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Finland has been a poster child for school improvement since it rapidly climbed to the top of the international rankings after it emerged from the Soviet Union’s shadow.Once poorly ranked educationally, with a turgid bureaucratic system that produced low-quality education and large inequalities, it now ranks first among all the OECD nations (Organization for Economic Cooperation and Development—roughly, the so-called “developed” nations) on the PISA (Program for International Student Assessments), an international test for 15-year-olds in language, math, and science literacy.The country also boasts a highly equitable distribution of achievement, even for its growing share of immigrant students.

Two-thirds of these graduates enroll in universities or professionally oriented polytechnic schools.

More than 50 percent of the Finnish adult population participates in adult education programs.

Ninety-eight percent of the cost of education at all levels is covered by government rather than by private sources.

One wonders what we might accomplish as a nation if we could finally set aside what appears to be our de facto commitment to inequality, so profoundly at odds with our rhetoric of equity, and put the millions of dollars spent continually arguing and litigating into building a high-quality education system for all children.

To imagine how that might be done, one can look at nations that started with very little and purposefully built highly productive and equitable systems, sometimes almost from scratch, in the space of only two to three decades.

As an example, I am going to briefly describe how Finland built a strong educational system, nearly from the ground up.Finland was not succeeding educationally in the 1970s, when the United States was the unquestioned education leader in the world.Yet this country created a productive teaching and learning system by expanding access while investing purposefully in ambitious educational goals using strategic approaches to build teaching capacity.I use the term “teaching and learning system” advisedly to describe a set of elements that, when well designed and connected, reliably support all students in their learning.These elements ensure that students routinely encounter well-prepared teachers who are working in concert around a thoughtful, high-quality curriculum, supported by appropriate materials and assessments—and that these elements of the system help students, teachers, leaders, and the system as a whole continue to learn and improve.Although no system from afar can be transported wholesale into another context, there is much to learn from the experiences of those who have addressed problems we also encounter.