Education policy in Finland
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Общие вопросы дидактики и методики воспитания и обучения (1201)
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SIROTA, Julia, DASMAN, El-Fahel. Education policy in Finland. In: The contemporary issues of the socio-humanistic sciences, Ed. 10, 5-6 decembrie 2019, Chişinău. Chişinău, 2019: "Print-Caro" SRL, 2020, Ediția 10, pp. 594-606. ISBN 978-9975-3371-7-5.
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The contemporary issues of the socio-humanistic sciences
Ediția 10, 2020
Conferința "Preocupări contemporane ale științelor socioumane"
10, Chişinău, Moldova, 5-6 decembrie 2019

Education policy in Finland

Politica educațională în Finlanda

CZU: 37.022

Pag. 594-606

Sirota Julia12, Dasman El-Fahel2
 
1 ORT Braude Engineering college, Karmiel,
2 Institute of International Relations of Moldova
 
 
Disponibil în IBN: 30 iulie 2020


Rezumat

Finland's education system has remained relatively immune from the global infrastructure of this field to some capitalist market mechanisms, producing educational models based on competition between students, schools, and countries, with the endless test of countless and the teachers' obsessive accusation of poor student performance. In most nation states where governments are guided by the neoliberal economic recipe. Finnish education policy, most of its assumptions and paradigms, contradict those of those countries' writing systems, which are closely intertwined with the other social policies pursued by that country and provide a basis for the desirable and beneficial implementation of the positive aspects of the Finnish experience by other countries to improve their educational systems. It is important, however, to create a satisfactory harmony between two issues dealing with many dichotomous cases, while obscuring the proliferation of the educational practices adopted by the Nordic state in other national situations[3]. It should be understood that the success of Finland's model did not "fall from the blue sky like lightning on a sunny day", but it was embedded in a wide and participating countries project, as mentioned. Short-term shortcuts and "solutions" that characterize the functioning of the current capitalist phase, with their innate and obsessive eagerness for competition, do not produce the consistency necessary to establish the foundations for developing a fair and effective system . Therefore, the success of Finland's education system stems from a group of social, cultural, political, economic and moral factors that have shaped the same society over the past seventy years and a conscious and deliberate project of the same social body, within the same period, to create a foundation for building a modern, prosperous nation, fair and just. The strength of the national consensus around this task has been reflected, inter alia, in the regularity and consolidation of its free public education system since the early 1970s, regardless of the ideological profile of political parties.

Cuvinte-cheie
policy, equality, inequality, education, sectors, opportunities