England

Partners situated in England

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England in a nutshell

(mainly sourced from: [http://])

Source: original picture on https://www.

Education in England

(mainly sourced from: [2] and [3])

File:.jpg

Source: origial jpg on: [1]

Schools in England

(mainly sourced from: [4], [5] and [6])

Further and higher education

(mainly sourced from: [7])

Administration and finance

(mainly sourced from: Ministry of Education and Statistics Finland)

In Finland everyone has the right to free basic education, including necessary equipment and text books, school transportation, where needed, and adequate free meals.

Post-compulsory education is also free. This means that there are no tuition fees in general and vocational upper secondary education, in polytechnics or in universities. At these levels of education, students pay for their text books, travel and meals.

In general and vocational upper secondary education, school meals are free, and students can get subsidy for school travel. In continuing vocational education and in liberal adult education, it is possible to charge modest fees. Those studying in post-compulsory education and training can apply for financial aid. There are special support schemes for mature students

See statictics

• Current expenditure on regular education system by type of expenditure 1995–2009 and
• Current expenditure on regular education system increased in 2009

See pictures in pdf-format

• Administration of basic and upper secondary education
• Administration of the higher education system and research

Schools

The network of comprehensive schools covers the whole country. The majority of pupils attend medium-sized schools of 300-499 pupils. The smallest schools have fewer than ten pupils and the largest over 900 pupils. Local authorities have a statutory duty to provide education for children of compulsory school age living in their areas. The language of instruction is mostly Finnish or Swedish, but also the Sami, Roma or sign language may be used. Swedish-speaking pupils come to under 6% and Sami-language pupils under 0.1% of all pupils.

Upper secondary

General upper secondary education is provided by local authorities, municipal consortia or organizations authorized by the Ministry of Education and Culture. The central government co-finances education with statutory government grants based on student numbers and unit costs per student. The majority of the 435 upper secondary schools in Finland are run by local authorities.

Vocational Education

The Ministry of Education and Culture is responsible for the strategic and normative steering of VET and leads national development. The national objectives of VET, the structure of the qualifications and the core subjects included in them are determined by the government. The details of the qualification and the extent of training are determined by the Ministry of Education and Culture. The authorizations to provide VET are granted by the Ministry.

The National Board of Education designs the core curricula and sets the requirements of competence-based qualifications, which describe the aims and key content of the qualifications.

Vocational education and training providers are responsible for organizing training in their areas, for matching provision with local labor market needs, and for devising curricula based on the core curricula and requirements. They also decide independently what kind of institutions or units they run.

A VET provider may be a local authority, a municipal training consortium, a foundation or other registered association, or a state company. There are around 210 VET providers in Finland. The aim is to develop them to meet according to skills needs. To this end, smaller units will be combined to form local, regional or otherwise strong entities.

Quality assurance

(mainly sourced from: Ministry of Education and National Board of Education)

Education and training providers have a statutory duty to evaluate their own activities and participate in external evaluations. Evaluation is used to collect data in support of education policy decisions and as a background for information- and performance-based steering. Education is evaluated locally, regionally and nationally. Finland also takes part in international reviews, for example PISA

Evaluation findings are used in the development of the education system and the core curricula and in practical teaching. They and international comparative data also provide a tool for monitoring the realization of equality and equity in education.

Universities and polytechnics evaluate their own education, research and artistic provision and undertake impact analyses. They are assisted by the Finnish Higher Education Evaluation Council (FINHEEC).

Finnish Information Society

From 2003 to 2007 The Finnish Government Information Society Programme was acting to improve competitiveness and productivity, to promote social and regional equality and to improve citizens' well-being and quality of life through effective use of information and communications technologies. The Programme consisted of seven sub-sectors:

• telecommunication infrastructure and digital television
• citizens' ability to utilise the information society and security
• training, working life, research and development
• utilisation of ICT in public administration
• electronic commerce and digital contents
• legislative measures and
• international dimension

Work of the The Government Information Society Programme was continued by Ubiquitous Information Society Advisory Board from 2007 to 2011. The Board had around 40 members from the involved Ministries, public administration, NGOs and business life. The Advisory Board aimed to transform Finland into an internationally recognized, competitive, competence-based service society with a human touch.

The Advisory Board had the duty to:

• draw up an action plan for the national information society strategy
• monitor and coordinate the implementation of the action plan
• accommodate the measures of the action plan and ensure that they are consistent with one another
• maintain cooperation with other players in the information society development
• integrate and coordinate information security work in the information society
• promote the introduction and development of reliable electronic identification systems
• promote the copyright system from the viewpoint of the information society
• take new initiatives to speed up the national information society development
• monitor the information society development at international and EU level and
• report annually to the Government about the implementation of the action plan.

Read the action plan of Ubiquitous Information Society Advisory Board in pdf-format: http://www.arjentietoyhteiskunta.fi/files/73/Esite_englanniksi.pdf or open a PowerPoint slideshow http://www.arjentietoyhteiskunta.fi/files/29/National_Information_Society_Policy_in_short.ppt

The Advisory Board worked in six working groups to fulfill its aims:

• Information security working group
• Electronic identification development group
• Near Field Communication working group
• Media forum for children and young people
• Utilizing the benefits of ICT in teaching and studying working group (this group crew up to be a major project, read a brief description from a word document http://www.arjentietoyhteiskunta.fi/files/220/paivitys_arjentietoyhteiskunta_engl_191109.docx)
• working group on opening public information of the Finnish public sector

Statistics

For a number of years Statistics Finland has been describing evolvement of the information society in Finland. Compilations have been published on the topic and annual statistics are produced on the use of information and communications technology.

There are for example following statistics:

• Use of information and communications technology
• Use of information technology in enterprises

Finnish Information Society 2020

source: Sitra, the Finnish Innovation Fund

The following vision of the Finnish information society was developed in collaboration with the Ministry of Transport and Communications as a contribution to the information society strategy process. Discussion on the vision continues.

Source: http://www.clubofrome.at/events/2006/helsinki/ahonen.html

• The foundation for the Finnish information society in 2020 is humanity, with a focus on developing new services and technologies that are meaningful, safe and accessible. Ease of use ensures that the digitized culture includes all citizens. Climate change makes electronic services even more important: it pays to prefer bits to atoms.
• The quality of services is measured by ease of use and relevance. High-quality services are personalized and predictable. The focus in healthcare, for example, is on holistic promotion of health, which includes social factors as well as medical viewpoints.
• Virtual is real, and reality is virtual. High-quality information networks have become vitally important, as have securing maintenance and support for these networks. Automation and artificial intelligence have freed employees from routine tasks, but technology can never replace meaningful human contact. This is particularly true of sectors such as the care-giving industry.
• In the information society, innovation springs from sharing information in networks across organizations, beyond traditional hierarchies and information silos. Business can no longer be based on control, but on joint efforts to improve and evolve. A multidisciplinary innovation environment has already boosted Finland’s position in global competition, providing opportunities for big and small businesses alike.
• Important and productive work involves global interaction and collaboration. Success results from a commitment to shared values—from having reached an understanding of common goals through discussion. The ability to collaborate is measured by what are known as collaboration credits, and collaboration is managed across organizational borders.
• Communication skills across professional, linguistic and cultural barriers are crucial. Information work and global partnerships require new practices that differ from those in the industrial society, where work was tied to a certain place and certain hours. Play and creativity are important for both individual well-being and the common good, generating something genuinely new.
• The importance of digital materials and networks is stressed in learning, as are learning styles and strategies—in other words, learning to learn. A good, well-rounded education allows for equal citizenship in an information society. Learning takes place at all ages in schools, at the workplace, during free time. Schools emphasize a culture of shared improvement, which is based on sharing information and skills and learning from mistakes. Game-like elements aid learning.
• In the information society, public administration assumes the role of enabler, which allows people and businesses more influence. Public administration consistently promotes open operating models and practical use of information, creating new opportunities for everyone.
• Publicly produced content—including maps, statistics and public service media content—are under an open licence, and raw data are available for anyone to use and develop further, as long as privacy and public safety are not compromised. All personal information is the property of the individual and easily available when needed. All relevant health information, for example, is available regardless of place of care. This is achieved through open information interfaces.
• The line between the public and the private sectors becomes meaningless as a result of cooperation. The public sector is efficient and flexible, and businesses contribute to the common good. The right to services and opportunities to participate and contribute no longer depend on regional borders. The growing importance of natural resources and the countryside supports this trend.
• The information society increases direct democracy and work toward common goals. Administrative processes are preceded and supported by citizen discussions and by experimental projects that provide information about new phenomena and processes before they are implemented on a larger scale. Citizens, organizations and businesses have the right to propose new legislation.
• National and municipal facilitators and the media, among others, break down extensive and difficult issues into smaller topics for discussion, without taking a position. Materials related to decision-making are available to citizens and policy-makers alike in easily comparable and understandable formats. Discussions focus on presenting the premises for decisions in concrete and comprehensible terms.

References

• Education and Reserch 2007-2012, Development Plan
• Key competences for lifelong learning in Finland; Education 2010 – interim report
• The OECD Programme for International Student Assessment

Relevant websites

• European Commission
• The Government Program
• Finnish Ministry of Education (MINEDU)
• The Finnish National Board of Education
• This is Finland
• Finnish Online University of Applied Sciences
• Finnish Virtual University
• Statistics Finland
• Ubiquitous Information Society Advisory Board
• European Schooling Finland
• The Finnish Higher Education Evaluation Council (FINHEEC)
• KOTA statistical data on universities and fields of education
• The Eurostudent Report
• http://www.opiskelupaikka.fi/In-English
• PISA
• The Finnish Government Information Society Programme 2003-2007
• Surveys and reports commissioned by FICORA
• Statistics and other data on Finnish science and technology
• Finnish Information Society 2020

Contents [hide]

   1 Experts situated in Country
   2 Country in a nutshell
   3 Education in Country
   4 Schools in Country
   5 Further and Higher education
       5.1 Universities in Country
       5.2 Polytechnics in Country
       5.3 Colleges in Country
   6 Education reform
       6.1 Schools
       6.2 Post-secondary
   7 Administration and finance
       7.1 Schools
       7.2 Post-secondary
   8 Quality assurance
       8.1 Schools
       8.2 Post-secondary
   9 Information society
   10 ICT in education initiatives
       10.1 Virtual initiatives in schools
       10.2 Virtual initiatives in post-secondary education
   11 Lessons learnt
       11.1 General lessons
       11.2 Notable practices
   12 References

Experts situated in Country Country in a nutshell Education in Country Schools in Country Further and Higher education Universities in Country Polytechnics in Country Colleges in Country Education reform Schools Post-secondary Administration and finance Schools Post-secondary Quality assurance Schools Post-secondary Information society ICT in education initiatives Virtual initiatives in schools Virtual initiatives in post-secondary education Lessons learnt General lessons Notable practices References