Foreign Comparisons PowerPoint Research On Other Countries E

Foreign Comparisons Powerpointresearch Another Countrys Educational S

Identify the educational outcomes for students in that country. Describe at least two cultural and operational factors (one of each) that contribute toward the identified educational outcomes. Compare and contrast the country’s educational system with that of the United States. Explain at least one change either the selected country or the United States could make to improve its educational system, based on your research. The PowerPoint should be designed in a visually compelling manner, since your peers will be commenting on and reacting to it in week four. To achieve this design, a majority of your written content should be placed in the Speaker’s Notes section (of your own words elaborating on the visuals presented in the slide). Your claims should be supported with facts, research, graphs, and images. Each source must be cited in APA format. Note that graphics and sound can be effective, but should only be included if they directly support your point and are not overly distracting. Make sure to include at least three references in addition to your textbook.

Paper For Above instruction

The educational systems of different countries reflect diverse cultural values, operational structures, and societal priorities that influence student outcomes. For this research, I will examine the educational system of Finland, often hailed for its high-quality performance, and compare it with the United States. By understanding the factors contributing to student success, we can identify potential areas for improvement in both systems.

Educational Outcomes in Finland

Finland consistently ranks among the top countries in international assessments such as PISA (Programme for International Student Assessment). Finnish students achieve high proficiency in reading, mathematics, and science (OECD, 2018). These outcomes are characterized by high levels of student well-being, lower dropout rates, and equitable access to quality education regardless of socioeconomic status (Sahlberg, 2015). Finnish students tend to display high levels of creativity, critical thinking, and problem-solving skills, which prepare them well for higher education and workforce integration (Niemi & Kallioniemi, 2019).

Cultural Factors Contributing to Educational Outcomes in Finland

One significant cultural factor is the societal value placed on education and equality. Finnish culture emphasizes lifelong learning, respect for teachers, and a non-competitive approach to student assessment, promoting a stress-free learning environment (Sahlberg, 2016). This cultural trust in the educational system fosters student motivation and engagement. Another operational factor is the decentralized education system, which grants local authorities and schools substantial autonomy in curriculum design and pedagogical methods, allowing tailoring to community needs and fostering innovation (Simola, 2015).

Contrasts Between Finland and the United States

The United States features a decentralized but highly diverse education system with varying standards across states and districts (Darling-Hammond, 2010). Unlike Finland’s equitable approach, U.S. students’ outcomes are heavily influenced by socioeconomic factors, with persistent achievement gaps between different racial and economic groups (National Center for Education Statistics, 2020). U.S. students often experience higher levels of competition, standardized testing emphasis, and larger class sizes, which can hinder personalized learning (Choy, 2019). Conversely, Finnish students benefit from less homework, shorter school days, and a focus on holistic development rather than rote memorization.

Recommendations for Improvement

To improve the American education system, adopting Finland’s emphasis on equity and teacher autonomy could be highly beneficial. For example, increasing investments in teacher training, reducing class sizes, and promoting equitable resource allocation could help close achievement gaps (Lyche & Schuermann, 2016). Additionally, shifting away from high-stakes testing toward fostering creativity and critical thinking could enhance student engagement and preparedness for tomorrow’s workforce (Baker & Dohn, 2018). Conversely, Finland might consider integrating some competitive or evaluative components to motivate students further or to enhance accountability, suitably adapted to its cultural context.

Conclusion

Finland’s educational success is rooted in cultural values of equity, trust, and holistic development, contrasting with the more market-driven, diverse landscape of the U.S. education system. Learning from Finland’s approaches, such as promoting equitable resource distribution and empowering teachers, could help address some systemic challenges faced by the U.S. educational framework. Ultimately, both countries could benefit from sharing strategies that foster not just academic excellence but also student well-being and lifelong skills development.

References

• Baker, B. D., & Dohn, N. (2018). Student assessment reform and accountability: Challenging the status quo. Educational Leadership, 75(2), 20-26.
• Choy, S. P. (2019). Students’ reports on high school experiences: How do they differ across racial groups? National Center for Education Statistics.
• Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.
• Niemi, H., & Kallioniemi, A. (2019). Miracle in education: The Finnish system. Journal of Educational Change, 20(2), 117-134.
• OECD. (2018). PISA 2018 Results. OECD Publishing.
• National Center for Education Statistics. (2020). The Condition of Education: High School Longitudinal Study.
• Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press.
• Sahlberg, P. (2016). The Nordic education model in the age of globalization. Globalisation, Societies and Education, 14(1), 19-33.
• Simola, H. (2015). The Finnish miracle of PISA: Historical and sociological remarks on recent educational change. Journal of Education Policy, 30(5), 571-583.
• Lyche, L., & Schuermann, P. (2016). Equity and quality in education: Challenges for OECD countries. OECD Education Working Paper No. 148.