Education in Finland (Tugas Dr. Dirgantara Wicaksono, M.Pd)

EDUCATION IN FINLAND

Finland or the Republic of Finland is a Nordic country situated in the Fennoscandian region of northern Europe. On the west side is bordered by Sweden, on the east by Russia, and in the north bordering with Norway, while Estonianya located in the southern part of the Gulf of Finland. The capital of Finland is Helsinki (Wikipedia, 2009).

Finland is famous for the best education in the world. This is evident from the ranking PISA (Program for International Student Assessment) in 2003 Finnish students ranked first and achieve the highest score in the world consistently. Tests conducted by PISA test students aged 15 annual sekiatr 40 industrialized countries around the world, namely PISA test measurements in literacy in reading, mathematics, and science. When compared to Indonesia which is the lowest ranking (Prayudi, 2008). This means that the country of Finland is the country with the best quality of education in the world with a good education system anyway. The education system in Finland is an egalitarian Nordic system, with no money for a full-time student. By law all students of compulsory nine years beginning at the age of seven years and they get a free meal. The regulation was enacted at primary and secondary levels. Education in the field of education, the World Economic Forum ranks Finland putting quality first and second in math and science education (Wikipedia, 2009).

            How countries Finland may become the country with the best quality level of education in the world? Therefore, I intend to discuss about education in Finland to determine how the state of Finland set up education for the population and determine how the structure of Finnish education, knowing how the curriculum and teachers in Finland. Moreover, to know how the state of Finland was able to accompany the progress and development of science and technology during the era of globalization in the world of ICT. And expected outcome of this paper can be inspriasi for readers to improve the educational quality of education in Indonesia this beloved country.

A.          Structure of Education Finland

The main objective of Finnish education policy are all citizens have equal opportunities in terms of receiving education, regardless of age, place of residence, financial situation, gender or parents. Education is regarded as one of the basic rights of all citizens.

1.          First, the provision of basic education guarantees the right of everyone to basic education free of charge, which is also the provision of compulsory education.

2.           Second, public officials are also obliged to ensure everyone equal opportunity in education other than elementary education according to their ability and special needs, and to develop themselves in order to avoid economic difficulties. Public officials are required to provide for the educational needs in Finland (edu.fi, 2009).

Level of Education in Finland :

1.    Pre-primary education

2.    Primary and secondary education

3.     Tertiary education

4.    Higher education

5.     Education today

1.    Pre-Primary Education

Compulsory education starts in the year when a child becomes seven years. During the age of the child before the age of compulsory schooling, children may participate in early childhood education. The competent authorities may provide pre-primary education in schools, day-care centers, and family day care home or other appropriate places. Participation in early childhood education is voluntary but the city is obligated to provide early childhood education. In Indonesia compulsory education starts in the year when the child was six years old. Pre-primary education or early childhood education is calle d to be organized for children from birth up to six years and is not a prerequisite for basic education (Suparyo, 2005: 77). Structure of Education in Finland. In 2007, 99.2% of children aged 6-7 years have been enrolled in early childhood education and about 70% of those present at the day care. The purpose of early childhood education in Finland is that children learn to develop skills and positive self-image, recognize the basic skills, knowledge and abilities of a wide range of subject areas according to age and ability.

2.    Primary and Secondary Education

The education system in Finland is based on nine years of compulsory (peruskoulu Finland, Sweden grundskola, primary school), with compulsory attendance. Beginning at age seven and ended at the age of 16 years. Although legally the full comprehensive school, but de facto compulsory education is divided into two parts, basic education untunk 7-12 year olds and high school at the age of 13-15 years. For elementary school students in one class there are teachers who teach to the majority of subjects in the same class. For the upper middle class student teaching done by some teachers in different grades. Primary and secondary education are usually at different school buildings.

However, this time some in the same building, though most do not. After graduating from the comprehensive school, there is a choice between high school (lukio, gymnasium) and vocational schools (ammatillinen oppilaitos, yrkesinstitut). Secondary level are not required, but a lot of the majority present. Both primary and secondary education funded by the municipality, which is supported by the state based on the number of students in their schools. Students in comprehensive secondary education enjoys a number of social rights, the most important of which is the school and free health every day lunch, which should cover about a third of the daily nutritional needs. In addition, a comprehensive school students are eligible to receive books and materials free of charge and free transportation on a school trip if students have difficulty on the way to school. High school aims to prepare students for college, so that all the material taught is "general studies". Vocational school aims to develop competence and does not give priority to the preparation of higher education, although formally vocational school graduates qualified to enter higher education. Thus, unlike Sweden, Finland separate vocational and general secondary education programs. High school, not as a vocational school, concluding with the national matriculation exams (ylioppilastutkinto, studentexamen). Passing the exam de facto prerequisite for continuing education. The system is designed so that the lowest rate of about 5% and 5% failed to get the best grade. Exam allows specialization exam in one of the natural sciences or social sciences. Universities can use test scores to receive a matriculation exam students. There is a special program at a vocational institution which either require the matriculation examination, or allow students studying for the matriculation examination together with vocational education (kaksoistutkinto, dubbelexamen). It coincided with school time, usually takes four years.
 

3.    Tertiary Education

There are two in the education sector: universities (Yliopisto, universitet) and polytechnics (ammattikorkeakoulu, yrkeshögskola, or abbreviated as MCA / YH). When recruiting new students, the national matriculation exams and entrance exams will be used as a criterion for the selection of students. Universities focus on research and provide education that is more theoretical. While Polytechnic focus on practical skills and rarely do research, but what they do is directly involved in industrial development projects. For example, doctors are university graduates, while the base nurse is a graduate school of engineering. (However, there is an advanced nursing degree at the university). In vocational schools and polytechnics are governed by the city, or in special cases, by private entities As an exception to the rules, the police college is set by the Ministry of the Interior. All Finnish universities, on the other hand, is owned by the State. Polytechnic graduates received a bachelors degree and be able to continue their studies to university apply for the Master's degree program for two years in general. But the graduate school of engineering is often required to take up the study of a tender additions as they arrive at university graduates. Progressive Bologna process has reduced the number of required additional study and in some cases is not required additional studies. Polytechnic graduates after completing three years of work experience in their field, they are also eligible to earn a master's degree polytechnic programs (low-quality university graduates as well, but with the additional study) working non-academic-oriented. Polytechnic Master's degree programs take two years and can be done in connection with a regular job. In contrast with the bachelor, master's degree graduates of polytechnics is considered equivalent to an academic master's graduate in a related field. After the master, other equivalent (Licentiate and Doctorate) are only available at the university.

Polytechnic master's degree does not qualify for the recipient graduates studies at the doctoral level. Finnish society is legally required to follow compulsory in primary and secondary schools but only voluntary at universities and polytechnics. At universities and polytechnics were not charged, but there are plans for the money the government imposes students outside the European Union. In college, in the unity of the student membership is mandatory. Students of polytechnic similar union recognized in law, but voluntary membership and does not include special University student health. Finnish students are entitled to revoke the status of kemahasiswaannya if he feels persistent lack of progress in his studies. Some universities provide professional degree in engineering and medical. They have additional requirements besides just completed the study, such as the demonstration of competence in practice.

For example, the following:

·         Lääketieteen lisensiaatti, licentiat medicine, licentiate of Medicine. A Bachelor of Medicine (lääketieteen kandidaatti, a drug candidate) is allowed to do clinical work under the guidance of medical staff. There is no Master's degree and diploma holders do not require a full degree doctoral dissertation. Same with a Doctor of Medicine in the US think it is not called "doctor" but a licentiate. Research or "professor of title" includes the entire dissertation, called "Doctor of Medicine" (lääketieteen tohtori, drug doktorsexamen).
• Diplomi-insinööri, diplomingenjör, is a six-year program of 300 ECTS, which is comparable to an Anglo-Saxon with a Master of Science Degree in the same field. However, included in this case is 30 ECTS "diploma project", which is a real program of engineering projects of six months to one year. The solution demonstrated professional competence in addition to the necessary amount of education. Notice: This program, in practice, does not interoperate with the polytechnic insinööri (amk) (ingenjör (YH)) program. After a master's degree, there are two more postgraduate equal-that between postgraduate, called Licentiate and Doctoral (PhD) degrees. Licenciate have the same program as the number of educational theory Doctor, but promoters work have fewer requirements. On the other hand, the requirements for a doctoral dissertation was slightly higher than in other countries. Finnish doctoral most typical is the degree of Doctor of Philosophy (filosofian tohtori, filosofie doktorsexamen). However, college technology award a Doctor of Science, tekniikan tohtori, teknologie doktorsexamen and there are several branch-specific titles, for example, in lääketieteen tohtori drugs, drug doktorsexamen, in art taiteen tohtori, and social sciences valtiotieteen tohtori, politices doktorsexamen.

4. Adult Education

Completing high school vocational program with a full classroom at three years of the formal curriculum Provides the qualifications to pursue further studies. However, it may PROVE Necessary to Obtain post-secondary education prior to entering university, as the entrance exam requires a level of knowledge are relatively high. Post-secondary education is given by the city or the independent schools 'centers of adult education', the which can provide either a comprehensive or vocational education or teaching in high schools. It is possible to Obtain a matriculation diploma, or a more comprehensive, school grades, in the program. The new trading can also be studied by an adult in an adult education center (aikuiskoulutuskeskus, vuxenutbildningscenter), for example, if a structural change in the economy has long been excessive trading. In college, the "Open University" (Avoin Yliopisto, öppet universitet) programs allow people without status of students to enroll in college each program of study. There is no requirement, but no tuition fee simple (for example, 60 euro per course). Polytechnics have a Similar program (Avoin ammattikorkeakoulu, oppen Högskola).

5. Restructuring of Higher Education System

Due to globalization and Increased competition for the younger age groups are diminishing, restructuring the system has dianggil by the Ministry of Education. Since 2006 all higher education institutions have been sharpening Reviews their institutional profile and develop new methods of cooperation. The total number of Reviews These institutions is expected to drop Significantly, in the period of 10-15 years. The process at this university led by the University of Kuopio and the University of Joensuu, the which will form the new University of Eastern Finland in 2010. In Helsinki, there is a process to merge the three local universities items, namely the Helsinki University of Technology, Helsinki School of Economics and University of Art and Design Helsinki, for the new Aalto University, effective on August 1, 2009. There are Several polytechnics Also Announced merger (such Haaga and Helia, the which are combined into Haaga-Helia in 2007). New methods of cooperation such as consortia and Federations have been Introduced in universities (eg, University of Turku and the Turku School of Economics Consortium). Partnerships between universities and polytechnics are Also evolving (for example, the University of Kuopio and Savonia University of Applied Sciences form the Northern Savonia Higher Education Consortium. In general, such as changing the system follows closely the pattern established in Central Europe and the United States.

B. Primary and Secondary Education Teachers in Finland

All teachers in primary and secondary education over public education has a university-level qualification / equivalent either early childhood education, primary and secondary education / vocational, higher education levels. The explanation of each are as follows:

1.                  Teachers in early childhood education teaching and guidance staff in early childhood education and good care of a Bachelor's degree from a university or technical school what it is used or known as a qualified post-secondary vocational schools. Additionally, they may be assisted by professional care of children that are relevant to upper secondary vocational qualifications. Early childhood education can also be given by the class teacher.

2.                  Primary and secondary education on general education teacher in sixth grade of primary education are usually generalists first (class teacher), while Reviews those in the third grade and the last at the secondary level depends specialist (subject teachers). Master class holds a Master of Education graduates of pedagogical studies that have been completed teaching practice.

3.                   Vocational and higher education depends on the institution and subjects, vocational and Polytechnic teachers are required to have 1) an Appropriate higher (or graduate) academic degree, 2) an Appropriate Polytechnic degree; or 3) the highest possible qualification in their own vocational field, at least three years of work experience in the field, and completed pedagogical studies. Generally University teachers are required to have a doctorate or post-graduate.

4.                  Teachers have pedagogical autonomy Pedagogical teachers are experts, and many who are entrusted with independence in the classroom, and Also has the authority to the make decisions about policy and school management. They are very Involved in the local design in curriculum development and work. In addition, they have almost exclusive responsibility for Choosing textbooks and teaching methods. Sustainable development of the professional teachers are Considered important and regularly (Oph.fi, 2006). Key to Success Education in Finland Constitution of Finland Noted all residents who are eligible in basic education and culture. Every resident has the same opportunity to get an education, after the which the Finnish government Also requires citizens to develop Themselves. In the legislation, obliged to provide rights and free education for pre-primary and primary education. Most of educational qualifications are free of charge to students, Including postgraduate education in universities.

Keywords in Finnish education policy are quality, efficiency, equity and internationalization. Education is a factor for competitiveness. Currently the priority in the development of education is to raise the level of education and improve the competence among the population and labor force, improve the efficiency of the education system, to prevent exclusion among children and young people, adults and to expand learning opportunities. Special attention is also given to improving the quality and impact in education, training and research and internationalization.

C.      Background Finland was successful in building education are as follows :

1.    Equal opportunity Finnish education system offers equal

opportunities to all citizens, regardless of domicile, gender, economic class, situation or cultural background and language. School wide regional network, and there are no gender differences in a special service at the school. At the level of basic education is completely free (including teaching, school materials, school, food, health care, dental care, computer, special needs educational improvement).

2.    Completeness of education covers nine years of basic education for all people aged 7-16 years. Schools do not select students but every student can freely choose their own school.

3.    Competence At all levels of school teachers, teachers harusber quality and have a strong commitment. The requirements to become a teacher in Finland is a master's degree, teacher education and teaching practices. The teaching profession is very popular in Finland, and therefore he can choose the college's most talented and motivated. Teachers work independently and enjoy full autonomy in the classroom.

4.    Students counseling and special needs education each to support students' learning and well-being, namely accommodation and core national curriculum which provides guidance to the destination.

Special educational needs are integrated into regular education as far as possible. Guidance counselors to support students in the class on the study and choosing further education.

5.     Encourage the assessment and evaluation of learning assessment and evaluation of learning outcomes and education naturally encouraged and supported. The aim is to produce information that supports both the school and to develop students. National testing, school rankings and inspection system does not exist.

6.     The importance of education in society Finnish society very much enjoyed education and its inhabitants are educated by international standards. Education appreciated and there is broad political consensus on education policy.

7.    Flexible based system empowering education system and administration are flexible based on the principal of "centralized steering-local execution". Steering is done through legislation and norms, the core curriculum, and the government plans steering information. The city is responsible for the supply and implementation of education. Schools and teachers enjoy great autonomy.

8.    Interaction Cooperation and partnerships established at all levels of activity. There is a cooperation for the development of education between the various levels of administration, between schools and between other social actors and schools. Education in collaboration with teachers' organizations, associations and schools pedagogical subjects of organizational leadership. It can provide strong support for the development.

9.    Students Oriented Concept Active Learning School organization and education is based on the concept of learning that focuses on student activity and interaction with teachers, students and the learning environment (Edu.fi, 2008).

Schools and Teachers Finland in Using ICT In 1955 the government issued a plan called Education, Training, in the Information Society. The purpose of this effort is to improve national competitiveness and employment and finding ways to provide access to a wide range of technology and identify ways to give citizens basic skills in using information and communication technology. Department of Education funded this project is monitored and evaluated by the department of Information Strategy Group and Finnish National Fund for Research and Development. Most of the funds in this project was allocated to equipment acquisition and network building in terms of education, universities, libraries and archives.

In 2004, Finland will be a leading interactive knowledge society. Success for citizens in an equal opportunity to learn and develop intellectual abilities thoroughly and utilize information resources and educational services. In the International Education Association SITES comparative study of technology and pedagogy in 22 countries, in Finland ranked 8th in terms of computers in schools. But the teachers of mathematics and science have reportedly dropped the price of the use of ICT in nine other countries, including in the country of Denmark and Norway, but also Canada, Hong Kong, Singapore, Italy and Chile. There is little large-scale observations on the use of digital resources. Have a strong impact to teachers in using the web as an archive accessible curriculum materials (print / traditional and digital): 90% of the teachers themselves report that they use online resource materials. But it does give an indication of the use of digital technology in the classroom pedagogy.

In a representative sample of 8 years of teachers, less than 30% of teachers who reported "often" use of digital technology in the classroom, with the use of technology by teachers of science and mathematics have the lowest rates. Furthermore, when actually using the sample, word, spreadsheet and email that uses the highest score (95%) with learning and resource digital media production tools for accounting + 70% is used. Simulations and games, interactive white board and mobile communications devices are most often used as a medium. There are many innovations and quality materials available to teachers and schools.

Teachers who use digital technology to six personal and professional communication, to access conventional subject matter and curriculum, and for administrative purposes. But daily use of digital learning by students and teachers in the classroom can be estimated, on the basis of self-report data overview, occurred not more than one third of the class varies greatly disturbed by fields and levels. There is little evidence that digital learning resources have a great impact in everyday pedagogy of teaching / learning interaction relationship between teachers and students. Furthermore, there is little evidence of any digital resources as books printed replaced the dominant focus of the curriculum to a significant degree. There are no data on the effect of digitizing systems students learn. These findings have ditriangulasikan on limited data published in Finnish schools, and approved by all parties interviewed by the Review Team (OECD, 2008).

Curriculum Development To view the curriculum development process in Finland, the speaker quotes from the speech Irmeli Halinen a head of the Division of Education Dean of Education of Finland. He started from the short history curriculum and the curriculum system, then look at the main changes over the last decade and finally tried to explain the system and the concept of curriculum Finland. To end She also said a few words about the school construction program that is crucial in the development, dissemination and implementation of the issues presented in the national core curriculum.

1.    Background Three years ago moved from Finland parallel, selectively with a comprehensive education system, totally non-selective in the basic education system. For thirty years we have increased our study results to the year in an international comparison. The curriculum and the way curriculum is made is one of the important factors behind the good results. It is also interesting to see that Finland has gone through quite different stages in the development of curriculum thinking. The first period began in the mid 60's when the Finnish Parliament made a decision on the reform of the basic education system, the creation of a comprehensive school. In 1970 the first national core curriculum for the comprehensive school. It includes the same powerful and progressive vision on education opportunities and gave precise orders from educational objectives, contents, methods and procedures for student assessment. This centralized, the company is very strict and coaching necessary to ensure the implementation of major reforms. Finland in the National Education Council is responsible for planning and decision making regarding the national core curriculum. The task was also to support cities in implementing reforms and deal with the dissemination of ideas in the core curriculum. During 1972-77 Comprehensive School reform conducted throughout the country. Nine years of basic education is divided into basic, called the year of grade 1 to 6 and so-called secondary years from grade 7 to 9. The primary responsibility of providing education which is given mainly to the city authorities. Finland has made the city a base for educational autonomy. At first complete school as well as ability grouping or streaming in math and language. Students who take the lowest course, which is one of the teachings very least, not be able to do with public education after completing primary education studies. Ability grouping has been abolished by the curriculum and reform in 1985 for a feasibility study was finally open to everyone. At the same time the city was given another chance to decide how to organize the teaching and learning. The state also allocate more resources to the city to ensure the quality of education in all age groups across the country. In early 1990 a very large changes were made to reduce the role of the central administration and handing over power, to strengthen the power of the decision of the city and especially the power of the school. These changes are also documented in the national core curriculum. In 1994 he became very thin. Just a very broad national guidelines given. 1970 has been filled with some 650 detailed pages of orders in the core national curriculum, in 1994 just about managing to fill 100 pages with the norms and recommendations were fairly widespread and common. And the important thing is that every city and schools are expected to arrange their own city and special school core curriculum based on the national curriculum. The idea is that local needs can better be taken into consideration, and special features of the school and its surroundings can be made use of in teaching and learning.

 At the same time the system checks the book by the National Education Council has been abolished and teacher autonomy in choosing their working methods and materials were released. Quite recently created work process is currently developing a new curriculum system in the nineties. Work to be interactive and cooperative. This process is called "the Aquarium project" for the city and schools are invited to work intensively with national authorities and the work process is open to anyone interested. Reform is the way that is done in a large aquarium so that every school, every teacher and indeed there are people in our community can see what is happening and is likely to have made comments about the process and the product. The latest Kkrikulum reform started in 2000, together operational, interactive way of working that has proven itself. Now it wants to get not only the city and school, but also teacher trainers, researchers, publishers and people representing various fields of the economy and our society to work with us. The new national core curriculum has been working in several working groups representing all the sectors mentioned above. Also a network of 500 schools from nearly 200 different cities formed which actively make comments on all the concepts that the new core curriculum. They provide critical input and knowledgeable about the strengths and weaknesses of the core curriculum and also about the city and school-based implementation of the process. The feedback is very valuable to the whole process and particularly when the latter revise the final version of the new core curriculum by 2004. This feedback also helps the Board of Education to plan support, coaching and training more teachers needed in the implementation process. Reforms in the early nineties greatly strengthen the role of the city and the school. But after the reforms began to worry about growing differences between the city and schools and also among students. PISA as research has shown that in 2001 and 2004, the difference in Finland is very small when compared internationally but for the government of Finland, however the difference that would be a problem. So Finland began to strengthen national legislation and norms curricular again, even for the purpose of better equality.

The law on education has been reformed during 1998-2003. In 2001 a new and more precise national targets for basic education and also, at the same time, the new allocation of teaching hours in various subjects. More time is given to the mother and literature, mathematics and for social studies. Health education started as a subject. On this basis, the legislative reform of the national core curriculum reformed in 2004. The reform this time including pre-school education, basic education and general upper secondary education. The new core curriculum for basic education has around 300 pages.

2.    Major Changes role in the National Core Curriculum For thirty years Finland has shifted from a centralized to a decentralized system and then slightly back towards the center of the guidance and support. But anyway, the role of cities, schools and teachers has grown in the curriculum and also in the development of the entire education system. A major problem in primary education has removed a comprehensive division into primary and secondary schools and to emphasize the unity and coherence of the nine-year comprehensive school and also the coherence of preschool education and basic education, the continuum between the two. The concept of learning has changed emphasized the active role of students. Learning is considered both individual and social interactive process of cooperation in order to support individual learning. Finland understands learning as a situational; important learning environment. He is not only in the classroom or in the school that are important in learning, but the entire village and all the surrounding areas that can be used as a learning environment. Equally important is the work culture of the school. It should be open, supportive and cooperative. Cross-curricular themes specified in the new national core curriculum integrates instruction and requires intensive cooperation between teachers. The balance between high academic achievement and well-being of students is one of the basic questions.
The Finnish government wants to be an inspiration schools and academically demanding while at the same time safe, environmentally friendly and caring learning. Therefore, the support and guidance needed by both students in learning as well as in personal development and growth which is considered very important.

3.    Curriculum System Our present system is very robust curriculum based on five factors 1. Management by objectives given in the legislation and in the core national curriculum 2. Strong autonomy of city authorities in providing and organizing education 3. Flexible and interaction between people in the field education at the national, municipal and school level 4. Teachers rated expert in curriculum development at all levels 5. the curriculum is seen as a process of more than one product and has a central role in school improvement There are five levels in the Finnish curriculum system. A legislative framework that dates back to 1998. This framework was completed in 2001 by the Government's decision regarding the purpose of education and the distribution of lesson hours. On this basis, Finland establish a national core curriculum for basic education was ready in 2004. At the very cities and schools through the curriculum. National legislation and the core curriculum has an influence not only directly in the city or the school curriculum but also on teacher training (pre-services and training, the responsibility of the authorities in the city), and study materials published by the publishing house personal. All of this together with a good curriculum, teachers and learning materials have impact what happens at school every day, in learning. When city schools and planning their own curriculum, either school or a particular city, they are expected to do so based on the national core curriculum. At the same time they should consider other important plans, namely the community for example in city strategies for sustainable development, safety, welfare, or the city-ICT strategies, strategies for drug prevention etc. They should be carefully explained how education is organized in the community and at each school. So the national teachers supported by the town and guidelines. But they have a lot of freedom to decide about their own work.

4.    Fill the Finnish curriculum new national core curriculum has been confirmed by the Finnish National Board of Education in January 2004. The big idea that has been made better and more solid ground to the city is responsible for organizing educational training. In this way we tried to get the better of equal opportunities and the quality of higher education across the country. They do not have a national inspection system during the test of basic education implemented. They want to strengthen a culture of trust and equality, they believe that people do a good job and for that they need the support. The core national curriculum does not only include the main objectives and content of teaching in various subjects, but also describes the common values, mission and structure of education, the concept of learning and aim to develop a learning environment, school and work culture approach. It defines cross-curricular themes, objectives and general structure which supports the improvement of means of teaching, student welfare, student counseling, club activities and home-school relationship. It defines the objectives and procedures in special needs education, and the main purpose of assessment procedures and explanations of pupil performance was good and the final assessment criteria for different subjects. He states how to set the instruction of various ethnic groups and languages. And it also requires cities and schools to work closely with health authorities and social welfare, especially in the case of students. We also can see the structure of the city or the school curriculum. Some elements of the curriculum are central and common to all people-not just teachers working in a school, and they all affect the other elements. Particularly interesting is the value, school culture and learning environment, the concept of learning and working approach. While discussing these elements, the school staff should articulate their knowledge and professional attitude and commitment to the common objectives and procedures. They also had to find a way to get students, parents and other partners from the school to participate in this discussion and how to cooperate with other schools and community actors. Or let us look at the seven mandatory cross-curricular themes. The purpose of this theme is to guide students in researching the phenomenon is important from many different viewpoints based on science.

No one in the public schools may be left out during the implementation of this theme is discussed and planned. Also when the aim of pupil behavior or destination for a variety of school subjects will be decided at the school, teachers need to think for themselves about the attitude and behavior, their idea of ​​polite human behavior and citizenship, the needs of society today and the future, and so forth. What could be better for professional development? For principals, school curriculum and curriculum planning process is an excellent tool in pedagogical leadership.

5.    Topics Improvement school in Finland In addition we also work the other school needs improvement curriculum and programs for advanced training of teachers. We need them for some reason. To support cities in the school curriculum and work .To support the development of teachers' new skills (eg skill-ICT). To deepen and develop some specific areas of the curriculum (eg, science and technology, civic education, student counseling, Special needs education) Many school development programs coordinated by the National Education Council. Cities and schools are invited to participate on a voluntary basis. During this time their programs by the network to each other, to share information and to learn from experience and to link the increase in work for the development of their curriculum. Improvement of these programs also influenced the development of the core national curriculum. Conclusion Finland country located in continental Europe has ranked the best in the world in education according to the PISA test. Every Finnish society has the right to learn the same. Finland upheld in education policy based on quality, efficiency, equity and internationalization. Factors that support the success of the Finnish education are: equal opportunities, completeness education, teacher competence, the counseling for students and special needs education, adanyan assessment and evaluation, the importance of public education, cooperation, and active student learning concept. Teachers who taught in Finnish schools have qualified competence Master, graduate teacher education, and have experience of teaching practice. Pupils in Finland get cost free even at the graduate level.

For primary and secondary education students get free lunch service. Curriculum greatly affect student learning outcomes. Therefore, the Finnish National Board of Education give authority to the school to carry out the study with reference to the national core curriculum.

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