Collaborative Design and Implementation of Digital Tools in Education as Part of National-Level Programmes in a Decentralised Education System
Abstract An interesting characteristic of Finnish education policy is collaborative design of national and local-level strategy, development programmes and curricula. The planning of strategies, programmes and curricula typically begins with recognising the challenges and needs at the classroom, school and municipality levels. These programmes are then planned through a collaborative partnership between the teacher’s union, Ministry of Education, universities and providers of education, typically municipalities and several other stakeholders. The general aims are agreed upon in consensus, and these aims are discussed at the local level, modified and implemented in local contexts. After agreeing upon the aims, resources from the state and municipality budgets are made available for the piloting and implementation of the aims. Three current programmes and curricula are here introduced and discussed in detail. The introduced development programmes were designed in the Basic Education Forum and in the Finnish Teacher Education Forum. Moreover, the preparation of the National Core Curriculum for Basic Education is introduced and analysed. Finally, the use of digital tools and environments in education is analysed as a part of the preparation and implementation of the programmes and curricula.
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Krajick, J., & Merritt, J. (2012). Engaging students in scientific practices: What does constructing and revising models look like in the science classroom? Understanding a framework for K-12 science education. Science Teacher, 79(3), 38-41. doi:https://doi.org/10.1017/CBO9781139519526.018
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Maier, R., & Schmidt, A. (2015). Explaining organizational knowledge creation with a knowledge maturing model. Knowledge Management Research & Practice. 13(4), 361-381. doi:https://doi.org/10.1057/kmrp.2013.56
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