Professional Development for Superintendents in Three Different National Contexts: Finland

• In Event: Professional Development for Superintendents in Three Different National Contexts: Knowledge, Experiences, and Outcomes

Abstract

FINLAND CONTEXT
A common history as well as political-societal ideas and models unite Finland and Sweden. However, from the year 1990 onwards, it has become apparent that these two countries have drifted apart, at least in terms of the perception of national education policy. Sweden has largely adopted the so-called Global Educational Reform Movement (Sahlberg, 2011), with strict standards, testing and privatization. Finland has chosen a policy and education strategy based on slow, gradual progress. Finland is a highly homogeneous country with a low number of immigrants and foreigners. Finland´s population at the end of 2018 was 5,5 million. Finnish is the language of the majority, 89 % of the population, Swedish is the main language of only 5.3 % of the population although a high percent of the Swedish-speaking minority is bilingual.
For the purposes of this case, the target group is comprised of a Swedish-speaking group of superintendents. The common research question essentially frames a current challenge for superintendents in Finland. In 2016, Finland introduced a new National Core Curriculum that has drawn mixed reactions. Some people have questioned the wisdom of changing a system that is already known to be successful, while others have praised the country’s courage in introducing new changes. The new National Core Curriculum underlines the importance of developing both physical and virtual learning environments along with the principles of phenomenon-based learning, multidisciplinary learning modules and 21st century skills, while retaining a considerable emphasis on traditional subjects such as mathematics. The goals of the new curriculum further include increased diversity in assessment methods. Superintendents and principals are charged with leading this development.
In Finland there is no formal superintendent training. In this case the superintendents themselves have initiated the seminars, arranged funding and proposed content, which focuses on professional development for superintendents.

Authors

• Lars Svedberg, Karlstad University

• Torbjörn Sandén, Åbo Akademi University