Essay On The Finnish Educational System

Informative Essay:
The Finnish Educational System
Name: Jip Duijn

Student number: 500780215
Module: Academic Language Skills
Teacher: C. Horselenberg
Date: 20-01-2023
Hogeschool van Amsterdam
Faculteit Onderwijs en Opvoeding
Bachelor Leraar Engels Tweedegraads
How did Finland become one of the most spoken-about nations in recent years, regarding their
educational system? In the past few decades, Finland’s educational system has been a focal point in
many studies. Often used in comparative studies, Finland proves to uphold a system that performs well
for all socio-economic classes. Finland has made it essentially mandatory for all citizens to have acquired
a basic education. This education can start as early as kindergarten and will continue until a child comes
of age or attains a degree. By recognizing that an early start of educating their youth is important for
growth in both social and economic status, Finland sees a high output of high-performing citizens as a
result of their educational system. Whilst schools in Finland do not charge fees, the quality of education
does not diminish. Guiding students throughout their careers and testing in multiple disciplines ensures
that children of all classes find their place in society. The Fins have managed to establish an outstanding
educational system through culture, high standards, and clear structure.
For hundreds of years, Finland has had a serious attitude toward education. According to Sahlberg,
Catechist Sunday schools provided religious literacy lessons for both men and women as early as the
1600s (2015). It was customary at the time to be able to read and write before entering into a legal
marriage. Literacy was thus the beginning point for maturity, with all of its demands and responsibilities.
In the early 1900s, teachers slowly took over the duties of monks and priests who had been teaching in
public schools since they first appeared in the 1860s. In this day and age, Finns still see teaching as a
respected and devoted profession with a profound interest in the development of society. This long and
iterative process of establishing a system has led to great trust in teachers and their abilities by parents.
Whilst interactions between teachers and parents are limited, communication between the two parties
remains constant (Levinthal et al., 2021). Finnish parents make a clear distinction between their role in
educating their children and the role of teachers. Frequent letters and occasional meetings tell them
enough about their children’s performance in school.
The success of Finland's educational system today can be attributed to its educators. The Finnish
government has a high standard for teacher training. As reported in a journal by Sahlberg, in addition to
possessing perfect high school grades, aspiring teachers must also present a written exam, participate in
simulated classroom scenarios, and conduct an interview in which they explain their value as a teacher
(2010). Despite the fact that the prerequisites for new educators are demanding, a large number of
students apply to the program. Only around 10% of students aspiring to be primary school teachers will
be accepted into the program. Approximately one in every four candidates would be selected across all
fields of education. After passing a series of admission tests and examinations, teachers must hold a
bachelor's degree to begin teaching in preschool or kindergarten. In order to teach higher grades all
instructors are required by law to obtain a Master's degree. Teachers major in education for the lower
grades in elementary schools, up to grade six. Higher-level teachers major in a specific topic, like
geography, and take methodological courses related to that subject. Teachers' educational careers
heavily emphasize research, reflection, and cognitive talents as educators. To guarantee that instructors
have such skills, they must write a master's thesis on a subject related to their chosen educational
program. Asking the most of their teachers during training ensures Finland of having highly qualified,
competent educators to prepare their students for later life.
In Finland, general education is divided into four phases (General Education - OKM - Ministry of
Education and Culture, Finland, n.d.). To begin, children must participate in pre-primary education or
other activities that satisfy the aims of pre-primary education. Pre-primary education occurs in the year
leading to compulsory primary school and is intended to plan a child's educational trajectory. Following
the preparation stage, pupils proceed to primary school. All children aged 7 to 18 are required to attend
compulsory primary education, consisting of 9 grades. Class instructors teach students a wide range of
subjects in the first six grades. Subject-specific teachers teach students for the last three years.
Thirdly, after completing primary school, students advance to upper secondary school. In Finland, this
period of learning normally lasts three years (General Upper Secondary Education, n.d.). Students take
classes across three years with no subjects assigned to any specific years (General Education - OKM -
Ministry of Education and Culture, Finland, n.d.). The Finnish upper secondary education's goal is to
prepare students for further education at university or vocational training by providing them with both
broad and subject-specific information. At the completion of upper secondary school, all students must
take the Finnish matriculation examination, which evaluates if their knowledge and abilities are
adequate for entry into further education. The final stage of the Finnish education system is University, a
University of Applied Sciences or Vocational training. Starting with preschool and making most of their
educational program compulsory ensures better integration into Finnish society and competence in later
stages of life.
To summarize, Finland has been able to establish a high-performing, supportive school atmosphere for a
variety of reasons. For instance, Finland's pedagogical culture has been evolving for centuries. This long-
term commitment to improving their children's knowledge has led to a profound appreciation for
teachers and educators. Second, the Finnish impose high expectations on their teachers and educators,
putting them through higher education, which is only available to the most capable and committed
candidates. Admission to a teacher training program is believed to be more difficult than admission to a
law or finance degree. Finally, the Finns utilize a straightforward framework in their schools, with lower
years used to prepare students and direct them along the right career paths. The latter years are then
devoted to acquiring knowledge and securing a sustainable position in society.
References
General education - OKM - Ministry of Education and Culture, Finland. (n.d.). Opetus- Ja
Kulttuuriministeriö. https://okm.fi/en/general-education
General upper secondary education. (n.d.). Finnish National Agency for Education.
https://www.oph.fi/en/education-system/general-upper-secondary-education
Levinthal, C., Kuusisto, E., & Tirri, K. (2021). Finnish and Portuguese Parents’ Perspectives on
the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement.
Education Sciences, 11(6), 306. https://doi.org/10.3390/educsci11060306
Sahlberg, P. (2010, November 30). ERIC - EJ931215 - The Professional Educator: Lessons from
Finland, American Educator, 2011. https://eric.ed.gov/?id=EJ931215
Sahlberg, P., Robinson, K., Ravitch, D., & Hargreaves, A. (2015). Finnish Lessons 2.0: What
Can the World Learn from Educational Change in Finland? (2nd ed.). Teachers College
Press.

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Informative Essay:

The Finnish Educational System

Name: Jip Duijn

the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement.

Education Sciences, 11(6), 306. https://doi.org/10.3390/educsci11060306

Finland, American Educator, 2011. https://eric.ed.gov/?id=EJ931215

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