Leading the school of the future with data

In recent years, Tampere’s basic education system has built a comprehensive data-driven management view. We have compiled a unified framework that includes information on pupil numbers across schools, the organisation of learning support, skill levels, final assessments, and, for example, transitions to upper secondary education.

A comprehensive and current overview of the situation of Tampere’s 19,000 pupils and 30 schools is essential for evidence-based decision-making. The data is used by various stakeholder groups: schools, teachers, pupils, administrators and decision-makers.

From Data to Action

How have we utilised up-to-date data? Let me share a few examples. Based on the data dashboard, boys in Tampere tend to perform better in mathematics than girls, while girls achieve higher results in reading literacy. This enables schools to target learning support to those who need it most. Another significant finding is the levelling of learning outcomes between schools during basic education, which reflects the equality and quality of teaching.
Research shows that physical activity is linked to learning. For this reason, we monitor and analyse city- and school-level data on pupils’ physical functioning annually. Currently, around one third of Tampere’s 8th grade pupils have a level of physical functioning that may negatively affect learning, health and wellbeing. This information is shared with teachers, school health services and guardians. We also collect data on, for example, how easily pupils feel they can access the school doctor, which may influence families’ ability to manage everyday life.

The data dashboard also enables the evaluation of the city’s strategic choices. A recent example concerns pupils’ digital skills and the use of computers in teaching. In autumn 2024, the City of Tampere provided every 6th grade pupil with a personal laptop. At the end of the school year, we received comparative data on how 6th grade pupils’ use of computers in learning and their digital skills differ from those of other year groups.

Supporting the Organisation of Basic Education

Data-driven management also supports the broader organisation of basic education. The financial dashboard visualises actual expenditure, which is particularly helpful in decision-making during economically challenging times. The facilities section provides information on school capacity and regional demographic trends – essential for planning temporary facilities or changes to school pathways. Staff data, such as wellbeing and safety, helps ensure that schools are good places to work. Data visualisations also offer valuable tools for promoting collaboration and professional learning among school staff.

Bringing Together Data and Pedagogy

A key goal for the coming years is to expand the use of data in teaching. The aim is to ensure that teachers and other staff have access to subject-specific data that supports planning, implementation and assessment.

Monitoring pupils’ progress through analytics enables targeted learning support. Teachers can adapt content based on individual needs or create group- and pupil-specific support strategies. Timely and well-structured data also supports the development of the most advanced learners. When data is available in a purposeful format and at the right time, it enhances learning and supports pedagogical decision-making.

Tampere’s basic education is boldly and intelligently building the school of the future. Data-driven management supports statutory responsibilities, the quality of teaching, resource allocation and, above all, the joy of learning. We believe that data guides us all – pupils, teachers and decision-makers – into a world of curiosity and insight.