mọi thứ thì có còn công bằng nữa?
Quyển sách rất thú vị về tư duy giáo dục và cách xây dựng môi trường làm việc!
Quy rộng ra nữa thì mình thực sự phải suy nghĩ lại rất nhiều về mấy chữ "công bằng", "bình đẳng" trong xã hội. Cào bằng mọi thứ thì có còn công bằng nữa?
Quyển sách rất thú vị về tư duy giáo dục và cách xây dựng môi trường làm việc!
March 13, 2017
Good propositions, a little repetitive
As always, Pasi Sahlberg calls into question the best ways to educate youth. This book provides some interesting strategies to think about school structures and systems, and the part about the importance of teacher collaboration and an investment in equity resonates with everything else I am reading. At times, though, I was not sure where the idea in one chapter ended and the next chapter began. That might have been part of his argument, though.
As always, Pasi Sahlberg calls into question the best ways to educate youth. This book provides some interesting strategies to think about school structures and systems, and the part about the importance of teacher collaboration and an investment in equity resonates with everything else I am reading. At times, though, I was not sure where the idea in one chapter ended and the next chapter began. That might have been part of his argument, though.
March 27, 2019
The book promotes a number of interesting and extremely important ideas with regards to education, therefore it is a must read for anyone interested in this field. However, it gets extremely repetitive to a point you get a feeling of reading the sames sentences over and over again. So may be "less is more" is a Finnish motto, but it is definitely not followed in this book. Better editing would have been welcome.
June 25, 2019
"The success of Finnish education is not the result of any major or national education reform per se. Instead, education development in Finland has been based on the continual adjustment of schooling to the changing needs of individuals and society." This is the key to so many issues with American public schooling. So much of who I want to be as a teacher is deeply rooted in the methods and ideas in Finland. I only hope to influence this kind of future in America!
August 6, 2021
Insightful yet disappointingly repetitive and dull. As others have said, Sahlberg repeats and repeats which can be useful in getting a message across, but then he repeats again. The dryness would have been relieved by real life examples: what are actual, real-life Finnish teachers, students and parents' experience of school? A missed opportunity to interview and share opinions other than those of academics.
January 21, 2019
Very 'to the point' book that shows how, over about 20 years, Finland completely changed their educational system. The message for me was that there is no single thing that will improve education as a whole, but rather, there needs to be a joint effort coming from a variety of institutions and a national interest in investing in the youth's future.
July 25, 2019
Có một câu bảo về giáo dục. Ý bảo là chúng ta đang phải đối mặt với khó khăn kép.
1. là tính mới hay cập nhật sao cho phù hợp với xu hướng.
2. Áp dụng được cho tất cả các đối tượng.
Vấn đề thực sự rất khó giải quyết, vì có 1 sẽ khó có 2, còn nếu làm tốt 2 thì đã lạc hậu.
Và họ đã giải quyết như thế nào.
1. là tính mới hay cập nhật sao cho phù hợp với xu hướng.
2. Áp dụng được cho tất cả các đối tượng.
Vấn đề thực sự rất khó giải quyết, vì có 1 sẽ khó có 2, còn nếu làm tốt 2 thì đã lạc hậu.
Và họ đã giải quyết như thế nào.
This entire review has been hidden because of spoilers.
May 9, 2022
Buku ini tentang bagaimana Finlandia berhasil mentransformasi pendidikan publik mereka dengan indikator warga negara paling terdidik, kesempatan pendidikan yang merata dengan sumber daya yang efektif, professional dan efisien.
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https://yangiedwimp.wordpress.com/201...
May 4, 2017
The details of the Finnish education system, including how it evolved historically, explains a lot on why it is among the best in the world. Many countries can learn a lot from Finland, and a good start would be this book.
March 4, 2018
Very informative and interesting. Lots of information that I will probably have to read again because I couldn't take it all in the first time through. It gives a great understanding into the Finnish education system and how and why it works.
March 16, 2019
A dense read - a lot more quantitative than qualitative data - and while it gives a lot of data, it really doesn’t give much specific detail about what makes Finland’s educational system run smoothly. Basically read like a 200 page research paper.
April 14, 2020
This book was eye-opening--as an educator, it was fascinating to read about the minute facets of an education system that WORKS for its students and teachers. There was an excellent balance between data and commentary. I would definitely recommend the read.
November 10, 2020
Excellent and so thought-provoking! So many lessons about school reform, including the importance of social and economic policies to address childhood poverty and parental leave. Would love to see more lessons from the Finnish system in our own conversations about systemic reform.
August 1, 2022
This book was very dry compared to “Teach like Finland”. This book provides studies and other statistical information on what Finland is doing. If you are looking for differences between Finland and USA, grab Teach Like Finland.
December 16, 2017
A provocative and well layed-out book examining the features of the successful Finnish education system and providing suggestions for other countries.
July 20, 2018
Interesting perspective of the Finnish school system. The organization of people, agreements, preparation, and time built what became a winning education in a small country.
August 28, 2019
Very clearly written, this book provides an excellent overview of the Finnish education system.
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