1

How the American school system can improve by learning from international models

Jamie Leaverton

GSWLA Global Connections Seminar

Gregory Falls

December 8, 2017

Abstract
 2

The American school system has been dormant since the second industrial age in the 1940s.

American education started with people who weren’t educators, but businessmen,

philanthropists, people from private organizations, and corporations. America still uses the

model, called the Education Industrial-Complex, today. Finland has a different education model

in elementary education as does Germany’s model for education. Teachers in Finland have the

best pedagogies, which is the method and practice of teaching, internationally. Teachers use

creative ways of teaching their students to help them improve their creative thinking skills.

Germany has better opportunities for a student to choose their schools based on interests and

goals. The American school system has created hardships not only for teachers, but for students

also. This paper includes the history of America’s educational system and the education system

in modern society. It also includes the background of Finnish and German education and how

they function. The functions of schools in Finland and Germany has improved over time and

make students more engaged in what they want to do in the future. The purpose of this paper is

to see how America can improve their education system by learning from these school systems.

Table of Contents
 3

Introduction…………………………………………………………………………………4

Limitations…………………………………………………………………………………....5

Review of
Literature…………………………………………………………………………………….6

Discussion………….…………………………………………………………………………8
Finnish Education…………………………………………………………………...10
German Education………………………………………………………………......12

Conclusion…………………………………………………………………………………....13

Interview..……………………………………………………………………………………14

References..…………………………………………………………………………………..17

Introduction
 4

American education has been static ever since World War II when industrialization was

the country’s backbone. Philanthropists and businessmen thrived and created the Education-

Industrial Complex based on industrialization at that time. No longer left to the experience and

knowledge of educators, American education has become the domain of private organizations,

corporate entities, and political agents who see it as a market for their ideas…(Picciano and

Spring Front Matter)1. While America has been stagnant in their education system, other

countries like Finland and Germany moved past their old ways on how they educate their

students by creating new systems.

Over the past 20 years of advanced education all over the world, America has been

ranked number one. But, school systems in Europe have higher ranking numbers because of their

pedagogies. This is mostly because of the teachers’ flexibilities of lesson plans and broader

opportunities the students have, and it all starts with the foundations of elementary school

education and how it progresses.

Finland’s education system consists of teachers who are trusted and treated as

professionals. Finland’s teachers make playtime and learning go hand in hand and this allows the

children to learn faster. German schools have many levels that children must complete before

they attend a university. These levels also branch into other levels that provide students with

choices based on their interests and skills. Students in Germany have many opportunities to

further their education while Americans have to stick with their system of the Education-

Industrial Complex.

Limitations

1
Section that summarizes the text and appears before the main text.
 5

Education Limitations: The author is focusing this research paper solely on education in

America, Finland, and Germany. Based on the foundations of each school system the author

wants to show how they are either stagnant or improving. There is also focus on the levels of

education. Researching elementary school systems in these three countries. This will help to

understand the improvement of schools in Finland and Germany, and compare them to American

schools.

Geographic Limitations: This research paper is predicated on schools in America,

Finland, and Germany. By focusing on these three different school systems, the researcher seeks

to find ways to help improve American education.

Personal Bias: This research paper is biased based on how other countries’ education

system is improving more than American education. In this research paper, the author wants to

show the differences between American, Finnish, and German schools systems.

Review of Literature

The author’s objective to write this paper is to synthesis the research on the three

education systems of America, Finland, and Germany. The wide variety of research is collected

from different resources which explains the foundations of America’s education system, Finnish
 6

education, and German education. The sources also explain the similarities and differences

between these three education systems. Each source has been cited in this research paper.

“The Great American Education Industrial-Complex”

The American Education Industrial-Complex is the foundation of America’s education. It shaped

the education we know today. The foundations rose from philanthropists and wealthy

industrialists that have no background in education. The researcher used online sources and

scholarly papers that discuss the American education system and how they are close to and

focused on corporations and government officials, instead of focusing on education that is best

for the students. American education has become the domain of private organizations, corporate

entities, and political agents (Picciano and Spring, 2013). In the United States, which has

muddled along in the middle for the past decade, government officials have attempted to

introduce marketplace competition into public schools (Hancock, 2011).

Finnish Education

The foundations of Finnish education consists of teachers being able to choose different methods

of teaching to best fit their students. Their foundations are more modern than that of the

foundations of American education that is still used today. Instead of making the kids focus on

how to become good test takers, Finnish schools uses play to help them improve their creative

thinking. The curriculum outlines how teachers should focus on developing their students’

creativity, management and innovation skills; with teachers grasping these goals and selecting

their own teaching materials and lesson plans; they have been successful in achieving the
 7

government’s goals (NCEE, National Center on Education and the Economy). Finnish students

can choose either an academic or vocational school, so they have many options and opportunities

to achieve their goals for the future.

German Education

Education in Germany is more lenient than American education. There are many different levels

of schools that a student can progress toward. There are more options and opportunities for the

student in choosing a school that fits their interests and goals. The sources that the author has

used depict the options that students in Germany have at a young age and when they are older.

Students that are around sixteen years of age go to Berufsschule (vocational school) and they

attend part-time in conjunction with an apprenticeship or other on-the-job training (Britannica,

Bayley). This program makes it possible for virtually every young person in the vocational track

to learn a useful skill or trade, constantly adapted to the actual demands of the employment

market (Britannica, Bayley).

Discussion

Elementary education is important when it comes to the foundations of a child's life and

development. There are different ways to educate children, but not all ways are effective to help

a child learn. It starts with the pedagogics of the teachers and how the children learn. Countries

like Finland and Germany have different teaching techniques and levels of education, unlike
 8

America, which has been using the same education model since the emergence of the second

industrial age in the 1940's.

After World War II direct voter control of schools began to decline as federal and state

governments expanded their influence over local schools through legislation such as the National

Defense Education Act (1958) and the Elementary Secondary Education Act (1965)(Picciano

and Spring, 2013). The National Defense Education Act (1958) provided funding to improve

American schools and to promote postsecondary education. The Elementary Secondary

Education Act (1965) was an extensive statute that funded primary and secondary education,

emphasizing high standards and accountability. These acts are beneficial towards schools, but

they contain the involvement of government.

America during the second industrial age has had philanthropists, corporations, political

agents, and private organizations shape the education system which is known as the American

Education Industrial-Complex. Since then, it has continued to be a stationary system that has had

more barriers than benefits. This system primarily focuses on the concept of creating more profit

for the top organizations and corporations rather than to educate students. The education-

industrial complex revolves around three major components: ideology, technology, and profit-

making (Picciano and Spring, 2013). These components are made up of multiple networks and

alliances of agencies, organizations, and corporations (Picciano and Spring, 2013). In modern

society, American schools operate on a business model in a network of relationships which

decrease voters' control (Picciano and Spring, 2013).

However, before the industrial age, America used Prussia’s education system. In the

1800’s, Prussia’s system was adopted by schools all across America. Then when Prussia lost the

war in 1806 against Napoleon, people thought it was because the Prussian soldiers only thought
 9

of themselves and did not follow orders and blamed the education system. So they created a new

system where children can be obedient. It created a society of young children that obediently

followed the government and respected authority. This system was used to instill loyalty to the

crown and to train young men for the military and bureaucracy. By using this system,

independent thinking was not used in a classroom setting (Conway-Smith, 2013).

By the 21st century, democratic control slipped away as the federal legislation No Child

Left Behind opened an era of national curriculum standards and mandated standardized testing

(Spring, 2010). These national curriculum standards and mandated standardized tests (starting

from elementary school) require children to become test takers instead of avid learners. The tests

don't allow teachers to be more flexible in their lesson plans and halt the exploration of learning.

A student cannot be measured based on test taking skills that will have no use in their lives in the

future. Standardized testing is not fair for children, who have different skills in different subjects

and work at a slower pace than others. Learning capabilities can't be determined through a

national standardized test. Today, American schools are entangled in conflicting political and

economic ideologies (Picciano and Spring, 2013).

In the 1970's, Finland moved to comprehensive schools for all students. This change

made schools organized to insure that all students have a common education experience, with

highly qualified teachers and supports for struggling students (NCEE, National Center on

Education and the Economy, 2017). The schools also allow students stay with one teacher in the

same class for several years, so the teacher can follow their progress. It created a familiar and

family-like environment for the students. In present-day Finland, the students will start with one
 10

year of pre-primary education, and then nine years at a comprehensive school. The students can

choose between academic or vocational upper schools, or they can leave school. Instead of

continuing school for 12 years, students have a choice of vocational paths they could choose

from.

Finland's main priority is to educate children using methods that helps their brains learn

and increase memory. Finnish schools emphasize the importance of learning through group

work, creativity, and problem-solving skills. The students, from primary school onward, are

expected to work collaboratively on interdisciplinary projects (NCEE, National Center on

Education and the Economy, 2017). In secondary school, they contribute to the design of their

own study. They commit fewer hours of instruction than any other country; they are taught for

only 600 hours compared to 1,080 hours that other countries use for instruction per year.

Teachers are treated as professionals and have more flexible and personalized lesson plans to

make learning innovative and engaging to their students.

Finnish teachers assess their students and the students are allowed to assess themselves

regularly to monitor their progress. It helps the students understand their progress and effectively

design their own learning activities. There are only tests concerning students' progression during

the school year. Finland participates in PISA, Program for International Student Assessment,

which is an international test, but it's optional. There is also the National Matriculation Exam to

determine whether or not a student graduates.

The author asked questions of an American elementary school teacher that teaches in

America. One of the questions the author asked was: In your opinion what's the best curriculum

to use in elementary education and why? This is what the teacher answered:
 11

"I believe the best curriculum in elementary education is one that includes the

opportunity for students to be creative, collaborate, communicate, and critically think. If

teachers are able to incorporate these 4 c's into their daily instruction, then children will be

learning on a much deeper level than just reading something from a textbook. When students

are given the opportunity to connect with what they are learning, it will make a lasting

impression!"

This is similar to Finland's philosophy of teaching their students and how they can become more

avid learners.

In in the 1700s and 1800s, Johann Heinrich Pestalozzi had developed basic pedagogical

approaches and teacher training principles (Worldpress, 2017). Pestalozzi's ideas had influenced

Friedrich Froebel; the German founder of the first kindergarten. In the 1980s schools in Baden-

Württemberg still had classes every other Saturday. In East Germany, Saturday was a school day

nationwide (Worldpress, 2017). Since the early 1990s most German school students, including

those in Baden-Württemberg, have had a full weekend. Only a very few local schools still have

Saturday classes (Samstagsunterricht)(Wordlpress, 2017).

 12

In modern-day Germany, children at age six start primary school (Grundschele). Before

attending the fifth grade, the students and their parents will choose the type secondary school

they would like to attend, or which career or educational track they would like to follow. Schools

in Germany have more options and opportunities for the student in choosing a school that fits

their interests and goals.

Germany’s reform efforts included the creation of national standards and standards-based

tests for students in grades three and eight, which sounds much like the U.S. approach. But

unlike the U.S., Germany doesn’t penalize schools for poor performance, nor does it publicize

school-level test scores (Berwick, 2015). Germany focuses on providing school-based support;

monitoring and targeting the most disadvantaged students has allowed it to improve

performance. America uses punishment as a way to help improve performance, but it doesn't

help children improve and develop their learning skills.

CONCLUSION

Through researching these three different school systems the author can conclude that America

can use these international models to improve their education system. The author can also

conclude that Finland and Germany give students more opportunities so that they can receive a

head start in beginning their educational career track. These schools systems can help the

America improve their education by using different teaching methods from Finnish and German

schools. Even though American primary schools have good education standards, they need to

improve the pedagogy of how they teach students in schools.

 13

Interview

The author discussed in an interview with an elementary school teacher in America what

teachers do to help teach their students and their routine with the students.

What is a regular schedule like at your school?

“P.E. (daily for 45 minutes), Lunch (30 minutes), Math (75 minutes), Science/Social

Studies (70 minutes), Reading and Writing (120 minutes), Art and Music (twice a week for 45

minutes).”
 14

What are the curriculum requirements?

“Teachers are expected to meet the daily minutes of instruction for each subject.

Instruction should be closely aligned to both the Virginia Beach Objectives, as well as, the

Standards of Learning for the state of Virginia.”

Which teaching practice best helps the children learn more?

“I think children learn more through exploration and Project Based Learning. When

students are given the opportunity to apply what they have learned in a way they wish to

demonstrate the information, they are more engaged and produce work they are proud of. Most

importantly, when students are invested in what they are learning, they are more likely to retain

the information!”

What methods do the teachers require in order to teach their class?

“Virginia Beach elementary teachers are expected to provide small group instruction in

both Math and Language Arts. Small group instruction is extremely beneficial because it best

meets the students' learning needs at their various levels.

Pre-assessments are given at the beginning of each unit to help scaffold the information and best

meet the students' academic needs. In addition, formative assessments are given to monitor

students' progress and help guide instruction.”

What do you feel are the best methods for teaching children to be lifelong learners?

“I think I may have mentioned this already....

 15

When students are given "voice and choice" in how they get to apply what they have learned,

they are more invested in the learning process. Project Based Learning allows students to delve

deeper into what has been taught, make connections, and thus help with retaining the information

long term. Students will love to learn if their teachers love to learn!!!”

In your opinion what's the best curriculum to use in elementary education and why?

“I believe the best curriculum in elementary education is one that includes the

opportunity for students to be creative, collaborate, communicate, and critically think. If

teachers are able to incorporate these 4 c's into their daily instruction, then children will be

learning on a much deeper level than just reading something from a textbook. When students are

given the opportunity to connect with what they are learning, it will make a lasting impression!”

In your opinion how many elementary schools in Virginia and nationally use the best

methods/ curriculum to teach children?

“This is a tough question...I really don't know! I think that Virginia Beach is indeed

"ahead of the curve"! It is amazing that all Virginia Beach Public Schools were 100% accredited

last year!!! I think the majority of Virginia Beach elementary teachers do stay up to date with

the best teaching practices. The specialists in every school support the teachers and provide

additional resources to help teachers be successful with instruction.”

 16

References

Finland: Instructional Systems. (n.d.). Retrieved December 08, 2017, from http://ncee.org/what-
we-do/center-on-international-education-benchmarking/top-performing-countries/finland-
overview/finland-instructional-systems/

Butler, P. (2016, September 20). No grammar schools, lots of play: the secrets of Europe's top
education system. Retrieved December 08, 2017, from
https://www.theguardian.com/education/2016/sep/20/grammar-schools-play-europe-top-
education-system-finland-daycare

The big lesson from the world's best school system? Trust your teachers | John Hart. (2017,
August 9). Retrieved from https://www.theguardian.com/teacher-network/2017/aug/09/worlds-
best-school-system-trust-teachers-education-finland

Partanen, A. (2017, December 8). What Americans Keep Ignoring About Finland's School
Success. Retrieved from https://www.theatlantic.com/national/archive/2011/12/what-americans-
keep-ignoring-about-finlands-school-success/250564/

German school system - Professionals & Parents - UK-German Connection. (n.d.). Retrieved
from http://www.ukgermanconnection.org/german-school-system
 17

Germany - Political parties | history - geography. (n.d.). Retrieved from

https://www.britannica.com/place/Germany/Political-parties#toc58052

Picciano, A. G., & Spring, J. H. (2013). The great American education-industrial complex:
Ideology, technology, and profit. New York: Routledge.

The Origins of the American Public Education System: Horace Mann & the Prussian Model of
Obedience [Video file]. (2013, July 29). Retrieved from
https://m.youtube.com/watch?v=HZp7eVJNJuw

Gross-Loh, C. (2017, December 8). Finnish Education Chief: 'We Created a School System
Based on Equality'. Retrieved from
https://www.theatlantic.com/education/archive/2014/03/finnish-education-chief-we-created-a-
school-system-based-on-equality/284427

Retrieved from https://www.german-way.com/history-and-culture/education/the-german-school-

system/

Retrieved from https://www.german-way.com/history-and-culture/education/