These achievements provide the basis for a desirable and beneficial assimilation of the positive aspects of the Finnish experience by other nations with a view to improving their educational systems. It is important, notwithstanding, to harmonize satisfactorily two issues that are often dealt with in a dichotomous way, concealing the complexity of the reproducibility of the educational practices adopted by the Nordic country in other national formations. The strength of the national consensus around this mission is reflected, among other manifestations, in the solid permanence and consolidation of its free public education system since the early s, regardless of the ideological profile of the political parties that were in charge throughout this period, as well as in the strong resistance to the pressures of the global capitalist macrostructure, with a view to subsuming the education system of that country to the mechanisms of reproduction and accumulation of capital concentrated in the immense transnational monopolistic financial conglomerates Just as the efforts to mechanically transport to other countries and try to reproduce only certain aspects that have proved effective in the Finnish model are obviously innocuous, the accurate analysis of this model shows that the construction of the educational system itself takes place in the broad scope of the formulation and development of the welfare state set up in the nation since the dawn of the s.
From this perspective, education is integrated into the entire framework of public policies in that State, which supports and makes it an indispensable basis for social cohesion and the socioeconomic development of that nation. Attempting to reproduce an educational system with the values, foundations, principles and objectives found in the Finnish model in a foreign society characterized by high levels of social inequality and misery, absence of a minimally democratic political system and high levels of income concentration and economic power will prove to be a fruitless and frustrating experience.
On the other hand, the relative peculiarity of some features of the Finnish society, State and educational system should not serve as a pretext for disregarding its model as an educational paradigm to be sought by other nations, naturally through a process of mutual learning, collaboration and interaction among participants in the systems in comparison, aiming at the necessary adaptations to their respective social, cultural, political and economic contexts.
One of the claims of those who share such a misunderstanding has been that the small territorial extension and the small population of Finland are absent in many other countries, which would make its system unviable as a pattern to be considered in the educational policy formulations of other nations. The argument falls apart when one learns the fact that, for example, 30 of the 50 states of the United States have a population similar in size to that of this Nordic country, it being known that these political and administrative instances have, in the United States, for example, considerable administrative, pedagogical and financial autonomy to formulate their educational policies.
Therefore, no structural factor would, per se, prevent them from considering the alternatives adopted by the successful model of that northern European country. Another similarly mistaken idea points to the supposed ethnic and cultural homogeneity that allegedly exists in Finland, which does not occur in large countries trying to reformulate their educational systems. This trait has gradually lost relevance and intensity in that society in recent decades, with the upsurge of migratory processes coming mainly from other European countries.
However, what is striking is that, as Sahlberg reminds us, this same relative homogeneity can be found in Japan, South Korea, and Shanghai, whose educational systems are often taken as benchmarks by market-driven educational reformers, which demonstrates its fragility as an argument justifying the alleged inapplicability of the Finnish experience in other countries.
Nonetheless, it has been realized that there are reasonably successful alternative education systems, whose assumptions are profoundly opposed to the overall corporate pattern of education, which can enable the nations victims of this ruse the possibility of cooperative development, with the participation of the broader segments of society, of an autonomous model compatible with the values of equality, dignity, fraternity and solidarity that guide the social groups that have already understood and matured the basic link between equity and social cohesion.
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Although it is difficult to compare the learning of a student body in such disparate historical periods with such disparate socio-economic, cultural and political realities, the author delineates a convincing outlook in which he depicts the evolution of the performance of those apprentices in the period from to The same source points out that the non-selective nature of Comprehensive Schools in that country, which constitute the essence of the Finnish educational model peruskoulu , contributes significantly to this, as all students receive the same basic educational provision on average, until the age of It concludes by indicating that more pronounced variations in performance between schools occur more frequently in national educational systems in which learners enter in different types of schools at the beginning of their school life.
Nevertheless, the remuneration of effective teachers is at the same level, on average, of their peers in OECD countries Sahlberg, It is important to consider, notwithstanding, that the Finnish State provides a wide range of goods and services that meet the basic material needs of its population, which does not occur in most of the countries of that organization. In addition, it should be noted that, in accordance with the values prevailing in that society, prestige, respect and recognition enjoyed by Finnish teachers could not fail to keep close congruence with their professional remuneration.
Noting that both terms are taken as synonyms in common sense, Saviani , p. Thus, it is understood the preference for that term, to the detriment of equality , because the latter contains in itself, intrinsically, the ethical-moral character that recognizes that all men have the same fundamental rights and provides them minimum dignity, which can not be fulfilled by the capitalist sociometabolic system. A tiny portion of them charges tuitions therefore do not receive public funds. Only 2. For further reference, see Ravitch , , respectively, chapters 9 and Indeed, all the public policies adopted by these countries in the context in question had as their fundamental purpose the recovery of the average rate of profit and of the dynamism of the process of capital accumulation, dangerously impinged by the cyclical economic depressions that afflict this contradictory mode of production.
E-mail: remomoreira gmail. Services on Demand Journal. In the words of this educator: People sometimes incorrectly assume that equity in education means all students should be taught the same curriculum, or should achieve the same learning outcomes in school. WHEN LESS MEANS MORE The discrepancy between the Finnish educational model and its neoliberal counterpart manifests notably in the theoretical and methodological options of the former, which prioritize the consistency and quality of the formative processes, rather than the short term quest for quantitative results through usually discontinuous efforts, clearly uncoordinated among themselves and ineffective from the pedagogical point of view, a modus operandi which is characteristic of the global corporate model of education.
The results of PISA have indicated the success of the Finnish option: There is considerable cross-country variation in the degree to which students feel anxiety when dealing with mathematics, with students in France, Italy, Japan, Korea, Mexico, Spain, and Turkey reporting feeling most concerned and students in Denmark, Finland, the Netherlands and Sweden least concerned [ According to the researcher: Testing itself is not a bad thing and I am not an antiassessment person.
The following section addresses the current configuration of the Finnish educational system. Do less of? Do differently? Take your list of priorities and turn them into concrete and measurable goals. Block time into your schedule for activities just like you would for an important meeting or a doctor's appointment. Successful people plan their work and then work their plan.
You have one life, so have one date planner. Whether paper or electronic, this is the vehicle by which you turn your priorities and goals into reality. Set aside 10 to 20 minutes at the beginning of each day or the night before to plan your tasks and activities for the day and evening ahead. Set fair and realistic limits on what you will and will not do both at work and at home. Clearly communicate these boundaries to your supervisor, coworkers, partner and family.
For instance, you might commit to not working late on certain days unless there is a crisis. Additionally, set aside a time at home during which you will not check or respond to work-related emails or voice mails. Your health should always be your No. If you are not in good shape physically, mentally, and emotionally, both your work life and your personal life will suffer. Take care of yourself by eating healthy meals especially breakfast , exercise at least three times per week and sleep a minimum of seven hours per night.
While you may not think you have time to add exercise and extra sleep to your jam-packed schedule, these practices relieve stress, raise your energy level, increase your stamina, improve your mental clarity, boost your immune system, and make you a happier, more engaged, and more productive person. Additionally, refrain from the excessive use of alcohol, tobacco, or drugs to relieve stress. These substances only tend to keep the body in a stressed state and cause even more problems.
Relationships with family, friends, and loved ones are, by far, the greatest source of inner satisfaction. If your job or career is damaging your personal relationships, both areas will ultimately suffer. Sure there will be days when you will need to work overtime. The issue becomes problematic when these days become the rule, not the exception. By making your personal relationships a priority, your productivity and effectiveness on the job will actually increase. As much as work, health, and relationships take priority in your life, it is also important to schedule time for your own renewal.
Indulge in some small pleasure daily.
Take at least 30 minutes of uninterrupted "you time. Connect with your spiritual source. Belief in God, or a higher power, can be a deep well from which to draw inspiration, guidance, and strength. Setting aside a weekly day of rest can be helpful, as well. Develop a mental on-off switch between work and home. It helps to establish a transitional activity between the two realms. This might consist of listening to music or recorded books during your evening commute, exercising at the fitness center, running errands, or keeping personal appointments.
Scheduling such activities immediately following your normal work hours also prevents you from spending that extra twenty minutes at the office which then turns into several hours. Many forward-thinking companies today are creating policies and programs that facilitate work-life balance. Find out what options your business offers in terms of flex hours, telecommuting, a compressed work week, job-sharing, or part-time employment. If your company does not yet have a flexible scheduling program, consider proposing one.
Using time more efficiently is an important skill that everyone from the receptionist to the CEO can learn. Adopting the right combination of time-management practices can cut stress and save you up to an hour a day. This can include the use of technology to become more organized, grouping emails and voice messages, avoiding procrastination and learning to say "no.
If you are overwhelmed at work, and it is causing undue stress don't suffer in silence. Untenable work situations can usually be alleviated, but it will take some assertiveness on your part. Similarly, if a balanced life continues to elude you, or you are experiencing chronic stress, talk with a professional -- a counselor, mental health worker, or clergyperson.
Take advantage of the services offered by your employee assistance program.