It’s miles based totally at the comparative take a look at of training system in Maldives and Finland

It’s miles based totally at the comparative take a look at of training system in Maldives and Finland. From the studies, it will likely be studying each training machine by locating the similarities and variations. Furthermore, from the studies there can be justification based on the philosophies of training and what can be tailored without difficulty in Maldivian education machine from Finland training system.
In Maldives, education has had a long records beginning with the conventional, home-primarily based coaching of Dhivehi, the Arabic script, and the Holy Quran in home-primarily based facilities referred to as the edhuruge or kiyavaage. Since the early a part of the 20 th century, government schools for boys and later for girls have been created in Male and by mid-century in each inhabited atoll. These schools, referred to as maktabs maintained the traditional curriculum at the side of arithmetic. Inside the Sixties the advent of English medium schools by means of the authorities had the effect of referring traditional schooling to a second-class fame. Because 1978, the authorities has accompanied a mixed education coverage through setting up two government faculties, Atoll schooling centers and an Atoll college in each atoll and a coverage of honest distribution of centers and resources all around the united states of america. Those schools also are amalgamated by means of a common curriculum for grades 1 to 7, in keeping with the national predominant difficulty of offering general simple training. (Anon., n.d.)
The countrywide Curriculum is based totally on important principles within an Islamic framework. These ideas, consequent after numerous levels of conferences, encompass democracy, equity, nationalism, independence, innovation for development and strengthening of the Maldivian society. Based totally on these essential concepts, the MOE, in session with the national training Council (NEC), produces national goals for the schooling region. (Abdul Muhsin Mohamed, Maryam Azra Ahmed, n.d.)
Training is one of the bases of the Finnish welfare society. They self-importance themselves on an academic gadget that offers equal possibilities of schooling for all, unrelatedly of topics of residency, intercourse, financial situation or linguistic and cultural background. (Jarvenpaa, n.D.)
The Finnish schooling mechanism includes the subsequent:
Early childhood schooling and care (voluntary)
Pre-number one education (12 months, obligatory)
Fundamental training (nine years, obligatory)
Higher secondary training, vocational and/or fashionable education (three-four years)
Better training in universities and universities of carried out sciences (Jarvenpaa, n.d.)
As part of the country wide directing device of simple training, the design of the curriculum defines and frames the content and pedagogy in primary education. Whilst designing curricula, alternatives ought to be made between the one-of-a-kind elements. The critical distinction in curriculum design is the connection between desires and content. This relationship outlines the curriculum as an entire. From a historical perspective, the essence of the Finnish curriculum can be copied to two very different instructional schools, just like the curricula of other Nordic nations and firstly, the Finnish curriculum owes a whole lot to German training and the so-called Herbart-technique. This college of thought with its idea of “Lehrplan” turned into delivered into Finnish discussion within the early Thirties The Herbart school focused on content material because the centre of teaching and studying, which caused a subject-primarily based approach to training. (Erja Vitikka, Leena Krokfors ; Elisa Hurmerinta, 2012)
Secondly the North American faculty of notion affected the Finnish curriculum in the 1960s via bringing Dewey and his idea of curriculum into the Finnish instructional literature. This view of curriculum stated that the curriculum ought to be prepared around more toddler targeted and complete desires, and mere difficulty matter couldn’t be the middle of mastering while organizing the learning studies of younger kids. (Erja Vitikka, Leena Krokfors & Elisa Hurmerinta, 2012)
The academic year in Finland is divided into semesters: autumn and spring. The autumn semester begins at the end of August, and finishes simply in advance of the Christmas excursion. Spring semester then begins in the first couple of weeks of January, and continues through may additionally. (Korhonen, 2017)

EVALUATION OF INSTRUCTIONAL PHILOSOPHY/PHILOSOPHIES
Behind every faculty and each trainer is a hard and fast of related beliefs a philosophy of education that influences what and the way college students are taught. A philosophy of schooling represents solutions to questions about the motive of education, a teacher’s position, and what have to gain knowledge of and via what strategies. (Anon., 2018)
Teacher-centered philosophies tend to be more authoritarian and conservative, and emphasize the values and knowledge that have survived through time. The major teacher-centered philosophies of education are essentialism and perennialism. Student-centered philosophies are more focused on individual needs, contemporary relevance, and preparing students for a changing future. School is seen as an institution that works with youth to improve society or help students realize their individuality. Progressivism, social reconstructionism, and existentialism place the learner at the middle of the educational process. Students and teachers work together on defining what should be learned and how best to learn it These schooling philosophies focus closely on what we have to educate within the curriculum issue. (Anon., 2018)
Essentialism refers to the “traditional” or “again to the fundamentals” method to schooling. It’s so named because it strives to instill college students with the “essentials” of educational understanding and individual improvement. The time period essentialism as an academic philosophy turned into firstly popularized within the Nineteen Thirties with the aid of the american educator William Bagley. The philosophy itself, but, had been the dominant method to training in the usa from the beginnings of American history (Anon., n.d.).
Early in the 20th century, essentialism changed into criticized as being too rigid to prepare college students thoroughly for grownup existence. However with the launching of Sputnik in 1957, hobby in essentialism revived. Among modern supporters of this function are contributors of the President’s fee on Excellence in training. In both Finland and Maldives curriculum, working towards of essentialism is declined because they agree with that schooling is extra than the academic information and individual improvement. Now students have been gaining knowledge of the abilties for the betterment of their destiny. (Anon., n.d.)
John Watson is known as the founder of the behavioral movement. His belief was that any human being could be reprogrammed to acquire any skill. This theory was backed up by the experiments of both Ivan Pavlov and B.F. Skinner. Pavlov trained dogs to respond to different stimuli. Skinner created a learning machine that would use operant conditioning to train students to learn. Through experimentation, these psychologists realized that they could both recondition and condition the responses of their subjects. (Anon., n.d.)
According to behaviorism we can teach our students by reprogramming them. It is possible to change students behavior by reconditioning them. This may be done by taking the negative behavior away from the student. In time the student learns to control the behavior. It is highly implemented philosophy in Maldives education system. The behaviorism approach also states that the student can be condition to learn or perform anything taught to them. This can be done by using rewards for an appropriate response. Both of these methods can be effective when used over a long period of time. (Anon., n.d.)
In today’s society behaviorism approaches can be found in all forms of education. It may be used to change negative behavior. The student may not earn a point for that day if they use an inappropriate manner. However, a teacher can reward the class with stickers for doing an activity very well. In our present school systems this method is used very often for behavioral amendments and motivating children who are in special needs and care. Genuinely, a teacher cannot totally reprogram a student. This would be a perfectionistic world if we could reprogram the students to grow up to be perfect individuals. (Anon., n.d.)
We may discover certain common principles within the variety of progressive schools now present. To annoyance from above is opposed communication and improvement of individuality, to external discipline is opposed free activity. To learn from texts and teachers, learning through experience, to acquirement of’ skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct vital appeal for the preparation for a more or less distant future is opposed making the most of the opportunities of present life. (Morgan, 2014)
COMPARING AND CONTRASTING (THE EDUCATIONAL PHILOSOPHIES OF THE 2 COUNTRIES)
Similarities
When looking into similarities we can identify that, in our Maldivian curriculum is adding more features of Finland education system. One of the similarities is that both education systems is highly focus on preparing students for their life. It is the vision of Maldives curriculum. It is more than the content based learning. We have to make sure the students were practically implementing what they were learning in the classroom. (Jarvenpaa, n.d.)
Moreover, both education systems are based on the student-centered learning than the teacher-centered learning. Teachers were guiding the students and they have to take responsibility for their own learning. Students were providing the chance to explore different learning strategies inside the classroom. (Jarvenpaa, n.d.)
One of the approach in Finland is that not giving homework to the students. In Maldives education system also highly emphasis on not to give home work to the students. According to the new curriculum educators are forcing the teachers to implement these changes to our education system. (Morgan, 2014)
Phenomenon-based learning is also one of the approach which is included in Finland education system. It is about getting students to take charge of their own learning (Morgan, 2014). Instead of just learning the content knowledge from their teachers, students are trained to be intellectually curious to create their own understanding of a topic. Now, in Maldives curriculum it is also highly implemented. Chances were provided to the students to take their own responsibilities towards learning. Very recently one new policy was introduced based on the feedback meeting named “Student led conference”. By this policy students were given the chance to analyse their learning and critically think of what they can do to improve their learning and like Finland approach they will be intellectually very curious about their learning. Moreover, it helps to improve the communication skill of the students. (Anon., 2018)
According to both Finland and Maldives, it is a highly emphasis on active learning. Students were learning most of the things by doing in the class. Now here in Maldives many of the lessons were based on visiting the field trips and by watching what is going on. For example, when students were learning sole trader in business studies there are activities to do by visiting a local shop in their island and visiting to the factory to learn about the different types of the production process. (Emmi, Eriikka, 2012)
Like Finland Maldives schools also having less exams according to the new national curriculum. Students were doing standard exams when they go to grade 9. The Cambridge Olevel Examination syllabus is following from grade 9 onwards. Key stage 1, 2 and three students were assessing as assessment for learning approach. Moreover students in keystage 3 are assessing 40% as summative and 60% as formative.
Special need education is highly focused on both the country. Students who are having learning difficulties were provided special care and learning environment with the help of the special education teacher. In Maldives every school has a special education teacher who teaches for the disabled and students who has learning difficulties.
Differences
In Finland, teachers are highly educated, esteemed, independent professionals of education. The education plans are much more loose than in other countries, so teachers themselves are quite free to decide how they teach. Moreover, the entrance exams for teacher education are difficult, and there is a lot of competition among the participants. This means that teachers, who nowadays apply for teaching and actually do become teachers, are usually intelligent, talented and motivated individuals. Language teachers in Finland was speaking very well and using the languages in the class. Unlike Finland, in Maldives education system teachers are not highly educated in all the areas especially in small islands. Most of the teachers were entering into the field just after their O’Level exerminations without any training. Therefore those relief teachers were not having any knowledge about the teaching. Therefore it faces lot of difficulties to cope up with new curriculum of Maldives. So implementation of principles of curriculum is difficult. (Korhonen, 2017)
Moreover, according to Finland curriculum teachers should have at least Master’s degree when they were applying for the job. But in Maldives teachers who do not have any training also have the chance to get the job which results to face lot of problems and unexpected changes in teaching. (Jarvenpaa, n.d.)

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Unlike Maldives, education is free in Finland at any level. Whole education system is leading by the government. In Maldives students were having the chance to get free education up to grade 12. University education is not providing at free of cost. Moreover, in Maldives there are many private educational institutes which lead to have high competition in education. (Korhonen, 2017)
In Finland, teachers were not low paid. But in Maldives, everyone is agreeing that teachers were low paid because even if the teacher has Bachelor degree they will be getting Rf8440 as a basic salary. So most of the teachers were changing their field to some other because of low payments. Moreover, in Finland teachers were respectful. All are respecting to the teachers. However, in Maldives there are different issues with teachers because of the philosophy of no child left behind. Now a days there are students with very severe discipline problems who are enrolled in the schools. Therefore teachers have to tolerate them with lots of care which makes them to get blame during different cases of discipline (Korhonen, 2017).
In Finland, students were starting their education at the age of seven but in Maldives students were starting their foundation level education at the age of 5 in LKG.
Most of the features of education system in both the country are becoming similar as Maldives are trying to implement new changes to their curriculum. The different policies are introducing by researching how other countries were doing that. The major difference was in Maldives practicing Islam is one of the key competency but in Finland there are no religious based principle as they were not focusing on particular religion.

THE LEARNINGS FROM THE FINNISH EDUCATION SYSTEM AND ADAPTATION IN MALDIVIAN SCHOOLS
As Maldives is implementing new approaches to their education system, there are different strategies which can be adapted from the Finland education system.
In many countries, this is unheard of. For example, in Argentina and Paraguay, kids start school at the age of 4. However, it’s scientifically proven that at this age, children are in no way ready for sitting down in classrooms and holding pencils in their hands. Moreover, their motor skills are not ready for learning. Is it any wonder if a kid’s motivation is lost when made to do something they are not naturally ready for? Moreover, when children are in school, their results are controlled. There are certain standards that all students need to fulfill in order to proceed with their studies. For example, one does not make it to 3rd grade without being able to read and without understanding what it is that one is reading. (Emmi, Eriikka, 2012). Therefore, we can implement this in Maldives curriculum because from most of the teachers who are teaching preschool is complaining that their students were not ready to learn by sitting in the classroom. (Emmi, Eriikka, 2012)
Another change we can bring to our education system is that to provide free education in all the levels. Because of the many private educational institutes many believe that education system is not effective. Therefore government can provide all the education at free of cost to reduce the competition among the private institutes for the effective education system.
Finland parents were not questioning about the way of teaching by the teachers because they were satisfied with the teachers performance as they were highly educated and qualified. Therefore the Maldives government can train the teachers by providing training programs at free of cost which will help to built the trust between the teachers and the parents regarding what the teachers were teaching for their students.
Teachers enter the profession full of drive and enthusiasm. They are in the job for the right reason. We must trust them and keep that drive. To do this, we must give them the tools and time they need to recover after a hard day at work. If teachers are not overloaded by tasks that don’t benefit them or their students, they will be able to do a better job. Therefore the government can take some actions to protect the rights of the teachers in Maldives to build the trust between the teachers and the parents. (Hart, 2017)
RECOMMENDATION AND CONCLUSION
The Finnish education system is not only excellent, but serves as a model for the rest of the world. Changing the education system like Finland is sure to a step in the right direction towards giving them the best possible education while you build your career in the country.
The success of Finland’s education system makes it clear that teachers have a large impact on the level of a student’s success. Quality teachers are vital to a student’s success starting at a young age, and are therefore a part of education that should be of the utmost importance. Education, at its root, establishes the next generation of great researchers, scientists, doctors, and politicians – all of which are necessary parts of our future as an advanced civilization. But beyond that, education has the power to unite, making us better able to help one another and work to solve major global issues. To say that education is important is an understatement. At the foundation of education, is the primary schools that establish a love of learning and play in children at a young age. And without a system that fosters this development at the right time in the right way, a child’s education can start off in the wrong way. (Morgan, 2014)
Finland is able to achieve this through their decentralization, equality of public schools, and perhaps most importantly, the quality of their teachers. Without high standards for teachers, high level of respect and trust for the profession, and an overall passion for teaching the next generation that Finnish educators are required to have, their education system wouldn’t be reaching the high standards that is has been for the last fifteen years. (Morgan, 2014)
However, it would be very difficult to implement the strategies in Maldives from the Finland curriculum because of lack of resources in Maldives. At first, teachers must be given proper and effective training before implementing any strategies. Secondly, resources must be available and equally distributed to the schools in islands and Male’. Otherwise it may be a flop and there will be lot of misunderstanding and lack of resources to modify the current education system.

It’s miles based totally at the comparative take a look at of training system in Maldives and Finland. From the studies, it will likely be studying each training machine by locating the similarities and variations. Furthermore, from the studies there can be justification based on the philosophies of training and what can be tailored without difficulty in Maldivian education machine from Finland training system.
In Maldives, education has had a long records beginning with the conventional, home-primarily based coaching of Dhivehi, the Arabic script, and the Holy Quran in home-primarily based facilities referred to as the edhuruge or kiyavaage. Since the early a part of the 20 th century, government schools for boys and later for girls have been created in Male and by mid-century in each inhabited atoll. These schools, referred to as maktabs maintained the traditional curriculum at the side of arithmetic. Inside the Sixties the advent of English medium schools by means of the authorities had the effect of referring traditional schooling to a second-class fame. Because 1978, the authorities has accompanied a mixed education coverage through setting up two government faculties, Atoll schooling centers and an Atoll college in each atoll and a coverage of honest distribution of centers and resources all around the united states of america. Those schools also are amalgamated by means of a common curriculum for grades 1 to 7, in keeping with the national predominant difficulty of offering general simple training. (Anon., n.d.)
The countrywide Curriculum is based totally on important principles within an Islamic framework. These ideas, consequent after numerous levels of conferences, encompass democracy, equity, nationalism, independence, innovation for development and strengthening of the Maldivian society. Based totally on these essential concepts, the MOE, in session with the national training Council (NEC), produces national goals for the schooling region. (Abdul Muhsin Mohamed, Maryam Azra Ahmed, n.d.)
Training is one of the bases of the Finnish welfare society. They self-importance themselves on an academic gadget that offers equal possibilities of schooling for all, unrelatedly of topics of residency, intercourse, financial situation or linguistic and cultural background. (Jarvenpaa, n.D.)
The Finnish schooling mechanism includes the subsequent:
Early childhood schooling and care (voluntary)
Pre-number one education (12 months, obligatory)
Fundamental training (nine years, obligatory)
Higher secondary training, vocational and/or fashionable education (three-four years)
Better training in universities and universities of carried out sciences (Jarvenpaa, n.d.)
As part of the country wide directing device of simple training, the design of the curriculum defines and frames the content and pedagogy in primary education. Whilst designing curricula, alternatives ought to be made between the one-of-a-kind elements. The critical distinction in curriculum design is the connection between desires and content. This relationship outlines the curriculum as an entire. From a historical perspective, the essence of the Finnish curriculum can be copied to two very different instructional schools, just like the curricula of other Nordic nations and firstly, the Finnish curriculum owes a whole lot to German training and the so-called Herbart-technique. This college of thought with its idea of “Lehrplan” turned into delivered into Finnish discussion within the early Thirties The Herbart school focused on content material because the centre of teaching and studying, which caused a subject-primarily based approach to training. (Erja Vitikka, Leena Krokfors ; Elisa Hurmerinta, 2012)
Secondly the North American faculty of notion affected the Finnish curriculum in the 1960s via bringing Dewey and his idea of curriculum into the Finnish instructional literature. This view of curriculum stated that the curriculum ought to be prepared around more toddler targeted and complete desires, and mere difficulty matter couldn’t be the middle of mastering while organizing the learning studies of younger kids. (Erja Vitikka, Leena Krokfors & Elisa Hurmerinta, 2012)
The academic year in Finland is divided into semesters: autumn and spring. The autumn semester begins at the end of August, and finishes simply in advance of the Christmas excursion. Spring semester then begins in the first couple of weeks of January, and continues through may additionally. (Korhonen, 2017)

EVALUATION OF INSTRUCTIONAL PHILOSOPHY/PHILOSOPHIES
Behind every faculty and each trainer is a hard and fast of related beliefs a philosophy of education that influences what and the way college students are taught. A philosophy of schooling represents solutions to questions about the motive of education, a teacher’s position, and what have to gain knowledge of and via what strategies. (Anon., 2018)
Teacher-centered philosophies tend to be more authoritarian and conservative, and emphasize the values and knowledge that have survived through time. The major teacher-centered philosophies of education are essentialism and perennialism. Student-centered philosophies are more focused on individual needs, contemporary relevance, and preparing students for a changing future. School is seen as an institution that works with youth to improve society or help students realize their individuality. Progressivism, social reconstructionism, and existentialism place the learner at the middle of the educational process. Students and teachers work together on defining what should be learned and how best to learn it These schooling philosophies focus closely on what we have to educate within the curriculum issue. (Anon., 2018)
Essentialism refers to the “traditional” or “again to the fundamentals” method to schooling. It’s so named because it strives to instill college students with the “essentials” of educational understanding and individual improvement. The time period essentialism as an academic philosophy turned into firstly popularized within the Nineteen Thirties with the aid of the american educator William Bagley. The philosophy itself, but, had been the dominant method to training in the usa from the beginnings of American history (Anon., n.d.).
Early in the 20th century, essentialism changed into criticized as being too rigid to prepare college students thoroughly for grownup existence. However with the launching of Sputnik in 1957, hobby in essentialism revived. Among modern supporters of this function are contributors of the President’s fee on Excellence in training. In both Finland and Maldives curriculum, working towards of essentialism is declined because they agree with that schooling is extra than the academic information and individual improvement. Now students have been gaining knowledge of the abilties for the betterment of their destiny. (Anon., n.d.)
John Watson is known as the founder of the behavioral movement. His belief was that any human being could be reprogrammed to acquire any skill. This theory was backed up by the experiments of both Ivan Pavlov and B.F. Skinner. Pavlov trained dogs to respond to different stimuli. Skinner created a learning machine that would use operant conditioning to train students to learn. Through experimentation, these psychologists realized that they could both recondition and condition the responses of their subjects. (Anon., n.d.)
According to behaviorism we can teach our students by reprogramming them. It is possible to change students behavior by reconditioning them. This may be done by taking the negative behavior away from the student. In time the student learns to control the behavior. It is highly implemented philosophy in Maldives education system. The behaviorism approach also states that the student can be condition to learn or perform anything taught to them. This can be done by using rewards for an appropriate response. Both of these methods can be effective when used over a long period of time. (Anon., n.d.)
In today’s society behaviorism approaches can be found in all forms of education. It may be used to change negative behavior. The student may not earn a point for that day if they use an inappropriate manner. However, a teacher can reward the class with stickers for doing an activity very well. In our present school systems this method is used very often for behavioral amendments and motivating children who are in special needs and care. Genuinely, a teacher cannot totally reprogram a student. This would be a perfectionistic world if we could reprogram the students to grow up to be perfect individuals. (Anon., n.d.)
We may discover certain common principles within the variety of progressive schools now present. To annoyance from above is opposed communication and improvement of individuality, to external discipline is opposed free activity. To learn from texts and teachers, learning through experience, to acquirement of’ skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct vital appeal for the preparation for a more or less distant future is opposed making the most of the opportunities of present life. (Morgan, 2014)
COMPARING AND CONTRASTING (THE EDUCATIONAL PHILOSOPHIES OF THE 2 COUNTRIES)
Similarities
When looking into similarities we can identify that, in our Maldivian curriculum is adding more features of Finland education system. One of the similarities is that both education systems is highly focus on preparing students for their life. It is the vision of Maldives curriculum. It is more than the content based learning. We have to make sure the students were practically implementing what they were learning in the classroom. (Jarvenpaa, n.d.)
Moreover, both education systems are based on the student-centered learning than the teacher-centered learning. Teachers were guiding the students and they have to take responsibility for their own learning. Students were providing the chance to explore different learning strategies inside the classroom. (Jarvenpaa, n.d.)
One of the approach in Finland is that not giving homework to the students. In Maldives education system also highly emphasis on not to give home work to the students. According to the new curriculum educators are forcing the teachers to implement these changes to our education system. (Morgan, 2014)
Phenomenon-based learning is also one of the approach which is included in Finland education system. It is about getting students to take charge of their own learning (Morgan, 2014). Instead of just learning the content knowledge from their teachers, students are trained to be intellectually curious to create their own understanding of a topic. Now, in Maldives curriculum it is also highly implemented. Chances were provided to the students to take their own responsibilities towards learning. Very recently one new policy was introduced based on the feedback meeting named “Student led conference”. By this policy students were given the chance to analyse their learning and critically think of what they can do to improve their learning and like Finland approach they will be intellectually very curious about their learning. Moreover, it helps to improve the communication skill of the students. (Anon., 2018)
According to both Finland and Maldives, it is a highly emphasis on active learning. Students were learning most of the things by doing in the class. Now here in Maldives many of the lessons were based on visiting the field trips and by watching what is going on. For example, when students were learning sole trader in business studies there are activities to do by visiting a local shop in their island and visiting to the factory to learn about the different types of the production process. (Emmi, Eriikka, 2012)
Like Finland Maldives schools also having less exams according to the new national curriculum. Students were doing standard exams when they go to grade 9. The Cambridge Olevel Examination syllabus is following from grade 9 onwards. Key stage 1, 2 and three students were assessing as assessment for learning approach. Moreover students in keystage 3 are assessing 40% as summative and 60% as formative.
Special need education is highly focused on both the country. Students who are having learning difficulties were provided special care and learning environment with the help of the special education teacher. In Maldives every school has a special education teacher who teaches for the disabled and students who has learning difficulties.
Differences
In Finland, teachers are highly educated, esteemed, independent professionals of education. The education plans are much more loose than in other countries, so teachers themselves are quite free to decide how they teach. Moreover, the entrance exams for teacher education are difficult, and there is a lot of competition among the participants. This means that teachers, who nowadays apply for teaching and actually do become teachers, are usually intelligent, talented and motivated individuals. Language teachers in Finland was speaking very well and using the languages in the class. Unlike Finland, in Maldives education system teachers are not highly educated in all the areas especially in small islands. Most of the teachers were entering into the field just after their O’Level exerminations without any training. Therefore those relief teachers were not having any knowledge about the teaching. Therefore it faces lot of difficulties to cope up with new curriculum of Maldives. So implementation of principles of curriculum is difficult. (Korhonen, 2017)
Moreover, according to Finland curriculum teachers should have at least Master’s degree when they were applying for the job. But in Maldives teachers who do not have any training also have the chance to get the job which results to face lot of problems and unexpected changes in teaching. (Jarvenpaa, n.d.)

Unlike Maldives, education is free in Finland at any level. Whole education system is leading by the government. In Maldives students were having the chance to get free education up to grade 12. University education is not providing at free of cost. Moreover, in Maldives there are many private educational institutes which lead to have high competition in education. (Korhonen, 2017)
In Finland, teachers were not low paid. But in Maldives, everyone is agreeing that teachers were low paid because even if the teacher has Bachelor degree they will be getting Rf8440 as a basic salary. So most of the teachers were changing their field to some other because of low payments. Moreover, in Finland teachers were respectful. All are respecting to the teachers. However, in Maldives there are different issues with teachers because of the philosophy of no child left behind. Now a days there are students with very severe discipline problems who are enrolled in the schools. Therefore teachers have to tolerate them with lots of care which makes them to get blame during different cases of discipline (Korhonen, 2017).
In Finland, students were starting their education at the age of seven but in Maldives students were starting their foundation level education at the age of 5 in LKG.
Most of the features of education system in both the country are becoming similar as Maldives are trying to implement new changes to their curriculum. The different policies are introducing by researching how other countries were doing that. The major difference was in Maldives practicing Islam is one of the key competency but in Finland there are no religious based principle as they were not focusing on particular religion.

THE LEARNINGS FROM THE FINNISH EDUCATION SYSTEM AND ADAPTATION IN MALDIVIAN SCHOOLS
As Maldives is implementing new approaches to their education system, there are different strategies which can be adapted from the Finland education system.
In many countries, this is unheard of. For example, in Argentina and Paraguay, kids start school at the age of 4. However, it’s scientifically proven that at this age, children are in no way ready for sitting down in classrooms and holding pencils in their hands. Moreover, their motor skills are not ready for learning. Is it any wonder if a kid’s motivation is lost when made to do something they are not naturally ready for? Moreover, when children are in school, their results are controlled. There are certain standards that all students need to fulfill in order to proceed with their studies. For example, one does not make it to 3rd grade without being able to read and without understanding what it is that one is reading. (Emmi, Eriikka, 2012). Therefore, we can implement this in Maldives curriculum because from most of the teachers who are teaching preschool is complaining that their students were not ready to learn by sitting in the classroom. (Emmi, Eriikka, 2012)
Another change we can bring to our education system is that to provide free education in all the levels. Because of the many private educational institutes many believe that education system is not effective. Therefore government can provide all the education at free of cost to reduce the competition among the private institutes for the effective education system.
Finland parents were not questioning about the way of teaching by the teachers because they were satisfied with the teachers performance as they were highly educated and qualified. Therefore the Maldives government can train the teachers by providing training programs at free of cost which will help to built the trust between the teachers and the parents regarding what the teachers were teaching for their students.
Teachers enter the profession full of drive and enthusiasm. They are in the job for the right reason. We must trust them and keep that drive. To do this, we must give them the tools and time they need to recover after a hard day at work. If teachers are not overloaded by tasks that don’t benefit them or their students, they will be able to do a better job. Therefore the government can take some actions to protect the rights of the teachers in Maldives to build the trust between the teachers and the parents. (Hart, 2017)
RECOMMENDATION AND CONCLUSION
The Finnish education system is not only excellent, but serves as a model for the rest of the world. Changing the education system like Finland is sure to a step in the right direction towards giving them the best possible education while you build your career in the country.
The success of Finland’s education system makes it clear that teachers have a large impact on the level of a student’s success. Quality teachers are vital to a student’s success starting at a young age, and are therefore a part of education that should be of the utmost importance. Education, at its root, establishes the next generation of great researchers, scientists, doctors, and politicians – all of which are necessary parts of our future as an advanced civilization. But beyond that, education has the power to unite, making us better able to help one another and work to solve major global issues. To say that education is important is an understatement. At the foundation of education, is the primary schools that establish a love of learning and play in children at a young age. And without a system that fosters this development at the right time in the right way, a child’s education can start off in the wrong way. (Morgan, 2014)
Finland is able to achieve this through their decentralization, equality of public schools, and perhaps most importantly, the quality of their teachers. Without high standards for teachers, high level of respect and trust for the profession, and an overall passion for teaching the next generation that Finnish educators are required to have, their education system wouldn’t be reaching the high standards that is has been for the last fifteen years. (Morgan, 2014)
However, it would be very difficult to implement the strategies in Maldives from the Finland curriculum because of lack of resources in Maldives. At first, teachers must be given proper and effective training before implementing any strategies. Secondly, resources must be available and equally distributed to the schools in islands and Male’. Otherwise it may be a flop and there will be lot of misunderstanding and lack of resources to modify the current education system.

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