1. Oslo
How education on Sustainable Development has been integrated in the Finnish curriculum
Liisa Jääskeläinen
Counsellor of Education (Em.)
Finnish National Board of Education
Curriculum Development Unit

3. Examining 4 perspectives of the educational reforms
Changing role of teachers and teaching
World of changes
SCHOOL
Impact on children’s living environment
Changing role of pupils
and learning
Changing concepts of learning and competence
IRMELI HALINEN

4. Curriculum Reform of Finnish Basic Education 2012 - 2016
Government Decree in June 2012
National Core Curriculum as a regulation passed by the National Board of Education
Key steering instrument
Covers all key teaching / learning aspects of basic education
Adapted and implemented in every basic school in Finland
Reform is carried out once in years
An open process to gather wisdom and create commitment
Over 300 nominated specialists and 30 sub-groups
Open on-line feed-back and commenting of drafts on 3 occasions – active participation of CSOs
Implementation started (after local solutions etc)

5. A preliminary understanding of what global citizens´ competences could be was established in the FNBE /ForMin project As a Global Citizen in Finland ( )
54_Schools_reaching_out_to_a_glo bal_world.pdf

6. Compare
with 4.7

7. NATIONAL CORE CURRUCULUM 2014
IRMELI HALINEN

8. “Triple filter” for the NCC 2014 Obligations - incl
“Triple filter” for the NCC Obligations - incl. all Finland´s commitments to human rights Values Conception of learning

9. Values of basic education 2014
Necessity of
a sustainable
way of living
Uniqueness
of every pupil,
quality
education as
a basic right
Humanity,
general knowledge
and ability (sivistys, bildning, Bildnung),
democracy
Cultural
diversity
as a richness

10. Necessity of a sustainable way of living 1/2
SD has an ecological and economic dimension as well as a social and cultural
Ecosocial knowledge and ability (sivistys, bildning) which creates ways of living and a culture that foster
- inviolability of human dignity
- renewal of ecosystems
- builds precondition of a competence base
for a circular economy
(Give up “economy first” – thinking!)
Climate change

11. Necessity of a sustainable way of living 2/2
Responsibility to steer technology
Conflicting modes of consumption and production to be examined and improved. Pupils are encouraged to reflect on how to transform their lifestyles so that raw materials and energy can be saved and biodiversity safeguarded.
The intangible elements of welfare will be highlighted.
Social structures and solutions impacting the development are to be done visible
Cross-generational global responsibility

12. Mission of basic education 2014
Educational task
– BE supports learning, development and wellbeing of all
Social task
BE builds up human and social capital; justice creates peace and trust
Cultural task
– BE maintains cultural heritage & space to diverse cultural identities
Future-related task
- BE cultivates future-skills
Global education will provide for its part for the preconditions for just and sustainable development in line with the development goals of the UN.
BE is a driver for positive change also internationally (PISA!)

13. Looking after oneself, managing daily activities, safety
Cultural competence, interaction and expression
Multiliteracy
ICT- competence
Competence for the world of work, entrepreneur-ship
Participation and influencing, building the sustainable future
Thinking and learning to learn
Transversal
competences
National Goals for Basic Education and Transversal Competences - knowledge - skills - values - attitudes - will
Development as a human being and as a citizen

14. Transversal competencies are interlinked for SD – some examples
Thinking and learning to learn
Ways of observing and constructing knowledge … facing conflicting information…considering things from diff angels …problem-solving …critical reflection…alternatives… joy of learning … interactive relationships…understanding interconnected, complex issues
COMPARE the key competences for SDG
Cultural competence
- based on respect of human rights…cultural diversity a richness …becoming able to identify what is unacceptable as a violation of human rights
ICT competence
– pupils learn to assess the impact, possibilities and risks of ICT for SD + responsible ICT-consumerism

15. Participation and influencing, building a sustainable future (Target 7)
Oslo
Grades 1 – 2
- What fair and sustainable development means
Grades 3 - 6
- Pupils learn to cooperate, address conflicts and seek solutions…environmental activities…participation and involvement…protection of environment…responsibility of own choices…school, community, society
Grades 7 – 9
Diff ways of concrete societal involvement…cooperation projects, environmental activities… non-governmental organisations, political parties…
Pupils learn negotiation skills, arbitration, conflict resolution
Preliminary thoughts on future jobs to contribute SD

16. A question to subject-specific working parties: How does your subject implement transversal competences? Examples of T7
Environm. studies (1–6)
Biology – ecosystem- thinking, biodiversity
Geography – climate change, Baltic Sea, development issues
Physics - energy
Religions, Ethics – approach based on human-rights-thinking
Social studies – active(global) citizenship
History – international relationships,glocalisation
Physical education – seasons, welfare-centered approach
Home economics – sustainable choices at home

17. Principles guiding development of school culture Whole school approach
Learning community
Responsibility for the environment
Futures orientation
Dialogue and varied working approaches
Participation
and democracy
Issues of local importance
Safety
in daily life,
wellbeing
Celebrating diverse cultures
Language awareness
Core Curriculum 2014

18. About desired school culture – making the values visible and touchable
Schools are to promote learning, participation and a sustainable way of living.
Schools as learning communities are part of a culturally transforming and diverse society where the local and global intertwine.
Multilingualism
Cooperation with various branches of administration, parishes, companies…
…voluntary work …action in civic society
Contacts with schools in diff countries improve skills in acting in a globalised world

19. Multidisciplinary learning modules - support transversal competencies; topics are picked from the development lines of a desired school culture; panned locally
At least one long-term module in a school year
Planned and implemented in a participatory process
Meaningful to pupils
Additional opportunities to study in diff groups
Combining outside-school learning
Challenge for intellectual curiosity
Reinforces in practice knowledge and skills being consistent with a sustainable way of living
Inspires the pupils to act

20. Former cross-cutting themes are now
Transversal competences
Principles to develop operational school culture
Multidisciplinary learning modules

21. Thank you!
IRMELI HALINEN