WEBVTT Kind: captions; Language: fi

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[♫ rhythmic theme music ♫]

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Finnish education governance is
characterised by autonomy and diversity.

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National Educational Governance

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Following Hargreaves and Shirley's
2009 analysis on how nations

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have been developing their
educational governance systems.

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Finland can be categorised
as following the 4th way.

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Based on this, the education system 
is steered from the top, boiled from

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the bottom and supported from 
the sides as presented in slide 23.

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The top refers to the central or state
governance, the bottom to local authorities,

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and other education providers, and their day care
centres and schools, and the sides to miscellaneous

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actors of, for example, trade
unions, universities and NGOs.

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The approach allows a lot of
autonomy and as a result diversity.

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Finland is not uniform, but it
its various areas are different

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and hence require their
unique own solutions.

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Besides the 4th way, the Finnish
educational governance also follows

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the principles of the
Nordic welfare-state.

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This means that in addition to
education, policymakers, also trade

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unions, various NGOs and individual
citizens are included in the public

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decision making as presented in slide 24.

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The education governance is
highly dynamic and complex.

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In principle its various
actors have local, regional,

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national and international representation.

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Whoever, wherever in the system
can contact whoever, wherever.

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This also customarily takes place and
alliances are formed and dismantled.

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In the slide 24 the blue boxes
depict the central state governance.

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The parliament holds the supreme power.

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The government prepares and implements
legislation, and the ministry

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answers for the field
of education and culture.

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The National Agency for Education
is responsible for national

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curricula and for developing education.

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Attached to it are the autonomous
Education Evaluation Council

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and Matriculation Examination Board.

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In addition, there is autonomous
Finnish Institute for Educational Research

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attached to the
University of Jyväskylä.

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State regional authorities
have small education departments

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safeguarding national parity.

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There is no inspection.

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It was replaced by national and local
evaluation with significant local autonomy.

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The matriculation examination and 
in general, upper secondary education

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is the only national standardised 
test in the education system.

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[♫ music ♫]

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