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Sharing Ways to Learn 21st Century Knowledge and Skills
Uppdaterad: 17 timmar 4 minuter sedan

Erasmus 2017 – Bedford

tis, 09/26/2017 - 10:38

The main purpose of the 3T project is to compare and thus reflect the three different school systems of the participating countries. The schools involved in this project are from Finland, Denmark and the UK. In addition there is also a consulting firm from Denmark taking part in this project and their main focus is to get useful tips for building Danish schools as well as for their interior design.

The first step of the project was taken at the beginning of June in 2017 in Bedford, England.

Before the trip each participating Finnish school was given a task which was to be returned to the coordinator of the hosting country by email.

The programme in Bedford was divided on four days and the participants were equally divided into four groups so that each group had members from each participating country. The groups spent their first day in the school of their English member. During the day we had an opportunity to get to know the everyday life of a typical English school. Our hosting schools were Castle Newnham, Livinstone School, Westfield School and Biddenham School.

The second day was reserved for visiting various schools. Each group visited four different schools so the total number of school visits was 16. Each of these schools differed greatly from the others and they included preschools, primary and secondary schools as well as some private schools. Each group made observations during their visits.

During the third day we were given an opportunity to visit the University of Bedfordshire. On the campus we had a guided tour and visited e.g. their Faculty of Education and School of Teacher Education. The rest of the day was spent in making preparations for the last day. These preparations were made among the visitors of the same country and not as was originally planned.

As I mentioned before the purpose of the trip was to observe the English school system. The fourth day we spent in a meeting where one Finnish group and four Danish groups shared their observations from two previous days. This feedback with all its pros and cons was very informative and diverse.

Petteri and Aki, Veikkola School


Exploring school system in England on Erasmus+ 3T’s – project

fre, 08/25/2017 - 12:19

On our Erasmus+ -trip to Bedford we had a wonderful opportunity to see out nearly the whole education system in England. We had time to follow lessons in different kinds of schools; we had conversations with students, teachers, principals and University staff.

Through Finnish perspective, English school system seems very complicated compared to ours. Instead of comprehensive school, there are systems in a system. Roughly, there are either independent or public schools but within this division, there still are many systems: nursery schools, preschools, maintained schools, academies, independent schools, special schools and pupil referral units. Independent schools cost a lot of money; public schools are free of charge.

A new system will take place in becoming September. Then so-called foundation stage will contain nursery and preschool (3-5 years). Primary school will be divided in two key stages: key stage 1 and 2 (5-7 years, 7-11 years). Secondary school will include stages 3, 4 and 5 (11-14 years, 14-16 years, 16-18 years).

Nursery school starts at age of three. All 3 and 4 year-olds are entitled to 15 hours of free childcare a week. The rest of daily care is charged. Free 15-hour childcare is also extended to the most disadvantaged 2 year-olds. In England, it is believed that education from early ages brings good achievements. Daily activities are more or less based on subjects like math, science and English. Same subjects are seen important throughout the whole school path.  During school days, children practice reading, writing, counting, measuring etc. We even saw four-year-old children writing sentences on their small whiteboards.

Studying and teaching at primary and secondary schools seems to be very hard and demanding for both students and teachers. Studying under pressure because of test results affects teaching and learning in various ways. SATS (Standard Assessment Tests) tests are taken at the end of year 2, year 6 and year 9. They are used to show child’s progress compared to other children born on the same month. In UK testing is a part of normal routine. School days in England are long, families either pay for their children’s school lunch or give them packed lunch and the amount of homework is huge.

One of the most awakening moments was a 15-year-old girl’s speech on her English lesson. The topic was quite provoking: Why school sucks? This youngster was worried about (endless) testing and what that kind of testing will do to young and growing children. It is a good question for every teacher!

We got so many new experiences during this school tour in England that we could never imagine. It is a true privilege to be a part of this 3T -project team!

Heli, Asema School and Raini, SYK


Exploring the 3 T’s in Erasmus project

ons, 08/02/2017 - 09:24

Three Finnish schools from Innokas network had a change to take part in an Erasmus project with England and Denmark. The theme for this two year project is Time, Talent and Technology; the 3 T’s. The schools, which decided to apply, were SYK from Helsinki, Veikkola school from Kirkkonummi and Asema school from Hankasalmi.

During the first year of the project the aim is to observe the 3T’s in each country by visiting them and their schools. In June 2017 the Danish and the Finnish representatives visited Bedford in England for 4 days and during those days had a great opportunity of visiting altogether over 20 schools. Here are some of the observations the Finnish team made. The schools in the Bedford area were very interested to hear about these observations and use them to develop their schools in these areas.

– Anu and Kati from Innokas


Jaana’s and Alice’s GEC project in Beijing

tis, 06/13/2017 - 12:53

 

Our collaboration with students started with the games and the presentation about Finland. After these students made posters about the similarities and differences between China and Finland. The most popular similarities were four seasons, but the most popular difference was the lenght of summer time. About the school students were very eager to know that there is a free hot lunch in Finland, but in China they had to pay for their lunch. One of the biggest difference was the free-time that Finnish students have a lot and Chinese students only sometimes.

On the second time we met the students we played the Finnish game called “Juoru” (gossip in English). During that game students had to whisper to the next one what they did hear from the previous student. The main point of that game was to demonstrate how the sentence changed when it was told by many persons. The same thing happens with the gossips – they are not the same after many persons.

After playing students started to think about the basic knowledge of our playground equipment theme. In that case we used the method called “Learning cafe”. During that the groups of students moved from the table to another one and thought about the themes one by one. The themes were materials for the real equipment, materials for the model equipment, structures of the equipments, adjectives of the equipments of students’ dreams and places where to place designed equipments. During working students were allowed to use dictionaries and Internet to find translations and information. When every group had go through all themes, groups presented the ideas what was written down on the mind maps and we had a discussion about all themes.

Students designed their playground equipment by using the planning paper. They drew a picture of the equipment and wrote down the main details of it, f. ex. the height, width, the size of the model, materials for the real one and for the model and also they thought where to place their equipment in their own school yard.

When the plannings where finalized, students gave feedback to other groups. For the second time we used the method called learning cafe. After getting the feedback, students improved their plans.

After planning it was time to build the miniature of their own school. During our demo lesson students continued their work and build the playground equipments that they planned before.

The conference participants followed the stream of our lesson in the Hall of Achievement. During our lesson there was also a interpreter who translated our lesson into Chinese. After the demo lesson we teacher went to the stage, presented our project and answered all questions asked by the audience.

We also presented them a video that tells what we had done during the Spring in Finland and in Taiyuan.

-Jaana from Metsokangas Comprehensive School, Oulu-


2017 The 5th Annual Elementary Education International Conference – Our School-Neighbor’s School

lör, 06/10/2017 - 22:32

Global Educational Community and The Authentic Learning Institute held an international conference in Beijing on the 8th-9th June.

 

Innokas-Network had an important role by taking Finnish teachers to work and co-operate with their Chinese colleagues during the conference week. Before that teacher-teams had collaborated by planning and implementing projects on learning environments in their own countries. A few days before the conference teacher-teams met in Beijing and modified their projects. Moreover, Finnish teachers educated and supported their Chinese colleagues on the innovation process. The aim was to model Finnish teaching practices to Chinese teachers in authentic learning sessions.  To do so, there where Chinese students from different areas from China. Finally, teacher-teams gave demo-lessons to conference participants. The demos were reflected by the audience teachers and all the participants from the Beijing Normal University and Beijing Capital University and elsewhere.

Panel discussions were important parts of the conference. Minna took part in the discussion about the equality in Finnish schools and Finland. Johanna’s panel discussion was about the authentic learning. Both discussions were held in Chinese, so Finnish panelistics had an interpreter to keep them aware of the main point of the discussion.

Minna had a keynote speech about the Finnish school system and new curriculum, Innokas network and teaching practices. The main points of her speech were the phenomena and project based learning, collaboration between students and teachers and students based learning.

Moreover, the Finnish participants took part in the radio interview about the equality in Finland, transversals skills, multidisciplinary learning units and Finnish school’s success in PISA assessment. They also discuss the learning outcome and the main point of the new curriculum and it’s affects in nowadays’ Finnish schools.

-GEC team 2017: Minna K., Minna K., Johanna, Raini and Jaana-


Collaboration with Hong Kong schools

tis, 06/06/2017 - 20:39

Our collaboration with Hong Kong started in August 2016. 1K-class from Jalavapuisto School in Espoo was happy to get a friend school called Holm Glad No.2 (The Mission Covenant Church Holm Glad No. 2 Primary School). Holm Glad No.2 has started an academy project called ‘Learning by Doing’. This project aims to change culture at the whole school level for example, by giving teachers s supportive school environment that puts people instead of grades first.

 We have been emailing, sending pictures and videos telling about our class and school day whereas they’ve been telling about their school and taking us to ‘the trip’ around the town introducing their neighbourhood. And we also started a match ‘Checkers’ going on on WhatsApp between Hong Kong and Espoo.

We teachers have been chatting on Skype two times now. Listening to each others plans and hopes and of coarse getting to know each other better.We are going to go on our collaboration after the summer. 

 This far this has been rewarding yet challenging. We’ve been happy to learn about their culture which differs from ours quite a lot. Several emails and Skype chats have been a great way not only to get to know the teachers better but also their always optimistic way of thinking.

 Linda Mattila from Koulumestari School in Espoo has also been working with Holm Glad No.2 with me. Planning and sharing ideas together has been a great help when thinking about this in all.

BR,
Hanna Mäkynen, Jalavapuisto school, Espoo


FULBRIGHT VISITORS AND SPRING IN ASEMA SCHOOL

mån, 06/05/2017 - 10:32

We had a great school day in March when we got two Fulbright visitors from USA. We don’t have visitors often so the children (and adults too..) were really excited and happy to meet them. We had planned water-themed workshops for the preschoolers and children in the first and second class. Also the children with special needs took part in the workshops. Overall we had six teachers and 50 students doing this project. The visitors were science teachers and they told me beforehand some very good tips for planning the day.

For many children it was a unique experience to meet people from another country because not so many of them have ever traveled outside of Finland. Nat and Stephen took part in the workshops doing the same things as the children. We found that nonverbal gestures are really international. The kids don’t speak English at all except some phrases. Especially I liked that Stephen and Nat went out with children and played with them. For example one of the preschoolers asked me what is kivi paperi sakset in English and when Stephen knew he meant rock paper scissors he was so happy to play with Stephen. The kids found out that the visitors also knew hide and seek.

We have been following spring coming to our village with SYK. It has been a really strange spring as you know. This year it has been snowing in May even in Helsinki. And suddenly we noticed that after few warm days we could find spring flowers near the school! My students wanted to send cards to those in SYK because the next autumn they will have a new teacher and I will continue cooperation with the new class. They also wanted to show what they have been learning in English lessons during the school year. So they filmed videos with iPads introducing themselves.

-Heli, Hankasalmi Asema School


3D creations

fre, 05/26/2017 - 12:00

On the 18th and 19th of May we had a work shop in Robocup event in the university of Oulu. In that work shop the participants had a possibility to test 3D pen. The idea was to plan a school yard of their dreams and some playing equipments and constructions to the yard. The work shop was very popular and we got so many great creations made mostly by kids but also by the adults who took part to the event. Here are some photos of the creations that were made.

Petri, Jaana and Minna


GEC project about the school yard of students’ dreams

tors, 05/25/2017 - 15:41

My and Junfang’s GEC project is about designing the school yard of students’ dreams. We have started our co-operation via WeChat, wrote the project plan and started the project with our students in May. The co-operation has been successful and WeChat very convenient way to keep in touch.


The main idea of our project is to design and build the playground equipment of students’ dreams and place them to the miniature versio of students’ own school yard. During the project students learn how the supporting structure of the playground equipments (f. ex. triangle structure, reinforced bars etc.) affects on safety. They also learn to design and build the playground equipments of their dreams, they test which material is the best option for the making a model of the playground equipment (paper, toothpins and marshmallows, 3D pen or modelling clay) and they also learn to make a video by using their own mobile phones or school’s digital cameras while documenting their work.

During the project students will work in groups of 3-4. At first all students study the knowledge about the playground equipments after seeing the pictures of equipments. They will study knowledge by searching answers to these questions: what kind of structure of the playground equipment is strong (f. ex. triangle structure, reinforced bars), what kind of shape of the playground equipment is strong and suitable and which are the best material for the real playground equipments and why they are the best options. They will also write down adjectives which describe the equipments of their dreams.

After studying the basic knowledge students will design their equipment by drawing it and writing down the main words they will need while presenting their plans. After that they will build, fold or mold their equipment and place it to the miniature versio of their school yard.

Junfang will build the miniature version of their school yard in Taiyuan before coming to Beijing with her students because they need the pictures of their school’s walls.

– Jaana from Metsokangas Comprehensive School –


Fulbright teachers visiting Oulu

tors, 05/25/2017 - 15:11

Two Fulbright teachers from USA visited our school before the winter holiday.

On the first day in Oulu they visited the lukio of Oulunsalo. During that day they saw how the students use e-books and different software f. ex. during the Maths lessons, heard about the Finnish lukio system and interviewed a few students about the futuristic world.

On the second day of their visit they visited our school in Metsokangas. Steven’s morning started with the interview with 9th Graders and Nat took part in the Chemistry lesson. After that they both had a possibility to visit the Handcrafts lesson with 6th Graders, then they visited our modern campus Korpimetso and after that they had a presentation for 6th Graders who heard information about their home country and after the presentation the 6th Graders asked them many questions about the theme.

The visit was excellent and it was a great possibility to our students to talk with native speakers while the students guided Nat and Steven from different class to another class.

– Minna, Petri and Jaana from Metsokangas Comprehensive School-


On a Journey – a learning environment design project in Helsinki and in Beijing

tis, 05/23/2017 - 16:56

On this May we have worked very hard with our new project called: On a Journey. Our project here in Finland and in China is about a library as a learning space. We work with our school library and so do my colleagues in ZhongGuanCun no 3 Primary School. We have shared ideas about design thinking in Education, and design in general. My students have visited their neighbor libararies and made some observations about places they think is a good place to work and to concentrate. Students have learned the difference between 2D and 3D, they have studied and learned the idea of a square meter and a scale. Now they are doing their ‘hands on’ part: beautiful floor plans and scale models are designed and made by student teams. How many fourth graders fit in a one square meter? Twenty..

We also got a photo of design work from a school in Zhengzhou, my partner no 2 Lu works there. Their idea of modelling and designing is very different from ours. But it is very good to see different ways of thinking, isn’t it!

BR,
Raini Sipilä, SYK


Springtime in Beijing and in Helsinki

tors, 04/27/2017 - 20:54

These pictures were taken on the very same day: 31st March 2017 in both Beijing and in Helsinki. My colleagues in China didn’t believe me when I told them the springtime in Finland is quite cold. But after this snowy picture they knew the same fact than I..


During this spring I have mostly sent text messages and photos to my colleagues in Beijing. My partner Song Liting and her colleagues have discussed a lot about the ideas I have sent them. Our project will take place next week and we will concentrate on space design. Our aim is to make ZhongGuanCun no 3 Primary school’s library a better learning environment. We will start the process here and my colleague Song Liting will start her process in her school. It will be nice to see what kind of renewals our students will invent!

Raini Sipilä, SYK


Chinese New Year at SYK

tors, 02/09/2017 - 20:47

As we have worked with a Chinese school and my students have written a blog about KaiKai’s and XinXin’s visits – dolls we got last year as a present from Zhongguancun nro 4 primary school – my students’ parents decided to organize our own Chinese New Year party. The evening was a real success! First we had Chinese meal and green tea. One mother even made  real, traditional New Year’s dumblings to us. Of course we ate with chopstics!

At my classroom students gave their performances to parents. We also did Eye protection rehersals all together; we learned this from Aleena last year. Then we had a visitor from Confucius Institute University of Helsinki, Mr. Xinsheng Li gave us a short lecture about Chinese calligraphy. Our last visitors gave us a kungfu-show – for me it was a bit scary, but my students really enjoyed the show. What an evening we had! Have a good rooster’s year!


BR, Raini/SYK


Phenomenon week at SYK – Stories from the World

tors, 02/09/2017 - 20:45

The second schoolweek at SYK started with an idea of our mutual world and its’ many stories. In my classroom 28 students from different grades concentrated on China. My students did big posters about pollution in China, about Beijing and Shanghai and also about Chinese New Year. We drank tea everyday, we tasted noodles (and of course learned to use chopstics), we listened Chinese music, ate fortune cookies, wrote Chinese characters, decorated the whole classroom with paperlanterns and papercutting; older students even wrote Chinese calligraphy to  decorate our frontdoor with traditional couplets.

Students together prepared a perfomance to other students. First every visitor was given an airmask, that was because of the pollution in Beijing area on December 2016. Then my students told visitors what kind of towns Beijing and Shanghai are and what is the New Year in China like. At the end of their show students made a shadow play about 12 Chinese Zodiac Animals. Before our guests left they were given a red envelope: one won 8 euros. And as we know eight is a lucky number in China.

During this week students learned a lot about China. I must thank to my colleagues in Beijing, they helped me a lot by sendind addresses to useful websites, sending Power Point -presentations about Tea, traditions, Chinese couplets etc. It is fine to continue cooperation with Chinese colleagues this way. Thank you Aleena, Sienna, Gao JingJing, Song and Cherry!


BR, Raini / SYK


Greetings from Rovaniemi

tors, 02/09/2017 - 20:34

We have been extremely busy for the last 6 months due our new school buildingproject. Our new school was ready just before christmas and we started our school year in a brand new building at 9th of january.

In the building there are many different partners, we have school classes from 1-6 at the moment, but we´ll have also classes 7-9 in three years. Preschool works at the same premises as well as youth centre, library and child health centre.

Our new sportshall is total of 970 cubic metres, and can be divided in three parts. WomanVolley, the women’s volleyball team will have their home games in our hall.

Our crafts classroom is extremely well equipped with 3D-printers and laser cutters. We will use Arduino as part of our craft projects. I will tell you more after our grand opening at 14th of february. We are quite busy at the moment with arrangements of the opening fest. Finnish minister of education will be giving a speech at the party. Here is some photos included from the first 3 weeks of studying in our new school. You can also check our schools pages in facebook, by looking Ounasrinteen Koulu.

Happy but exhausted Juhana


3D DIY products

tis, 01/31/2017 - 17:02

6th, 8th and 9th Graders of Metsokangas Comprehensive School have got a new technological tool: 3D pen. They are all very eager to plan cars as a group work and a few groups have also started to make their own car. When all cars will be ready students will organize the car show.

Some groups have also planned to make the Eiffel tower, Pyramids and helicopters so after this Spring our students will have many 3D DIY products made by using 3D pen.

– Jaana, Petri and Minna from Metsokangas Comprehensive School, Oulu –

 


Christmas Greetings from Hankasalmi

tors, 12/22/2016 - 08:06

At the Global Innokas network meeting in September we talked about sending Christmas greetings to each other. This autumn we’ve been learning about northern lights in our school. They’ve been doing research about northern lights for 40 years in Hankasalmi and this year there was a northern lights themed seminar including a drawing competition for school kids. For the drawing competition we studied some myths about northern lights. We have read many stories and poems. We have also done crafts. That’s why we felt like it would be appropriate to have northern lights themed Christmas celebrations in our school. We’ve learned a song about a fire fox, painted scarves and practiced a dance for it. We want to share a video of our practice as a Christmas greeting to you. In this video we see preschool, first grade and second grade students singing.


Merry Christmas!

Heli, Aseman koulu, Hankasalmi


This Autumn term with my Chinese colleagues

sön, 12/18/2016 - 21:08

Last spring I worked very intensively with my Chinese colleague Sienna. During the GEC Conference we had time to really know each other. I really enjoyed working with Sienna. During this Autumn Sienna has been very busy: she has been trained by an International School. So we will continue our co-operation next year. We keep on WeChatting.
At the beginning of this November we got visitors from ZhongGuanCun nro 3 Primary School and from Beijing Capitol University. I took these five ladies to Oppimisen Fiesta -Conference where we had an opportunity to meet for example Finland’s former president Tarja Halonen. Teachers from ZhongGuangCun Primary School were very impressed!


Teachers also stayed a whole day in our school SYK. They visited different classes and took part in teachers’ meeting. After teachers’ visit, a student from Beijing Capitol University stayed on my class for a week.
Liu Jia, alias Aleena, was very interested of Finnish ways to teach and learn. Liu Jia had lots of questions, she recorded and filmed her thoughts, she interviewed both me and my students from different grades. Liu Jia gave my students many presentations about Chinese School culture – we even had a face massage moment (as every schoolgirl and -boy in China daily have at 9.20 – 9.25 am.).
We also spend our weekend together; we visited Nuuksio National park, baked cinnamon buns, had sauna and dinner. I appreciate Liu Jia’s attitude: she was brave to taste everything!
I wish my colleagues in China a Merry Christmas and a Happy New Year!

Ps. My class will celebrate Chinese New Year at the end of becoming January..!

Raini Sipilä, SYK


It’s Christmas time!

sön, 12/18/2016 - 21:04

As the Christmas comes nearer the more my students work with Christmas decorations: they have cut snowflakes, panted our windows full of snowmen and they have made beautiful Christmas cards. We decided to send our Christmas cards to both Oulu, Metsokangas school and to Hankasalmi, Asema school. We hope our Finnish friends to have a Joyful and Merry Christmas!

Raini Sipilä, SYK


The Project of the Kitchen Waste

mån, 12/12/2016 - 10:15

In this update I’ll shortly tell you about the China co-operation which happened in summer 2016, the aims of the co-operation and specially of meeting the Chinese students. Co-operation brought up many new ideas, notices and particularly lovely memories. Making a short blog posting of this material has been slow – What not to write, because everything was so wonderful.

In spring 2016 three Finnish teachers got a Chinese teacher partner as their co-worker pair with The Global Innokas network. Our task as a co-worker pair was to plan and carry out a project which we first carried out in our own country with our own class and again together in the summer conferences in Peking and Shenzhen. The audience of the conferences had opportunity to follow the last lesson of the project and comment on it. The aim of the co-operation was to build understanding by using PBL (Project Basic Learning) to understand differences of cultures and to learn new aspects from each other concerning possibilities of collaboration.

Mine and my Chinese partner Kathy’s project theme was Kitchen Waste – recycling and reusing of kitchen waste. The theme was practical and actual enough, so it was also accepted in Kathy’s Chinese team. Our first project theme The Mathematical Forms was rejected by the team as a too abstract. For a Finnish teacher this kind of approval method was strange because we in Finland are used to making decisions more freely without any approval method used by the school management. On the other hand Kathy’s backup team did fine work for example in making teaching videos.

Meeting The Chinese Student

The students of both Chinese schools were absolutely sweet, brave and charming. The first meeting with the students of the Peking project class has remained in my mind especially well. There two future students of ours were running sweating from gym class in to our project class and one of them lifted a plastic bag full of recyclable kitchen waste on the table. Immediately without any hesitation we started to chat openly:

– What is your name and where are you hurrying form so sweaty? Oh, you have your recycling material already with your. What have you brought with you?

So, he started showing what kind of kitchen waste he had brought with him. There was an empty beer can among other things. The student told that he had bought the beer can on the way to school and that he had poured the beer on the ground. I wondered in my mind how a fifth grader has been able to buy beer. Kathy reminded the student that too much soda can be fattening. The open and joyful atmosphere of the meeting impressed me at once and I felt cozy and relaxed – this project will succeed.

The classes were delightful, where everyone participated eagerly and actively. The students used our common language English well and I understood that the knowledge of English had been one of the criteria to get in to this class and this project. Due to students good activity, possibly other criteria were good manners and working skills. During the teamwork it seemed that students had difficulties in sharing ideas and planning together, both of these had to be emphasized before starting to work and have a clarifying discussion on what common planning means. In Shenzen once I had to interfere in children’s tone of conversation and tell them that they lacked common understanding. I asked them to talk in English so I could help them. It looked that a member of the group didn’t want to take others in to consideration at all and others didn’t like the situation. There were also other similar situations in which you could see the children’s difficulty informing one common plan of the group. Many children had planned a fine plan of their own which their wanted to stick to and not to change it because of others’ opinions.

While working the children were able to ground their working finely and tell of their aims. They were eager to tell of their work thoroughly and theoretically. I might miss a bit more spontaneity and a braver desire to experiment. Was the perfection of the result the most important thing?

Outside the classroom children looked and giggled what we did and were very eager to help. While we were visiting the Peking school the learning street held there introduced the students’ fine work. As a presenter I got a boy of my project class who guided me by hand form one stand to another. There was almost a dispute of my attention – who will be able introduce his own work to me. Altogether the Chinese children performed briskly and talked loudly in front of the audience.

The most evident thought of the journey was how fluent it was to get along with the students and create interaction despite the differences between the cultural backgrounds. The Finnish and the Chinese school system perhaps approaches children’s capability and individuality from different goals, but despite them children are children anywhere in the world. A smile meets a smile!

The experience of the co-operation with the Chinese colleague was fine and successful! The experience of peeking the Chinese school system was amazing and eyes opening, without saying anything of all possibilities to meet all the friendly and helpful people who I met during the journey. Thank You!

– Minna from Metsokangas Comprehensive School, Oulu, Finland –


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