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A Finnish vocational school’s hothouse and greenery
When my principal, Jean Stiles, asked me about participating in a Finland–Alberta partnership, I was initially puzzled. Why Finland, I wondered, so I began reading and researching about that distant Nordic country. And I discovered that it seemed logical for the two jurisdictions to form a partnership—Alberta and Finland are similar in many ways, but I was to learn that it was their differences that would serve as the focus of how two educational systems could benefit from each other. After I met the Finnish delegates, the idea of going to Finland grew more exciting.
Seeing Finland first-hand
In the spring of 2011 our schools’ representatives landed in Helsinki, Finland. While waiting for other Alberta delegates to arrive, we ventured out to see the beautiful city. Our hosts welcomed us warmly and immersed us in their culture, including its food, customs, art, architecture and music. Our agenda was full and demanding. We attended an opening seminar at the Finnish National Board of Education then broke into groups based on our interests and professional needs as educators. Each group received a different itinerary.
My group’s first excursion was to the modern city of Seinäjoki, where we visited an upper secondary school. After a student-led tour, we met with administrators, school staff and students. I was impressed by the students’ openness and respect for their teachers and for education. As well, the school’s trusting and secure environment created positive energy among staff and students.
Classes had no more than 25 students, all of whom took ownership of their educational goals and needs. There was great flexibility in timetabling; for example, a student could set a timetable that would allow her to complete all math levels in one year. Classes could be scheduled according to each student’s needs. Timetabling was student-friendly, though it did require intricate planning and monitoring.
Despite the school’s many positive attributes, students did talk about a lack of school spirit and acknowledged that it was difficult for student boards to engage students in extracurricular events. They felt that the absence of sports teams could be a factor contributing to the lack of school spirit.
My group’s next destination was Vaasa, a city on the west coast of Finland, where teacher preparation schools are located. We found ourselves in the company of teachers and administrators from Poland and Spain. We visited an upper secondary International Baccalaureate World School. Here, as in Seinäjoki, I noted students’ English proficiency, but Vaasa’s classes were even smaller than those in Seinäjoki. The school’s facilities and equipment were excellent, most noticeably its fine arts and computer facilities, and all students received a healthy, nutritious and delicious lunch.
I experienced a feeling of calmness throughout the school and found students and teachers focused. The camaraderie in the staff room and the hallways was a pleasant experience. In fact, the three principals I visited spoke about their staff as they would about their families.
Alberta’s and Finland’s education systems share many similarities, but a major difference is that the Finnish are committed to putting a significant portion of their tax dollars into education. They recognize the positive outcome of placing a high value on education, something that Albertans would be wise to emulate.
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Anna Ryan teaches at Jasper Place High School, in Edmonton.
