COMPARATIVE EDUCATION I FINLAND PHI.pptx

Report on Comparative Education I Finland and the Philippines I Education is a cornerstone of societal development and individual empowerment, playing a crucial role in shaping the future of nations. Finland and the Philippines, while geographically and culturally distinct, each offer unique perspectives and approaches to education that reflect their historical contexts, societal values, and developmental goals. I The Philippines, while facing challenges related to resources and infrastructure, is making strides with the K-12 reform, efforts to improve teacher training, and the integration of technology in education. Both countries continue to innovate and adapt their education systems to better serve their students and prepare them for the future. I Conclusion

Finland and the Philippines have distinct educational systems shaped by their unique contexts and priorities. Finland’s system emphasizes holistic development, teacher autonomy, and minimal standardized testing, resulting in high educational outcomes. adapt their education systems to better serve their students and prepare them for the future.

Conclusion

Finland and the Philippines have distinct educational systems shaped by their unique contexts and priorities. Finland’s system emphasizes holistic development, teacher autonomy, and minimal standardized testing, resulting in high educational outcomes. adapt their education systems to better serve their students and prepare them for the future.

Conclusion

Finland and the Philippines have distinct educational systems shaped by their unique contexts and priorities. Finland’s system emphasizes holistic development, teacher autonomy, and minimal standardized testing, resulting in high educational outcomes. adapt their education systems to better serve their students and prepare them for the future.

Conclusion

Finland and the Philippines have distinct educational systems shaped by their unique contexts and priorities. Finland’s system emphasizes holistic development, teacher autonomy, and minimal standardized testing, resulting in high educational outcomes. adapt their education systems to better serve their students and prepare them for the future.

Conclusion

Finland and the Philippines have distinct educational systems shaped by their unique contexts and priorities. Finland’s system emphasizes holistic development, teacher autonomy, and minimal standardized testing, resulting in high educational outcomes. adapt their education systems to better serve their students and prepare them for the future.

Conclusion

Finland and the Philippines have distinct educational systems shaped by their unique contexts and priorities. Finland’s system emphasizes holistic development, teacher autonomy, and minimal standardized testing, resulting in high educational outcomes. adapt their education systems to better serve their students and prepare them for the future.

Conclusion

Finland and the Philippines have distinct educational systems shaped by .

1. FINLAND AND THE PHILIPPINES

2. Education is a cornerstone of societal development and individual empowerment, playing a crucial role in shaping the future of nations. Finland and the Philippines, while geographically and culturally distinct, each offer unique perspectives and approaches to education that reflect their historical contexts, societal values, and developmental goals.

3. Objectives of Education Holistic Development The education system aims to develop the full potential of each individual. Cultural and Historical Awareness Education in the Philippines seeks to instill a deep appreciation of the country’s cultural heritage and history, fostering a sense of national identity and pride. PHILIPPINES

4. Objectives of Education Moral and Ethical Values The curriculum emphasizes the development of moral character and ethical values . Critical Thinking and Problem-Solving Encouraging students to think critically and solve problems creatively is a key objective. PHILIPPINES

5. Objectives of Education Lifelong Learning The education system promotes the concept of lifelong learning, encouraging individuals to continue acquiring knowledge and skills throughout their lives to adapt to the ever-changing world. Civic Responsibility Education aims to prepare students to be active, informed, and responsible citizens who can participate effectively in democratic processes and contribute to community and national development. PHILIPPINES

6. FINLAND Objectives of Education Holistic Development Education aims to support the balanced growth of students, encompassing intellectual, emotional, social, and physical development. Equality and Inclusivity Ensuring equal opportunities for all students regardless of their background, gender, or socio-economic status is a fundamental goal, promoting inclusivity and social cohesion.

7. FINLAND Objectives of Education Individualized Learning The Finnish education system prioritizes personalized learning approaches that cater to the unique needs, interests, and abilities of each student, encouraging self-directed and independent learning. Well-being and Health Schools focus on promoting the overall well-being and health of students, recognizing the importance of a supportive and nurturing environment for effective learning..

8. FINLAND Objectives of Education Individualized Learning The Finnish education system prioritizes personalized learning approaches that cater to the unique needs, interests, and abilities of each student, encouraging self-directed and independent learning. Collaboration and Social Skills Encouraging teamwork, collaboration, and social interaction is an essential part of the learning process, helping students to develop interpersonal skills and empathy.

9. Ideologies and Philosophies Progressivism Emphasizing student-centered learning, progressivism in Philippine education advocates for experiential learning, critical thinking, and problem-solving skills. Perennialism This philosophy emphasizes the importance of enduring ideas and universal truths. Essentialism Essentialism in Philippine education stresses the teaching of core academic subjects such as reading, writing, mathematics, and science. PHILIPPINES

10. Ideologies and Philosophies Nationalism and Patriotism Philippine education strongly incorporates themes of nationalism and patriotism, aiming to instill a sense of national identity, pride, and civic responsibility . Religious and Moral Education Given the Philippines' predominantly Catholic population, religious education plays a significant role in many schools. PHILIPPINES

11. FINLAND Ideologies and Philosophies Constructivism Central to Finnish education is the constructivist philosophy, which posits that learners build their own understanding and knowledge of the world through experiences and reflection . Humanism Finnish education strongly embraces humanistic principles, focusing on the holistic development of students.

12. FINLAND Ideologies and Philosophies Progressivism Progressive educational practices are evident in Finland's emphasis on student-centered learning. Perennialism While Finnish education is innovative, it also incorporates elements of perennialism , focusing on the teaching of enduring ideas and universal truths. Social Constructivism This philosophy highlights the importance of social interaction in the learning process.

13. Structure of Education Pre-Primary Education Kindergarten: This level is for children aged 5 and serves as the first stage of compulsory education. Basic Education Elementary Education : Grades 1-6 Junior High School: Grades 7-10: For students aged 12 to 16. PHILIPPINES

14. Structure of Education Senior High School Grades 11-12: For students aged 17 to 18 Higher Education Undergraduate Programs : Typically take 4 years to complete, though some programs (like Engineering or Medical Technology) may take longer. Graduate Programs : Include Master's (e.g., MA, MS) and Doctoral (e.g., PhD, EdD ) degrees. PHILIPPINES

15. Structure of Education Technical and Vocational Education and Training (TVET) Managed by the Technical Education and Skills Development Authority (TESDA), TVET offers post-secondary, middle-level education and training programs that are non-degree in nature. PHILIPPINES

16. Structure of Education Alternative Learning System (ALS) A parallel learning system that provides a practical option to the existing formal instruction Special Education (SPED) Tailored educational programs for students with special needs .. PHILIPPINES

17. FINLAND Structure of Education Early Childhood Education and Care (ECEC) Age Group : 0-6 years Description : ECEC is designed to support the development and well-being of children and prepare them for formal schooling. It emphasizes play-based learning and the development of social skills, creativity, and basic cognitive skills.

18. FINLAND Structure of Education Pre-Primary Education Age Group: 6 years Description: One year of compulsory pre-primary education before starting basic education Basic Education Comprehensive Schooling ( Peruskoulu ):Grades 1-9: For children aged 7 to 16. Description : Basic education is compulsory and free for all children. It is divided into two stages:

19. FINLAND Structure of Education Lower Stage (Grades 1-6): Emphasizes foundational skills in reading, writing, mathematics, science, social studies, art, music, physical education, and crafts. Upper Stage (Grades 7-9 ): Continues with a broad curriculum but introduces more specialized subjects and electives.

20. FINLAND Structure of Education Upper Secondary Education General Upper Secondary Education ( Lukio ): Age Group : Typically 16-19 years Description: Offers a broad-based academic curriculum leading to the Finnish Matriculation Examination, which qualifies students for higher education.

21. FINLAND Structure of Education Vocational Education and Training (VE ) Age Group: Typically 16-19 years (but also available for adults ) Description : Provides practical and vocational skills in various fields. Leads to a vocational qualification that allows for direct entry into the workforce or further studies in higher education.

22. FINLAND Structure of Education Higher Education Universities: Description : Offer academic and professional degrees (Bachelor's, Master's, and Doctoral degrees). Universities of Applied Sciences (UAS): Description: Provide more practical-oriented higher education and professional qualifications (Bachelor's and Master's degrees).

23. Teaching Methodologies Traditional Lecture-Based Method Description: Teacher-centered approach where the teacher delivers information through lectures, and students take notes. Active Learning Description: Student-centered approach that involves activities such as discussions, problem-solving, and group work. Project-Based Learning (PBL Description: Students work on projects over an extended period, which integrates various subject areas and culminates in a final product or presentation. PHILIPPINES

24. Teaching Methodologies Inquiry-Based Learning Description: Encourages students to ask questions, conduct investigations, and build knowledge through exploration. Differentiated Instruction Description: Tailoring instruction to meet the diverse needs of students. Blended Learning Description: Combines traditional face-to-face instruction with online learning. PHILIPPINES

25. FINLAND Teaching Methodologies Collaborative Learning Group work and collaboration are encouraged, fostering communication skills, teamwork, and peer learning among students. Emphasis on Creativity and Critical Thinking The curriculum emphasizes the development of creativity, critical thinking, problem-solving skills, and innovation rather than rote memorization Teacher Professionalism T eachers in Finland are highly trained and trusted professionals who have significant autonomy in designing their teaching methods and curriculum.

26. FINLAND Teaching Methodologies Assessment for Learning Assessment is viewed as a tool for learning improvement rather than just grading. Formative assessment and feedback are used to support students' progress. Supportive Environment Schools in Finland strive to create a supportive and inclusive learning environment where each student's individual needs are addressed.

27. Assessment and Evaluation Formative Assessment: This type of assessment is used to monitor student learning progress throughout the instructional process. Summative Assessment Summative assessments are used to evaluate student learning at the end of an instructional unit. PHILIPPINES

28. Assessment and Evaluation Performance-Based Assessment: Emphasis is placed on performance tasks that require students to demonstrate their knowledge and skills in practical and real-world contexts National Achievement Test (NAT) The NAT is a standardized test administered to assess the academic performance of students in key subject areas at various grade levels PHILIPPINES

29. FINLAND Assessment and Evaluation Formative Assessment Focus: Continuous Assessment Teachers continuously assess students' progress and provide feedback to support their learning. No Standardized Testing : There are no national standardized tests for students until the end of high school.

30. FINLAND Assessment and Evaluation Teacher Autonomy Professional Trust: Teachers are highly trained and trusted to evaluate their students. Teacher-Designed Assessments Assessments are typically designed by teachers, allowing for a variety of methods to evaluate student learning, including projects, presentations, and portfolios.

31. FINLAND Assessment and Evaluation Minimal Use of Grades: Descriptive Feedback: Instead of grades, teachers often provide descriptive feedback that gives specific insights into students' performance. Late Introduction of Grades: Grades are introduced later in the education process, often starting around the fifth or sixth grade, to keep the early years focused on learning rather than performance.

32. FINLAND Assessment and Evaluation Minimal Use of Grades: Descriptive Feedback: Instead of grades, teachers often provide descriptive feedback that gives specific insights into students' performance. Late Introduction of Grades: Grades are introduced later in the education process, often starting around the fifth or sixth grade, to keep the early years focused on learning rather than performance.

33. PHILIPPINES Trends in Education K-12 Reforms : Ongoing adjustments to the K-12 curriculum to better align with global standards . Technology Integration : Efforts to incorporate ICT in education, especially in response to the COVID-19 pandemic . Alternative Learning Modalities : Development of modular, online, and blended learning approaches to ensure continuity of education.

34. FINLAND Trends in Education Digitalization : Increasing use of digital tools and platforms in education . Sustainability : Emphasis on environmental education and sustainable practices. Lifelong Learning : Expansion of adult education and continuous learning opportunities .

35. FINLAND Conclusion Finland and the Philippines have distinct educational systems shaped by their unique contexts and priorities. Finland’s system emphasizes holistic development, teacher autonomy, and minimal standardized testing, resulting in high educational outcomes. adapt their education systems to better serve their students and prepare them for the future .

36. FINLAND Conclusion The Philippines, while facing challenges related to resources and infrastructure, is making strides with the K-12 reform, efforts to improve teacher training, and the integration of technology in education. Both countries continue to innovate and adapt their education systems to better serve their students and prepare them for the future.