Doing More With Less:  Literacy, STEMs, and the Arts in Finland, Amy C. Stuht, Long Beach Unified School District, Helsinki, Finland, April 25-27, 2011

Finland, a tiny country huddled in the shadow of Russia, has consistently hosted one of the highest ranked educational systems in the world. This tuition-free system costs less than the average U.S. district to operate ($8,700 per student in the U.S. vs. $7,500 in Finland), yet pushes students to outshine most other industrialized nations, especially in science, math, and literacy.  According to PISA, Finnish students post scores in science, math, and reading literacy that have, for the past decade, earned them the annual ranking of first or second among the developed nations participating in such exams.  Founder of the cell phone and home to Nokia, Finland boasts the standing of second most stable country in the world.  Its citizens are bilingual in Finnish and Swedish, and many speak English, as well.  Most street signs are in Finnish, Swedish, and English, and the literacy rate of 100 percent reflects this focus on language.

Compulsory education begins at age seven for Finnish children, and continues for nine years.  After primary study, students test into either an academic or vocational program for secondary education.  Only about 75 percent of students in the U.S. complete a secondary course of study; in Finland, 99 percent of all students graduate from primary school.   Of the roughly 60 percent of the student population who pursue academic secondary courses, about 96 percent graduate.  Of the roughly 40 percent who pursue vocational secondary courses, about 90 percent graduate.  Overall, there is only about a four percent difference between scores in “best” and “worst” schools in the country.

The tertiary, or college/university system, is also tuition-free for those who earn a spot.  The World Economic Forum ranks Finland first in the world in enrollment and quality, and second in math and science education.  Not surprisingly, electronics is Finland’s largest industry.

Given the high science, math, and literacy performance of Finnish students, what is the role of the arts in Finnish schools? What do the Finns do when a student does not succeed in primary or secondary school? Are there differences between the preparation and duties of Finnish teachers and teachers in the U.S.?  What teaching strategies are prevalent in Finland?  What role does the centralized Finnish Board of Education Play in school policy and local practice? What type of formative, interim, and summative assessments are commonly used in Finnish schools?

Participants will spend two days in Helsinki (home of one million of Finland’s 5.3 million people) visiting primary, secondary, and tertiary schools and attending presentations by Finnish educators.  Participants will work together to make meaning of and discuss applications for their learning.

Intended Audience:
Art, math, and science teacher-leaders; K-12 district curriculum leaders; educational researchers; and K-16 and business policy makers.

Pre-requisites:  None. It is strongly suggested that participants read Linda Darling-Hammond’s 2010 text, The Flat Word and Education for an overview of the Finnish system.

COSTS: Participants are responsible for their own travel and lodging expenses. For those who wish help with their travel plans, you can contact the Chautauqua Travel Consultant ( see the link to her on the "contact us" area of the Main Page.) There is a course fee of $75 and a course fee of $625.

Dr. Stuht is an administrator in Long Beach Unified School District.  She has worked in K-12 settings in traditional urban settings as well as alternative education, and was a member of the founding administrative team that opened Renaissance High School for the Arts.  Dr. Stuht has served as a lecturer in the California State University system, and is active in the California research community.