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Everyone agrees the United States needs to improve its education system dramatically, but how? One of the hottest trends in education reform lately is looking at the stunning success of the West's reigning education superpower, Finland. Trouble is, when it comes to the lessons that Finnish schools have to offer, most of the discussion seems to be missing the point.

Yet one of the most significant things Sahlberg said passed practically unnoticed. "Oh," he mentioned at one point, "and there are no private schools in Finland."
Only a small number of independent schools exist in Finland, and even they are all publicly financed. None is allowed to charge tuition fees. There are no private universities, either. This means that practically every person in Finland attends public school, whether for pre-K or a Ph.D.

From his point of view, Americans are consistently obsessed with certain questions: How can you keep track of students' performance if you don't test them constantly? How can you improve teaching if you have no accountability for bad teachers or merit pay for good teachers? How do you foster competition and engage the private sector? How do you provide school choice?

The answers Finland provides seem to run counter to just about everything America's school reformers are trying to do.

For starters, Finland has no standardized tests. The only exception is what's called the National Matriculation Exam, which everyone takes at the end of a voluntary upper-secondary school, roughly the equivalent of American high school.

Instead, the public school system's teachers are trained to assess children in classrooms using independent tests they create themselves. All children receive a report card at the end of each semester, but these reports are based on individualized grading by each teacher. Periodically, the Ministry of Education tracks national progress by testing a few sample groups across a range of different schools.

"Accountability is something that is left when responsibility has been subtracted."

For Sahlberg what matters is that in Finland all teachers and administrators are given prestige, decent pay, and a lot of responsibility. A master's degree is required to enter the profession, and teacher training programs are among the most selective professional schools in the country. If a teacher is bad, it is the principal's responsibility to notice and deal with it.

In his book Sahlberg quotes a line from Finnish writer named Samuli Paronen: "Real winners do not compete." It's hard to think of a more un-American idea, but when it comes to education, Finland's success shows that the Finnish attitude might have merits. There are no lists of best schools or teachers in Finland. The main driver of education policy is not competition between teachers and between schools, but cooperation.

Since the 1980s, the main driver of Finnish education policy has been the idea that every child should have exactly the same opportunity to learn, regardless of family background, income, or geographic location. Education has been seen first and foremost not as a way to produce star performers, but as an instrument to even out social inequality.

What's more, despite their many differences, Finland and the U.S. have an educational goal in common. When Finnish policymakers decided to reform the country's education system in the 1970s, they did so because they realized that to be competitive, Finland couldn't rely on manufacturing or its scant natural resources and instead had to invest in a knowledge-based economy.

"When President Kennedy was making his appeal for advancing American science and technology by putting a man on the moon by the end of the 1960's, many said it couldn't be done," Sahlberg said during his visit to New York. "But he had a dream. Just like Martin Luther King a few years later had a dream. Those dreams came true. Finland's dream was that we want to have a good public education for every child regardless of where they go to school or what kind of families they come from, and many even in Finland said it couldn't be done."

Clearly, many were wrong. It is possible to create equality. And perhaps even more important -- as a challenge to the American way of thinking about education reform -- Finland's experience shows that it is possible to achieve excellence by focusing not on competition, but on cooperation, and not on choice, but on equity.

The problem facing education in America isn't the ethnic diversity of the population but the economic inequality of society, and this is precisely the problem that Finnish education reform addressed. More equity at home might just be what America needs to be more competitive abroad.

don't tell me that the promise of universal access to networked information is "largely unrealized". People in the education business -- both those who educate others and those who seek to educate themselves -- have very real access to the networked library of mankind, and they are making very real use of it.

The author may not see it, but we are living through a great renaissance right now. There are certain types of minds -- very creative, very determined, and very thirsty for knowledge -- that we as a race have wasted for years. A thousand Einsteins have lived and died in a thousand remote villages, far from the libraries they needed. They don't have to do that any more.

We finally brought the library to them.

It gets worse when you ask students to do anything meaningful with fractions. Like: "Explain whether 4/3 or 3/4 is closer to 1, and how you know."

Let’s start with the three Laws of Future Employment.

Law #1: People will get jobs doing things that computers can’t do.

Law #2: A global market place will result in lower pay and fewer opportunities for many careers. (But also in cheaper and better products and a higher standard of living for American consumers.)

Law #3: Professional people will more likely be freelancers and less likely to have a steady job.

The lesson of Tiger Woods is that the best way to become a superstar is to start young and get in those 10,000 hours as quickly as possible. That’s why Earl put a club in the hands of a toddler, and why Mozart was composing music before most of us can do arithmetic.

However, a series of recent studies by psychologists at Queen’s University adds an important wrinkle to the Tiger Woods parable. While deliberate practice remains absolutely crucial, it’s important to remember that the most important skills we develop at an early age are not domain specific. (In other words, Tiger Woods is not using the same golf swing he relied on as a 5 year old.) Instead, the real importance of early childhood has to do with the development of general cognitive and non-cognitive traits, such as self-control, patience, grit, and the willingness to practice.

What Beilock suggests is that the most important skills for success – the domain general traits that allow us to persist in the face of challenges and perform under pressure – are more likely to emerge when we pursue a variety of athletic activities at a young age, which tends to happen in smaller communities.

There are four major lessons to learn from these lists: [1]

There’s a remarkably strong consensus from independent sources (inside and outside academia) about what it means to be an “educated” person.

“Education” is an ongoing process that is not synonymous with credentialing.

Existing schooling / credentialing processes have little to no overlap with these major areas.

If you intend to improve in each of these areas, you must invest time, energy, and resources learning these skills on your own.

Ask questions; get answers
Go towards interesting, the unexpected (humorous is a plus)
Surprises
Pay attention to things you're not supposed to [anomalies]