Toch tracking
(opsplitsing in niveaus in Finland (en Zweden) en dit zowel in
leerplichtonderwijs (7-16 jaar) als in hogere cyclus s.o. + uitgesproken
rankings van scholen hogere cyclus s.o.
Dat er in Finland geen sprake is van tracking, rankings en
competitie tussen scholen is dus een van de vele fabeltjes over
onderwijsparadijs Finland.
Finland, for example, is often considered untracked.
However, visitors to Finland are sometimes surprised that the country has a
system of competitive school choice at the upper-secondary level, after age 16.
In fact, savvy students and parents are well aware of school rankings, and
lists of upper-secondary school averages on national exams are published at the
end of May each year. In addition, there is an increasing appetite for more
differentiation and choice.
In a study of student
persistence in mathematics and science, I found that students I surveyed and
interviewed in Finland and Sweden experienced ability grouping and tracking in mathematics and science during both
compulsory school (7-16 j), and upper-secondary school.
In neighboring
Sweden, comparatively liberal school choice policies and the allowance of
for-profit, publicly funded schools, have coincided with increasing social
disparities in educational outcomes.
Review of Education
Equality of access in
math and science in Finland, Sweden, and the United State
Jennifer von Reis Saari Posted on June 3, 2013 |
In a recent paper
presented at the American Educational Research Association, Moving on up? A
framework for evaluating equality of access in education, with illustrations
from Finland, Sweden and the United States, Jennifer von Reis Saari shared the
results of a study of the ways in which schools in Finland, Sweden, and the
United States, track students in math and science. In this post, von Reis Saari
briefly describes some of the current concerns about inequality in Sweden and
Finland, as well as some of the differences she has documented in the way these
countries, and the US, approach tracking.
The recent riots in Sweden are drawing attention to how the
assumption that Nordic countries, as well as their school systems, are
equitable is oversimplified. Finland, for example, is often considered
untracked. However, visitors to Finland
are sometimes surprised that the country has a system of competitive school
choice at the upper-secondary level, after age 16. In fact, despite the Finnish Minister of
Education, Krista Kiurus resistance to the publishing of league tables of individual
school performance, savvy students and parents are well aware of school
rankings, and lists of upper-secondary school averages on national exams are
published at the end of May each year. In addition, there is an increasing
appetite for more differentiation and choice.
In neighboring Sweden, comparatively liberal school choice policies and
the allowance of for-profit, publicly funded schools, have coincided with
increasing social disparities in educational outcomes. In a study of student persistence in
mathematics and science, I found that students I surveyed and interviewed in
both countries experienced ability grouping and tracking in mathematics and
science during both compulsory school, and upper-secondary school. To
characterize Finnish or Swedish school systems as equal, or un-stratified,
obscures the ways these systems react to, and create, inequalities.
A closer look at the experiences of students I interviewed
in Finland, Sweden, and the United States, however, highlights how critical aspects
of these choice and tracking systems, such as the mechanism for allocation (the
how, why, and when students choose, or are selected into, particular schools or
tracks), the transparency of the system (how clear the different educational
choices and their consequences are), and the permeability (the degree of
mobility allowed between tracks and schools), can either promote or obstruct
the pathways of students who aspire to careers in mathematics and science
related fields. In particular, the Finnish education system can be described as
more permeable than either Sweden or the United States; the Finnish secondary
school students I studied could more freely choose advanced mathematics and
science courses and tracks in contrast to their counterparts in Sweden or the
United States. They could make these
choices even if they were not in advanced mathematics tracks before they
reached the secondary level. This
seemed to result in a greater retention of passionate, interested students,
particularly young men who may have struggled earlier in their school careers.
Focusing on permeability is important not only from a
standpoint of equity, but also in terms of efficiency, for retaining and
fostering skilled talent in STEM fields.
The lack of permeability of math and science tracks may be a particular
concern in the United States, where the high cost of post-secondary education
and widening disparities between universities and community colleges, which
once served to increase opportunities for mobility, compounds lost
opportunities during primary and secondary school. Fostering passion for
mathematics and science among students may require structures that respond to
increasing commitment and performance by providing clear, built-in pathways for
upward mobility.
Reputation and
parental logics of action in local school choice space in Finland
DOI:10.1080/02680939.2013.844859Sonja Kosunena*
Differences in reputation between schools and in classes
within schools shape parental choice in the Finnish urban context, even if the
differences in school performance and the risks of making a bad choice are
relatively small. This study analyses the instrumental and expressive orders of
schools in a specific educational context. Two overlapping local school choice
spaces emerge: the local space of school catchment areas, and the selective
space of the city in interaction with neighbouring cities. Entry into the
selective space requires different forms of parental capital, and may reproduce
educational and social distinctions. Institutions that provide less future
exchange value according to the parental conceptions, with socially and
ethnically mixed student populations and low expectations of pupils
contentment are seen to be worth avoiding. The discussion on the choice between
good and bad schools seems to be superficial and to conceal certain
educational reproduction processes, which do not officially exist in the
Finnish education system. Choosing between classes (general and classes with
special emphasis) within a school also works as a distinction strategy.
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