Why The Finnish Teaching Experience Should Be Chosen to Implement in Uzbekistan
Zubaydullayeva S.F
Teacher at English philology faculty of Karshi state university
Khusenova Shosura
Student of English philology faculty of Karshi state University
ABSTRACT
Uzbekistan has been trying to improve its
own education system and has turned to Finland as the best model
for reform. The Finnish approach emphasizes teacher autonomy
and a strong focus on student well-being. By introducing this
foreign experience, Uzbekistan hopes better academic outcomes for
its students and cultivate love for learning.
Introduction
As of late, there has been a lot of talk about the Finnish education system, which is often thought of as being very successful. First, in the Syrdarya region on November 8 in 2022 President Shavkat
Mirziyoyev claimed: "There is a problem with textbooks, so it is necessary to get into it. There were big discussions about the level of textbooks. We started making textbooks for grades 1-4 in line with
the Finnish standard. Why do you say that Finland's public education is resistant to competition on a European scale and in the world as a whole, and has had a lot of experience".
Later, at a meeting dedicated to developing Kashkadarya region, it was decided that 48 schools in the region will begin using the Finnish education system starting in the next school year(2023-2024).The state inspection board for education quality control has reported that this issue was discussed with a Finnish expert.
Keywords
finnish teaching methods, high
standard textbooks,cooperation,
implementation process
Received:February 18,2023
Accepted:March 19,2023
Published:April 18,2023
Article Information
However, is copying the Finnish education system a "magic pill" that will fix all our problems?
Finland is a country with a rich history of educational reform. They have implemented a number of changes that have improved the education system there immensely. They are now ranked above the
United States and are catching up to countries in Eastern Asia. Finland has been leading the way due to common- sense practices and holistic educating atmosphere which strives for equity rather than
excellence. There are 11 main features in the education system of Finland which are contributing to dominate the world stage with high results and why Uzbekistan is adopting the Finnish methods of
teaching.
NO STANDARDIZED TESTS AND MARKS
Unlike other countries, including Uzbekistan, where the majority of students learn to cram to pass tests, and teachers with the sole purpose of preparing students for passing tests only once, rather than teaching in a way that will help students in their real life, in Finland there is no standardized test. Children in this country are not expected to meet any continuous or summative assessments
until they turn 16. During primary schooling, their health and mental well-being are prioritized instead of forced rote learning, memorizing and hard homework.
Only one exception is the exam called the National Matriculation Exam, which is optional for those who want to take after finishing
an upper-secondary school (from 7th grade to 9th grade), which reminds us our previous college system before 2017.
STARTING SCHOOL AT AN OLDER AGE
The Finns believe that it is better for children to have some freedom in their early years so that they can develop naturally. In fact, they start school at the age of seven, which is something that many
other countries do not do. The government allows children to skip school during their childhood years if they want to. This gives kids more freedom just be kids and not have to worry about school.
Children in Finland are required to attend school for nine years, but after that, it's up to them whether or not they want to continue their education. From a psychological standpoint, the idea of
being "stuck in a prison" can be very frustrating. Finland believes that children should be prepared for the real world, so they don't have to live under an oppressive ideal.
FINNISH CHILDREN WAKE UP LATER ON SCHOOL DAYS
Waking up early, catching a bus or ride, participating in morning and after school extracurriculars can be a bit challenging for a schoolchild .Add to the fact that some classes start anywhere from 6am
to 8am making them sleepy and uninspired. Students start school between 9 and 9.45 . According to researchers, Early start times can have a negative impact on students’ well-being, health, and
development. The school has longer class periods and longer breaks (15 /20minutes) between them and only 3classes a day. This is so that the students can learn in a more relaxed and organized way.
LESS HOMEWORK REQUIRED
Finland is a country where students get a good education without having to worry about grades and busy-work. This way, they can focus on learning and growing as people. The OECD ( Organization
for Economic Co-operation and development) study found that Finnish students spend the least amount of time working on homework and outside of school activities, and they are also
outperforming other students around the world. This is likely because Finnish students don't have to spend as much time working on school tasks, and they have plenty of time for other activities.
COOPERATION NOT COMPETITION
The Finnish educational system is different from the way most Americans and other countries see it. In Finland, education is seen as a way to help people learn and grow, rather than as a
competition. Although Finland doesn't use a system where schools and teachers are judged based on how well they perform, this has actually helped them become one of the most successful countries in
the world when it comes to education. Schools in Finland don't focus on getting students high scores on tests or ranking them according to their individual abilities. Instead, they work together to provide
an education that everyone can benefit from.
GETTING EDUCATION FROM THE SAME TEACHER FOR MANY YEARS
Students in Finland often have the same teacher for up to six years of their education. During those years, teachers and students build trust and a strong bond. This is because teachers know and
understand the unique needs of each student. Finnish teachers take into account each student's individual progress and help them reach their goals. There is no transferring to the next teacher because there is never a 'next teacher'.
ONLY TEACHERS WITH MASTER’S DEGREE
Only specialists with a master's degree can work as teachers in the school. They are professions with high prestige and salary in the society, such as doctors and lawyers.
NO ACCOUNTABILITY FOR TEACHERS
In most countries, teachers are usually blamed when students do not succeed in school. But in Finland, teachers are held to a very high standard, so there is often no need for a system that grades
teachers.
HIGH QUALITY TEXTBOOKS
Textbooks in school are arranged in a way that makes them roughly proportional to one another. For example, in the 6th grade, geography is taught about climate change, and biology and history also cover the topic. Climate change stages are also covered in math. The teachers can change the curriculum and teaching style to make it fit better with what they want. This makes Finnish education
one of the best around, according to the United Nations.
FREE ACCESS TO ANYTHING
In addition to the study itself, schools offer lots of free activities such as lunch, excursions, transport and all educational tools and textbooks, and collecting money from parents for any purpose is
prohibited .All educational establishments are fully funded by the government.
SHOWING GREAT RESULTS IN LANGUAGE ACQUIRING
Children in Finland should learn many foreign languages , and at 13 years old ,they can speak even in four languages.
HOW IS THE IMPLEMENTATION PROCESS IS GOING IN UZBEKISTAN?
For the implementation of the Finnish textbooks and teaching methods, 16 schools were chosen throughout the country. One of them is the 37th school , which is located in the far mountainous area
of Kitab district in Kashkadarya. Despite being relatively small and the location in rural area, Several reasonable aspects such as having nearly 20 highly qualified teachers,7 first qualified teachers and
other professional teachers, considerable results of previous-year school leavers in university entrance exams, and quality teaching maximized the opportunity to be selected. Large sums were
allocated to renovate and provide with modern educational tools together with completely new textbooks.
In November, 12 primary school teachers were trained in Tashkent with other counterparts of the Republic for 2 weeks. Nowadays, Finland teaching experience is in a place in the grades from1 to 4 of this school. Teachers claim to witness significant progress as well as changes in the enthusiasm , interest of young children. In addition to easy to understand structure of textbooks, correlation the topics with other subjects( for example teaching transport modes in mother tongue lessons, in reading classes and finally giving mathematical problems about transport in math classes
on the same day , as a result achieving improving overall understanding of children on transport), letting them express their opinions on any topic and motivating them with always excellent marks instead of bad ones are contributing to prepare pupils who can think independently, critically and make independent decisions.
We hope GREAT RESULTS from this offspring in the near future.
REFERENCES
1. https://daryo.uz/2022/11/27/ozbekiston-oz-talim-tizimida-nega-aynan-finlyandiyausulidan-foydalanmoqchi
2. https://t.me/mtrkuzofficial/115710
3. https://www.weforum.org/agenda/2018/09/10-reasons-why-finlands-education-system-isthe-best-in-the-world
4. Watch "O'ZBEKISTON VS FINLANDIYA" on YouTube.https://youtu.be/k-ehsJHD5ZQ
5. WWW.WORLDBANK.ORG/EDUCATION/SABER
6. https://www.afterschoolafrica.com/42953/10-reasons-why-finland-has-the-besteducation-system-in-the-world/
7. https://www.afterschoolafrica.com/42953/10-reasons-why-finland-has-the-besteducation-system-in-the-world/
8. https://t.me/qashqadaryo_trk
No one is an island, as poet John Donne reminds us. We all exist within a unique network of relationships and environmental conditions. This issue explores how we co-create our lives in conjunction with our surroundings.
Z.I. Mahmud explores some of Donne’s works in his analytical look at a selection of British and Indian books addressing (among other themes) social justice and colonialism.
Mark Young also considers our cultural heritage in his narrative essays on how he has responded to various notable works of art and literature.
In a cultural analysis in keeping with the issue’s theme, Christopher Bernard concludes his essay “What’s Wrong with Liberalism.” In this essay, he claims that an unbalanced exaltation of personal liberty above all other social values underlies both neoliberalism and progressivism and paradoxically leads to increasing restrictions of freedom, extreme inequalities of wealth and power, and a sense of loss of control by voters and citizens over the political order as a whole.
Mark Murphy’s poetry also urges humans in industrialized societies to think beyond the pursuit of our own freedoms. We need to ask why we are taking actions that ravage the natural world and indigenous peoples and whether our planet’s future is inevitable.
Jaylan Salah interviews Mel Eslyn on the new film Biosphere which deconstructs toxic masculinity and environmental mismanagement through humor and camaraderie. Mykyta Ryzhykh speculates on who we’re becoming and where we’re trying and failing to find nourishment in an alienating modern techno-age.
Sayani Mukherjee’s poetic speaker asserts that she’s retreating from human politics to discuss the important subject of nature. On the other hand, Elmaya Jabbarova mixes the two topics in her patriotic call to live noble and sustainable lives.
Don Bormon’s piece revels in the fruitfulness of the rainy season and new growth in his native Bangladesh.
Aklima Anthi speaks to a complex, wounded, but unconditional relationship to nature. Duane Vorhees’ poetry mourns lost wildness and wilderness. Noah Berlatsky speculates on our genetic and physical linkage with jellyfish.
Kushal Poddar looks at our relationship to nature on a small scale, everyday encounters with insects and geese. Isabel Gomes de Diego sends us natural scenes of snow, forests, and beaches while Daniel De Culla does the same from a closer vantage point: thistles and trees.
Jonathan Butcher crafts scenes of curated natural and human-built environments, probing memory and decay. Jim Meirose’s story soundscape creates the atmosphere of an archaeological dig. J.D. Nelson’s subterranean haikus let readers glimpse bits of the world, like a child jumping up to a high window. Henry Bladon renders the noise and sounds of a city as music, bending the 90s and today into a dream. Alan Catlin joins words and cultural phrases together into a branching flow of meaning and consciousness while Channie Greenberg’s lines of different shapes illustrate a creative union between natural and technologically inspired aesthetics.
Azemina Krehic offers up a passionate love poem to the stars. Staring up at the moon inspires Mesfakus Salahin’s piece. Slava Konoval creates a poetic romance between lightning and thunder, while also speaking to the Russian invasion of Ukraine.
Gustavo Galliano envisions a pandemic that mutates both the planet and human thinking. Graciela Noemi Villaverde denounces war and other violence against children and families.
Jerry Langdon makes that point more personal, illustrating the destructiveness of obsession with power, how it disintegrates a personality.
Many writers address destructive and constructive intimate personal relationships.
Chimezie Ihekuna explores the problems that arise in a marriage when people bring unresolved issues and irresponsible behavior into the relationship. Romantic feelings are not always enough to make things work.
Feruza Abdullaeyva describes the pain caused by a friend’s selfishness, while Richard LeDue mourns the slow death of fading love. J.J. Campbell’s speaker’s memories are interspersed with reflections on aging and the pain of loss and loneliness.
Bill Tope reminisces about a wild 1960s road trip where danger and adventure lurk beneath the surface. Some of the peril comes from fair-weather friends.
In contrast, Mahbub Alam writes of steady and nourishing emotional connections, and Annie Johnson honors a relationship that has grown and deepened over many years. Jasna Gugic illuminates the explicit and implicit connections among lovers.
Yike Zhang evokes a ethereal, intense, and transcendent love while Maja Milojkovic seeks authentic human connection rather than the illusions of empty religious practice. Czarina Daltiles writes of human striving, how the desire for accomplishment drives many of us, yet perhaps our greatest joys are simply being able to share little moments with our loved ones.
John Edward Culp expresses a natural and easy connection between friends, while Emina Delilovic-Kevric captures a simple and calm domestic scene. Santiago Burdon humorously details an encounter where two strangers see through each other’s subterfuge and bare their souls to each other on a plane. Steven Bruce relates a humorous memory of finding grace in everyday awkwardness.
Jasmina Ortikova encourages us to look to the past and honor our elders. Nozima Gofurova pays tribute to those who have helped her achieve, personally and academically.
Some other contributors focus on an individual person, while still clearly illustrating that the outside world shapes who they are.
In Obirija Joshua’s poem, he reflects on his place in the world on his birthday, guided by his grandmother’s prayers. Sayifov Botirali extols the importance of education and personal development, while Mohinur Murodova highlights some women’s contributions to science, technology, engineering, and mathematics.
Bella Angel Douglas outlines the experience of carrying the emotional pain of rejection, while Vern Fein’s work touches on the circumstances of life and death, what gives our lives meaning and dignity.
Finally, Lilian Dipasupil Kunimasa reminds us that life is short and we should make the most of the time we have on the earth.
+
Time Space for a
thought of Place
for I am where my Heart
would tend
& Your join in Truth
As Our Hearts thought Blend
I would talk on Yesterdays
gone by
for what happens then
just moves Me
Then you're there
& We can acknowledge
A hint of trials
to dissolve like Candy
Too Sweet to just ignore.
I like what You've Done
with it .
I've forgotten the path
& need only your Hand
from time to time
Where Space is a
thought of Place
for I Am where my Heart
Would tend
& your join in truth as Our
Hearts thought Blend
Friend.
...........
by John Edward Culp
May 11, 2019
Broken nose by the kick has the power of moving air.
Great soul beat is in the ribs.
Piercing thorn on legs can walk shedding blood.
Although eyes acts blindly has a little eyesight.
There is no distaste in outspoken tongue.
Earth, how much reassurance of competency
you need to love you!
Believe me earth, I have come here to love you only.
Illiterate wood craftsman who is irresistible lover from whom has taken the first lesson of love.
His beloved has taken knit stitch artistic flower of love with her generous skillful hands.
Earth, believe me or not
In my life lessons, have learned to love you.
Aklima Ankhi, poet, storyteller and translator from Cox’sbazar, Bangladesh. Born in Mymensingh, Bangladesh. She has a published collection of poetry named “Guptokothar Shobdochabi” written in Bangla. She is a postgraduate in English Literature. As a profession, she is a Lecturer in English.
Lilian Dipasupil Kunimasa was born January 14, 1965, in Manila Philippines. She has worked as a retired Language Instructor, interpreter, caregiver, secretary, product promotion employee, and private therapeutic masseur. Her works have been published as poems and short story anthologies in several language translations for e-magazines, monthly magazines, and books; poems for cause anthologies in a Zimbabwean newspaper; a feature article in a Philippine newspaper; and had her works posted on different poetry web and blog sites.
She has been writing poems since childhood but started on Facebook only in 2014. For her, Poetry is life and life is poetry. Lilian Kunimasa considers herself a student/teacher with the duty to learn, inspire, guide, and motivate others to contribute to changing what is seen as normal into a better world than when she steps into it. She has always considered life as an endless journey, searching for new goals, and challenges and how she can in small ways make a difference in every path she takes. She sees humanity as one family where each one must support the other and considers herself as a voice for Truth in pursuit of Equality and proper Stewardship of nature despite the hindrances of distorted information and traditions.
