FIS Goes Global
By Elina Kataja, Head of Teacher Training
Finnish education is recognised as one of the best in the world, and that’s why we brought Finland International School (FIS) to Mumbai. Our goal is to offer children brighter futures through an education rooted in deep learning, hands-on experiences, child-centred practices, active participation, phenomenon-based learning, life skills, and the joy of learning. We aim to provide a strong foundation of knowledge and skills, while also creating powerful, memorable experiences and moments. FIS is a place where children are excited to come and eager to learn something new—every single day.
And now, FIS is going global. I'm Elina, and I work here at FIS as the Head of Teacher Training. I have been working in Kenya throughout October at the Kalobeyei refugee settlement, as part of the Finnish Teachers Without Borders network. During my time there, I have been training early childhood education teachers who often manage classes in quite challenging conditions.
The environment at the Kalobeyei refugee settlement is vastly different from our school in Mumbai. Class sizes can reach 150-200 children, often led by a single teacher who may not have formal training. Teaching and learning materials are scarce, and since the children come from various linguistic and cultural backgrounds, many of them do not share a common language with the teacher. Moreover, numerous children have traumatic pasts that can manifest in different ways, presenting challenges to teachers trying to support their overall well-being. Nevertheless, the principles of effective early childhood education remain the same: functionality, playfulness, exploration, joy, and collaboration. The key question is, how can we foster such a child-centred approach in a challenging environment?
At FIS, our teachers in FIS Juniors and grades 1-2 have been trained recently on experiential approaches to mathematics and English language and literature. These same themes were explored in October with the teachers at the Kalobeyei refugee settlement. The training sessions focused on enhancing engagement and child participation even in large groups, and on creating simple, self-made learning materials from recycled and natural resources.
While we at FIS are privileged to have a wide range of learning tools to use with our students, in Kenya, we have worked with teachers to develop similar resources using what is readily available. And despite the modest steps, it has been inspiring to see how differently young children respond when they can engage actively—playing, counting, and solving problems together using stones, sticks, and bottle caps, rather than just listening to a teacher or observing symbols on a board.
Cultures, languages, conditions, resources, and backgrounds may vary, but ultimately, we teachers around the world share one fundamental goal: to support children on their path to the brighter futures through education.
