Innovation, Recreation, Interpretation? A Case Study on the Origins and Implementation of Transversal Core Competencies in Finnish Basic Education Core Curriculum Reform 2016

Abstract

This qualitative study on the Finnish basic education curriculum (2016) had two goals. First, to survey the origins of first two new curriculum competences: 1) thinking and learning to learn, and, 2) cultural competences. Second, to analyse the local curricular implementation and comprehension in a rapid socio-cultural change. To reveal the possible data trends, two research questions were addressed: 1. What was the background of first two 2016 transversal core competencies? 2. How were those competencies implemented into a local curriculum 2016-19? The Data included basic education curricula (1985-2016), and a local curriculum. Relevant legislation, official information (e.g. PISA), parental feedback, and a questionnaire to an anonymous implementing principal comprised the curricular data. The Data triangulation was completed with a wide range of educational, cultural and ideological research. Regarding ethics, the individual sources and educational provider remained anonymous. Findings were surprising. “Modern” thinking and learning skills were created in early 20th century American society by Deweyan comprehension. However, an immigration had changed the long-lasting interpretation on the origins of Finnish culture. Moreover, local curriculum implementation was more successfully comprehended and supported. Conclusions were obvious: more identifiable research and teachers’ training were needed for curricular reforms and competences. The socio-cultural comprehension in the era of AI asked for sound arguments.

Socio-Educational Policies and Covid-19 – A Case Study on Finland and Sweden in the Spring 2020

“…Encouraging environment, and atmosphere have repeatedly been revealed to enhance intrinsic motivation, which has enabled meaningful learning and optimal human functioning in global context of life-long learners. Accordingly, the development of physical -and other -learning environments, teachers and families' support processes, as well as feedback, assessment, and curriculum development together with the 21 st century skills have been widely studied (Albrecht & Kavabenick, 2019;Atjonen et al, 2019;Borman et al, 2016;Burton et al, 2006;Butler, 2019;Deci & Ryan, 1985;Dede, 2010;Gardner, 1999;Gordon, 2006;Grolnick, 1999;Hecht et al, 2019;Kaplan et al, 2019;Lamb et al, 2017;Lim, 2006;Loima, 2019Loima, , 2020Miller, 1996;Niemi et al, 2018;Pearlman, 2010;Pyhältö et al, 2014;Ryan & Deci, 2000;Sahlberg, 2015;Sormunen et al, 2019;Tucker, 2019;Vansteenkiste et al, 2010;Lee & Tan, 2018;cf. UNESCO, 2016cf.…”

“…Local differences -regarding remote teaching and studying tools -existed, which was in line with core curriculum, and local curricula (FNAE, 2020dAtjonen et. al., 2019;Loima, 2020;Niemi et al, 2018;Pyhältö et al, 2014;Sahlberg, 2015;Lee & Tan, 2018). National Agency's learning materials and instructions appeared to websites in early April, but some over-instructing details were soon withdrawn (cf.…”

“…Second, it compared the data from similar countries, but with different first phase responses. Consequently, to analyse and comprehend the data of an on-going pandemic process, hermeneutic phenomenology offered the most suitable research toolbox (Heidegger, 1993;Gable & Yin, 2014;Landridge, 2007;Loima, 2020;Miller, 1996;Sloan & Bowe, 2014;Van Manen, 2006, 2011. Phenomenological, qualitative understanding has aimed for deepening comprehension, while hermeneutic approach to the data acquisition has requested more depth than a description or statistics (Heidegger, 1993;Peim, 2018;Tucker, 2019;Van Manen, 2006).…”

Equity vs. Ethic Literacy – Socio-Educational Dilemma in the Case of Pandemic Finland, Autumn 2020

“…Terminologically, Finnish basic education meant here a year of compulsory pre-primary education and nine years of compulsory education for all children, who stay in Finland, including asylum seekers with their additional/optional year of preliminary teaching (Basic Education Act (BEA), 1998;FNAE, 2018;Loima, 2020a). Furthermore, pupils' equity in this research meant equal, but also individually adjusted rights to participate -and thus get -free basic education.…”

“…Constitution of Finland,1999;FNAE, 2018;Finnish Core curriculum, 2014;cf. Dede, 2010;Loima, 2020a). Apart from some international practices, enhanced and special-needs support aimed not to segregate, but to integrate learners into learning contexts and Finnish society (BEA, 1998;FNAE, 2014).…”