Sex chats without any registeration and membership
By 2006, Finland’s between-school variance on the PISA science scale was only 5 percent, whereas the average between-school variance in other OECD nations was about 33 percent.
(Large between-school variation is generally related to social inequality.) The overall variation in achievement among Finnish students is also smaller than that of nearly all the other OECD countries.
As one analyst notes: "Most visitors to Finland discover elegant school buildings filled with calm children and highly educated teachers.
They also recognize the large autonomy that schools enjoy, little interference by the central education administration in schools’ everyday lives, systematic methods to address problems in the lives of students, and targeted professional help for those in need." Leaders in Finland attribute the gains to their intensive investments in teacher education—all teachers receive three years of high-quality graduate level preparation completely at state expense—plus a major overhaul of the curriculum and assessment system designed to ensure access to a “thinking curriculum” for all students.
Ninety-eight percent of the cost of education at all levels is covered by government rather than by private sources.
Although there was a sizable achievement gap among students in the 1970s, strongly correlated to socio-economic status, this gap has been progressively reduced as a result of curriculum reforms started in the 1980s.
Although most immigrants are still from places like Sweden, the most rapidly growing newcomer groups since 1990 have been from Afghanistan, Bosnia, India, Iran, Iraq, Serbia, Somalia, Turkey, Thailand, and Vietnam. Yet achievement has been climbing in Finland and growing more equitable.
Because of these trends, many people have turned to Finland for clues to educational transformation.
The notion of caring for students educationally and personally is a central principle in the schools.
A recent analysis of the Finnish system summarized its core principles as follows: The process of change has been almost the reverse of policies in the United States.
Over the past 40 years, Finland has shifted from a highly centralized system emphasizing external testing to a more localized system in which highly trained teachers design curriculum around the very lean national standards.
These elements ensure that students routinely encounter well-prepared teachers who are working in concert around a thoughtful, high-quality curriculum, supported by appropriate materials and assessments—and that these elements of the system help students, teachers, leaders, and the system as a whole continue to learn and improve.
Although no system from afar can be transported wholesale into another context, there is much to learn from the experiences of those who have addressed problems we also encounter.