The practice of modern education in primary schools in Finland: the Scandinavian experience in the Kazakh context

Abstract

In Kazakhstan, there is a negative tendency towards a decrease in the quality of education, as evidenced by the results of national and international assessments of the educational achievements of students in different years. There are obvious distinctions in the quality of knowledge of younger schoolchildren in the context of regions, types of schools, subjects, and language of instruction. Therefore, this article discusses the possibility of transferring the Finnish experience of teaching in primary school to Kazakh mental and educational traditions. The key features of Finnish education, accumulated around the socio-anthropological and ethno-psychological aspects, are highlighted based on the literature review. It has been established that the cornerstone of Finnish success is the equality of education and the conviction that each student is unique and has the right to a high-quality education. As a result, a number of differences were revealed in the implementation of primary education in schools in Finland and Kazakhstan. The practical significance of the study lies in the fact that directions for the discussion on improving Kazakhstan’s primary education are indicated based on the analysis of the literature.