Both Singapore and Finland enjoy international repute for the sterling performances of their students in international surveys like PISA and TIMSS. Both countries have also been known to produce students who have done well in international Mathematics olympiads. Singapore students have been known to do well in the Cambridge GCE O and A levels too. For the lay person, these are indicators of good educational systems.

But even then, Singapore’s leaders have repeatedly said that it has to move away from the examination-focus of the country’s education system. It is interesting to note in this video of a lecture by John Seely Brown, he mentioned at the tail end of the video during the Q&A session of a lecture (see video here), that Singapore leaders have indicated to him that while they have done well in international surveys, these surveys are for 20th Century skills not 21st Century skills. In other words, they are near irrelevant.

In explaining their success in international surveys, the Finnish National Board of Education, said that among the reasons for their success is:

“Assessment of both schools’ learning outcomes and pupils is encouraging and supportive in nature. The aim is to produce information that will help schools and pupils to develop. There are no national tests of learning outcomes and no school league tables. Pupils and schools are not compared with each other. National assessments of learning outcomes are based on samples and the key function of assessment is to pinpoint areas requiring further improvement in different subjects and within the entire school system.”

and also:

“Organisation of schoolwork and teaching is guided by a conception of learning where pupils’ own active involvement and interaction with teachers, fellow pupils and the learning environment are important. Pupils process and interpret the information that they absorb on the basis of their prior knowledge structures.”

Here you see that in the Finnish system does not stress on summative assessment of its pupils unlike in Singapore where high stakes national examinations, ranking of students against one another and school league tables (we call it school ranking in Singapore) is the norm. In contrast, teaching and learning in Finland is through the “pupils’ own active involvement and interaction with teachers, fellow pupils and the learning environment are important. Pupils process and interpret the information that they absorb on the basis of their prior knowledge structures.” I will revisit this point in a subsequent post.

The other commonality between the two countries is the centralized steering albeit done in different ways. In Singapore, educational policies are laid out by the Ministry of Education (MOE). In addition to this, the fact that almost all schools in the country are required to do high stakes examinations, it means that the syllabus for almost all the subjects are defined by the University of Cambridge International Examinations (CIE) examination syndicate which works in tandem with the MOE. The MOE is beginning to allow some exceptions to this link with the CIE but such exceptions are only allowed for the more prestigious schools. The MOE does allow schools some degree of autonomy in the daily running but almost all schools must subscribe to its major policies, for example, with regards to ranking and examinations.

In Finland, according to the Finnish National Board of Education:

The education system is flexible and its administration is based on intense delegation and provision of support. Steering is based on objectives set out in the Basic Education Act and Decree and within the National Core Curriculum for Basic Education. Responsibility for provision of education and implementation of objectives rests with local authorities (municipalities).

This devolvement of responsibility gives the Finnish system that flexibility with regards to the running of schools. Furthermore, in the Finnish system, there is greater level of partnership building with relevant institutions and organizations with regards to the educational support that the schools receive. They sought to ensure that:

“Activities at all levels are characterised by interaction and partnership building. In order to develop the school system, there is co-operation between different levels of administration, schools and other sectors of society. Finnish school authorities also co-operate a lot with subject associations and teacher and rector organisations. This has secured strong support for development measures.”

In Singapore, little such interaction and partnership building is done. If they do exist, they are from institutionalized.

The two countries also offer comprehensive education for students. In Finland this is up to the age of sixteen. In Singapore, the Compulsory Education Act made it compulsory for all parents to enroll their children in school till they have completed primary education (twelve years old).  This measures are likely contributors for the two countries relatively good reputation in the educational arena.

So while there are similarities in the two countries’ educational systems, even in the similarities, there are, I believe, important differences that account for the markedly differing character of the two educational systems. I will be delving more about this in subsequent posts.

(to be continued)

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