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The comparative analysis of an education system in Finland and Kazakhstan code: MCEO210's Name: Leila Tuominiemi: 30th April, 2011of Jyväskylä After the great success of Finland in PISA this country became world-known. Many delegates visited and still visiting Finland to get the answer about this success, to see a “silver bullet”. But after observing the schools, talks and discussions with teachers and professors, these delegates go back with the conclusion that Finland is a small country and easily can introduce innovation, but it is almost inapplicable for other countries.education in Finland is really different from many others. In presenting Finnish system of education, many lecturers pay attention to its flexibility and the absence of end lines. This system is not unique for me, because you can see the same in Kazakhstan and Russia, but still in many countries nowadays, such as Iran, Mexico and others this question remains very problematic. And it is really a very stressful and decisive situation and decision for students and their parents, because at certain point they need to decide what they want to do in 10-20 years.national curriculum is also very well planned. For me it was a discovery that the government made even National curriculum on early childhood education and care (2003). What I can see in kindergartens in Kazakhstan is that they are very diverse. Some kindergartens can emphasize on math and calculation, some on languages, some can get support from different entrepreneurs and others just take care of children, but do not offer any special programmes. And still all these kindergartens will have some things in common: children have regime, children will always paint and make some arts and craft, have both outdoor and indoor activities, participate in concerts and discover the world around them through interaction and play. All these aspects come from Vygotsky’s theory which both countries try to implement. But the problem in Kazakhstan is that kindergarten’s policy is not very good regulated, there are many blind spots which can be interpreted in different ways.school education is not obligatory in my country and not many children have it. Some kindergartens will include it in their curriculum, but it is not compulsory. It is also possible to have this course at school, so that children will start to get used to a new life, but it will not be free of charge. While the situation in Finland is almost opposite. 99% of children attend pre-school education. And I believe that it is very important to have some basic knowledge through suitable methods and approaches before the school starts, because it will give impulse for child’s development and education.if one day I am involved in pre-school or kindergartens environment, I will do my best to awake children’s interest to the surrounding world, make them participate in nowadays life, give them voice, ask their opinion and encourage them to find answers to the questions.education is also different in these two countries. The first difference comes from the amount of years in elementary school: in Kazakhstan it is only 4 years, but in Finland it is six. The idea of primary education is the same: there is one class teacher, who teaches all the subjects, but in my country this teacher is free from music, PE, Kazakh or any foreign language. It is difficult to say for sure which system is better, but in my society the beginning of secondary education, or the 5th grade is described for children as they start a new life, where they will have several subject teachers and as a result more duties and responsibilities to do. And you can really see the difference in children’s behavior in the 4th grade and then in the 5th one. They try to act as adults.secondary education in Kazakhstan and Finland is quite similar. Here children study more subjects with different teachers. A difference can be seen in the school structures. As a rule there will be one school building for all the age groups. In most cases classrooms for primary education will be located on the first floor, and subject teachers’ classroom will be on the second, third and forth. It is made with the purpose to avoid children’s moving from school to school.high secondary school almost does not differ from the secondary one in Kazakhstan. Those children, who made a choice to continue education at school, will just follow the national curriculum. But the Finnish system here is very different. And this difference goes from the national curriculum (2003). In both countries the curriculums are not detailed, but serve mostly as a guide-book and teachers are free to use different methods and plan their academic year with a goal of students’ achievements to the curriculum requirements. But in Kazakhstan students do not have an option to study what they want or like, because everybody follows the same programme. While the approach in Finnish society is opposite. Students here will have a personal study plan which they can discuss with teachers and school counselor. The National Core Curriculum for Basic Education (2004) is planned in such a way that students will get basic knowledge of each subject, at least two courses of any subjects are required to be taken. And while having these courses children can make a decision which of them is the most interesting for them and which is not. And then based on this decision students can make a study plan for themselves they would like to follow. And I personally find this way very unusual but interesting. If you compare this situation to Kazakhstan, you will see that very often although students would love to emphasize on specific subjects more, they do not have time and sometimes necessary support from teachers for this. And then after leaving the school many students do not know what they want to study, because they know little about everything. That is why I see Finnish system as more beneficial, where students

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