laatu seniorit2015 elinikäinen oppiminen
TRANSCRIPT
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Elinikäinen opettaminen/oppiminenja vaikuttaminen yhteiskunnan laatuun
5.2.2015
Juhani AnttilaKansainvälinen laatuakateemikko (IAQ)
xxxx/10.1.2015/jan
These pages are licensed
under the Creative Commons 3.0 License http://creativecommons.org/licenses/by/3.0
(Mention the origin)
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xxxx/3.9.2014/jan
Näkökulmia teemaan:
1. Johdanto: Laadukkaasta elinikäisestäopettamisesta/oppimisesta laatuyhteiskuntaan
2. Opettaminen ja oppiminen ilmiönä3. Laatu opettamisessa ja oppimisessa4. Oppimisen tarpeet ja odotukset5. Opettamisen ja oppimisen prosessit: Tiedon jakaminen ja
vastaanottaminen6. Yksilön, organisaation ja yhteiskunnan oppiminen7. Ihmisnäkökulma opettamisessa ja oppimisessa8. Opettamisen ja oppimisen arviointi9. Suomalainen näkökulma opetuksessa10. Yhteenveto
Mitä on opettaminen/oppiminen?Mitä on laatu?
Mitä on yhteiskunta?
Elinikäinen opettaminen/oppiminenja vaikuttaminen yhteiskunnan laatuun
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Distinguishing the interacting societal entities
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A
C
A = IndividualB = OrganizationC = Society as a whole
B
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Learning domains for the “quality society”
Quality management: Qualitymanagement within the
individual societal actors(Societal quality diffusion)
Quality management: Managementof the organization with regard to
quality
Quality management: Love yourneighbor as yourself. (Mat 22:39)
Responsibility: Nobody oreverybody
Responsibility: Top managementof the organization
Responsibility: The personhim/herself (or the guardian)
An individual An organization A societyEntity: A rationally, non-rationallyand irrationally behaving humanbeing with paradoxical existential
freedom and tied to thesurrounding environment and
other individuals
Entity: A systemic group of peoplewith functions, responsibilities,authorities and relationships toachieve the objectives with its
interested parties
Entity: A more or less orderedaggregate of independent people
and organizations interactingwith its own members andexternal parties as a non-
systemic networkQuality: Faith, hope and love, but
the greatest of these is love(1 Cor 13:13); A good life
Quality: Fulfilling all interestedparties’ needs and expectations;Sustained successful business of
the organization
Quality: “Quality society”; Well-functioning and well-developingcommunity for all its members;Competitive with other societies
Learning: A learning individual( A knowledge transformation)
Learning: A learning organization(Organizational regeneration)
Learning: A learning society(Diffusion: evolution/revolution)
Continual quality improvement = Increasing continually the ability to fulfill needsand expectations of the interested parties ⇒Lifelong learning of people
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Learning with time (chronos)
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Past Present Future
Societies at large
Organizations
Individuals
(*) “Father Time”, The personification of time (Chronos)
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Challenging towards quality of lifelongteaching/learning: A man as a member of society
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13. Posthumous: Life reference12. Death: Final enlightenment
11. Late adulthood (Age 80+): Wisdom 10. Mature adulthood (Ages 50-80): Benevolence 9. Midlife (Ages 35-50): Contemplation 8. Early adulthood (Ages 20-35): Enterprise 7. Adolescence (Ages 12-20): Passion 6. Late childhood (Ages 9-11): Ingenuity 5. Middle childhood (Ages 6-8): Imagination 4. Early childhood (Ages 3-6): Playfulness 3. Infancy (Ages 0-3): Vitality 2. Birth: Hope1. Pre-birth stage, embryo: Potential
(Ref.: T. Armstrong)
A challenge: Creating a universal quality model for learning at all life stages
Teaching / Learning:Interaction of two persons
with their individual lifecycles
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Our societies have a great variety of approaches for education and learning:
• General education from kindergartens, primary schools to universities Preparing for the citizenship and working life in the society and world
• Training and education of young people in vocational schools Preparing for an occupation and profession for the needs and expectations of
the society and its organizations and person’s career development• Training and education in adult education centers
Getting specialized knowledge and skills for citizenship and wellbeing• Training and education by third sector organizations (e.g. sport clubs, youth centers,
associations, etc.) Developing skills and attitudes
• Training and education by educational enterprises and consultants Getting specialized knowledge and skills and networking
• Self-learning through individual living within home, society and their members• Organization-internal education and learning of leaders and employees
Preparing for the needs and expectations of the business and person’s career
All these activities have crucial influence to the development of our societies as a whole.Concepts, principles, and practices of the general education and quality disciplines may be appliedin all these cases but their specific needs and expectations are very different.
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Challenges of quality in a large variety of educationalenvironments and with different needs and expectations
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Plato's Academy from ca. 387 BC(for teaching and learning,knowledge transformation):
Interlinked teaching and learningprocesses in a certain structurefor fulfilling the needs andexpectations of the participants(i.e. interested parties)
Archetype of the teaching / learning phenomenon:Learning as the result of interaction of human processes.
Plato’s Academy. Mosaic from Pompeii (Villa of T. Siminius Stephanus). Naples, National Archaeological Museum
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Oppiminen on opetus- ja oppimisprosessien tulos.
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Opettava osapuoliOppiva osapuoli
Prosessit jarakenteet
Prosessit ja rakenteet
Liitäntäpinta
Oppimistulos(prosessien tulos)
Osapuolten vuorovaikutteinen liitäntä:
Partneri
Hallinnassa olevat prosessit on laadun toteuttamisen perusedellytys.Prosessi on tuloksellista toimintaa. Rakenteiden pitäisi tukea prosesseja.Laadukkaan tuloksen aikaansaaminen, kokeminen ja hyödyntäminentuottaa arvoa ja tyytyväisyyttä molemmille osapuolille.
Kolleega,kumppani, jne.
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Opettajan ja oppilaan molemminpuolinenvuorovaikutus
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Alku Loppu
Tunne (Emootio)
Asia (Ratio)
(Ref. Kaset International)
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S
AA
S
Antaa Antaa
Saa Saa
Kummatkin osapuolet ovat itsenäisiä ja heillä on omat tarpeensa ja odotuksensailmaistuna heidän omilla mitoillaan ja tavoillaan.Hyöty osapuolille luodaan yhteisesti rationaalisen (järki), ei-rationaalisen (tunne) jairrarionaalisen (henki) vuorovaikutuksen kautta.Kummankin osapuolen pitäisi kokea saavansa itselleen nettohyötyä (S miinus A).
Opettaja Oppilas
Menestyksellinen Win / Win –opetus/oppimistapahtuma
Opettaja Oppilas
(Ref.: Bengt Stenberg)
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Laatu ja sen toteuttaminen
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Laatu:Laatu:““Missä määrin Missä määrin jokinjokin täyttää kaikkien siihen liittyvien sidosryhmien täyttää kaikkien siihen liittyvien sidosryhmien tarpeet ja odotuksettarpeet ja odotukset””
Organisaatio
Sidosryhmä
Tuotos
Laatua ja laadunhallintaa on ainajossain määrin olemassa kaikissaorganisaatioissa. Oleellinenkysymys on, miten niitä voidaanjatkuvasti lisätä. Ns. ylilaatu onkäsitteenäkin mahdoton.
LaadunhallintaLaadunhallinta::““koordinoidut toimenpiteet organisaationsuuntaamiseksi ja ohjaamiseksi laatuunliittyvissä asioissa””
(Ref.: ISO 9000)
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Opetuksen ja oppimisen laadun perustat
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Opetuksen laatu:
- Opetusorganisaation johtaminen- Opettamisen opetusprosessit (ts. todellinentoiminta)- Organisaation oppiminen
Oppimisen laatu:
- Oppimisen tarpeiden ja odotustentäyttyminen- Oppimisen prosessi
14(Ref.: http://truenomads.com/2013/06/the-problem-with-the-us-education-system/)
The right needs and expectations provide the basisfor all quality activities and satisfaction
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A key question forquality:How can we realizethe right needs andexpectations?
(*) Kenneth Johnston
The law of satisfaction (*):”If you treat everyone thesame, what varies issatisfaction. To achieveequal satisfaction, youmust vary treatment”.
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Oppimisen tukipilarit:• Oppia tietämään• Oppia tekemään• Oppia elämään toisten kanssa
yhdessä• Oppia olemaanOppimisen jännitteiset dilemmat:• Globaali ja paikallisuus• Universaalisuus ja yksilöllisyys• Traditio ja modernisuus• Pitkä ja lyhyt aikajänne• Tiedon valtava lisääntyminen ja
ihmisen omaksumiskyky• Henkisyys ja materiaalisuus
Oppimisen tarpeet ja odotukset
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Oppimisen perustarpeet:• Oppimiskeinot (learning tools): luku- ja kirjoitustaito,
suullinen ilmaisutaito, laskutaito ja ongelmienratkaisutaito
• Oppimisen sisältö: tiedot, taidot, arvot ja asenteetOppimisen ulottuvuudet:• Etiikka ja kulttuuri• Tiede ja teknologia• Talous ja yhteiskunta
Oppiva yksilö, oppiva organisaatio ja oppivayhteiskunta ovat hyvin erilaisia oppimisenkohteita, vaikka kaiken keskiössä on yksilö.Yksilö on ihminen. Organisaatio voidaanymmärtää järjestelmänä, systeeminä. Sen sijaanyhteiskunta ei ole systeemi vaan on verkosto.
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SWMW
Opetusprosessin jakelukanavat:
- HW: Laitteisto*- SW: Ohjelmisto*- MW: Ihmistö**Näiden oppimisvaikutukset tarpeiden jaodotusten mukaisesti: hw, sw ja mw:* Välillinen henkilövaikutus** Välitön henkilövaikutus
HW
P
sw
mw
hw
Opetuksen kokonaisvaikutus:P = hw + mw + sw
Opetuskanavien vaikutuksenkehittyminen elinjaksonaikana (Todellisuudessa ainahyvin tapauskohtainen)
Opetusprosessin monimuotoisuusja vaikutus oppimisen tarpeisiin ja odotuksiin
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Paradox of formal / informal learning and regenerating education systems and processes
A lot of new learning approaches mainly based on social, informal and openlearning with both good and questionable experiences:
- School-of-One, flipped classroom, blended learning- Yutori education- SOLE (Self-Organized Learning Environment)- Schools in clouds, ubiquitous learning- MOOC (Massive open online course), Udacity, ...- Disney learning, Pixar learning, Angry Birds education, …
Professional quality approaches have not been explicitly used in these cases.
Sugata Mitra
Spending Learning
Informal learning•Every day activities•Co-learning with others inperson or via web•Action learning•Self-organized learning•Mentors
The spending / learning paradox:
Formal learning•Education programs•Courses •Textbooks•Classes
Old learning theories have to replace with new ones, especially based on social collaboration.This means “deschooling” and “reschooling” in education as well as in many other expertise.
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A hot current topic in the development of education:Technology in educational processes?
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Key issues:• Using information technology and computers in the class room education• Introducing entertainment media products to the class room for education• Teaching software skills to the children
These applications are surely and strongly coming,but there are opinions both for and against:
• What? What is the meaning of technology?• Where?• How?• What is the role of teachers and parents?• How to approach?• To what extent?• What are the needs and expectations?• Influence on learning? What could possibly be achieved, and what to lose?
Ref.: a) CICERO Learning Network with the University of Helsinki, Aalto University, University ofLapland and University Consortium of Pori and the Finnish Institute of Occupational Health.b) eEemeli competition to improve the quality of eLearning operations and activities
The debate has been going on in abroader sense already years, e.g.:• Healy, J. M. (1998). Failure to connect:How computers affect our children’sminds - for better and worse.• Tapscott, D. (1998). Growing up digital:The rise of the Net generation.
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Individual, organizational and societal learning
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Individual learning• A person’s cognitive processes for acquiringknowledge through study, experience, or beingtaught• Knowledge transformation through incrementallearning (chronos) or enlightenment (kairos)• Influenced by personal rational, emotional andspiritual, and general cultural factors• Imitation (memes) incorporated with inventionand innovation
Organizational learning• People of an organization learning in anorganized and managed way for betterawareness, attitudes, skills and competences• Creating learning disciplines: Personalmastery, mental models, shared vision, teamlearning and systems thinking• Organizational renewal or regenerationthrough incremental changes or breakthroughtransformations
Societal learning• Collaborating for multiple Win / Win benefits: Connecting, interacting andsharing knowledge• Strong network actors (hubs) with power and effective communication• Societal changes through evolution or revolution• Promoting society members’ learning based on the general societal learning
K N O W L E D G ED I F F U S I O N
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Age time (chronos)
Individual learning of a person
Personalperformance
PLPL
POPL
0 15
An opportune time moment (kairos)of significant emotional experience
POPL = Personal operational performance levelinfluenced by mood, operational situation, andlearning: Learned meta-abilities enable a personto use a wider range of (1) cognitive skills, (2)self knowledge, (3) emotional resilience, and (4)personal drive
PLPL = Personal limiting performance levelinfluenced by cultural, emotional, and spiritualfactors
DecayingInventing (kairos)Learning
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Learning vs. inventing
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Learning:
- Acquiring knowledge or skills throughstudy, experience, or being taught- Two parties- In chronos
Inventing:
- Creating or designing something thathas not existed before- One party- In kairos
Innovating:
- Making changes in somethingestablished, especially by introducingnew methods, ideas, or products- Many parties- In chronos
(Ref.: The Oxford Dictionary)
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Transition phases in organizational learning (*)
(*) Ref.: Adams & al4327/2.9.2014/jan
1. IMMOBILISATIONShock - Mismatch betweenexpectations and reality
2. DENIALDefensiveness - Retreatinto false competence.Denial of needto change
3. INCOMPETENCEAnger, frustration and confusion - Awareness that change is necessary but unsure what to do.
4. ACCEPTANCE OF REALITYSadness - Letting go to pastattitudes and behavior.Excitement - At prospect ofimproved performance
5. TESTINGTrying new approachesand coping with risk offailure (trepidation)
6. SEARCH FOR MEANINGCuriosity - Trying tounderstand how and whynew behaviors are better.
7. INTEGRATIONConfidence - New attitudesand behavior becamepart of behavioralrepertoire
Perceivableperformance
Time Conflicts, decay, succumbing
Crisis
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Foundations for managing the balancedmultidisciplinary learning in an organization
1. Personal mastery 2. Mental models 3. Shared vision 4. Team learning 5. Systems thinking
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Quality Innovation
Business
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High quality society
“Quality Society”
Visions
Development
Learning society and quality of society:Societal learning ⇒ quality diffusion
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A society
Achievedperformance
Networked society membersA companyA public organizationA third sector organizationAn individual (permanent orvisiting)
Referencesocieties
Visionaryneeds
Needs and expectationsfor the development
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Tiedon olemuksen muuntuminen:Hiljainen tieto Avoin tieto, Tiedon leviäminen
Tiedon muuntumisprosessi:
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Hiljainen Hiljainen
Hilj
aine
n
AvoinAvoin
Hilja
inen
AvoinAvoinKanssakäyminen
(Socialization)S
Sisäistäminen
Ulkoistaminen (Externalization)
E
Yhdisteleminen
C(Combination)
I(Internalization)
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Societal quality diffusion through a network basedmultiple win / win learning
Quality of a network “v”, Qvm:“Degree to which a set of inherentcharacteristics of the network fulfilsneeds and expectations of the involvednetwork members”:- Number of members (m) in the network- Each member gets something useful(Si) from the other network members butalso loses something (Ai) of its own.
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Networkmember i
Networkmember j
S
A A
S
i
j
Metcalfe’s Law: A network increases in value as the square of the numbers of its users.
A network “v”
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Learning through participation in collaborativenetworks
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Degree ofconnectivity
among networkmembers
Degree ofinteractivity
between networkmembers
Degree of sharing
knowledge withinthe network
0 0
m m
LowPersonalHigh
Community
Target: Highlyeffective
learning innetworks
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A power law of the scale-free network:“the rich get richer”
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Power law of the scale-freenetworks:
Many knots withfew links
Few knots withmany links
Knots with k links
Number of links (k)
Scale-free network:- A network grows one by one node.- A new node is easier linked with a nodewith many existing links (Ref. Paretoprinciple 80/20)- A power law: p nodes / k links per anode:
- p = a k-n
- Distribution parameters a and nvary according to the network.
*
29(Ref.: http://truenomads.com/2013/06/the-problem-with-the-us-education-system/)
Both education/learning and quality are based onpsychology: Hence, human issues play the key role.
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Students, teachers,school managers,authorities, etc. havetheir own individualcharacteristics.
All they experience theirposition in their ownway, and thus have aneffect to learning results.
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A person* holistically in teaching and learningprocesses
Internal mental and spiritual process:• appreciations (values)• feelings
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Consciousness (Awareness)
Sub-consciousness
External explicit process:process targets and needs
Tacit knowledge
Physical body (Soma)Explicit knowledge and information
Holistic targets for a person’s successful process activities:(1) Creativity (joy of thinking)(2) Physical activity (joy of physical doing)(3) Sociality ( joy of sharing pleasure and pain with colleagues)
Process commitmentCollective consciousnessand unconsciousness
(ref.: Shusterman, Nishibori, Seligman)
* All persons have certainintellectual, social, temperanceand transcendent characterstrengths and virtues.
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Pedagogy of character strengths and virtues based onthe positive psychology (basic education)
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Universal virtues and strengths:• Wisdom and knowledge• Courage• Humanity• Justice• Temperance• Transcendence
Striving for the effectiveness of the pedagogy:1. Establishing the pedagogic concept:
Identified strengths and skills of teachers2. Defining the contents of the strengths:
Strengths implemented in the educationalplans according to the universal virtuesand strengths of the original references
3. Building the learning environment:Artifacts supporting the strength andcommunications
4. Establishing the educational culture: Theguiding principles for home-school-teachers-classroom cooperation
5. Planning the strength education: Orientedschool management and teacher team
6. Professional networking: Expertcommunities and the schools of thestrengths approach
Virtues and strengths:1. Supporting the development of young
people’s identity, personality, and characteron the basis of virtues and strengths
2. Forming the basis of social and human well-being, and promoting the cultural continuity
3. Developing the strength pedagogy culture inthe school community
4. Developing home-school cooperation basedon virtues and strengths
5. Developing the awareness of choice ofvirtues and strengths among young people
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• UNESCOn EFA Education for all. GEQAF General education quality/diagnostic framework, LLECELatin American laboratory for assessment of the quality of education, SACMEQ The Southern andEastern African consortium for monitoring educational quality
• OECDn PISA The programme for international student assessment• TIMSS Trends in international mathematics and science study, PIRLS Progress in international
reading literacy study• EIU (The Economist intelligence unit) Learning curve• The Bologna process Approach to ensure comparability in the standards and quality of higher
education qualifications and university quality assurance• Baldrige approach Baldrige excellence framework (Education)• EQAVET the European quality assurance in vocational education and training• ISO and IEC standardisointi koulutuksen hallintajärjestelmistä (ISO 29990:2010, ISO/IEC CD
36001, ISO/WD 18420, ISO/PC 288)• Kansallinen standardisointi, esim. NP 4512:2012 (A Portuguese management system standard
fostering quality, innovation and technology in vocational education and training)• Muut kansainväliset ja kansalliset arvioinnit ja luokittelut, esim. yliopistot, korkeakoulut,
ammattikorkeakoulut, lukiot ja ohjelmat
Arviointimallit, vertailututkimukset ja luokittelutkoskevat sekä toimintaa että tuloksia
4374/13.1.2015/janMenettelyistä puuttuu yhtenäinen johdonmukaisuus ja laatunäkökulma on epäselvä.
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Practical references from Finland
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Development of the primary level education orientation in Finland:
• Engaged through a long-term tradition (over 100 years) in planning and developing thenationwide primary education system in line with the general social and economictransformation of the country into a welfare state and a competitive knowledge society.
• Achieved good results in international evaluations and comparisons of education performance• Exporting the Finnish experiences and education services• Staying quite apart from the global education reform movement (GERM) that has emerged
since the 1980s and become adopted throughout the world (*).• Piloting for new challenges and progressing with many distinct initiatives, studies and
experiments, e.g.: Practicing the use of information technology in education in many different cases but
simultaneously arguing about its advantages and disadvantages Gaining experiences in positive psychology and character strengths in education
• Confronting the tough time of recession that affects educational development: Challenging and compromising the new investments and causing fears about the
worsening situation Providing lifeblood to the new renaissance of education and learning industry
• Quality expertise had very little influence on the development.
(*) Ref.: Pasi Sahlberg
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Alternative approach to the education reform in Finland
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Global Educational Reform Movement (GERM)
• Competition• Standardization• Test-based accountability• Human capital (teachers)• School choice
The Finnish alternative approach
• Collaboration• Personalization• Trust-based responsibility• Professional capital (teachers)• Equity
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Conclusions
A lot of research results is available, and continuing extensive worldwide discussions areunderway on various future challenges of lifelong learning and their relation to the qualityand development of the society as a whole. However, the overall situation is confusing.
• Globally the overall picture of education and learning, and their quality arefragmented and comprise contradicting views. Especially, evaluation andcomparison methodologies are scattered and made their purposes vague andperception of the clear overall understanding impossible.
• However, wide and varied education and learning are recognized crucialparticularly from societies’ development point of view towards quality of society.
• Quality is recognized important in the field of education and learning althoughprofessional quality practices are not widely known by the educationprofessionals.
This presentation aimed at building a bridge between education and quality expertise formultidisciplinary professionalism and mutual learning.
• Quality discipline may refine the intention of the lifelong learning with provenprofessional concepts and practices for quality in education and learning and insociety at large.
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"Hyvinvointiaatteen peruskivi on uskomus, että kun ihmisen perustarpeet tyydytetään ja hänelleannetaan riittävä sivistys ja vapaus toteuttaa itseään, hän alkaa elää hyvää ja arvokasta elämää.Näin ei ole käynyt. Arvoista tyhjentyneessä vapaudessa vain harva kykenee itsenäiseenharkintaan, terveeseen ja arvokkaaseen elämään. ---Hyvinvointi ilman sivistystä ja moraalia ei ole muuta kuin primitiivistä hyvää oloa. Ideologia ontullut tiensä päähän, ja on vain ajan kysymys, milloin sen arvo ajattelevien ihmisten silmissäromahtaa lopullisesti.” (*)
“Kansalliset ennakointihankkeet rajaavat Suomen tulevaisuuden suunnan valinnanyhteiskunnallisen eliitin ja asiantuntijoiden toimialaksi. Tulevaisuus ei avaudu laajallekeskustelulle ja toiminnalle vaan pikemminkin se epäpolitisoituu monella tasolla. ---Epäpolitisoitumisen aiheuttaa ajattelutapa, jota näyttää luonnehtivan epäluottamus tavallistenihmisten näkemyksiin ja kykyihin toimia yhteiskunnassa ja politiikassa. Kansalaisia ei näin ollennähdä Suomen tulevaisuuden suunnasta käytävän keskustelun ja päätöksenteon keskeisenäosapuolena.” (**)
Haasteena sivistynyt hyvinvointi ja yhteiskunnallinenvaikuttaminen ⇒ Ihmisten elinikäinen oppiminen
4376/21.1.2015/jan (*) Jari Ehrnrooth, HeSa 10.1.2015 (Jaakko Lyytinen), (**) Anu Kettunen, Jyväskylän yliopisto 10.12015