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    Onderwijskrant Vlaanderen
    Vernieuwen: ja, maar in continuïteit!
    08-07-2015
    Klik hier om een link te hebben waarmee u dit artikel later terug kunt lezen.Daling onderwisjniveau Finland gevolg v more pupil-led ways of working

    Daling onderwijsniveau Finland: The traditional and  teacher-centred  educational  culture  is being  replaced  by  more pupil-led ways of working. Lessen voor Vlaanderen!

    Real Finnish Lessons  The true story of an education superpower - 2015 (haaks op voorstelling van Pasi Sahlberg in Finnish Lessons.  GABRIEL HELLER SAHLGREN (research director at the Centre for the Study of Market Reform of Education (CMRE)  Monografie van 70 pagina’s (ook op Internet)

    Finland’s rise and its subsequent decline . Verklaring voor vrij hoog niveau  van Fins onderwijs volgens PISA e.d. en gevoelige daling de voorbije jaren: De evolutie van een  traditional and  teacher-centred  educational system  naar meer pupil-led ways of working verklaart grotendeels de niveaudaling in Finland.  

    *De studie van Sahlgren bevestigt de analyses in Onderwijskrant van de voorbije jaren en weerlegt de simplistische voorstelling van de Finse onderwijsgoeroe Pasi Sahlberg in Finish Lessons (less is more e.d.) *Ook de Vlaamse leerlingen scoorden voor PISA-2012 minder dan jaren geleden, maar ze scoorden wel nog significant beter dan de Finse.  De achteruitgang van de Vlaamse leerlingen is o.i. niet enkel te wijten aan het stijgende aantal allochtone leerlingen, maar ook aan het feit dat de aandacht voor gestructureerde instructie afnam. In de leerplannen eerste graad secundair van 1998  is b.v. ook de invloed van de nefaste constructivistische aanpak doorgedrongen. We vrezen dat via de nieuwe eindtermen en leerplannen ook in Vlaanderen de ‘more pupil-led ways of working’, de constructivistische aanpak e.d. verder kunnen doordringen. Waakzaamheid is geboden.

    Citaat en conclusie: Finnish  teachers   were,  for  many  decades, traditional in  their approach,   reinforcing  a   hierarchical  educational  culture.  (Dit was de  belangrijkste oorzaak van het hoog niveau destijds van het Fins onderwijs).  The move towards less structured methods and authoritative school practices is likely to have had a causal effect, in and of itself, on the recent Finnish decline. In  particular,  the traditional and  teacher-centred  educational  culture  is being  replaced  by  more pupil-led ways of working. The  strongest  policy lesson  is  the danger of   throwing   out   authority   in   schools, and especially  getting  rid  of   knowledge-based,   teacher-dominated instruction.  

    Finland’s rise and its subsequent decline

    Finland was also a comparatively “late developer” in terms of  industrialisation, economic growth, rollout of mass education,  and development of a welfare state. As a result, Finnish culture  for   long  remained   more traditional  than   in other   Nordic countries, reflecting its similarities with high-performing East  Asian nations. This is likely to have underpinned the country’s   improvements in international tests via a “wealth effect”, which  first increases and later decreases educational performance  as a function of income.

    The special  socio-economic and  cultural  trajectory  meant that a hierarchical and traditional schooling  climate  remained   largely   in  place  until   relatively  recently. Perhaps most conspicuous, pupil-led teaching methods were  for   long  absent from  Finnish  classrooms, despite  admonishments from  the  educational establishment Incidentally,  an  increasing  body   of  research  suggests  that traditional methods are superior for raising pupil achievement. The recent fall in performance may in part be explained by the  fact that many of the above preconditions for success are now  being  eroded. …In  particular, the traditional  and  teacher-centred   educational   culture  is being   replaced  by  more pupil-led ways of working.

     While a degree of caution in seeking lessons from Finland’s   success  is  always   necessary,  the     in-depth  analysis  in  this  monograph shows that existing popular explanations for the  country’s achievements, such as its lack of market reforms and  accountability, do not withstand scrutiny. Instead, it suggests  that the country’s rise was to a large extent shaped by socio- economic and historical factors, as well as the retention of a   traditional educational culture.

    Besluiten: LESSONS FROM FINLAND?

    Ever since the first PISA results gave star status to the Finnish education system, policymakers and pundits have scrambled to understand what policy lessons should be drawn. Perhaps more than anything else,  Finland has been seen as a role model for opponents   of   market- and   accountability-based schoolreform, while also being frequently  admired for  its high teacher status and reputable teacher training system.

    But  as  the  country’s  performance  has   begun   to  slip, these accounts  seem  decreasingly      persuasive.   Indeed,  as  this monograph  has  shown,   the  most popular  policy-related explanations of Finland’s rise to prominence do not  stand up to scrutiny. The evidence does not support them, and, above all, it should be clear that the improvements began before most of the highlighted policies were even introduced.

    If societal changes and historical processes are indeed crucial for Finland’s rise and its subsequent decline, we should be hesitant before attempting to draw out specific policy lessons. For example, emphasising high-quality teachers with high social status is of little value for policymakers in other countries unless they are told how this is supposed to be achieved with the tools at their disposal. And while the status and quality of teachers are both remarkably high in Finland, this appears to have been caused by a unique mix of socio-historical processes rather than education policy. In fact, this applies    to    most   explanations  for  changes  in  Finnish   pupil achievement explored in this monograph. So    what,   if  anything,   can  other   countries   learn  from    studying Finland’s  performance   trajectory?  Overall,  the  strongest    policy lesson  is   the   danger   of   throwing   out   authority   in   schools,   and especially   getting   rid   of   knowledge-based,   teacher-dominated instruction.   In   England,  as   documented   in   recent  publications, pupil-led methods and a less authoritative schooling culture have been on the rise for decades, reflecting everything from teacher education to Ofsted orthodoxy.  In fact,  ironically, it was partly this  development       that   once    inspired     the   progressive  turn  in Finnish   education  policy  in   the   1990s,  which  is currently  being realised in school and classroom practices.

    However,  as    this monograph   has  highlighted,  the  story  from Finland  backs  up  the  increasing   amount   of  evidence,  which suggests that pupil-led methods, and less structured schooling environments in general, are harmful for cognitive achievement. Finnish  teachers  were,  for  many  decades,  traditional  in  their approach, reinforcing   a   hierarchical  educational  culture.  The move towards less structured methods and authoritative school practices is likely to have had a causal effect, in and of itself, on the recent Finnish decline.

    It   has   been  suggested  elsewhere  that  post-industrialisation renders   teacher-dominated   pedagogy   and   other   authoritative aspects  of   schooling irrelevant,   because teaching methods   and school organisation in general must follow the trajectory of society. Today’s society is less about authority and obedience – and more about freedom and independence. Therefore, the argument goes, we must adopt the latter in schools. Yet as Hannah Arendt pointed out 60 years ago, this is a fallacy.Schools are not supposed to be microcosms of the outside world. They are meant to be institutions that prepare pupils for that world. Pupils are not grown-up citizens and they should not be treated as such. So while society is moving in a direction towards less authority and more independence, this does not mean that education must follow suit.

    Indeed, it could be argued that it becomes even more important that schools retain some authoritative structures to ensure that pupils accept the  institution of schooling.  If  this  is  the case,  the shift  in methods may actually have contributed to declining acceptance of authority in schools rather than vice versa.

    To   see  why,  consider  the  classic  tension  between  individuals’  yearning   for   freedom   and   civilisation’s   need   for   compliance,  identified by  Sigmund Freud in Civilisation and  its  Discontents. This    tension,   according  to Freud,  is  dealt  with  by  individuals’  internalisation  of  society’s  rules  and  authorities,  which  in  turn  produces guilt – and lingering feelings of discontent – as a self- regulatory mechanism to ensure that order is upheld. Schools are fundamentally socialising institutions and teachers have historically   acted   as   authorities   laying   down   the   rules   for   pupil behaviour. But if teachers take a back seat, there is no authority to internalise – which should be reflected in more unruly behaviour and less acceptance of teachers’ traditional role. After all, if adults do not behave as authorities, why would children view them as such?

    On the positive side, less authority and more freedom should also predict less discontent. Perhaps it is therefore not surprising that decreasingly authoritative methods and declining achievement in Finland have been accompanied by an improving school climate. This idea also receives some support from recent research, which  finds   that   progressive   teaching is   good  for   producing   social capital, for example by improving pupils’ beliefs in cooperation  with teachers. Another study shows that such methods may also be    good    for  improving  pupils’  reasoning  skills.  While    more research  is   needed  in   these   areas   before   drawing  any  strong conclusions, this points to a potential trade-off between different teaching methods that is important to acknowledge.

    But the point that progressive teaching methods appear harmful for  cognitive  achievement   remains.  Rather than   getting  swept away by the (beneficial) onward march of freedom in society, it is probably better that schools keep calm and avoid forgetting what works most effectively in this respect.

    Overall,   however,  the  difficulties  in  identifying  causal  factors behind Finland’s changing educational performance in the 20th and the 21st centuries cannot be overestimated. This includes the conclusions  in this  monograph. The  paucity of direct evidence must be accepted; and we should not seek certainty. However, the evidence presented here is enough to falsify many common explanations and lessons – while at the same time providing a new starting point from where we should continue to look.




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