Comparative essay: Spanish & Finnish Educational Systems

KTYL0201 / Seminar13.10.2014Student's name: Estefanía Arranz CrespoStudent Number: 0420541Supervisor: Suvi LakkalaKTYL0201 / Seminar13.10.2014Student's name: Estefanía Arranz CrespoStudent Number: 0420541Supervisor: Suvi LakkalaUniversity of LaplandFaculty of EducationPrimary Teacher TrainingUniversity of LaplandFaculty of EducationPrimary Teacher TrainingReflective essay: comparing Finnish and Spanish Educational Systems.Reflective essay: comparing Finnish and Spanish Educational Systems.

KTYL0201 / Seminar
13.10.2014

Student's name: Estefanía Arranz Crespo
Student Number: 0420541
Supervisor: Suvi Lakkala

KTYL0201 / Seminar
13.10.2014

Student's name: Estefanía Arranz Crespo
Student Number: 0420541
Supervisor: Suvi Lakkala

University of Lapland
Faculty of Education
Primary Teacher Training

University of Lapland
Faculty of Education
Primary Teacher Training

Reflective essay: comparing Finnish and Spanish Educational Systems.
Reflective essay: comparing Finnish and Spanish Educational Systems.
General comparing
Finland is, according to PISA, one of the major powers regarding in the field of education over the world. This country remains well above the OECD and the UE average, while Spain is always below both averages (INEE, 2013).
The system of education in both countries is not as different in appearance, however laws, curricula, teacher training and the trust in the students and teachers is what makes it different.
In Spain, the national academic failure and early school leaving rates are disturbingly high. In 2013 the school leaving rate of the total population aged 18-24 was 23.5%. It has to be noted that this quantity have been decreasing in the recent years, being 2004 the year with the highest percentage, 32%. Meanwhile, in 2013 the Finnish rate is below 10% (Eustat, 2014).

Before the beginning of compulsory education, the Finnish System of Education has early childhood and day care which aims are promote an awakening of the skills, abilities and the curiosity of the kids. There is also a pre-school year to offset potential differences between the kids.
The Finnish basic education starts at the age of 7 and lasts up to 16 years. In total, 9 years of compulsory education, called peruskoulu in Finnish. There is also the opportunity of home-schooling, although this is quite rare.
There is no numerical qualification between grades 1 to 4; at grades 5 and 6 this qualification is optional, according to the teacher; starting from the 7th grade, the numerical qualification is mandatory.
After that, the students can decide if they want to join to an upper secondary school or to a vocational school, both completely voluntary. The entrance to this upper secondary school (Lukio) depends on the achievements of the students and its main aim is to prepare the students for their university studies. The studies in this Lukio are composed by different courses. When the students end their proper number of courses, belonging to their study plan, they can take the national examination to enter to the university. This examination has six compulsory tests (Finnish, Swedish, first foreign language, maths, science and humanistic studies).



Pic 1 - Finnish Educational System. Source: Finnish Ministry of Education
In Spain, childhood education is divided in two cycles: an early childhood one for children aged 0-3, and a preschool cycle for kids aged 3-6. I talk about it later in more detail, as the preschool education in Finland.
At the age of 6, the pupils start their first year of compulsory education. There are 10 years of compulsory education in total, divided into primary school (from 6 to 12 years) which is subdivided in three different cycles; and lower high school (from 12 to 16). In the last two compulsory years, pupils can pick out some subjects related which they want to do in the future (Greek and Latin, biology, physics and chemistry, technology, etc.)
After this mandatory education, students can choose between three options: start working, Middle grade vocational training or two years of Spanish Baccalaureate (bachillerato in Spanish).
Bachillerato is composed by different subjects, depending on the field of study the pupil has chosen, but some of them are compulsory for all the pupils. After these two years, they can choose between doing Superior-level Training Cycles (an upper level of vocational training) or take part on a national examination for enter to the university. This examination, called PAU (Prueba de Acceso a la Universidad – University Access Examination) is divided in two stages: a general compulsory part (Spanish and literature; Second mother tongue if the exam takes part in Catalonia, Balearic Islands, Basque Country, Valencia or Galicia; Foreign language; Spanish History or Philosophy's History; and one of the field subjects coursed on the second year of Bachillerato) and an optative part in which the pupil can choose different subjects that he/she coursed in the second year of Bachillerato. This non-mandatory part can increase the grade obtained in the compulsory part, but never decrease it.
With the PAU grade and the average of the Bachillerato's subjects grades they make a mathematical formula to obtain their own admission grade for the university. Depending on this grade, you can access to one degree or another. You can also access to the university with the average grade of your Superior-level Vocational Training.


Pic 2 - Spanish Educational System. Source: Spanish Ministry of Education, Culture and Sports.
The Spanish Educational Laws have changed six times since 1970. There is a new law (LOMCE – Ley Orgánica para la Mejora de la Calidad Educativa) close to be implemented, no widely accepted by the educational community. The actual Finnish Educational Law was implemented progressively in the 70's, creating a system that ensures an equal education for everyone, no matter their backgrounds, and focussing the attention in the student.
Teacher training is one of the Finland's strengths, only the best students can access to the degree; being a teacher in this country has an enormous social recognition and prestige. Rather, in Spain, the grades to access the degree are not very high, is quite easy to be teacher and teachers don't have that social recognition.
Another Finnish highlight is their educational system based on the child. In it, the pupils are the true actors and actress of the learning process, teachers teach them to learn, to make the things in their own, and teach them to be independent. However, is not the case of Spain, where the kids needs all the time the guidance of an adult. It is also noteworthy the independency of the schools and the teachers, people trust on them, and they only have the content that they should teach to the students, teachers can teach in their own way, without having an inspector watching over them. Conversely, in Spain is very important to follow strictly the aims of the curricula: the main curriculum is in the law, each county (comunidad autónoma) adapts it to its needs and then the schools of those counties adjust the curriculum into their own ideas.
Another aspect worth mentioning about Finland is its real free education: books, material, one warm meal… And also, most of the schools are state schools. Spain is completely different, is a fact that education is free but books, materials, food, etc. should be paid by families. There are three categories of schools in Spain: state school, privately run schools funded by the State and purely private schools. Higher education is not free in Spain, neither Superior-level Training Cycles.

Comparison of the childhood education
The main reason of the differences between Spain and Finland in terms of attendance in early childhood education is the maternity leave and the maternity allowance.
Finland
Maternity leave duration: 18 weeks. It begins 30-50 days before birth. Excluding holidays and public holidays. Mother and father can share 170 of leave days.
Maternity allowance: During the first three months 100% of salary, and the rest 80%.
Other: 140€ in cash or KELA's maternity pack.



Spain
Maternity leave duration: 16 weeks. You can choose when to start it. Mother and father can share their leave days.
Maternity allowance: 100% of salary.
In Spain there aren't so many facilities to have a baby; furthermore, Finland is considered one of the best countries to have babies: the government promotes equality between mother and father and facilitates the work and family life. There are also economic aids for the families in Finland. On the other hand, Spanish government does not disburse so much money; the equality between parents is unsatisfactory. According a research by "Save the Children" (2010), Finland ranks seventh among the best countries to become a mother, Spain ranks thirteenth.

Looking at this information and how difficult is conciliating work and family life is usual that the pre-schools in Spain are one of the most requested. A real-life example could be this: in my town, Velilla de San Antonio (Madrid), we have four nursery schools, only one is a state school and even parents should pay if they want their children to have a place. All the schools are completely crowded and there are enormous waiting lists. Meanwhile in Finland things are more relaxed: home early education is well regarded and the municipal day care centres are completely free for families. In either of these countries, this education is compulsory.

Regarding the number of pupils we can see that the day care centres in Finland are smaller and less crowded than the Spanish childhood schools. The number of students varies between 12-20 kids depending on the age:
Maximum 4 kids aged 0-3 per teacher.
Maximum 7 pupils aged 3-6 per adult.
In Madrid, according to the Decree 18/2008 and Decree 17/2008, March 6th, of the County of Madrid the ratio teacher/pupil is:
Maximum 8 kids per teacher if they have less than a year.
Maximum 14 children aged 1-2 per teacher.
Maximum 20 pupils aged 2-4 per adult.
Maximum 25 students aged 4-6 per adult.
In addition, these ratios of Spanish pupils are usually exceeded.

In Finland, childhood education is divided in two categories: day care, that take care in specialized centres and take care of children aged 9 months-7 years; and there's also pre-school, for kids aged 6-7. Whereas, in Spain there are two different cycles, the first one for kids aged 4 months-3 years and the second for pupils aged 3-6 years. The scenario of the first cycle is a proper nursery school, nevertheless our pre-school education takes places in a primary school, where these kids aged 3-6 are separated of the primary students, having their own buildings and playground.
Curricula of Preschool education in Spain
The curricula of preschool education in Spain is legislated from our Educational Law (LOE, Ley Órganica de Educación) 2/2006, 3rd may. There is also a Royal Decree 1630/2006, 29th December, in which the core curriculum that should be taught are set nationally. Each Spanish County adapts the curricula specified in the Royal Decree 1630/2006 to its needs.
The teaching method in the Spanish classrooms is based on Decroly and Freinet's pedagogy, The Modern School Movement. This movement faces the traditional school, encouraging the active participation of the student in the teaching-learning process.
The preschool education aims to achieve the integral development of children, covering all these aspects: physical, affective, social and cognitive.
The relationship parents and schools is also very important. There is a minimum of 3 interviews per year to explain children progress.
The second cycle of pre-school education's apprenticeships are presented en three different areas with their respective aims, content and criteria for assessment. The majority content of the areas are interrelated, because pre-school is a globalizing stage where all the knowledge has close connection. The educative process accommodates to the children's learning rhythms; is also important the pupils' interact with their environment.
Principal aims of Spanish pre-school education
The second cycle of childhood education should help child to develop these capacities (Decree 17/2008):
Knowing the own body, acquire a proper image of themselves and respect the differences between people.
Observe and explore their immediate environment.
Acquire autonomy in the daily activities.
Develop emotional skills.
Acquire and maintain basic habits related to hygiene, health, nutrition and safety.
Interact with others and progressively acquire guidelines for coexistence and social relations.
Develop communication skills in different languages and ways of expression.
Begin developing logical-mathematical skills and also in reading, writing and movement, gesture and rhythm.
Develop creativity.
Initiate the knowledge of science.
Initiate experimentally in the oral knowledge of a foreign language.

Learning areas at preschool education
The content is divided in learning areas which are:
Self-knowledge and personal autonomy: this area is trying to create a progressive construction of the identity of the student and also improve his/her autonomy. Is to be achieved an emotional maturity and get establish social and emotional relationships with others.
Knowledge of the environment: try to make a positive process of discovery of the world surrounding the child.
Languages, communication and representation: intended that the kid learn the different ways of communication and representation of the reality. Another aim is teach the child how to express his/her feelings, experiences, opinions and learn how to interact with others. In this area there is also an starting experience with a second language.


Curricula of Preschool education in Finland
The Childhood Education in Finland has two different documents: one for the early childhood education and care, with some basic guidelines (Early Childhood Education and Care Policy), and other for the pre-school.
The principal aim of those basic guidelines is children welfare, which should be promoted through loving relationships and promoting also the health. Concepts "care, health and teaching" are so interrelated: They improve proper growth of the child and facilitate his/her learning.
In Finland is very important the relationship between school and families, since this first educational stage a close link begins to be created. In most of the cases parents themselves are the first interested in participate and help the schools or day-cares.
Focusing in the pre-school education, the teaching method is based in the pedagogy of Maria Montessori (Montessori Method) and Rudolf Steiner (Waldorf Pedagogy), in which exploring and self-discovery is something fundamental.
There is a continued evaluation of the children, and teacher inform parent through frequent interviews.

Pic 3 - The ECEC system for children aged 0-6 in Finland. Source: OECD.org
Contents at preschool education
Language and interaction: Is a fundamental content in this stage because is the way children are going to express with. One of this content main aims is that children make their own ideas about the world that surrounds them. Furthermore, language helps children to improve his/her emotional context, creativity and self-esteem.
Maths: Number appears in a natural way, everyday people are surrounded of numbers. Teachers should transmit this idea to pupils through games, stories, songs… Ordination, comparison and sorting will be used for investigate.
Ethics and philosophy: Ethic works with the self-esteem of the child, improving his/her social skills with the rest of the people and also with the environment. It is very important to discuss and play roleplaying. Religious education is also offered.
Environmental and natural studies: This kind of studies helps the child to know the world that surrounds him/her. The main purpose of this content is that the children learn to understand and respect all the environments around them, and respect other cultures and convictions too.
Health: This content focus in health-related aspects: healthy eating habits, proper table manners, etc.
Physical and motor development: Teaches the children the importance of the physical exercise. Exercises and games are the ways to improve their motor skills.
Art and culture: The main aim of this content is to improve creativity, expression and imagination by artistic activities (music, dance, theatre, drawing…). Another important factor is to know their own culture and others.

Conclusions
Completing this essay I have observed that there are a lot of differences between the Spanish and Finnish Educational System. Education in Finland is all about the pupil and people trust in the teacher, in their methods and knowledge. In Spain we have a teacher-centred vision, we do not teach the pupils think and resolve their daily problems, we just gave a way of doing it, without focusing on children's differences. Teachers in Finland help the students that have difficulties, in Spain teachers do not have time enough for encourage other pupils. Also, there is a close relation between teacher and pupils, based on trust and mutual respect.
Teacher training is the main key. In Finland only the best can apply for the degree; meanwhile, in Spain, you can apply having slightly more than 5 in selectivity. That involves some kind of disrespect that teachers suffer.
Considering Childhood Education, there are no so many differences; aims are quite similar: harmonious and globalized development of children, respecting individual differences. Pre-school education is a way of compensate inequalities before they enter in primary school.
There is no doubt that in Spain (and in other countries around the world) we have so many things to learn about the Finnish System of Education: making our children think, focusing the learning process on them and offering a truly free education without barriers for anyone whose desire is to study.


List of references
BOE – Boletín Oficial del Estado (2007): Real Decreto 1630/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas en el segundo ciclo de Educación Infantil.
https://www.boe.es/boe/dias/2007/01/04/pdfs/A00474-00482.pdf
Consulted November 2014.

Comunidad de Madrid (2008): Decreto 17/2008, de 6 de marzo, del Consejo de Gobierno, por el que se desarrollan para la Comunidad de Madrid las enseñanzas de la Educación Infantil.
http://www.madrid.org/dat_capital/loe/pdf/Desarrollo_Infantil_Madrid_08.pdf
Consulted November 2014.

Comunidad de Madrid (2008): Decreto 18/2008, de 6 de marzo, del Consejo de Gobierno, por el que se establecen los requisitos mínimos de los centros que imparten primer ciclo de Educación Infantil en el ámbito de la Comunidad de Madrid.
http://www.madrid.org/wleg/servlet/Servidor?opcion=VerHtml&nmnorma=4924&cdestado=P
Consulted November 2014.

Eustat – Instituto Vasco de Estadística (2014): Education drop-out rate of the total population aged 18-24 (Author unknown).
http://en.eustat.es/ci_ci/elementos/ele0006800/ti_Tasa_de_abandono_escolar_prematuro_de_la_poblacin_total_de_18-24_aos/tbl0006878_i.html#axzz3FpHFf0xp
Consulted November 2014.

INEE (2013): Educainee. Boletín de educación número 22 – Ministerio de Educación, Cultura y Deporte (Author unknown). http://www.mecd.gob.es/dctm/inee/internacional/pisa2012/boletin22pisa2012.pdf?documentId=0901e72b8178aae2
Consulted November 2014.

OECD (2000): Early Childhood Education and Care Policy in Finland (Author unknown).
http://www.oecd.org/finland/2476019.pdf
Consulted November 2014.


Save the Children (2010): Women on the Front Lines of Health Care – State of World's Mothers 2010 (Author unknown).
http://www.savethechildren.es/docs/Ficheros/335/InformeCompleto.pdf
Consulted November 2014.


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