EDUCATION

IN FINLAND
Key to the nation’s success
 © Aalto University
It all starts with school Content

Developing education to meet the challeng-

es of today and the future is a central issue
safety and the development of their emo-
tional life and social skills. Teachers motivate
O1 The Finnish education system

in the survival and success of humankind. pupils with encouragement. Performance is

Decision-makers and specialists around the not graded with numbers until later in school
02 Life-long learning

© Novia UAS
world are frantically seeking the best solutions years.
for providing education. Their attention is After completing basic education in
increasingly drawn to the education system of comprehensive school, everyone has the op-
03 What is taught in Finnish schools
Finland, which produces top results in interna-
tional learning comparisons.
portunity to continue general and profession-
al education according to their interests and
and how? Free
One of the greatest strengths of educa-
tion in Finland is that it offers everyone equal
inclinations. Continuing to study is possible
in various forms throughout life. In Finland,
04 Making it happen Equal
opportunities to study, regardless of social education is free, from pre-primary level to Quality
and financial background. Instead of competi-
tion and comparison, basic education focuses
higher education and even further.
The following pages describe how this
05 Topical issues in Finnish
education Education
on support and guidance for the pupils as
individuals.
is done in Finland and what the philosophy
behind Finnish education is.
06 Towards the future For all
Teachers are highly trained, with univer-
sity-level degrees. Their profession is held in Welcome to a Finnish school!
high regard.
Ministry for Foreign Affairs, 2017.
Teaching small children focuses on their Text: Salla Korpela
inherent strengths and supports their sense of Production: Otavamedia OMA
Photos: Visit Finland, Otavamedia,
Ministry of Education and Culture,
Ilari Nummi
 01. The Finnish education system
EDUCATION SYSTEM IN FINLAND
Duration in years
DOCTORAL DEGREES
8 LICENCIATE DEGREES
Universities

MASTER’S DEGREES MASTER’S DEGREES LIBERAL ADULT

7 2 Universities of Applied Sciences 1–1.5 EDUCATION
Universities
Adult education
Work experience 3 years centres,
BACHELOR’S DEGREES Folk high schools,
6 Universities 3 BACHELOR’S DEGREES Summer
Universities of Applied Sciences 3.5–4 universities,
Study centres,
Sports
Specialist vocational institutes

Education for everyone in all stages of life Work

experience
qualifications*

Further vocational
3-4

T
qualifications*
he high quality of the Finnish school system standards as the public schools, their operations cordance with personal interests and inclinations.
is based on a clear national ethos that peo- are publicly funded and their admission of pupils Over 76 per cent of Finns aged 20–24 have either
ple are the nation’s most important asset. and students is based on the same principles. The passed the matriculation examination or earned VOCATIONAL QUALIFICATIONS*
MATRICULATION EXAMINATION 3 Vocational institutions 3
They have the right to receive excellent education, share of all public funds spent on education is over a vocational qualification (data from 2015). Both General upper secondary schools *Also available as apprenticeship training
which will help maximise their potential to be who 11 per cent. qualify the student for studies at a university or a

ISCED-CLASSIFICATION 2011
and what they want to be. Basic education lasts for nine years. What is university of applied science.
Voluntary additional year of basic education
This philosophy has enabled Finland to rise taught at comprehensive school is guided by the There are 14 universities and 25 universities of
from one of the poorest countries in the world to national core curriculum. Municipalities have the applied science in Finland. Approximately 41 per
the height of technological expertise and become obligation to provide compulsory basic education cent of working-age Finns have higher education. 1-2
one of the world’s wealthiest countries in its 100 for all children living in their area. There are also The changing world and working life are addressed BASIC EDUCATION
7–16-year-olds 9
years since independence. Over the decades, bold extensive learning and well-being support services by providing opportunities to obtain continuing Comprehensive schools
solutions have allowed Finland to develop a system for those who need them. Basic education is education and retraining in various stages of life.
that gives the opportunity of life-long studying and preceded by high-quality early childhood educa- Opportunities are also available to increase
self-development to everyone living here. tion and care, available to all. one’s knowledge and skills at institutes of adult PRE-PRIMARY EDUCACION 6-year-olds 1
In practice, all education is financed from tax After comprehensive school, the young can education open to all, offering subjects ranging 0
EARLY CHILDHOOD EDUCATION AND CARE 0–6
revenue. Private education markets offering supe- continue in either vocational or upper secondary from languages to weaving and from information
rior education for money do not exist in practice. education. The duration of both is approximately technology to dancing.
The few educational institutions run by private three years. Both lines offer general education 0 Early childhood education, 1 Primary education, 2 Lower secondary education, 3 Upper secondary education,
4 Post-secondary non-tertiary education, 6 Bachelor’s or equivalent, 7 Master’s or equivalent, 8 Doctoral or equivalent
organisations adhere to the same objectives and as well as extensive opportunities to study in ac-

4 5
 Early childhood education and care
Pre-primary education

Play and care prepare children

for school

02. Lifelong learning C

hildren in Finland start school relatively state, and day care charges are proportionate to
late, at the age of seven. It is a national the incomes of families. The early education and
principle that children need time and care services provided by municipalities have
space to grow and develop. Finnish teaching takes pedagogical objectives, and the competence
advantage of the sensitive periods of develop- requirements of personnel are regulated by law.
Finns have access to free education ment and encourages children to think inde- Day care teachers have university degrees.
pendently and be creative. Six-year olds participate in pre-primary edu-
throughout their lives, beginning with pre-
During their early childhood, children can en- cation, which prepares them for school and pro-
primary education, up to the highest level at joy the nurturing and care provided by their par- motes their social skills and healthy self-esteem,
institutes of higher education. Various routes ents while also benefitting from day care, where either in a day care centre or school. National
provided in the Finnish education path are they can practice working in groups by playing, standards exist for the content of pre-primary
described on the following pages. exercising and spending time outdoors. Parents care. Municipalities have the obligation to provide
of small children are entitled to long family leaves. children with transport to and from school where
Families can choose between municipal or private needed.
day care, either in small groups in the home of the If necessary, a child’s readiness for school is
care provider or in a day care centre. Day care tested and he or she can start school a year earlier
receives considerable financial support from the or later.

6 7
 cost to society of the school year of one Finnish
pupil was 8,025 euros (US$ 8,519) in 2016.
The pupils’ learning outcomes in compre-
hensive school are monitored by means of na-
tional assessments, in which approximately 5–10
per cent of the age group participate through
Basic education – common for all random sampling.
FREE LUNCH FOR EVERY PUPIL
Each child and young person in Finland,
Required knowledge and skills UNIFORM TEACHING OBJECTIVES
NATIONWIDE
from day care to upper secondary school
and vocational schools, receives a daily,
healthy hot meal, including salad, milk or

E
The Finnish government decides on the general other beverage and bread.
ducation at school is compulsory for Finn- The responsibility for providing basic edu- objectives and the division of hours between the The free lunch is included in the
ish children and young people. Compul- cation rests with municipalities, and therefore, subjects taught in early education, basic edu- curriculum. The meal refreshes the pupils
sory education begins the year the child comprehensive schools are located where there cation and upper secondary education. Based and students, gives them energy and helps
them stay alert for the remainder of the
turns seven and ends when they have completed are families with children. The schools may be ei- on the objectives, the Finnish National Agency day. At the same time, the school lunch
the 9-year comprehensive school syllabus in full ther joint schools with all nine grades in the same for Education, subordinate to the Ministry of is an opportunity to teach children about
or after ten years of compulsory education. Basic building, or grades 1–6 and 7–9 in separate Education and Culture, decides on the national health, nutrition and good manners.
education is also available for adults, such as school buildings. Small rural schools may have a core curriculum. The education providers, the Special diets are taken into consider-
immigrants. couple of dozen pupils, while urban schools may majority of which are municipalities, base their ation. An increasing number of schools
offer a vegetarian option, organic food and
The objective of basic education is to have more than a thousand. Regardless of the own curricula on the national core curriculum, environmentally friendly food every day.
support personal growth as individuals and as schools’ size, the standard and level of teaching and ultimately the schools prepare their own Finland was the first country in the
members of society as well as to teach important vary little by international standards. The qualifi- individual plans. world to provide schoolchildren with free
knowledge and skills. Basic education provides cations of teachers are also uniform everywhere. This ensures that the level and scope of lunches, in 1948.
everyone with the same opportunities to pursue The expenses of basic and upper secondary teaching in the same subjects is the same for
further studies, and is free of charge. All tools, education are included in the municipalities’ all school-goers across the country. However,
supplies and materials used in teaching are also budgets, although the government reimburses the system does allow for local emphasis and
free for pupils. an average of 25 per cent of the expenses. The additions.

8 Lifelong learning 9
 LET’S GO TO
SCHOOL!

Learning skills for the future

together in Metsokangas school

A
stately group of colourful buildings stands He has been involved in designing the buildings
at the edge of a snowy forest in a suburb of and planning the pedagogy of the school since the
Oulu. It is the Metsokangas comprehensive beginning: the school opened in 2008 and is still
school, where more than 1,100 pupils aged 7–16 and being expanded. The guiding principle of the school
approximately one hundred teachers, special needs is communality, illustrated by the school motto: “Our
assistants and other adults work every day. Metsokangas!”
Here, a couple of hundred kilometres from the “We aim to teach the pupils not only basic skills but
Arctic Circle, the school day on a cold January morning also skills for the future: cooperation, discussion, inde-
starts an hour before the sun comes up over the horizon. pendent thinking and self-direction,” Komulainen says.
However, Metsokangas pupils are not fazed: a majority The school is increasingly moving teaching from
of them come to school from the nearby residential area the classroom out to the world and from books to the In Finland, school days are
by bicycle all year round. information highways. Project-based learning breaks shorter than the OECD average,
Inside the building, the pupils leave their outdoor down barriers between different subjects and teaches but they are spent efficiently.
clothes and shoes in the hallway, and cheerful greetings to search, analyse and process information. All teaching The amount of homework is also
small by international standards.
fill the air as they, teachers and other members of the includes a focus on learning and actively using IT skills.
school community proceed to their classrooms and “The role of the pupil has expanded from a learner
duties. The atmosphere is friendly and equal. of information to a producer of information. The duty
“There is no way I can remember the names of of us teachers is to encourage them and provide a solid
everybody in this big a crowd, but I try to walk in the framework for a self-directed journey into the world,”
hallways to greet people,” says principal Kalle Komu- Komulainen concludes.
lainen.

10 Lifelong learning 11
 LET’S GO TO
SCHOOL!

The school day of Hilma Visuri, a fourth-grader

O
n a regular school day, ten-year-old “The best thing is that you get to choose to create quiet nooks for more private studying,
Hilma Visuri wakes up at seven in how and where you study and that the space is if needed. Hilma’s favourite subjects are arts and
the morning and has breakfast at not confined,” she says. crafts, for which the module is equipped with a
home. She splits her time living with her mother In Hilma’s class, the exercises for the week damp-proof space.
and father, each of whom lives near Hilma’s are handed out on Mondays, and the pupils The lessons at Metsokangas school last
school. The school day usually starts at 8:15 a.m., themselves can plan when and how they 60 minutes, and there is a 15-minute recess in
sometimes even later, at 9:30 a.m. Hilma usually complete them. A large portion of school work between. The lunch break is longer. The children
bicycles to school. is carried out in groups and as projects. The spend recesses outdoors and are also allowed to
Hilma’s class studies in the newest building planning of the exercises and the division into venture into the woods nearby.
of the Metsokangas school, named Korpimetso, small groups take into consideration the pupils’ Hilma’s school day is usually over by 1:30
which was built in 2016. Instead of traditional personal prerequisites and inclinations. p.m. at the latest. She goes back home on her
classrooms, the building features four large The atmosphere in the multi-functional own, usually by bicycle. At home, she has a
teaching modules of approximately 320 m2 space is that of focus and motivation; one group snack and does her homework, which usually
each. They house three or four teaching groups, is searching for information on the countries in takes about 10 minutes, sometimes longer. Dur-
their teachers and assistants – 100 people Europe on a computer while another is learning ing her free time, Hilma plays with her friends
at most. The space is flexible and adaptable, English verbs with a teacher. A few small groups and takes dance lessons three times per week.
making it possible to work in a variety of group are playing learning games and the rest are Usually her mother or father takes her to the
compositions and situations and engage in concentrating on reading. If any student needs lessons, sometimes she goes by bus.
different activities. special attention or things start getting restless in “When I grow up, I’d like to be a fashion
The new kind of learning environment suits the room, an available teacher or assistant inter- designer or an actress,” Hilma says.
Hilma well. venes. Soundproof spatial elements can be used

12 Lifelong learning 13
 last 2–4 years, depending on the student’s own development. Vocational studies can begin
choices. The curricula of some upper secondary either directly after comprehensive school, after
schools have a special emphasis, for example, on completing upper secondary education, or during
music, sports or visual arts. In addition to academic working life. Those who have earned a vocational
Secondary education skills, the application criteria in these schools qualification can continue studies in universities
include the applicant’s hobbies and interests and and in universities of applied science.
Individual paths to professional skills demonstration of skills.
The upper secondary school studies culminate
Vocational basic education is provided in
several sectors and by a variety of providers: in

A
in the national matriculation examination, which vocational schools, folk high schools, through
fter completing comprehensive school, system of various social benefits and well-being provides eligibility for studies at higher education apprenticeship training or on-the-job learning.
slightly less than half of the age group support services. institutes. The examination is organised every The duration of studies is usually 2–4 years and
will continue studies in the upper spring and autumn. Each candidate must take tests depends on the student’s educational background,
secondary school and slightly over half will take UPPER SECONDARY SCHOOL AND in their mother tongue, literature, and a minimum among other things. Students can also demon-
MATRICULATION EXAMINATION
up vocational studies. Approximately five per of three optional subjects: the second national strate their competence by means of various qual-
cent of pupils who complete comprehensive In upper secondary school, obtaining more in- language, a foreign language and mathematics or ifications, which may also be competence-based
school will not continue studies. For them, career depth general education continues and students the humanities and natural sciences. The exami- qualifications.
guidance is available. The goal is that after start familiarising themselves with academic con- nation can be spread over several of the biannual
comprehensive school, everyone should obtain tent. The comprehensive school-leaving certifi- examination sessions. DUAL QUALIFICATION AND
at least a secondary education degree, in other cate is used when applying to upper secondary In the Finnish education system, the matricula- PERSONALISED STUDY PATHS
words, complete a matriculation examination or school. Each upper secondary school student tion examination is the only national examination In many municipalities, students have the oppor-
a vocational upper secondary qualification. studies their mother tongue, the other national that assesses the skills and maturity of all students tunity to complete both upper secondary school
Both upper secondary school and vocational language and at least one foreign language, on a nationwide basis. and their choice of vocational studies at the
education, including school lunches, are free of mathematics and science, humanities and social same time. At the end of the combined studies,
charge, regardless of whether the educational subjects, religion or ethics as well as physical VOCATIONAL EDUCATION AND which last 3–4 years, they will complete both
institution is owned by the municipality, state, education, arts and crafts. In addition to the QUALIFICATIONS the matriculation examination and a vocational
or a private education provider. The students subjects compulsory for all, students have a fairly Vocational basic education provides students with qualification. Those studying for a vocation may
need to purchase their own textbooks and other wide freedom of choice and, if they so wish, they the basic knowledge and preparedness to work also design a personalised study path themselves
supplies. Students can receive financial aid from can study optional subjects in greater depth. in a vocation as well as important knowledge and and include modules offered by different schools
the government and have access to an extensive The studies are organised in courses and skills for further studies, hobbies and personal in their studies.

14 Lifelong learning 15
 Higher education

Academic and practical studies at HIGHLY EDUCATED FINNS

a higher level Finland has a total of 14 universities

and 25 universities of applied science,
which prepare students for tasks

A
requiring high vocational skills.
fter completing their secondary UNIVERSITIES Currently, approximately 40 per cent
education, students can continue The universities of Finland represent all fields of of the age group of 30–34-year-old
studying at a university or a univer- science and arts, and the network of universities Finns has earned a higher education Rovaniemi
degree.
sity of applied science. Applications to these covers the entire country. The oldest and largest
are submitted primarily through the joint is the University of Helsinki, which was found-
application system, and student selection is ed in 1640 and today has more than 34,000
based either on the upper secondary certif- students. In international comparisons, the Uni-
© Aalto University

icate, an entrance examination, an aptitude versity of Helsinki has repeatedly ranked among
Oulu
test or a combination of these. the 100 best universities in the world.
In most fields, students first complete a
UNIVERSITIES OF APPLIED Bachelor’s degree, which takes approximately
SCIENCE/TECHNOLOGY three years, and then pursue the Master’s de-
These offer practical studies requiring
high-level competence. The degrees that can
gree, usually complete in two years.
Those who have completed a Master’s
Universities in Finland
© Novia UAS

be earned include, among others, business degree at a university or university of applied sci-
UNIVERSITY CITY
administration, engineering, information ence may apply for further studies at a university
technology, social services, culture and arts, to pursue a licentiate or a doctoral degree. Uni- Vaasa
1. Aalto University Helsinki Kuopio
and nursing. versities also offer adult education and a variety 2. University of Helsinki Helsinki Joensuu
Studies at universities of applied science of research and consulting services. 3. University of the Arts Helsinki Helsinki
last 3–4½ years and include a practice period 4. Hanken School of Economics Helsinki, Vaasa
Jyväskylä
FINANCIAL AND SOCIAL SUPPORT FOR 5. University of Turku Turku
of one semester. After completing the Bache-
6. Åbo Akademi University Turku Savonlinna
lor’s degree, those who have at least three STUDIES
7. Tampere University of Technology Tampere
years of employment experience can apply Studies in higher education are free for Finnish 8. University of Tampere Tampere Tampere
to a Master’s programme. Studying full-time citizens and citizens of the EU/EEA countries. 9. University of Eastern Finland Joensuu, Kuopio, Savonlinna
it takes 1-1½ years to complete the Master’s Under certain conditions, the students have 10. Lappeenranta University of Technology Lappeenranta Lappeenranta
access to financial aid, subsidised housing ser- 11. University of Jyväskylä Jyväskylä
degree. When certain conditions are met,
vices, affordable meals, discounts on local public 12. University of Vaasa Vaasa
the studies can lead to additional, scientific 13. University of Oulu Oulu
transport, health care services, and other support
Turku
studies in a university. 14. University of Lapland Rovaniemi Helsinki
services.

16 Lifelong learning 17
 Opportunities for all

Developing skills and knowledge

In Finland, everyone has the opportunity to supported by society. Liberal adult education has
educate and develop themselves and obtain new long traditions – the first folk high school was estab-
skills and hobbies, either free of charge or at a lished even before the end of the 19th century.
low cost. Liberal adult education is available for anyone,
and the cost is usually a few dozen euros per
BASIC EDUCATION IN THE ARTS FOR course to study subjects such as foreign languages,
CHILDREN AND THE YOUNG photography, guitar playing, etc., at adult education
A basic education in the arts provides students centres in one’s hometown. In the summer, diverse
with skills to express themselves and to pursue practical and academic studies are available in
vocational and higher education in their selected summer universities and folk high schools. Folk high
field of art after sufficient basic studies. The schools organise one-year studies for those who
basic education is provided by nearly 400 music are trying to decide what vocation would best suit
institutes as well as schools for visual arts, dance, them and who are taking a break after completing
drama, literary art, and crafts and design. Teach- basic or secondary education.
ing in these institutions has fixed objectives and The purpose of liberal adult education is to sup-
studies advance from one level to the next. Fam- port diverse personal development and the ability
ilies of students pay a term fee, but most of the
of individuals to function in a community, as well
expenses of the institutions are covered by the
as to promote democracy, equality and diversity in
government and municipalities. Approximately
Finnish society.
12 per cent of all children and young people in
The educational institutions themselves decide
Finland participate in basic education in the arts.
on the contents of liberal adult education, and the
studies do not lead to a degree. The communities
LIBERAL ADULT EDUCATION running the institutions may hold a variety of ideo-
Nearly all municipalities have at least one educa- logical or religious views or be based on local and
tional institution offering liberal adult education, regional educational needs.

18 Lifelong learning 19
 03. What is taught in Finnish schools and how?

COMPREHENSIVE SCHOOL Biology

SUBJECTS COMMON TO ALL: Geography
Physics
Chemistry
Health education
Religion or ethics**
History
Social studies
Music
Visual arts
Out of the classroom and into the world Crafts
Physical education

T
he national core curriculum for basic education, progress towards the goals. Personal experiences, emotions, Home economics
implemented in 2016, emphasises the development interests and interaction with others contribute to creating a
of learning environments. In addition to a traditional foundation for learning. The teacher guides pupils to become Mother tongue and literature
classroom, teaching and studying are increasingly moving to life-long learners. Education also pays attention to everyday
environments outside the school: lessons are given outdoors life skills and the pupils’ ability to take care of themselves. The other national language
and excursions are made to museums, companies, and so (Finnish or Swedish)*
on. Games and other virtual environments are also among MULTILITERACY AND ACTIVE CITIZENSHIP
the learning environments. The importance of technology is Traditional text literacy has expanded into multiliteracy, which
Foreign language
increasing in the daily activities of schools. Diverse methods means the ability to produce and interpret information in Mathematics
are used in the teaching of all subjects. different formats, environments and situations as well as by
means of different tools verbally, graphically, auditively and
Environmental studies
PROBLEM-ORIENTED LEARNING, INTERACTION kinesthetically. This helps pupils understand the changing
world around them and to perceive its cultural diversity.
AND RESPONSIBILITY-TAKING
Multiliteracy supports the development of critical thinking
The curriculum highlights extensive and transversal compe- and learning and is strongly linked to ICT skills.
*) Finland is a bilingual country where **) As a rule, pupils in comprehensive The pupils can also choose elective
Finnish and Swedish are the official school receive teaching in their own subjects, including additional language
tence as well as interaction and expression skills. Children and Basic education also provides pupils with working life languages. Finnish-speaking pupils learn religion, or if they do not belong to any studies, artistic and practical studies or
young people are shown how to take responsibility for their skills and coaches them to become entrepreneurs and to Swedish as the other national language and religious community, they receive teaching other courses offered by the school.
studies, and they set goals, solve problems and assess their participate in and influence society. Swedish-speaking pupils learn Finnish. in ethics.

20 21
 04. Making it happen

What’s our secret?

T
he success of the Finnish education sys- teach all subjects, as a rule. They usually hold strengths of their pupils and, on the other, local schools, and no system of elite schools has
tem is based on cultural characteristics a Master of Arts degree in education, with respect the common objectives. developed alongside the comprehensive school
and national solutions, which ensure the emphasis on pedagogical skills. At grades 7–9 High-quality learning materials are an system. Subject to licensing, some private schools
high quality of education every day. of comprehensive school and in the upper important factor in practical school work. do exist, but even they receive state funding and
secondary school, subject-specific teaching Despite the fact that the linguistic area of follow the national core curriculum.
EDUCATION IS A NATIONAL PRIORITY is provided by teachers who have a Master’s Finnish is small and of the Swedish-speaking
Education is highly valued in Finland, and the degree in the subject in question and have minority is even smaller, the production of ENCOURAGEMENT INSTEAD OF CONTROL
nation strongly believes in the importance of completed pedagogy studies. textbooks and other learning materials is Education in Finland stresses learning through
education as the primary driver of the country’s Teacher training is very popular and strongly emphasized. Materials are increasingly insight and encouragement in assessing perfor-
success. Trust in education and the power of the field is highly respected. The number of available in electronic form and online. mance. It is not based on continuous assessment,
knowledge are still part of the nation’s self- candidates who apply to teacher training is five the grading of performance or competition
perception and identity. Education is also time higher than the actual intake. LOCAL SCHOOL PRINCIPLE AND between pupils. Instead, teaching focuses on
seen as a central way to address the challenge A CULTURE OF TRUST finding learning methods that best serve each pupil
created by globalisation. This is implemented TEACHERS CAN CHOOSE THEIR The principle of local schooling means that and on supporting those who have challenges in
not only in basic education but also at its other TEACHING METHODS nearly all children and young people go learning. Every pupil is also offered an opportunity
levels. The national curricula must be followed, but to the school that is closest to their home. to continue studying and there are no dead ends in
teachers have the freedom to choose their This prevents the differentiation of schools study paths.
HIGHER EDUCATION OF TEACHERS teaching methods and learning materials in the according to the social status of families.
Comprehensive school teachers must have a classroom. Teachers are independent specialists Since the schools maintain a reliably high SUPPORT FROM THE WELFARE SOCIETY
Master’s degree. At grades 1–6, class teachers who, on the one hand, know the needs and standard, parents are generally satisfied with the Equal learning opportunities for all children are
supported by the extensive school health care
services and social benefits for pupils.

22 23
 TOP OF THE WORLD
Finnish schools rank repeatedly at the top in different
international comparisons. For example, in OECD’s PISA study,
carried out every three years to assess the skills of 15-year-
olds, Finland has scored top positions throughout this century.

SCIENTIFIC LITERACY
Position of Finland among all participating countries:

2015 5
2012 5
2009 2
2006 1
2003
2000
1
3
Additional support available
when needed
READING LITERACY
Position of Finland among all participating countries:

A
special strength of the Finnish school medium learning difficulties study in the same
2015 4
system is the way it supports pupils in schools and classrooms as the others, but the
2012 6
need of special help. The basic princi- schools are allocated additional resources.
2009 3
2006 2 ple is that each child and young person has the For pupils with developmental disabilities and
2003 1 right to receive high-quality teaching, regardless severe sensory handicaps or physical disabilities
2000 1 of their initial aptitude. or other special health or mental health issues,
Pupils are entitled to special support as soon there are special classrooms or schools. For some
as the need arises. Common forms of support of them, compulsory education lasts 11 years.
include remedial teaching in small groups and The schooling of immigrant children is
MATHEMATICS LITERACY
one-on-one guidance. They are entitled to indi- supported in many ways. Immigrant children
Position of Finland among all participating countries:
vidualised teaching according to their personal with poor or no skills in the Finnish or Swedish
2015 13 prerequisites even during group study work. In language are provided with preparatory teaching
2012 12 most schools, there are special needs teachers in small groups, and they have an opportunity
2009 6 and almost all schools have special needs assis- to study Finnish in accordance with an adjusted
2006 2 tants. If extensive, permanent learning difficulties syllabus. In the largest cities, immigrant children
2003 2 are observed in a pupil, an individual learning have the opportunity to receive teaching of their
2000 4 plan is drawn up for them. Pupils with minor or own native languages.

24 Making it happen 25
 1921 1948
The act on compulsory
education is enacted, The act on school meals
covering all children brings free-of-charge
aged 7–13 lunches to schools

1958
Compulsory education is

100 years of Finnish education extended by two years

T 1971
he primacy of education as a factor ensur- lyceums in Finland as early as in the 1800s, but their

2016
ing the nation’s success was realised towards number increased greatly after the Second World
the end of the 19th century in Finland. This War.
A five-day school
was linked to the powerful awakening of national The 1970s saw a transformation of the edu-
week is implemented New reform of
awareness: the nation needed enlightened literate cation system, when the system of primary and

2006
the core curriculum
citizens and a literary culture. That marked the secondary schools was replaced by the compre-
emergence of primary schools to provide each hensive school system. It consisted of nine years of
child with general elementary education. basic education, generally provided by municipal- Reform of
the core curriculum
A large number of primary schools were ities, and also extended compulsory education to
established in municipalities across Finland at the nine years. The objective of the school reform and
beginning of the 20th century. The law on com- the introduction of the comprehensive school was
pulsory education was enacted in 1921. It obligated
all pupils to complete at least six grades in primary
to ensure equal, free basic education for all children
regardless of where their families lived and what
1972
school. The first national curriculum was drawn up their families’ socio-economic status was. The comprehensive school
in 1925. There had been secondary schools and reform begins

26 Making it happen 27
 05. Topical issues in Finnish education

A leading country in modern learning

T
he ambitious vision for 2025 is that Finland connection with the National Agency for Educa- HIGHER EDUCATION AND SCIENCE
will be a country where everybody wants to tion, ensures that best practices are disseminated Flexible learning paths help students to complete
learn more. The knowledge and education efficiently. The Finnish Teacher Education Forum their degrees and better combine work with
level of the nation has risen, promoting equality of has been established to renew teacher education. studies. In future, higher education institutions in
opportunity and supporting the renewal of society. The promotion of physical activity among Finland will offer education throughout the year.
Finland is a leading country in education, knowl- school-aged children comprises both an increase Promoting digital learning environments and pro-
edge and modern learning. in physical activity and a reduction in the time viding online teaching will also facilitate progress
Current reforms cover the whole knowledge when pupils are sitting still. Schools on the Move in studies.
chain from early childhood education to top is a project that ensures that all pupils get at least New steps are being taken to raise the quality
scientific research. In Finland, developing educa- one hour of physical activity each day. Children of higher education and research, and to develop
tion is always collaborative, involving all relevant and young people are also offered greater op- a genuinely international higher education and
stakeholders. portunities to take an active part in art and cultural research community. Mergers of higher education
pursuits. institutions have led to new, exciting solutions such
COMPREHENSIVE EDUCATION as Aalto University and the impending Tampere
The new national core curriculum has been VOCATIONAL EDUCATION New University.
implemented in schools since August 2016. The The reform in vocational education is one of Finland has a well-developed innovation sys-
New Comprehensive school programme focuses the most extensive in Finland for many decades. tem and seeks to further strengthen cooperation
on new pedagogy, new learning environments and Vocational qualifications are no longer defined between higher education institutions and business
the digitalisation of education. The reform makes by the length of curriculum study but by learning life. The start-up environment ows much of its
full use of teachers’ skills and experiences while outcomes. The objective is to build a flexible voca- success to the lively entrepreneurship of students
allowing them considerable pedagogic freedom. tional education system which responds optimally in higher education institutions. An example of this
Local solutions, creativity and experimentation are to the needs of working life and enhances the are the SLUSH events held around the world.
encouraged. A Centre of Innovation, operating in ability to learn throughout the career.

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 06. Towards the future

Embracing challenge

T
he quality of the Finnish education ATTENTION TO SPECIAL NEEDS PISA study, together with Singapore. Among the
system is among the highest in the world. TEACHING AND EQUAL OPPORTUNITIES reasons for this development is the fact that boys
Professor Pasi Sahlberg, who has made FOR CHILDREN no longer read for fun, as they did before, and this
the Finnish school system known abroad and “In light of the PISA 2015 study results, equality, rapidly results in weakened reading skills. The time
written several internationally acclaimed books which was previously considered to be a strength spent by the young, and boys in particular, on com-
on the topic, assesses how Finnish schools could of Finnish education, is deteriorating. This is worri- puters is one of the reasons for the deterioration of
best develop to meet future challenges. some, and finding remedial measures will require learning in schools. Restoring learning by boys to
a deep understanding of the social roots of the what it was before requires effective time manage-
INTERACTION, COOPERATION, problem. Even when the economic situation is ment measures both at home and in school.”
PROBLEM-ORIENTED LEARNING tight, schools should be guaranteed sufficient
“Most of the vocations and jobs that will be filled resources for special education and leisure activ- BEING OPEN TO INNOVATIONS – AND EVEN
by the school-goers of today, do not exist yet. ities for children; currently these are increasingly WILD IDEAS
The school can no longer coach the young for dependent on how wealthy the parents are. We “Education in Finland and elsewhere is changing,
working life in the same way as it could earlier. It should also ensure that schools in larger cities, in and it will not be possible to meet the needs of
is important to learn skills and abilities in school particular, do not diverge into good schools and the future using old models, even if they worked
that do not depend on the vocation or situation, bad schools.” well before. Finland is a country of innovation and
such as communication, interaction, leadership, an open community with plenty of room for wild
empathy, and creative problem-solving. Coop- MOTIVATING BOYS TO READ ideas. Therefore, this would be the perfect place to
erative and problem-oriented learning, and the “Finnish girls do better in international learning discover a new direction for education. However,
teaching of discussion skills, are good methods, studies than boys. If there were only girls in Finn- success in it will require close international cooper-
which should be developed further.” ish schools, we would be one of the best in the ation and goodwill.”

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Did you know?
In Finland, there is such a thing as a free lunch. Finland was the
first country to start serving pupils a free daily hot meal, in 1948,
and continues to do so.

The views expressed herein are solely those of the authors.

E-mail: [email protected]
For free reference use.