Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola MOST IMPORTANT THINGS LEADING A SCHOOL OR KINDERGARTEN Mr Kari Lehtola Inspector of Education and Culture Regional State Administrative Agency For Eastern Finland Tallinn 17. –

Skeleton of the this lecture 1. Primary education 2. Secondary education 3. Tertiary education 4. Perfomance Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola 2

The Future Challenges in East Finland Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola3 The upcoming challenges in the area of innovation –Materials Technology –Environmental Technology –Fibre Processing Technology –Railway Technology and Logistics –Bioenergy –Digital Archiving and Communication –Well-Being –Culture –Teacher Education

Some indicators for the Education and Culture in the Province of Eastern Finland In the Province of Eastern Finland there are ( )  353 comprehensive schools  15 special schools  55 upper secondary schools  16 vocational institutes  2 vocational adult education centres  10 music schools  2 sports institutes  1 university (Univ. Of Eastern Finland is the result of a merger involving the Univ. Joensuu and the Univ. Of Kuopio ); 1 university consortium  3 polytechnics (/Univ. Of Applied Sciences > Mikkeli, Savonia, North Karelia)  11 folk high schools  4 summer universities  33 adult education centres  110 public libraries  29 mobile libraries  4046 sports facilities  25 youth workshops  55 district youth organisations  5 regional sports federations Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola4

Education as a generally  The key words in Finnish education policy QUALITY – EFFICIENCY – EQUITY - INTERNATIONALISATION  The current priorities in educational development are - to raise the level of education - to improve the efficiency of the education system - to prevent exclusion among children and young people - to enlarge adult learning opportunities Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola5

 Equal opportunities  Comprehensiveness of education  Competent teachers  Student counselling and special needs education  Encouraging assessment and evaluation  Significance of education in society  A flexible system based on empowerment  Co-operation  A student-oriented, active conception of learning Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola6 THE IMPORTANT FACTOR OF THE EDUCATION

How to improve school leadership?  SHARED MANAGEMENT AND SUPERVISION  EVALUATION AND DEVELOPMENT OF EDUCATION PLANNING > > AIMING TO IMPROVE TEACHING AND LEARNING Key questions are  What are the roles and responsibilities of school leaders under different governance structures? What seem to be promising policies and conditions for making school leaders most effective in improving school outcomes?  How can effective school leadership be best developed and supported? What policies and practices would be most conducive to these ends? Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola7

SOME ANSWERS 1. Learning organisation 2. Distributed leadership (team leadership) 3. Leadership succession 4. Leadership succession 5. Sustainable leadership Fullan (2005) defines educational sustainability as “the capacity of a system to engage in the complexities of continuous improvement consistent with deep values of human purpose.”  Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola8

Performance – PISA The PISA programme tests the skills of 15-year- old students in mathematics, science, reading and problem solving in OECD countries Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola9

10 Science in different years Korea Finland and Japan Finland Japan Hong Kong Hong Kong Finland Korea Canada England Australia, Liechtenstein and Macao Taipei Canada Netherlands5. Estonia and Japan 531 Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola

11 Reading in different years Finland Finland Korea Canada Korea Finland New Zealand Canada Hong Kong Australia Australia and Liechtenstein Canada Ireland New Zealand New Zealand Estonia

12 Mathematics in different years (57 countries) 1. Japan Hong Kong Taipei Korea Finland Finland New Zealand Korea Hong Kong and Korea Finland Netherlands Netherlands Australia and Canada Liechtenstein5. Switzerland Estonia

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Sympathy doesn’t raise standards – aspiration does  In the focus countries –National research teams report a strong “culture of performance”  Which drives students, parents, teachers and the educational administration to high performance standards  PISA suggests … … that students and schools perform better in a climate characterised by high expectations and the readiness to invest effort, the enjoyment of learning, a strong disciplinary climate, and good teacher-student relations  Among these aspects, students ’ perception of teacher-student relations and classroom disciplinary climate display the strongest relationships Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola

Curriculum (Finland)  The municipalities and schools get the general scheme of the curriculum  They decide themselves how to make it more accurate and how to implement it  The assessment of the learning should be done, but the municipality can decide the time and the method  Whatever the method of assessment its purpose is to help teachers, not to control them –1) school subject, 2) self assessment and 3) learning to learn and 4) PISA  >>> freedom Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola

The possibilities to learn  Wherever the student lives  Whether the student lives in countryside or in town  Whatever the situation of the municipality  Whichever the language of instruction  Whichever the gender of the student  Whatever the position of the family of the student  Whatever are the special needs of the student  All students have equal rights to get the basic education >>>equity Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola

Freedom to learn  There is great freedom to implement curriculum  In addition to that  There is great freedom in the classes –You have to learn, but –Your classmates are not your competitors and –Your teacher is not the only authority, he/she is an older person, who helps the student in his/her learning of the secrets of the world –The student can always doubt and put into question the things during classroom learning >>>> safety Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola

Nobody is left behind or alone, everybody has the right to get education with his/her special needs Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola

MANAGEMENTORLEADERSHIP? Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola19

VALUES  UTILITARISMvs.GOOD LIFE (cf. Aristoteles) PROFIT OF A EDUCATION > education as a investment  SHORT TERM vs. LONG TERM 1 $ > 2 $ 1 $ > 17 $ Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola20

WANNA QUALITY?  WELL-BEING  PARTICIPATION  PEDAGOGY OF LOVE  C-A-R-I-N-G  ALL WE NEED IS PASSION Motivation is easy – You`re doing the most important work in the society: in your hands are the new generations Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola21

It`s a question about SELF-CONFIDENCESELF-ESTEEM CONSEPTION AS A LEARNER OUR GOAL IS PUPIL`S SUCCESS. > that EVERY pupil could experience JOY OF LEARNING and have a EXPERIENCE OF SUCCESS in every single day at the school. THE GOOD HEADMASTER (/whoever person in charge) strive towards this goal. (e.g. create favourable circumstances) Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola22

Itä-Suomen aluehallintovirasto, sivistystoimentarkastaja Kari Lehtola23 Thank YOU for Your Interest! Kari Lehtola Inspector of Education and Culture Tel P.O. Box (Maaherrankatu 16) FI Mikkeli, Finland