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This book unravels the origins, continuities, and discontinuities of Finnish higher education as part of European higher education from the Middle Ages to the 21st century. It describes the emergence of universities in the Middle Ages and the Finnish student, and moves on to the Reformation and the end of Swedish rule. It then discusses the founding of the Royal Academy of Turku, its professors and governing bodies, its role as a community, student numbers, the research and controversies. Travelling through the age of autonomy, the first decades of independence and the Second World War, the book examines the expansion of higher education, the development of the system, and the establishment of polytechnics. It concludes by analysing the multiple institutional and organisational layers of Finnish higher education. Altogether, the book offers an historical study that shows how and why education and higher education have been important in the process of making the Finnish nation and nation state. Translator: Dr. Inga Arffman
This edited collection re-examines the long history of Finnish-Namibian relations through the lens of colonialism without colonies as well as anti-colonialism. The book argues that although Finland never acquired colonies, Namibia was once treated in the areas of culture and knowledge formation in a manner now recognised as colonial. Namibian people’s ways of being in the world was transformed when the Finnish Missionary Society started its work in Owambo in 1870 and introduced Christianity and European modes of education, medicine, material culture and social practices. In time, cultural colonialism faded and during the Namibian struggle for independence from South African rule in 1966–1990 Finns took an actively anti-colonial approach. The book was written as a collaborative effort of Namibian, Finnish and South African scholars.
As industrial societies increasingly evolve into knowledge-based economies, the importance of education as a lifelong process is greater than ever. This comprehensive book provides a state-of-the-art analysis of adult learning across the world and with
PISA and Global Education Policy: Understanding Finland's Success and Influenceprovides an in-depth investigation for the reasons behind Finland's success in the Programme for International Student Assessment (PISA). Finland's high performances in every administration of PISA since 2000 have captured worldwide attention. This volume offers a comprehensive exploration into the context of Finland, uncovering its historical, cultural, political, and societal nuances. Furthermore, it delves into the history of Finnish education, providing a strong foundation from which to view the system that produced so much success in PISA. The book analyses empirical data from Finnish professors of education, ministers of education, head teachers, and teachers for the reasons behind Finland's consistently high outcomes in the survey. It includes viewpoints from OECD officers with direct responsibility for PISA. In addition, it uncovers the impact of Finnish influence on education policy worldwide. Thus, the text presents an analysis of the growing politicisation of international achievement studies such as PISA. The increasingly globalised educational context surrounding PISA calls for an analysis of policy transfer and the already-apparent uncritical policy borrowing of Finnish education policy within the UK context.
The empirical starting point for anyone who wants to understand political cleavages in the democratic world, based on a unique dataset covering fifty countries since World War II. Who votes for whom and why? Why has growing inequality in many parts of the world not led to renewed class-based conflicts, seeming instead to have come with the emergence of new divides over identity and integration? News analysts, scholars, and citizens interested in exploring those questions inevitably lack relevant data, in particular the kinds of data that establish historical and international context. Political Cleavages and Social Inequalities provides the missing empirical background, collecting and examining a treasure trove of information on the dynamics of polarization in modern democracies. The chapters draw on a unique set of surveys conducted between 1948 and 2020 in fifty countries on five continents, analyzing the links between voters’ political preferences and socioeconomic characteristics, such as income, education, wealth, occupation, religion, ethnicity, age, and gender. This analysis sheds new light on how political movements succeed in coalescing multiple interests and identities in contemporary democracies. It also helps us understand the conditions under which conflicts over inequality become politically salient, as well as the similarities and constraints of voters supporting ethnonationalist politicians like Narendra Modi, Jair Bolsonaro, Marine Le Pen, and Donald Trump. Bringing together cutting-edge data and historical analysis, editors Amory Gethin, Clara Martínez-Toledano, and Thomas Piketty offer a vital resource for understanding the voting patterns of the present and the likely sources of future political conflict.
Contemporary capitalistic systems have been undergoing profound transformations determined by the transition towards the so-called knowledge based economy, i.e. a competitive system based on the capabilities firms have to create, use and circulate knowledge. These transformations concern both the characteristics of productive and innovative processes, and the resources used in these activities. This book captures these changes, where traditional R&D investments undertaken internally by firms are increasingly and strategically complemented by external sources of innovation and new knowledge. Collaborations between firms, and between firms and other organizations, as well as the mobility of human capital, are strategic processes in order to share and circulate knowledge and competencies. They are also key determinants in the creation of new knowledge and innovation, and ultimately in growth dynamics. The circulation and distribution of knowledge is now a key input in the production of knowledge. Knowledge and innovation are understood as the result of collective and interactive processes at the system level, and less at the micro level. In other words, new knowledge production is less and less the result of individualistic behaviours of the firms and much more the effect of explicit and pro-active interactions and transactions put in place by local networks of innovators. In this perspective, economic space is much more defined by the quality of the interactions among actors rather than by their mere technological, sectoral or geographical proximity. This book brings together new conceptual and empirical contributions and blends the analysis of the technological and geographical spaces in which innovation and knowledge are produced.
Finnish education has been a focus of global interest since its first PISA success in 2001. After years of superficial celebration, astonishment and educational tourism, the focus has recently shifted to what is possibly the most interesting element of this Finnish success story: that Finnish schools have been effectively applying methods that go against the flow of global education policy with no testing, no inspection, no hard evaluation, no detailed national curriculum, no accountability and no hard competition. From a historical and sociological perspective the Finnish case is not merely a linear success story, but is part of a controversial and paradoxical struggle towards Utopia: towards egalitarian schooling. Bringing together a collection of essays by Hannu Simola and his colleagues, this book analyses the key dimensions of schooling in Finland to provide a critical, analytical and uncompromising picture of the Finnish education system. Going beyond the story of success, the book reveals the complexities of educational change, but also identifies opportunities and alternatives for smart political action in complex and trans-national societies. Including a selection of key chapters on Finnish education policy and governance, teacher education and classroom cultures, the book will be of interest to researchers, academics and postgraduate students in comparative education, teacher education, educational policy and educational reform.
This book compares two countries with striking parallels in economic and political outcomes, yet with some distinct features in terms of institutional structures, relative size, and culture. Therefore, this book forms a fruitful platform for the study of the similarities and differences in the economic and societal development of Japan and Finland. Despite their geographic distance from one another and the aforementioned differences, both countries experienced rather similar economic and societal development patterns after the Second World War. The study of these societies both individually and through commonalities will provide a unique perspective on the emergence of modern economies and institutions. The book provides comprehensive coverage on issues such as welfare state formation and society, security and military spending, education system, industrial development, international trade, governmental economic policies, energy solutions, and bubbles and their collapse; thus, issues typical for these countries, as well as most modern states, studied from a longitudinal perspective. The book aims to answer a fundamental question in social science: Why do there seem to be common trends and developmental paths among countries differing in size, culture, and economic structure? This book will provide insights for those seeking to decipher how the developments in their own countries came about and where they may be headed to.