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Nurturing Childhood - YouTube - 0 views

www.youtube.com/watch childhood children education schooling learning parenting parenthood family sociiety nurture people world culture community
shared by izz aty on 18 Feb 12 - No Cached
  • izz aty on 18 Feb 12
     
    Length: +/- 8 mins 3.00 onwards about single-parenting 5.13 : "One of the most extraordinary aspects of these giants that taught childrearing is they were all in agreement that you should never punish a child in front of other children -- the humiliation is one of the worst things you could do to a child" In Dickinson, David Copperfield: "a slight injustice to a little child is like a great injustice to an adult, because in a child's world the rocking horse is like a great clydesdale. You know, they're living in a very different world from us... and we can easily become that 'ogre' of the fairy tales, the giant that... symbolises everything frightening in the world." "Treat [children] like adults with dignity, and maintain their dignity. I's very important that they have an understanding that you respect them as an individual." "It's very important that they know that you respect them [children] like individuals" "Each person brings into the world that is the unique soul, and in honoring that unique creation you're honoring the creator of that creation".
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Tech Giant TÜV Rheinland Joins Hands With Blockchain Council - 0 views

www.blockchain-council.org/...-hands-with-blockchain-council multinational organization TÜV Rheinland has recently announced the creation of their first Blockchain certifications in association with Council aimed for consultants developers and experts field Blockchain.
shared by block_chain_ on 25 Jun 19 - No Cached
  • block_chain_ on 25 Jun 19
     
    The multinational organization TÜV Rheinland has recently announced the creation of their first Blockchain certifications in association with Blockchain Council, aimed for the consultants, developers, and experts in the field of Blockchain.
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Free Technology for Teachers: 17 Free eBooks for Teachers and Parents - 0 views

www.freetech4teachers.com/...-for-teachers-and-parents.html ebooks technology web2.0 resources education teachers teaching writing reference
shared by izz aty on 31 May 11 - No Cached
  • izz aty on 31 May 11
     
    Over the last eighteen months I've created and offered seven free ebooks for teachers. In those ebooks I've covered Google tools, web search, video creation, blogging, and other resources of interest to educators. All seven of those ebooks are available in the right hand column of Free Technology for Teachers. This morning I'd like to highlight some other free ebooks created by others for teachers and parents.
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Wahab et al 2010 Transformational of Malaysian's Polytechnic into University College in... - 0 views

fptk.upi.edu/...28_Sahul_Hamed_Abd_Wahab.pdf lifelong learning HTVET educational policy education
shared by izz aty on 21 Dec 15 - No Cached
  • izz aty on 21 Dec 15
     
    Proceedings of the 1stUPI International Conference on Technical and Vocational Education and Training Bandung, Indonesia, 10-11 November 2010 570 Transformational of Malaysian's Polytechnic into University College in 2015: Issues and Challenges for Malaysian Technical and Vocational Education Sahul Hamed Abd. Wahab1 , Mohd Amin Zakaria2 , Mohd Ali Jasmi3 Politeknik Johor Bahru 81700 Pasir Gudang Johor Malaysia. sahul@polijb.edu.my, mohd_amin_zakaria@yahoo.com, matali_jasmie@yahoo.com Abstract Malaysian Polytechnic has been operated for almost 41 years. It was established by the Ministry of Education with the help of UNESCO in 1969. The amount of RM24.5 million is used to fund the pioneer of Politeknik Ungku Omar located in Ipoh, Perak from the United Nations Development Program (UNDP). At present, Malaysia have developed 27 polytechnic at all over states in engineering, agriculture, commerce, hospitality and design courses with 60,840 students in 2009 to 87,440 students in 2012. The Department of Polytechnic Education is committed to provide quality, efficient and customer-friendly services to the highest level of objectivity, confidentiality, integrity and professionalism. Their main purpose is to breaking boundaries for the creation of transformative and creative learning environment for an innovation-led economy and to be Malaysia's number one provider of innovative human capital through transformational education and training for the global workforce by 2015. The objective of this paper is to analyze the issues related on transformational of conventional polytechnic towards students, lecturers, stakeholders, communities, and workforce and skill development in lifelong learning. In addition, to study new courses aligned with development of new technology and currents trend of employment has take into consideration. Finally, a basic frame work of a new dimension for University College based on technical and vocational training is discussed at the end of this p
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Wifehood and Motherhood are Not the Only Ways to Paradise - 0 views

www.suhaibwebb.com/...-not-the-only-ways-to-paradise motherhood parenthood parenting marriage relationship love religion islam muslimah education society sexism wife family
shared by izz aty on 31 May 12 - No Cached
  • The Prophet (saw) makes it clear that his Sunnah is to marry, and that women and men are to be supporters of one another, and that following this Sunnah is better than not following it. At the same time, the examples of Asiyah and Maryam and others, show that although there is an ideal of a Muslim family that we should all try to emulate, we are not defined by that family alone. The root of worship is a relationship with Allah (swt). All other relationships should ideally stem from this one. It may sometimes be the case that a person did not marry for one reason or another. This makes them no less in fulfilling their purpose of creation – to worship Allah.
  • Adam was created to worship Allah, but his ROLE was to be the father of all mankind. Does this result in a MANDATE that all men must be fathers to fulfill their purpose? No. There are numerous examples of great scholars from the history of the Ummah, such as Imam an-Nawawi, al-Zamakshari, Bishr al-Hafi, and even Ibn Taymiyyah – who never married and never had children. Are they less in fulfilling their purpose? No – rather they are cornerstones of the scholarship of the Ummah.
  • Eve was created to worship Allah, but her ROLE was to be a companion to Adam. Does this result in a MANDATE that all women must be wives? No. It is the Sunnah to marry and for this reason it is the best example to strive for. But we should not make it such that unmarried women (or men) are somehow less than any one else. Their reward is with Allah if they fulfill their purpose of worshipping him.
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  • The purpose was to validate single sisters who want to get married and have children [but that's not happening for whatever reason] and let them know that there are other roles even a Mother of the Believers had played without having the blessing of kids.
  • “Notwithstanding the issue of whether or not `A’isha was on the correct side (the consensus is that she wasn’t), the prominent role she played shows that the earliest of Muslim women —a wife of the Prophet (peace be upon him) himself— thought it conceivable that a woman could take such a leadership role over a group of Muslims. At no time did she strive to be head of state and actually took a role deferring to Talha and al-Zubayr. Yet, to one of the pioneers and masters of Qur’anic exegesis, a woman could take a leading role in the affairs of the Muslims.”
  • izz aty on 31 May 12
     
    Why, as a general community, are we not putting the same pressure on women to encourage them to continue to seek Islamic knowledge? Higher education? To make objectives in their lives which will carry over and aid them in their future familial lives, if such is what is meant for them? Perhaps it's because we're obsessed with the idea that women need to get married and become mothers and that if they don't, they have not reached true success.
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Etymology - English Word Histories - Stories of Words - Definition of Etymology - 0 views

grammar.about.com/...Etymologywords.htm vocabulary english etymology words esol esl language learning language education world society history stories learning teaching knowledge
shared by izz aty on 21 Feb 12 - Cached
  • A definition tells us what a word means and how it's used in our own time. An etymology tells us where a word came from (often, but not always, from another language) and what it used to mean.
  • The word etymology is derived from the Greek word etymon, which means "the true sense of a word." But in fact the original meaning of a word is often different from its contemporary definition. The meanings of many words have changed over time, and older senses of a word may grow uncommon or disappear entirely from everyday use. Disaster, for instance, no longer means the "evil influence of a star or planet," just as consider no longer means "to observe the stars."
  • New words have entered (and continue to enter) the English language in many different ways. Here are some of the most common ways.
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  • Borrowing The majority of the words used in modern English have been borrowed from other languages. Although most of our vocabulary comes from Latin and Greek (often by way of other European languages), English has borrowed words from more than 300 different languages around the world.
  • Clipping or Shortening Some new words are simply shortened forms of existing words
  • Neologisms or Creative Coinages Now and then, new products or processes inspire the creation of entirely new words.
  • Compounding A new word may also be created by combining two or more existing words
  • Conversion or Functional Shift New words are often formed by changing an existing word from one part of speech to another
  • Transfer of Proper Nouns Sometimes the names of people, places, and things become generalized vocabulary words.
  • Blends A blend (also called a portmanteau word) is a word formed by merging the sounds and meanings of two or more other words.
  • Imitation of Sounds Words are also created by onomatopoeia, naming things by imitating the sounds that are associated with them
  • If a word's etymology is not the same as its definition, why should we care at all about word histories? Well, for one thing, understanding how words have developed can teach us a great deal about our cultural history. In addition, studying the histories of familiar words can help us to deduce the meanings of unfamiliar words, thereby enriching our vocabularies. Finally, word stories are often both entertaining and thought provoking.
  • izz aty on 21 Feb 12
     
    The etymology of a word refers to its origin and historical development: that is, its earliest known use, its transmission from one language to another, and its changes in form and meaning. Etymology is also the term for the branch of linguistics that studies word histories.
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Romanticism - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Romanticism romanticism philosophy europe european history history world history literature arts art poetry
shared by izz aty on 11 May 14 - Cached
  • Romanticism (also the Romantic era or the Romantic period) was an artistic, literary, and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850
  • Partly a reaction to the Industrial Revolution,[1] it was also a revolt against the aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalization of nature
  • embodied most strongly in the visual arts, music, and literature, but had a major impact on historiography,[3] education[4] and the natural sciences.[5]
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  • effect on politics was considerable and complex; while for much of the peak Romantic period it was associated with liberalism and radicalism, its long-term effect on the growth of nationalism was probably more significant
  • The movement validated intense emotion as an authentic source of aesthetic experience, placing new emphasis on such emotions as apprehension, horror and terror, and awe—especially that which is experienced in confronting the sublimity of untamed nature and its picturesque qualities: both new aesthetic categories
  • r, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • made spontaneity a desirable characteristic
  • elevated folk art and ancient custom to a noble status
  • Romanticism embraced the exotic, the unfamiliar, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • argued for a "natural" epistemology of human activities, as conditioned by nature in the form of language and customary usag
  • the events of and ideologies that led to the French Revolution planted the seeds from which both Romanticism and the Counter-Enlightenment sprouted
  • vouched for the individual imagination as a critical authority allowed of freedom from classical notions of form in art
  • Romanticism assigned a high value to the achievements of 'heroic' individualists and artists, whose pioneering examples, it maintained, would raise the quality of society
  • In order to truly express these feelings, the content of the art must come from the imagination of the artist, with as little interference as possible from "artificial" rules dictating what a work should consist of
  • The importance the Romantics placed on untrammelled feeling is summed up in the remark of the German painter Caspar David Friedrich that "the artist's feeling is his law"
  • in the second half of the 19th century, "Realism" was offered as a polarized opposite to Romanticism
  • the influence of models from other works would impede the creator's own imagination, so originality was absolutely essential
  • The concept of the genius, or artist who was able to produce his own original work through this process of "creation from nothingness", is key to Romanticism, and to be derivative was the worst sin
  • romantic originality.
  • a strong belief and interest in the importance of nature. However this is particularly in the effect of nature upon the artist when he is surrounded by it, preferably alone
  • In contrast to the usually very social art of the Enlightenment, Romantics were distrustful of the human world, and tended to believe that a close connection with nature was mentally and morally healthy
  • in literature, "much of romantic poetry invited the reader to identify the protagonists with the poets themselves"
  • by the middle of the 18th century "romantic" in English and romantique in French were both in common use as adjectives of praise for natural phenomena such as views and sunsets, in a sense close to modern English usage but without the implied sexual element
  • only from the 1820s that Romanticism certainly knew itself by its name, and in 1824 the Académie française took the wholly ineffective step of issuing a decree condemning it in literature
  • Romanticism is not easily defined, and the period typically called Romantic varies greatly between different countries and different artistic media or areas of thought
  • Margaret Drabble described it in literature as taking place "roughly between 1770 and 1848"
  • In other fields and other countries the period denominated as Romantic can be considerably different; musical Romanticism, for example, is generally regarded as only having ceased as a major artistic force as late as 1910, but in an extreme extension the Four Last Songs of Richard Strauss are described stylistically as "Late Romantic" and were composed in 1946–48.[23] However in most fields the Romantic Period is said to be over by about 1850, or earlie
  • early period of the Romantic Era was a time of war, with the French Revolution (1789–1799) followed by the Napoleonic Wars until 1815. These wars, along with the political and social turmoil that went along with them, served as the background for Romanticism
  • t was part of the Counter-Enlightenment, a reaction against the Age of Enlightenment, is generally accepted
  • ts relationship to the French Revolution which began in 1789 in the very early stages of the period, is clearly important, but highly variable depending on geography and individual reactions
  • ost Romantics can be said to be broadly progressive in their views, but a considerable number always had, or developed, a wide range of conservative views
  • In philosophy and the history of ideas, Romanticism was seen by Isaiah Berlin as disrupting for over a century the classic Western traditions of rationality and the very idea of moral absolutes and agreed values, leading "to something like the melting away of the very notion of objective truth",[27] and hence not only to nationalism, but also fascism and totalitarianism
  • The painter, the poet, the composer do not hold up a mirror to nature, however ideal, but invent; they do not imitate (the doctrine of mimesis), but create not merely the means but the goals that they pursue; these goals represent the self-expression of the artist's own unique, inner vision, to set aside which in response to the demands of some "external" voice — church, state, public opinion, family friends, arbiters of taste — is an act of betrayal of what alone justifies their existence for those who are in any sense creative
  • An earlier definition comes from Charles Baudelaire: "Romanticism is precisely situated neither in choice of subject nor exact truth, but in the way of feeling."
  • The end of the Romantic era is marked in some areas by a new style of Realism, which affected literature, especially the novel and drama, painting, and even music, through Verismo opera
  • movement was led by France, with Balzac and Flaubert in literature and Courbet in painting; Stendhal and Goya were important precursors of Realism in their respective media
  • In literature, Romanticism found recurrent themes in the evocation or criticism of the past, the cult of "sensibility" with its emphasis on women and children, the heroic isolation of the artist or narrator, and respect for a new, wilder, untrammeled and "pure" nature
  • Joseph maintained that invention and imagination were the chief qualities of a poet
  • 1774 novel The Sorrows of Young Werther had young men throughout Europe emulating its protagonist, a young artist with a very sensitive and passionate temperament
  • Germany was a multitude of small separate states, and Goethe's works would have a seminal influence in developing a unifying sense of nationalism
  • Important motifs in German Romanticism are travelling, nature, and Germanic myths
  • The later German Romanticism of, for example, E. T. A. Hoffmann's Der Sandmann (The Sandman), 1817, and Joseph Freiherr von Eichendorff's Das Marmorbild (The Marble Statue), 1819, was darker in its motifs and has gothic elements
  • The significance to Romanticism of childhood innocence, the importance of imagination, and racial theories all combined to give an unprecedented importance to folk literature, non-classical mythology and children's literature, above all in Germany
  • The first collection of Grimms' Fairy Tales by the Brothers Grimm was published in 1812
  • Unlike the much later work of Hans Christian Andersen, who was publishing his invented tales in Danish from 1835, these German works were at least mainly based on collected folk tales, and the Grimms remained true to the style of the telling in their early editions, though later rewriting some parts
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Open Mike - Democratic Socialism and Social Democracy, by Rowland | "catch a fire" - 0 views

jonnystar.wordpress.com/...nd-social-democracy-by-rowland politics political science philosophy society culture socialism democracy
shared by izz aty on 12 May 14 - No Cached
  • they represent very different methods for approaching the issue of socialism
  • Democratic Socialism
  • Peter Hain, for example, classes democratic socialism, along with libertarian socialism, as a form of anti-authoritarian “socialism from below”
  • ...21 more annotations...
  • social democrats aim to reform capitalism democratically through state regulation and the creation of state sponsored programs and organizations which work to ameliorate or remove perceived injustices inflicted by the capitalist market system
  • it is the active participation of the population as a whole, and workers in particular, in the management of economy that characterises democratic socialism
  • nationalisation and economic planning (whether controlled by an elected government or not) are characteristic of state socialism
  • democratic socialists tend to support revolutionary means and methods as opposed to reformist/evolutionary ones
  • Social Democracy
  • emerged in the late 19th century out of the socialist movement
  • Modern social democracy is unlike socialism
  • Evolutionary democratic socialists accuse supporters of revolution of being impractical.
  • social democracy as moving left from capitalism
  • For him, this democratic/authoritarian divide is more important than the revolutionary/reformist divide
  • a mainstream leftist party in a state with a market economy and a mostly middle class voting base might be described as a social democratic party
  • a party with a more radical agenda and an intellectual or working class voting base that has a history of involvement with further left movements might be described as a democratic socialist party
  • Now the term social democracy refers to an ideology that is more centrist and supports a broadly capitalist system, with some social reforms (such as the welfare state), intended to make it more equitable and humane
  • Democratic socialism implies an ideology that is more left wing and supportive of a fully socialist system[1], established either by gradually reforming capitalism from within, or by some form of revolutionary transformation.
  • Revolutionary democratic socialists accuse those who favor evolution of supporting socialism from above, which does not abolish the capitalist system
  • Revolutionary democratic socialists believe that the political structures within existing capitalist societies serve as an impediment to full democracy, which they believe can only be achieved by establishing a new political structure built from the bottom up
  • democratic socialism as moving right from Marxism
  • Evolutionary (reformist) democratic socialists and social democrats both typically advocate at least a welfare state
  • some social democrats, being influenced by the Third Way, would be willing to consider other means of delivering a social safety net for the poorest in society.
  • Revolutionary democratic socialists support a welfare state not as a means of achieving socialism, but as a temporary method of relief, and as a means of mobilizing the populace towards revolutionary ideals.
  • Democratic socialists usually support re-distribution of wealth and power, social ownership of major industries, and a planned economy
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Malaysia's Education Minister calls for a third language for students, AsiaOne Educatio... - 0 views

news.asiaone.com/...-calls-third-language-students malaysia malaysian education MACEEDA TMSOL
shared by izz aty on 06 Dec 14 - No Cached
  • Muhyiddin, who is Education Minister, proposed the creation of jobs for 30,000 new language teachers in national schools to facilitate teaching of a third language as an elective subject.
  • He said mastering a third language could help the Malay, Chinese and Indian students understand each other better.
  • Muhyiddin said the third language policy was already included in the schooling system. "But too few took up (the third language course)," he added.
  • ...3 more annotations...
  • He also emphasised the need to enhance command of the Malay language to promote national unity. This, he said, was important as studies have shown that some students could not even speak the national language. "I have given a directive to improve the curriculum and quality of teachers teaching Bahasa Melayu in national schools," he added.
  • Muhyiddin also noted that 121 of the 638 resolutions presented at the Umno general assembly were related to education issues.
  • Muhyiddin announced the setting-up of Parents Teachers Association Foundation with a start-up fund of RM200mil. "We will get more government-linked companies and the private sector to contribute towards the Foundation," he added.
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Wandering thoughts lane: Tips for writing Spoken Word - 0 views

wanderingthoughtslane.blogspot.com/...spoken-word.html spoken word poetry literature writing genre language learning reference
shared by izz aty on 10 Aug 14 - No Cached
  • 1. Start off with something easy. Sarah Kay gave some suggestions on how you should start writing poetry by writing lists. For example, start writing a list of 5-10 things I know to be true, or I should've learned by now. Also try 10 things I love/want/had.
  • 2. Don't try too hard.  Don't try to write super complicated filled with emotions and metaphors poems from the beginning, you'll only end up waisting time and feeling disappointed. Your first poems should go naturally, easy, that way you'll be amazed to see how far you've come after a while.
  • 3. Inspire yourself Look around you for things to inspire you. For example you can listen to some poetry, maybe one word or one phrase someone recites triggers something inside your brain. Listening to music is also a great inspiration source -at least for me. When I listen to music I can picture the story behind the song (but mostly only when I listen to instrumentals). Also, try to look at the world from a different perspective. When you take a walk try to observe as many things as possible, a funny incident, a person you like, a beautiful view on the landscapes. Inspire yourself from everything around you.
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  • 6. Revise and rewrite your poems  If it doesn't sound very good right after it's done that's alright, just give it some time. Focus on writing other poems and come back to revise this one after a while, you'll have a different perspective after you took a brake from it. It'll help you see the bigger picture.
  • 5. Read your poems out loud  I know it sounds like no big deal but trust me it makes a difference.
  • 4. Read/watch as many spoken word/poems as possible Pay attention to what suits you better, which artists do you like most and why. Understand it and go in that direction. For example if you like an artists that always has funny poems you may be prone to write funny poems, it's likely they'll make you feel more comfortable. You can always experience other types of poems if you want to!
  • 7. Use your imagination. That's what I love most about artists, they CREATE their world however they want it to be, and they can drag you into their stories faster than you can even realize it. So use your imagination, create whatever you wish and do your best to convince the audience (even if the audience is just you or a couple of friends of yours.) that world you're writing really exists. 
  • 8. Spoken word doesn't have to rhyme So don't struggle to find rhymes. But, if you have a good rhyme in mind. don't hesitate! Make it part of your poetry, find your flow.
  • 9. Make a special notebook for poetry writing. I bought my poetry notebook just because I liked the cover of it. Every time I pull it out of my bag it makes me smile. Also one more thing I did was to write quotes from my best poems on colored post it notes and stick them on the first page of the notebook. That way every time I open the notebook to write I can read pieces of my best creations and feel proud. It really boosts up your morale. 
  • 10. Be honest with yourself If something hurt you and it still does let it out, don't back from your thoughts and feelings. If you worry your poem will be too cheesy or too sad, stop worrying! just let it be. Acknowledge the fact that those thoughts were haunting your brain for some time now. Get to know them and set them free...and what better way is there to set thoughts free than by poetry?
  • 11.  Write as often as possible And this is, the most important thing of all. Write constantly, even if you have just one or two sentences in mind, just write them down. Also, carry the notebook with you all the time. You never know when something will trigger the inspiration in you.
  • izz aty on 10 Aug 14
     
    "the spoken word has been an outlet for people to release their views outside the academic and institutional domains of the university and academic or small press. The spoken word and its most popular offshoot, slam poetry, evolved into the present day soap-box for people, especially younger ones, to express their views, emotions, life experiences or information to audiences. The views of spoken word artists encompass frank commentary on religion, politics, sex and gender, often taboo subjects in the world of contemporary academic poetry. Spoken word is used to inform or make an audience conscious of some human aspect pertaining to life*"
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Center on International Education Benchmarking » Finland Overview - 0 views

www.ncee.org/...finland-overview finnish special ed finnish education education finland scandinavian education nordic nordic special ed
shared by izz aty on 17 Nov 14 - No Cached
  • Right after the Second World War, Finland was largely a land of woodcutters and agriculturalists.  Finland’s education system and student achievement at that time were unremarkable.
  • In the early 1990s, Finland was forced to completely re-think its economic strategy. An overheated economy combined with the collapse of the Soviet Union, a major trading partner, to produce a precipitous decline in GDP and an unemployment rate of 20%, higher than in the Great Depression.  Following this cataclysm, Finland applied for entrance into the European Union and began to move away from its traditional export strategies.
  • The government decided to funnel resources into the development of the telecommunications sector, hoping to reinvent Finland as a global telecommunications capital.
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  • By 2003, 22 of every 1000 Finnish workers were involved in the research and development sector, a figure almost three times higher than the OECD average, and more than four times higher than in Finland in 1991.   The Finnish economy had undergone a major transformation.
  • The education system was able to respond to the workforce needs created by the events of the early 90s because of a series of extensive reforms that had begun in 1972, which had changed the face of teaching and learning in Finland.
  • began with creation of a unified comprehensive education structure and national curriculum guidelines.
  • Accompanying the restructuring of schools was a restructuring of teacher education, with responsibility for teacher training moving to Finland’s universities, where Finland’s other most valued professional had long been trained. Other measures were also aimed at improving the quality of the Finnish teaching force. 
  • The Finnish story is not unlike that of Singapore, in that eventual success was the result of a long, slow and rather steady process, not the result of a single development, policy, program or administration.  Each step in the development of the modern Finnish education system built sensibly on those that went before.
  • These reforms and others, described in more detail in other sections on Finland on this site, made Finland’s economic survival in the 1990s possible.
  • if there is a key to the success of the Finnish system, it is the quality of their teachers and the trust that the Finnish people have vested in them.  Some would argue that this, in some sense, makes the Finnish case irrelevant to the decisions to be made by other countries, because they lack the culture in which such a high value is placed on teachers and teaching. 
  • when one examines the specific policies that the Finns have adopted with respect to the recruitment, selection, training, supervision and support of teachers, and the way in which the intense focus on teacher quality is matched to the Finnish approach to accountability, curriculum, instruction and school management, then one begins to see that teacher quality in Finland is not the result of an unmatchable culture, but rather of a specific highly integrated system of policies and structures that other nations can emulate to produce a culture that is no less supportive of teachers and no less likely to result in superior student performance.
  • USEFUL LINKS Finnish Ministry of Education and Culture The Finnish National Board of Education thisisFINLAND: Education & Research Articles World Education Services Education Links – Finland The CIA World Factbook: Finland
  • Every four years, the government prepares a development plan for education and research, using that plan as a vehicle to make sure that the Finnish system is constantly adapting to the changing needs, including the economic needs, of the country.
  • Though Finland’s population is very homogenous (more than 98% are descended from Finnish stock), that is changing and the Finns know that their education system will have to change to adapt to these changing demographics.
  • Lower-skilled work is also being exported to other parts of Europe and a greater proportion of Finnish jobs will require ever-more-sophisticated skills, another factor that is accounted for in Finnish education planning.
  • The government’s stated priorities going forward include reducing class sizes, enhancing remediation and special needs teaching, improving teachers’ working conditions, establishing new opportunities for teachers to develop their professional skills, and overhauling adult education and training
  • it took decades for the Finns to build the system whose fruits they are now enjoying.
  • OECD. (2014). Education at a Glance 2014 – Country Note: Finland.
  • Finnish National Board of Education. (2012). International comparisons of some features of the Finnish education and training system 2011.
  • Ministry of Education and Culture, Finland. (2012). Education and Research 2011-2016: A development plan.
  • OECD. (2011). “The Children Must Play: What the U.S. Could Learn from Finland” in The New Republic. (PDF)
  • Abrams, S. (2011). “Finland: Slow and Steady Reform for Consistently High Results,” in Strong Performers, Successful Reformers in Education: Lessons from PISA for the United States. (PDF)
  • The World Bank. (2006). Policy Development and Reform Principles of Basic and Secondary Education in Finland since 1968. Education Working Paper Series. (PDF)
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