1. International Conference
Global Education Scenario: from concept to action
The 13th of April, 2015, Vilnius, Lithuania
Global Education in the Finnish Basic Education Curriculum Reform – How and What
Liisa Jääskeläinen Counsellor of Education
Finnish National Board of Education

2. A preliminary understanding of what global citizens´ competences could be was established in the FNBE /ForMin project As Global Citizens in Finland ( )

4. Global citizenship
According to the Global Education First Initiative by Secretary-General Ban Ki-moon global citizenship “refers to a sense of belonging to a broader community and common humanity, promoting a “global gaze” that links the local to the global and the national to the international. It is also a way of understanding, acting and relating oneself to others and the environment in space and in time, based on universal values, through respect for diversity and pluralism.“
The FNBE had portrayed global citizenship in nearly identical phrases in the publication “Schools Reaching out to a Global World”.

5. Curriculum Reform of Finnish Basic Education 2012 - 2016
Government Decree June 2012
National Core Curriculum as a norm passed by the National Board of Education
Key steering instrument
Covers all key teaching / learning aspects of basic education (549 pages)
Adapted and implemented in every basic school in Finland
Reform is carried out once in years, through a process that gathers and creates information and insights
Over 300 nominated specialists and 30 sub-groups
Workshops, seminars
New: Open on-line feed-back and commenting of drafts (on 3 occasions)
Local adaptations now in the making
Implementation starts

6. development goals of the UN.
Global education will provide for its part for the preconditions for just and sustainable development - in line with the
development goals of the UN.
National Core Curriculum 2014

7. Rethinking the value basis of education
Necessity of
a sustainable
way of living
Uniqueness
of every pupil,
quality
education as
a basic right
Human rights,
democracy,
justice, peace
Cultural
diversity as
richness
National Core Curriculum 2014

8. Rethinking competences
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
National Goals for Basic Education and Transversal Competences - knowledge - skills - values - attitudes - will
Development as a human being and as a citizen
National Core Curriculum 2014

9. Rethinking School Culture
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
National Core Curriculum 2014

10. Did the introduction of global citizens´competences succeed?

11. Universal ethics
Each child is unique and valuable exactly as he or she is. Each child has the right to reach his or her full potential as a human being and as a member of the society.
Global citizenship is based on the respect of human rights and pupils will learn to know and respect human rights, protect them and act as agents of hope and change.
Basic education is the most inclusive part of Finland’s highly inclusive education system.
References made to 7 keydocuments regarding human rights.

12. Riihenmäki comprehensive school, Mäntsälä
School project focusing on children´s rights and equality of all
Riihenmäki comprehensive school, Mäntsälä

13. Intercultural competence of a global citizen
Pupils are encouraged to build on an identity that is dynamic as it draws strength from the diversity and plurilingualism of individuals and communities.
Schools are seen as integral parts of culturally evolving and transforming societies where the global and the local are constantly intertwining. Pupils learn to live in a world which is linguistically, culturally and denominationally diverse.
Pupils are guided to see things and situations through others´ eyes.
Schools´ international cooperation is to be carried out through purposeful networks.
Internationalization at home as a resource

14. Lapinlahti general upper secondary school
Finnish-Russian art education project
Lapinlahti general upper secondary school

15. Competence of sustainable life-style
Schools are to construct hope for a good future by creating capacity for ecosocial civilisation, a sustainable lifestyle and circular economy.
Pupils will learn how to act as enlightened consumers. The intangible elements of welfare will be highlighted.
Pupils are encouraged to reflect on how to transform their lifestyles so that raw materials and energy can be saved and biodiversity safeguarded. Special attention is to be paid to climate change.
Basic education will open views to global responsibility beyond generations.

16. Civic competence of a global citizen
Basic education will promote democracy and active agency in a civil society.
Basic education will consolidate pupils’ participation in the planning of their work at school, in the society and internationally.
Pupils are encouraged to construct knowledge, to be critical and to express their opinions.
Pupils learn to make agreements, to take on responsibility, to appreciate the value of trust, to encounter and solve conflicts, to mediate, to do voluntary work and to participate in the work of pupils´ councils.

17. Vesilahti lower secondary school
School project focusing on development cooperation
Vesilahti lower secondary school

18. Competence of Development Partnership
Pupils are encouraged to relate to globalization in wise ways as citizens and as consumers.
Pupils are not supposed to feel guilty about the injustice and inequality of the world but instead, already at school, learn to know what life is like in different parts of the world and how to take on a positive approach to collaboration across borders.
The FNBE has been working on a project called “Schools as Development Partners” and will publish a book on the results and suggestions in spring or summer 2015.

19. Links www.oph.fi/english www.oph.fi/ops2016/materiaalit
Kiitos – Thank You - Ačiū!
Links