finland education system vs uk essay

Finland vs UK Education System: Which Model Is Better?

Education systems around the world utilize different philosophies and approaches. Two countries that take divergent approaches are Finland and the United Kingdom. While both European nations, Finland and the UK have key differences in how they educate children.

In the UK, schools tend to focus more on standardized testing, assessments, and academic rigor. The national curriculum is quite structured and schools have little autonomy over what gets taught.

Meanwhile, Finland takes a more holistic approach that focuses on the whole child. Schools emphasize creativity, collaboration, and hands-on learning. Teachers have significant flexibility over curriculum and assessments are rare.

The philosophies behind each country’s education model lead to structural variances as well. This includes differences in school facilities, classroom sizes, subjects taught, and more. Teachers also receive divergent training and support.

With opposing philosophies and systems, it begs the question: which country has the better model overall? By comparing factors like test scores, student happiness, classroom environments, and curriculum focus, we can analyze the pros and cons of the Finnish and UK education systems.

Finland’s Education System Philosophy

Finland’s education system philosophy differs greatly from the UK’s focus on assessments and accountability. Finnish schools emphasize equality, creativity, teacher autonomy, and a more relaxed learning environment.

Equality and Equity

A core tenet of Finland’s model is ensuring equal opportunities for all students regardless of socioeconomic background or geographic location. Resources are distributed equally so that rural schools possess the same materials and facilities as urban ones.

There are also no elite private schools. Instead, everyone attends free, public learning institutions. This egalitarian approach differs greatly from the UK’s model which features more division between public and private schools.

Creativity and Hands-On Learning

Finnish schools also concentrate more on unleashing creativity and crafting hands-on, collaborative learning experiences. Teachers receive flexibility in curriculum design so they can promote unique skills like art, music, and physical education.

Standardized testing rarely occurs so students focus less on prepping for exams. Without the continual pressure of assessments, children enjoy the process of discovery and creative problem-solving.

Teacher Autonomy

In addition to curriculum flexibility, Finnish teachers receive significant autonomy and respect. Rather than dictating strict standards, the government empowers teachers to mold lessons based on student interests and needs.

This distinction gives teachers more control and allows them to act as professionals. By putting trust in teachers, it provides greater work satisfaction as well.

UK’s Education System Philosophy

The UK takes a more centralized, standards-driven approach to education compared to Finland’s flexibility. There is greater emphasis on assessments, academic rigor, and school choice.

Testing and Assessments

A defining feature of the UK system is its reliance on testing and qualifications. National standardized tests take place for primary and secondary students to assess nationwide progress.

Examples like A Levels and GCSEs dominate how schools design curriculum and measure advancement. Students must perform well on these external exams to have a chance at university.

This high degree of assessments differs enormously from Finland’s model which focuses less on testing success and more on actual learning outcomes.

School Choice and Specialization

The UK also enables more school choice and specialization based on interests and strengths. Many secondary schools focus on specific areas like business, math, arts, or technology allowing customization.

However, critics argue this leads to greater inequality since prestigious schools secure more funding and higher achieving students. It also segregates students earlier on based on test performance.

Centralized Curriculum

Unlike Finland’s decentralized system, the UK Department of Education institutes a national curriculum that dictates what subjects schools teach. While some flexibility exists, the standardization restricts teacher autonomy.

Finland vs UK – Classroom Environments

Beyond policy and governance, the divergent philosophies manifest in on-the-ground classroom environments as well. Finland and the UK differ significantly in areas like class sizes, school architecture, and technology use.

Class Sizes

Finnish schools typically have smaller class sizes with the average hovering between 15 to 25 students per classroom teacher. This facilitates more personalized instruction and development of critical thinking skills.

Meanwhile, UK state schools have larger class sizes averaging around 27 but figures can reach up to 35 students per teacher especially in disadvantaged communities. The larger sizes originate from budget constraints but clearly inhibit personalized learning.

School Buildings

Finland also emphasizes school architecture featuring innovative, modern buildings with creative layouts and ample communal spaces. Bright colors, big windows, flexible furniture, and areas to collaborate facilitate engaged learning.

UK schools on the opposite range in design and condition with many—especially ones built decades ago—featuring outdated facilities. However, newer academies established over the past 20 years integrate more innovative features.

Use of Technology

While Finland dominated innovative school architecture trends earlier on, the UK has been catching up in classroom technology integration. Smartboards, laptop carts, and apps for learning are more ubiquitous in British schools.

As Finland plays catch up in edtech, the UK continues rolling out cutting-edge pilots. For example, virtual reality curriculum and artificial intelligence programs get tested for statewide adoption.

Finland vs UK – Teachers

Teachers represent the lifeblood of any education system. Finland and the UK take very different approaches to teacher training, support, salaries, and retention.

Teacher Training

In Finland, teacher training programs are extremely selective with only 10% of applicants accepted. Candidates possess bachelor’s degrees and complete a 2-3 year master’s program focused on pedagogical theory and teaching methods .

The UK has lower barrriers to entry for teacher training but salaries, retention, and prestige lag behind Finland. High turnover rates persist too.

Retention and Turnover

Relatedly, Finland suffers little from teacher shortages which enables continuity of quality instruction. Teachers rarely leave the profession.

However, UK schools confront chronic shortfalls in recruitment and retention, especially in disadvantaged communities. The demanding workload and low pay dissuade college graduates.

The higher pay enables Finland to attract and retain talent. It also professionalizes teaching and lifts prestige.

Finland vs UK – Students

Beyond policies and teachers, the experiences and outcomes for students diverge between Finland and the UK as well. From time spent in school to happiness, the countries contrast.

Time Spent in School

Students in Finland sit in classrooms for fewer total hours and attend an average of 190 days per year. Brevity enables more time for play and exploration.

Meanwhile, UK law mandates schools hold sessions for 190 discretionary days plus 5 mandatory in-service days for staff. Students receive more total instructional hours.

Testing Frequency

Reflecting overall philosophies, Finnish pupils face almost no standardized tests besides one exam at age 16 comparing basic competency nationally.

UK students sit for assessments like SATS in primary school all the way up through GCSEs, AS/A-Levels, and beyond. The continual testing places more pressure.

Student Happiness

With less testing and creative approaches, Finland ranks at the top for student happiness surveys. UK satisfaction lags but remains above average globally.

Strict discipline and high-pressure assessments in the UK counterbalance student sentiments versus Finland’s flexibility.

PISA Scores Comparison

One objective way policymakers analyze the efficacy of education systems involves looking at achievement on the OECD’s Program for International Student Assessment (PISA). The exam assesses 15-year-old pupils in mathematics, science, and reading every 3 years.

By comparing Finland and the UK’s PISA scores over time, we can gauge strengths and weaknesses. Note that England, Scotland, Wales, and Northern Ireland get reported separately by the OECD.

Overall Achievement

Since 2000, Finnish students consistently scored near the top in all PISA subjects outranking most countries. Between 2003 and 2015, Finland placed in the top 5 countries worldwide.

The UK with differences by country showed more variance but still ranked above average. England performed the best while Scotland lagged.

Subject Breakdown

Looking deeper at disciplines, Finland showed greatest strengths in science and reading. In 2012, Finland placed 2nd internationally in science. Reading still topped rankings but dipped slightly in recent years.

Mathematics proves Finland’s relative weakness compared to the UK. In 2012, Finland ranked 12th compared to the UK’s 26th showing.

Pros and Cons of Each System

Based on the policy contrasts and student outcomes, Finland and the UK naturally have strengths and weaknesses embedded within their models.

Pros of Finland’s System

Pros of Finland’s education approach include:

Equality and access for all students
Creativity and hands-on learning
Teacher autonomy and professionalization
Less standardized testing leading to less stress
High marks in student satisfaction surveys
Consistent excellence demonstrated on PISA

However, there remain some disadvantages:

Teacher training is restrictive and bars candidates
Salaries for senior teachers run high and strain budgets
Focus on playtime over academics could reduce rigor

Pros of UK’s Model

The UK system also maintains benefits such as:

School specialization allows customization
National curriculum ensures standardization
Accountability through continual assessments
High PISA performance in mathematics
Good technology integration and innovation

But weaknesses persist around:

Test pressure and lack of creativity
Teacher shortages and high turnover
Stark inequality of resource allocation
Class sizes continue increasing

When analyzing Finland versus the United Kingdom’s education models, there exist notable trade-offs. Finland focuses more on equality, creativity, and teacher professionalization over accountability and assessments. The UK meanwhile drives standards through continual testing and qualifications.

Overall, Finland appears to edge out the UK in several categories by setting up a positive environment for students to learn and teachers to deliver creative instruction. The model enables more freedom that cultivates success on global assessments.

However, the UK system allows for more specialization, technology integration, and accountability measures increasing over recent decades. So while Finland outpaces on PISA today, the UK continues evolving in ways that may reshape outcomes.

At the end of the day, both systems have merits and deficiencies. By learning from each other’s innovations, both Finland and the UK can continue enhancing education to better prepare the next generation.

Q: Why does Finland perform better on PISA exams?

A: Finland outpaces most countries on the PISA assessments because its system cultivates creativity, equality, and less standardized test-taking skills. With low-pressure environments focused on hands-on learning, students retain more knowledge in a stress-free climate.

Meanwhile, the UK’s rigorous testing regime often hinders lasting comprehension and outcomes.

Q: Does the UK education system need reform?

A: The UK Department of Education instituted sweeping reforms with the Education Reform Act 1988. Additional standards and accountability heightened with the Education Act 2002.

However, issues around inequality, teacher shortages, and leaving ages persist with many experts advocating for another wave of upgrades. Changes like curriculum flexibility, facility funding equity, and teacher pay could help strengthen the system.

Q: What makes teachers different in Finland?

A: Finland requires teachers to complete masters-level training meaning candidates already obtain deep expertise within their subject prior to entering classrooms. Rigorous pedagogical coursework then builds instructional skills.

These high initial barriers and ongoing autonomy allow Finland to cultivate highly professionalized teachers. Their expertise and creativity shine given decentralization and trust within the system to guide learning.

Comparing Education Systems of Britain and Finland

Education is given a priority in the European community. This is because one of the main priorities of the European community is to improve the quality and efficiency of education. The member countries are also concerned with improving the education systems of their countries Finland’s education system is rated as the best in the world for example. It has the fewest number of class hours in the world yet the students do well in common exams compared to others in Europe. Pupils and students in Finland have consistently been at the top in science and reading tests that are administered in the developed world. It has also done well in mathematics.

It was second after South Korea. The secret behind their success lies in the fact that the every one in the system has something to contribute to the education. Even the very weak student is considered and encouraged to do well. Children in Finland will start their schooling at the age of around seven years and this implies that when they go to school, they know what has brought them there and they learn with a lot of seriousness. Teachers are paid very well in Finland and so they work very hard. A culture of reading has long been created in Finland and children read even at home. (Horner, et el., 2007)

The education system of Britain has developed over time. It has grown from the grammar and secondary schools to the current modern system where the national curriculum is used. British students take two types of exams and testing is a major aspect in this system. The British government has a philosophy that underscores diversity, choice and excellence. It has some of the best universities in the world and given that it is a developed country, its education system is also doing well especially the higher education. (Mestenhauser, 1998)

Finland’s main purpose in education is to provide equal opportunity for every person to receive education. Basic education is compulsory and guaranteed. The government has an obligation to provide education to all. The system of education here starts with pre-school (6years), comprehensive school (7-15 years),gymnasium and vocational school, polytechnic and bachelors level and lastly the licentiate level or doctor which is the highest level of education that leads to employment. (Bennett, 1991)

The European commission is very concerned with the education sector. It demands that every member state provides its people with education and training facilities. Its main duty is to support the countries. Its main focus is the modernization of the education system in all the countries. It has the Lisbon strategy which helps the member states exchange important information and strategies to modernize the education systems. The European Union emphasizes more on vocational training and higher education.

Through this participation in educational planning, the European commission has ensured that those member countries invest in education and thus promote it in the whole of Europe. The local and the central governments have the greatest responsibility to ensure education provision to their people. Some support the education of their people fully. They enforce laws for compulsory education and persuade people to attend school. Inspectorates are tools used in some of the countries to ensure that education is provided without biasness and with out laxity. These are the same governments that pay the teachers and employ others. Through this participation, education is provided and many who wish to acquire it are assured of this. (Green, 1990)

We may try to compare different education systems but it is very important to understand that different systems fall under different economic and cultural contexts. Funding, location of the school, teacher maintenance, and the level of development are just some of the factors that could bring differences in education. There are no private schools in Finland for example. This means that all schools are public and offer equal opportunity to the students both rich and poor.

In Britain education is bought with money. Many parents opt to take their children in private schools and pay for what they think is quality education for them. The teachers in private schools are highly paid and there tends to be a difference between the qualities of education offered. This implies that the two systems are placed in quite different social and economic contexts. (Horner, et el., 2007)

The teacher education will also differ. In Finland, a teacher has to go up to the masters level of education. This master’s degree must be obtained from an elite university. Those people who have undergraduate degrees are supposed to teach in nursery schools. For the secondary school leavers to pursue teaching, they must pass all the exams provided by the departments and pass through rigorous interviews. This is also a complete parallel to the British system where teachers need to have a degree and where teaching is not regarded as a prestigious career. This brings a complete difference between the education systems in the two countries.

The learning is in-depth at the university and teachers leave the university with a very deep knowledge of what they will be doing in the schools. Research has that for one to qualify as a university graduate; he or she must write a thesis with a minimum of 10000 words. Education is highly valued in Finland. It will not be possible to get to such a culture in Britain. Educated people are not respected here because every body seems to be educated. It comes without saying that if education is respected, the system will be developed and the general public will benefit. (Pike& Selby1988)

Religion plays a major role in the system of education in these two countries. Many Finns are strict Lutherans and at the age of 15, they go through a confirmation camp and at 18, they do national service where they train to serve humanity and become responsible members of the society. Discipline is thus maintained their schools and you will never hear of discipline problems in schools. Teachers will not waste time handling discipline issues. This is unlike Britain where discipline is an issue. We have had very serious discipline cases in Britain. This issue of different cultures as far as religion is concerned affects education differently. (Pike& Selby1988)

The issue of competition is also different in these two countries. There exists no competition between schools in Finland unlike in Britain where schools compete because of social classes. There are no social classes in Finland. There is no extreme poverty and no extreme wealth. The fins are not as formal as the Britons and there cultures are totally different. It may not be possible to get many similarities between the two systems. This analysis shows that there are great differences between the set ups in which the education systems are placed. (Pike & Selby 1999)

Due to these different contexts, there are some aspects which must differ. Education opportunities for people in the two countries can not be the same. We have found that in Finland many or even all schools are public and learners do not pay any single cent for their education. They even take lunch in school and it becomes very easy to ensure that all school going aged children go to school. Since the issue of private schools is not a provision in Finland, education standards are similar in the whole country.

This encourages all the parents to take their children to school and the children are also encouraged because they don’t feel demoralized by the fact that what they are getting is different from what their colleagues in private schools are getting.. (Mestenhauser, 1998)

Another issue worth discussion is the issue of teacher education and the importance given to the teaching profession in these countries. The findings of a research done in the year 2003 and the year 2006 in Britain show that about 50 percent of the respondents do not consider the profession attractive. This is a large number of people given that teachers play a very important role in the society to mould the young and the growing population. The research continued to indicate that the young people who do not like the career are many compared to the aged population. This has an implication that some students do not like what the teacher is doing in the class.

Majority of those who saw teaching unattractive cited little pay and big work loads as a reason for their response. If we compare this to the situation in Finland, we find a great difference. As discussed earlier, teaching is a prestigious and respected career in the country. These differences can bring about difference in education systems of Finland and Britain. Where teachers are respected and highly esteemed by majority of the people, education is promoted and this explains why Finland’s education system is rated among the best in the world. (Pike & Selby 1999)

The above is just a brief comparison of the two education systems and there are still many more aspects of discussion which can explain the differences and similarities between the systems. It may seem that the education system of Finland is better. However to come up with such a conclusion needs a lot of analysis since cultures, economic and even political contexts of these two countries are totally different. (Mestenhauser, 1998)

Reference list

Bennett, C.ed. 1991. Strengthening Multicultural and Global Perspectives in the Curriculum, A. K. Moodley.

Green, A. 1990. Education and State Formation: The Rise of Education Systems in England, France and the USA. New York, St. Martin’s Press.

Horner, W. et el., 2007. The Education Systems of Europe . The Netherlands, Springer.

Mestenhauser, A.J. 1998. Travelling the Unpaved Road to Democracy from Communism: a Cross-cultural perspective on Change, in Higher Education in Europe , XXIII, 1, UNES CO.

Pike, G. & Selby, D. 1988. Global Teacher, Global learner , Hodder & Stoughton, London.

Pike, G. & Selby, D. 1999. In the global classroom , Toronto. Pippin Publishing.

Cite this paper

Chicago (N-B)
Chicago (A-D)

StudyCorgi. (2021, December 28). Comparing Education Systems of Britain and Finland. https://studycorgi.com/comparing-education-systems-of-britain-and-finland/

"Comparing Education Systems of Britain and Finland." StudyCorgi , 28 Dec. 2021, studycorgi.com/comparing-education-systems-of-britain-and-finland/.

StudyCorgi . (2021) 'Comparing Education Systems of Britain and Finland'. 28 December.

1. StudyCorgi . "Comparing Education Systems of Britain and Finland." December 28, 2021. https://studycorgi.com/comparing-education-systems-of-britain-and-finland/.

Bibliography

StudyCorgi . "Comparing Education Systems of Britain and Finland." December 28, 2021. https://studycorgi.com/comparing-education-systems-of-britain-and-finland/.

StudyCorgi . 2021. "Comparing Education Systems of Britain and Finland." December 28, 2021. https://studycorgi.com/comparing-education-systems-of-britain-and-finland/.

This paper, “Comparing Education Systems of Britain and Finland”, was written and voluntary submitted to our free essay database by a straight-A student. Please ensure you properly reference the paper if you're using it to write your assignment.

Before publication, the StudyCorgi editorial team proofread and checked the paper to make sure it meets the highest standards in terms of grammar, punctuation, style, fact accuracy, copyright issues, and inclusive language. Last updated: December 28, 2021 .

If you are the author of this paper and no longer wish to have it published on StudyCorgi, request the removal . Please use the “ Donate your paper ” form to submit an essay.

EIB at a glance
Tackling global challenges together
Part of the EU family
Our priorities
Our results
EIB Group impact: Boosting GDP and jobs
Governance and structure
Shareholders
Statutory bodies
Control and evaluation
Organisation structure
Corporate responsibility
Providing finance
Human rights and the EIB
Reporting on sustainability
Our internal commitment
Managing our environment
Transparency, accountability and access to information
Transparency and access to information
EIB Group Complaints Mechanism overview
Project procurement complaints
Investigating fraud and misconduct
Public consultations
EIB Institute
What we offer
Loans for the public sector
Framework loans for the public sector
Loans for the private sector
Intermediated loans for SMEs, mid-caps and other priorities
Microfinance
Venture debt
Investments in infrastructure and environmental funds
Investments in SME and mid-cap funds
Credit enhancement for project finance
Guarantees in support of SMEs, mid-caps and other objectives
Advisory services
Mandates and partnerships
EU Blending facilities
Donor partnerships
Shared management funds and financial instruments
EFSD Guarantee
All mandates and partnerships
Global investment map
Our projects
All projects
Projects to be financed
Financed projects
Our regions of activity
European Union
Enlargement countries
Western Balkans
Eastern Neighbourhood
Southern Neighbourhood
Sub-Saharan Africa
Latin America and the Caribbean
Asia and the Pacific
EFTA countries
Climate and environmental sustainability
Innovation, digital and human capital
Sustainable energy and natural resources
Sustainable cities and regions
Small and medium-sized enterprises
Social sustainability
Solidarity with Ukraine
Project cycle
Media centre
All releases
Press contacts
Stories and essays
All Cartoons
Video library
Public register
EIB surveys
EIB climate survey
Picture library
Infographics
Publications and research
Publications
Our research
Economic analysis
Surveys and data
Assessing EIB impact
Stories - Economics
Economic conferences and research networks
EIB open data
Open learning
Work with us
Diversity and Inclusion
Our recruitment process
Investor Relations
Our funding
Climate Awareness Bonds
Sustainability Awareness Bonds
Recent issues
Outstanding issues
Investor relations news
Investor relations publications
Investor relations newsletters
Civil society and stakeholder engagement
Procurement
Easy-to-read
The EIB at a glance
The EIB and development
The EIB and climate action
The EIB and SMEs
The EIB and Ukraine
The EIB COVID-19 response

How the Finns do it

Here’s how Finnish teachers use cutting-edge school design to address learning challenges, and the lessons other countries can learn from them.

By Janel Siemplenski Lefort
Part of the series "Education Solutions"
21 December 2023

It’s been raining off and on all morning in Järvenpää , a small city north of Helsinki. The streets are wet and the sidewalks muddy, but the floors in Harjula School’s entrance are gleaming.

The entrance is filled with hooks and cubby holes where schoolchildren hang their coats and take off their shoes. Students and teachers walk around in stockinged feet or in “house shoes,” slippers to keep the muck out when the weather is bad.

Down the hall from the entry, the building opens up to a bright atrium with tables and chairs, which also serves as a cafeteria. Floor to ceiling windows let the light pour in even on a gloomy day and provide a view onto the outside play area, a huge pine tree (which is decorated at Christmas) and a neighbouring residential area, with brick houses and bright, almost fluorescent green lawns.

At the back of the atrium is a raised stage, blocked off by a retractable wall that opens to a larger, space used for big gatherings, sports events and theatre productions. Throughout the building, thick, accordion-style walls can be opened or closed to enable teachers and children to come together in big groups, or be whittled down into smaller, more intimate gatherings. It’s a kaleidoscope of spaces that twist and turn as needs change.

The innovatively designed school is the brainchild of Tarja Edry, the principal of Harjula School, and Jan Mikkonen, pedagogical facility development manager for Järvenpää. In many ways, Harjula’s design represents the next step in Finnish education, a country already known for cutting-edge, highly effective schooling. “We had a vision, together with Tarja, about what we planned to do,” Mikkonen says.

That vision was to deconstruct the traditional school, with its long hallways and closed classrooms, and rebuild it as a more open, more flexible space that could support different kinds of instruction, such as team teaching, where instructors work in groups or share classes, collaborative projects that encourage students to communicate and solve problems together and creative exercises that let children express their own personalities and talents.

Because all the rooms are multifunctional, teachers move from one area to another or share classrooms with another teacher. They no longer have dedicated classrooms. Edry hoped that changing the space would push teachers out of their comfort zones and force them to rethink how children learned.

The somewhat radical approach caused conflict, however. Some teachers left. “Those who didn’t want to stay started searching for another school, because they didn’t want to change their pedagogy,” she says. The old school building was more traditional, with classrooms for each teacher. The new building is “totally different,” she says. “Everybody had to get used to it.”

Education has always been a way to upgrade socially. But education isn’t so easily the way to jump up the social ladder anymore. Merja Narvo-Akkola – Chief of education services for Järvenpää

Finland’s educational system is among the best in the world, according to the Programme for International Students Assessment (PISA) . But the country is grappling with the same issues as everyone else – the shortened attention span of children raised in a digital world, learning losses accumulated during the pandemic, rising absenteeism and overburdened parents who struggle to set limits and, more importantly, spend time with their children. “Children are feeling a bit insecure,” Edry says. “We can see it. They really want to be with adults.”

Finland is up against other challenges as well. It is historically a homogeneous country, but that is changing. By 2030, immigrants are expected to account for 25% of school children in major cities like Espoo and Helsinki, and they are struggling to learn the language and to read at the same level as their peers . More generally, the gap between strong students and weaker ones has widened , and boys in particular are falling behind. Finland is even starting to see signs of childhood poverty, a new phenomenon in the country.

“Education has always been a way to upgrade socially,” says Merja Narvo-Akkola, chief of education services for Järvenpää. Finnish education is highly decentralised, and municipalities are responsible for planning, building and running schools. “But education isn’t so easily the way to jump up the social ladder anymore.”

Read how Innovative financing for a Milan school is sparking change in education

Why buildings matter

When Principal Edry and educators like her try to rethink education infrastructure, they need support. Providing that support is central to the Constructing Education framework , a new approach to financing education infrastructure being promoted by the Council of Europe Development Bank and the European Investment Bank . EU members spend billions of euros on education infrastructure each year, and the money needs to be deployed in a way that best supports learning and prepares children for the future.

For example, the framework recommends providing funds to develop teachers’ competencies, helping them find the best ways to use the new, snazzy spaces, which hopefully avoids the pitfall of moving into an innovative building and teaching the same old way.

“I think what brought the Constructing Education framework about is the realisation that you are putting up so much money to invest in these very innovative buildings and then you see that the teaching staff is not ready to use it,” says Yael Duthilleul, who works on the Constructing Education framework for the Council of Europe Development Bank. “You think, ‘We’re wasting our investments.’ For us as financiers, it’s an issue because we’re mobilising money for these projects, but the impact that you expect, which is on students’ learning outcomes, is not guaranteed.”

The Constructing Education framework tries to address teachers’ professional development and coaching, planning sessions, consultations with parents and students – things that all take time and resources, which are almost never included in the total budget of new educational facilities.

“In Finland, we can’t put that into the investment budget. We have to find that money from somewhere else," says Narvo-Akkola, chief of education at Järvenpää. At Harjula school, Edry was forced to use funds from her general school budget to pay for teacher support before moving into the new building.

Under the framework, budgets for new school buildings would include funds for professional development, consultations with education experts and post-occupancy evaluation tools to better understand what kinds of spaces and approaches work best.

“Right now, financing education infrastructure is considered as a stand-alone investment,” says Silvia Guallar, an education economist at the European Investment Bank, who works on the Constructing Education framework. “Instead, such investments should follow a more comprehensive approach and include all the complementary activities, like consulting the education community and supporting teachers’ transition into the new spaces. That will enhance the impact the upgraded learning environment has on teaching pedagogies and student learning.”

Support for teachers is crucial when countries are trying to modernise rigid education systems. An ongoing reform of Finnish education, which began rolling out in 2016, includes a chapter on how to create environments conducive to learning. One central theme is that learning takes place everywhere, not just in the classroom. The reform also stresses the importance of team teaching, which frees teachers up to give students individual attention when necessary. These approaches, however, require pushing the boundaries of traditional school architecture, with walled-off classrooms and neat rows of desks.

One of the ideas behind the Finnish education reform is that learning takes place everywhere. At Harjula School, students practice their English while taking the stairs.

“Team teaching comes with the idea of flexibility of the space and sharing space, as well as making learning available everywhere. This has lots of implications for furniture,” says Duthilleul of the Council of Europe Development Bank. “If you want kids to learn everywhere, then the furniture should be like home. You should be comfortable so you can learn.”

Guallar and Duthilleul, along with a group of experts, are following the building or renovation of two schools in Espoo, two in Järvenpää (Harjula is one of them) and two in Italy to understand better how the innovative buildings are conceived and later used. The knowledge gained could be shared with local governments in other countries planning education infrastructure.

Some of the data gathered during the post-occupancy evaluation was made available at a Constructing Education event in Finland in mid-November. Järvenpää was not initially part of the project, but Narvo-Akkola got involved in the Constructing Education framework in her previous job as manager for district education in Espoo, which was funding education investments in part with loans from the European Investment Bank and Council of Europe Development Bank. She has continued to advise the project in her new role in Järvenpää.

The European Investment Bank financed more than €9 billion in education infrastructure from 2017 to 2022, 97% of which was spent within the European Union. It provided around €1 billion for education projects in Finland alone. For its part, the Council of Europe Development Bank financed about €4 billion for projects with an education component in the same period, out of which €410 million went to Finland.

It’s not necessarily about the amount of money that you spend, but also the efficiency with which you spend the money. It’s about targeting the right sectors in the right way. Nihan Koseleci Blanchy – Senior education economist at the European Investment Bank

Finland spends about 3.8% of its gross domestic product on primary and secondary education, which is in line with other wealthy countries like Belgium (4.2%), Germany (2.9%) or France (3.5%), according to the Organisation for Economic Co-operation and Development . “It’s not necessarily about the amount of money that you spend, but also the efficiency with which you spend the money,” says Nihan Koseleci Blanchy, a senior education economist at the European Investment Bank, who is responsible for the EU bank’s investments in Finland. “It’s about targeting the right sectors in the right way.”

Reinventing a school

Finland’s educational reform emphasises the skills children will need in a more digital, more integrated and fast-paced world. These are known as the 4Cs: communication, collaboration, critical thinking and creativity. Another key idea in the reform is individualised instruction, which lets children learn at their own pace. The ideas behind the reform are pushing educators to design more open and more flexible school buildings.

Planning for the new Harjula campus, which accommodates students from ages six to 12 in primary school and one to six in kindgergarten or day care, began about five years ago in consultation with teachers. The old campus was fairly traditional with classrooms connected by hallways. Edry and the teachers had to reimagine the space. “There was a fight about who wanted what, and not everybody wanted the same thing.” Edry laughs. “Of course, I decided.”

While Edry’s vision for the school alienated some teachers, it attracted others. Now she vets teachers applying for openings, asking candidates to read up on the school’s pedagogical approach before moving onto the interview. Education in Finland is highly decentralised. Schools adhere to a national curriculum, but teachers largely interpret how to present that curriculum and principals can choose the teachers they hire.

The whole spring was hard because we were opening the school for the first time, and we were stressed about it. We had to succeed. Tarja Edry – Principal, Harjulan School

The approach gives Edry an enormous amount of power to remake her school into a more open, more flexible institution that embraces new approaches like team teaching, which the school began implementing before the move but which it expanded radically in the new building. “I tell candidates that if you are still interested, then you can come to the interview and see if you really like it.”

The Herculean task of reinventing her school, however, took a toll on Edry. She and two assistants moved into the building in the spring of 2022. Wires jutted out of the walls. She spent three months with no internet and no telephone, even though she was still principal of the former school. “I couldn’t work,” she says. “The whole spring was hard because we were opening the school for the first time, and we were stressed about it. We had to succeed.”

She pressed on through the summer to prepare the new campus, and then suffered from a burnout in the fall when the pressure finally lifted. Exhausted, she took a six-week medical leave to recover. The Constructing Education framework aims to provide funds to give principals, teachers and city officials the extra support they need when conceiving, building and moving into new, innovative schools.

Mikkonen says that experience led Järvenpää to rethink how to better support principals during a big move. The city now puts an entire team of teachers, principals and other staff in place. “I’m sorry that Tarja had to experience that because we didn’t realise that moving in would be so hard,” he says, adding that the Harjula campus was the first big project for himself and Edry. “But now we have a system for how it should be done.”

Tarja Edry, principal of Harjula School, stands between two classrooms separated by retractable walls, which enable teachers to combine groups of students.

Songs about a dream school

Today in Finland, educators are talking about how to create spaces that can be opened up, but also closed in when needed. For many schools, the solution has been flexible, yet thick and almost soundproof retractable walls. (At Harjula the walls let about 42 decibels of noise pass, about as much disruption as a quiet library). Linking two classrooms with a retractable wall allows teachers of two or more classes to come together and instruct a larger group of as many as 50 students.

Because teachers don’t have dedicated classrooms, children are constantly moving around the school, which is divided into three main areas: the Tundra, the Jungle and the Desert. The students chose the themes and the colours – blues and greys for the Tundra, greens for the Jungle and oranges and browns for the Desert.

Children were intricately involved in the school design. “They were drawing,” Edry says. “They were coming up with songs to tell me what they wanted.”

Every space is a chance to learn. The floor of one hallway features a square with differently coloured number blocks that add up to 100. In the same area, an oversized protractor counts degrees up to 180. Steps leading to the second floor are labelled with the days of the month in Finnish and English.

“Before they go to the third grade, we want children to have learned really strong writing and mathematical skills,” Edry says. “Children can already start to fall behind in fourth or fifth grade. If we ensure that they are strong when they go into the third grade, it’s like giving them wings to the upper grades.”

Part of the Harjula School campus served as a hospital during World War II.

The campus is split into two main parts: a new building and a renovated brick structure that served as a hospital during World War II. Keeping young and older children at the same school campus is central to Finland’s comprehensive schools, which were created in 1970s and are credited, along with valued and highly trained teachers, with the country’s strong educational results. Harjula, which is part of the Constructing Education project, serves about 640 students, pre-schoolers and young children in day care.

The new campus cost €23 million, which isn’t a particularly large budget for a school of its size. About €5 million went to renovating the 1930s brick building, and another €18 million to the new, more modern building. The new campus covers about 4 000 square meters, significantly less than the old school grounds.

Edry and Mikkonen squeezed out the money for the fancy furnishings and the German-made retractable walls by slashing the amount of space typically allocated per student – from 11 square meters to 7.

Cramming all the classes and activities into that space requires superhero organisation. Edry shows off a rectangular board with colour-coded tabs that represent each class and activity. Teachers and administrators spend two days before classes start in August scheduling every tiny detail of school life over the entire academic year. “It’s a job to plan it,” Mikkonen chuckles.

An organisational board illustrates the elaborate planning goes into assigning spaces to classes and activities at Harjula School.

The new building is about more than fun themes and sun-drenched spaces, though. It’s also designed to help teachers better deal with children who have social or behavioural problems, or suffer from anxiety, a growing problem since the pandemic.

For example, a small-conflict resolution room provides a space for children to gather after a fight and talk out their problems, often without an adult present. Outside the door is a suggestion box that students fill with their ideas on how to improve school life and social harmony.

Large conference rooms scattered throughout each section of the school allow for meetings between parents, teachers and administrators. “Around one child, there can be 10 people who work to solve the problem,” Edry says.

“Some of these children have such a broken home,” she says. “And they are broken by their experience. They have a chance to change their lives if we intervene early.”

The diamond motto

Karhusuo school is perched atop a hill in a heavily wooded suburb outside Espoo. Principal Mimmu Hellsten’s office overlooks the trees and nearby homes, which glow in the autumn light. “I think there is scientific proof that it's good for mental health to see woods and forest,” she muses.

Karhusuo is Finnish for bear, and the school’s name refers to a bear’s den. Its motto is “strong as a bear, soft as a teddy.” But the school is increasingly identifying with a different image.

Finnish Hellsten holds up a piece of paper with a drawing of a blue diamond. The Finnish words Opin (I learn)/ kasvan (I grow)/ kehityn (I develop) are written across the top. The kinds of environments that children learn in are displayed on the outer edges of the illustration: social, physical, mental and digital. Around the diamond are phrases describing how children are motivated to learn: I can do good/I am accepted/ I am emotionally involved/I get to influence and participate/I can succeed

The diamond is displayed around the school on posters. Hellsten says educators chose the diamond image because diamonds “mean something very important, very valuable. It also takes time and energy to make a diamond.”

A diamond poster displayed at Karhusuo School.

School administrators go through the diamond philosophy with teachers and school assistants every August when children return to class, explaining the concepts to new arrivals and refreshing them with existing staff. Teachers also discuss the ideas with students in their classes.

“These are the goals we have for every child,” Hellsten says. “That they have the feeling, ‘Okay, I can succeed. This is not too hard for me. I can participate. My voice is heard.’ ”

Getting group dynamics right is tough, considering that educators like Hellsten, Edry and the teachers at their schools say children no longer know how to act in a group setting. Part of the problem is that parents are unwilling to discipline children who misbehave at school. “Parents trust what the children say so blindly,” Hellsten says. “They don’t have so much time for their children, so they want the time they spend with their children to be happy.”

The lack of limitations creates problems when children are in groups. They don’t know how to cede space and attention to other children. Children’s social skills also suffered during the pandemic. Finnish schools only closed for three months, but educators see the scars. “It was terrible,” Hellsten says.

And mobile phones? They are a scourge. Children spend too much time on mobile devices, which can affect their sleep and ability to concentrate. “For example, reading a book, reading a chapter – it's way too long. It’s way too boring for them,” says Salla Ruohomäki, a chemistry and home economics teacher who has been teaching for almost 20 years. “And it’s, like, two pages.”

Educators are particularly concerned about the growing gap between the results of children who are succeeding at school and those who are struggling. Most Finnish children used to fall somewhere in the middle, and that strong middle group was largely responsible for the country’s excellent PISA scores, educators say. Those scores have slipped in recent years, and like many European countries, they took a particular beating in the newly released 2022 PISA results .

“The ones who should be in the middle don’t see the point of doing the hard work to improve,” says Arto Niva, a chemistry and physics teacher. “They’re like, well, maybe I could get this grade, but it would take a lot of work. I’m not that interested.”

From left, Karhusuo teachers Sofia Repo, Arto Niva and Salla Ruohomäki.

Worried about these issues, Hellsten and other teachers read up on motivational theories, which led to creating the diamond motto. One of the things that emerged was that people were motivated by the idea of contributing positively to a group. She tried to use that approach on another thorny issue – boys’ underperformance in reading, math and science, according to PISA results.

The problem perplexed Hellsten. “I asked myself, ‘What are we doing wrong? Why aren’t boys doing well?’ When we look at politics and the business world, most of the leaders are men.”

To bring boys into the fold, Karhusuo School decided to organise a football tournament with eight teams representing the different grades. The boys got involved, planning the teams and matches, and students were playing a game that afternoon. “I think we have succeeded in making boys feel they can do good for the whole school,” Hellsten says.

These are the goals we have for every child. That they have the feeling, ‘Okay, I can succeed. This is not too hard for me. I can participate. My voice is heard.' Mimmu Hellsten – Principal, Karhusuo School

Modern spaces for modern problems

Hellsten and the teachers had the issues facing education in mind when they planned the school campus, which includes a modern wooden structure built for the primary school about five years ago and brick building for grades seven through nine that constructed three years ago. The school is part of the Constructing Education project.

Karhusuo has many similar features to the Harjula campus. Spaces are easily modified. A retractable wall links a light-filled auditorium to a bigger sports gym. A smattering of smaller rooms allow teachers to work with two or three students at a time, and special classrooms are dedicated to classes of eight autistic children, with their two teachers and four assistants. Finland integrates children with difficulties like autism into its comprehensive schools. The campus even includes a bomb shelter, which is mandatory in Finnish schools.

The sprawling campus accommodates about 350 children in primary school and just over 200 in lower secondary school. Like Harjula, children pad around in their stockinged feet or slippers.

Mimmu Hellsten, principal of Karhusuo School, in front of a moveable poem. Two of the lines read “during lessons, pupils are running away” and “children’s brains are freezing.”

Hellsten and a group of four teachers were involved in the design and planning of the building. “It wasn’t obligatory, but I wanted a chance to say what I wanted, and a chance to hear also from architects – why this can't be done or why this choice isn’t right,” Hellsten says. “It was very important for me to understand also how this building works and why these choices have been made.”

The architects held workshops with children to discuss their dream school. One of the things that came out of those meetings was children’s desire to have smaller spaces where they could study or simply isolate themselves from the larger group. The architect adjusted the school design to create those spaces. “This helps with anxiety,” Hellsten says, “They have some time to get away from the group.”

Consultants helped teachers and administrators figure out best how to configure the spaces and to prepare the move, which reduced the stress and upheaval. They also educated them on group dynamics and motivational theories.

But once again, the money for consultants and teacher coaching and training came out of Hellsten’s school budget.

Students in the library after school.

Teachers at Karhusuo praise the environment that Hellsten has created, and they say the positive culture helps them cope with the enormous pressure they are under. But Hellsten and Harjula’s Edry pushed forward their schools largely because they had a vision and the tenacity to see it through. Not all schools have such dedicated leaders. The Constructing Education framework wants to support innovation more generally, by rethinking how buildings are conceived and by ensuring all school principals and teachers receive the support they need to exploit the potential of new spaces and improve learning.

Finns believe in the power of education to create a more stable and cohesive society. While Karhusuo is a middle-class or even upper-middle class neighbourhood, one-third of the school’s students come from lower-income areas. Finland also has few private schools – most people pass through the public system.

“We’re a small country. I think our power is this free education,” Hellsten says. “We have put our money into ensuring that our children are doing well, and feeling well and learning well, so that they can use their capabilities and find their strengths.”

“But that takes time and money,” she says. “Even though education costs a lot, it comes back in the future. And if you save money now, then it costs a lot more in the future.”

About the author

Janel Siemplenski Lefort

The European Investment Bank helps people and companies across the globe. As an editor at the bank, I tell its story.

Related tags

You may like..., the school that thinks differently.

Milan primary school illustrates how innovative EIB-CEB financing can spark change in education and improve learning

EU delivers: New schools in Finland

Finnish teachers use cutting-edge school design to address learning challenges, with EU financial backing

What the EU has done for us

With the European Parliament elections around the corner, many will ask what the European Union has done for us since the last election in 2019. Here are some of the highlights

Our website uses anonymised cookies to give you the best browser experience and to collect aggregated statistics. This does not include online advertising cookies.

Cookies on our Careers Section

Our website uses anonymised cookies to give you the best browser experience and to collect aggregated statistics. If you agree, this website section will also include third-party cookies used in online advertising.

To celebrate the International Day of Persons with Disabilities on 3 December, the EIB organises a full week of events to promote exchanges on disability inclusion with staff and expert guests. Diversity is the essence of humanity and a core value of the European Union. As the EU bank, we are committed to promote diversity and inclusion in everything we do.

45,000+ students realised their study abroad dream with us. Take the first step today

Here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

Study in Finland /

Finland Education System

Updated on
Nov 22, 2022

Revered as the best education system in the world , Finland has meticulously curated an apparatus for academia and learning that is at par with almost all countries around the globe. Bordering Sweden , Norway , and Russia by land and Estonia by sea, the country is home to a unique mix of modern and natural with its clean and sophisticated towns blossoming with coniferous forests in the countryside. Emerging as an intellectual in the domain of education, the Finnish education system is meant to have cracked the code of imparting quality education and following the motto of eternal learning. Have you ever thought about why Finland has the best education system in the world? Through this blog, let’s explore what makes Finland’s education system unique as well as how it is designed.

Country
Primary languages	Finnish, Swedish, and English
Minister of Education	Jussi Saramago
Minister of Science and Culture	Annika Saarikko
National education budget (2018)	€ 11.9 billion
Population (2018)	5.53 million
Literacy Rate	99%
Primary Enrollment	99.7%
Secondary Enrollment	66.2%
Top Ranking University in Finland

This Blog Includes:

Finland education system ranking, top 10 reasons why finland has the best education system, finland education system facts, finland education policy, schooling in finland, early childhood education and care (ecec), pre-primary education, basic education , upper secondary education, higher education (universities/universities of applied sciences), adult education, finland education statistics, free education in finland, restructuring of higher education in finland , finland education system ppt, list of popular universities in finland, top public universities in finland, cost of studying in finland, best cities in finland, student visas for finland .

Click here to download Finland Education System PDF!

Finland is, no doubt, one of the best countries to study. So, let’s check out some of the rankings that the country has received:

Finland is the 8th most educated country in the world.
In Education ranking by Countries, Finland has a total score of 1.631K ranking in 3rd position in 2021.
Finland has the highest ranking in High School Completion Rate.
World Economic Forum’s Global Competitive study ranks Finland as having the most well-developed education in the world.

Now being admired as the best of them all, the Finnish education system wasn’t always like this. If we go back in time, it happened almost 50 years ago when the Finnish government examined the education system and added better, progressive though untested reforms that would prove to be imperative in the future years. That’s when the whole structure was redeveloped going from the basic early education stage to the higher education level, it got recreated with the motto to equip students with incremental life skills.

Here are the top 10 reasons why Finland has the best education system in the world:

Free Education Access (from Pre-Primary to Higher) to Finnish Citizens as well as to those coming from EU /EEA countries because education is considered an equal right for everyone.
Implementation of a holistic teaching and learning environment that aims to emphasise equity over excellence.
No standardized testing system as students is graded individually with a grading system created by their teacher. Also, overall progress is mapped by the Ministry of Education by sampling groups of varied ranges of schools.
Finnish children begin their academic journey at an older age, i.e. only when they turn seven years old do they commence their schooling and before that learning is made free-flowing.
The “bar is higher for teachers”, i.e. only master’s degree holders (from specialised teaching schools) can opt for teaching positions and even then an individual principal is allotted to every teacher to keep a tab on their progress.
Exemption from the Artificial Parameters of Academic Progress by removing any kind of competition between academic institutions but rather cooperation is made the norm.
Better Alternatives to the Same-Old Degree those planning for a college education can choose from professional options, be it vocational schools, university education or training classes.
Focuses on fostering cooperation over competition in schools by inculcating the skills of teamwork, collaboration and team spirit in students.
Emphasis on foundational basics is an important reason why Finland has the best education system in the world because students are provided with the time and scope to build the best foundation and basics at their own pace.
Only 9 years of compulsory education are there in Finland’s education system and after that students are encouraged to find out what’s best for them academically and career-wise.

Explore New Zealand Education System !

Want to know why Finland has the best education system in the world? Well, here are the top characteristics of Finland’s Education System:

The minimum age for starting elementary education in Finland is 7 years thus Finnish kids get to enjoy their childhood and kickstart their learning with their families rather than spending excessive time in schools.
Finnish teachers formulate their grading systems for the students rather than relying on class exams and standardised tests.
The only mandatory test that Finnish students give is at the age of 16.
Finnish teachers only spend around 4 hours every day teaching in the classroom while they devote 2 hours every week to professional development.
The school system in Finland is wholly 100% state-funded.
Graduates from the top 10 percentile can only apply to become a Teacher in Finland.
Every teacher in Finland is a master’s degree holder which is completely subsidized by the country’s government.
On average, the starting salary of a teacher in Finland is somewhere around $29,000.
Teachers are considered equivalent in status to doctors and lawyers in Finland.
In 2018, the literacy rate in Finland was 99.0% .
Finnish students spend only 20 hours a week at school.
Every student in Finland can speak 2-3 languages .
No competition between Finnish schools since every academic institution has the same facilities as any other.
Students get to learn new things in schools from baking and industrial works to music and poetry .
For every 45 minutes of learning in schools , Finnish students get to spend every 15 minutes playing or doing leisure activities .
Finnish students receive free healthy meals from their schools.
Every Finnish student is provided special services that fit their special needs and requirements.
The Finland education system also fosters the teacher-student relationship as every student gets the same teacher for up to 6 years in their school.
The students get very less homework and almost finish up everything they get during school hours only.
The Finnish schools have mixed ability classes to nurture diverse interests and hobbies.

Click here to know all about Studying in Finland!

The uniquely created Finland Education Policy is one of the key reasons why Finland has the best education system in the world. Here are the important features of Finland’s Education Policy:

The main aim of Finland’s Education policy is to ensure that every citizen has equal educational opportunities to avail.
The most important focus of the education policy is emphasised quality, efficiency, equity and internationalization.
It is founded on the principles of ‘Lifelong Learning and ‘Free Education.
Finnish teachers are provided with the autonomy they need but they are fully trained and shortlisted only with higher qualifications which are usually a master’s degree.
Teachers are also intensively involved in creating the best curricula as well as learning plans for students.
Finland’s education system fosters an environment of trust between educators as well as the community.
Students are motivated to work on collaborative projects especially through interdisciplinary projects and specialisations.

The Finnish Education System contains nine years of compulsory basic education, early education and care, pre-primary education, upper secondary education, higher education, and finally adult education. The description of all these levels has been given below.

Early Childhood Education and Care (Provided to the students before the beginning of compulsory education)
Pre-Primary Education (1-year duration for 6-year-olds)
Basic Education (Compulsory 9-year education for children aged 7-16))
Upper Secondary Education (Vocational Education and Training / General Upper Secondary Education)
Higher Education (Education offered by Universities / Universities of Applied Sciences )

Now, let’s explore these levels of education in further detail:

This level of education aims to support the development, learning and well-being of a child while giving them plentiful learning opportunities. Local Authorities and Municipalities are tasked with the responsibility of regulating the mechanism of Early Children’s Education and Care. At this level of the Finland Education System, only municipal daycare cover is charged which mainly relies on family income as well as the number of children. Taking approval of the Finnish National Agency for Education, the National Curriculum Guidelines (NCG) is designed for the ECEC level and also constitute of open early childhood education activities which are conducted by municipalities for kids and their families.

Playing a vital role in the continuum expanding from ECEC, this stage aims to enhance the children’s opportunities for learning and development. For the children in the country, participation in pre-primary education has been made compulsory, since 2015. Also, another significant feature of the Finland education system under the stage of Pre-primary education is that the guardian of the kid must ensure their participation in different types of activities at this level. With the approval of the Finnish National Agency for Education, the National Core Curriculum for Pre-Primary Education guides the planning and implementation of the contents of Pre-Education.

In the Finland Education System, Comprehensive Schooling or Basic Education is where the compulsory education of 9 years begins for all children aged between 7 and 16. It strives to support the student’s growth towards becoming an ethically responsible member of society as well as imparting them the essential knowledge and skills needed in life. Further, all the schools providing basic education follow a national core curriculum which constitutes the objectives and core fundamentals of varied subjects, and the local authorities, such as municipalities and other education providers, maintain the Comprehensive Schools and often create their curricula as part of the national framework.

After the basic education stage of the Finland education system, students are given the choice between pursuing general and vocational education. General Education usually takes three years to complete and does not qualify students for pursuing any particular profession or occupation. After completing the General Upper Secondary Education, the students have to take the Finnish matriculation examination to be eligible for various educational universities or universities of applied sciences for bachelor’s degrees.

The other route which students of Finland can choose is Vocational Upper Secondary Education and Training in which students are provided with basic skills required in their chosen field by allotting them to workplaces through an apprenticeship agreement or a training agreement. The institution facilitating the program curates a personal capability development plan for its students, drafting the content, schedule, and schemes of study. After concluding this level, the students are eligible to opt for further studies at universities or universities of applied sciences to enter the higher education stage in Finland’s education system.

Under the higher level of the Finland Education system, the academic institutions are bifurcated into regular universities and Universities of Applied Sciences. There are various postgraduate degrees as well in higher scientific and artistic education, i.e. licentiate and doctoral degrees. The time duration to complete a bachelor’s degree in regular universities is 3 years and the master’s program is of 2 years. Whereas, the students who pursue their higher education at Universities of Applied Sciences in Finland, are awarded UAS Bachelor’s and UAS Master’s degrees.

In Finland’s education system, the degrees offered by the Universities of Applied Sciences usually take between 3.5 and 4.5 years to get completed. Those students who want to pursue UAS Master’s program in these universities must have completed their bachelor’s degree or any other suitable degree along with having 3 years of relevant work experience in their field.

Must Read: Finland Student Visa

Adult education and training in Finland’s Education System are added to provide education leading to a qualification, degree studies, apprenticeship training, further and continuing education updating and extending the professional skills, studies in different crafts and subjects on a recreational basis, and much more. For this stage of education, the training is either paid by the student or the employer facilitating apprenticeship training, staff development, or labour policy education. Adult education is provided by educational institutions mainly for working professionals, private companies, and workplaces.

Team Leverage Edu

10 comments

I wish to apply for a scholarship in country ,I am very interested to study in country

Hi, Bame! Please contact us at 1800 57 2000 or write us an email at [email protected] with all your details. We will further guide you at every step!

Amazing blogs , thanks for sharing the article .

Thank you! To get weekly updates on our blogs, sign up for our newsletter!

I wish to get my children admitted in Finland schools…matriculation and lower. Can you guide me for next steps please

Hi please get in touch with our study abroad experts at 1800 57 2000 they will surely help you out

i wish to do my PhD and wish to apply for scholarship, I am very interested to study in country

Hi please get in touch with our study abroad experts at 1800 57 2000 they will surely assist you

Leaving already?

8 Universities with higher ROI than IITs and IIMs

Grab this one-time opportunity to download this ebook

Connect With Us

45,000+ students realised their study abroad dream with us. take the first step today..

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

September 2024

January 2025

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Education reform in Finland and the comprehensive school system

Jump to a section.

The initiative

The challenge

The public impact

Stakeholder engagement Good
Political commitment Strong
Public confidence Strong
Clarity of objectives Good
Strength of evidence Strong
Feasibility Good
Management Good
Measurement Fair
Alignment Good

Bibliography

Reforms to the Finnish education system were the result of many years of consideration and research. Three reform commissions after the Second World War lay the foundation for later reform. In 1968, parliament introduced legislation to abolish the two-tier system of grammar and civic schools and create a new, centrally managed comprehensive school system.

In the decade following the end of the Second World War, the Finnish parliament created three successive reform commissions, each of which aimed to create an education system that would provide equal educational opportunities for all Finns. The first, in 1945, considered the primary school curriculum and it “offered a compelling vision of a more humanistic, child-centred school”. [4] A decade later, the idea of the comprehensive school had gained traction, and the commission recommended that compulsory education in Finland should take place in a nine-year, municipally-run comprehensive school. In 1963, the Finnish parliament decided to officially reform the education system “after much committee work, experiments, pilot programmes, input from the elementary school teachers' union and above all, vast political support and consensus”. [2]

In November 1968, parliament enacted legislation to create a new basic education system built around that common model. The Basic Education Act was passed in 1968, introducing the new comprehensive school system and replacing the existing two-tiered one. Students would now enter comprehensive school at nine years of age and remain until sixteen. In total, there were nine grades, divided into six years of primary school and three years of lower secondary school. [3] The new system was introduced gradually, starting with Northern Finland in 1972, “which was considered to require the reform most, and to resist it least”, and it reached the rest of the country by 1977. [3] The new system offered three academic levels in mathematics and foreign languages: basic, middle and advanced. What had been taught in civic schools corresponded to the basic level, while that in grammar schools equated to the advanced level. [4]

When the reforms were implemented in the 1970s, the education system was run centrally, and by “reflecting the radical change begot by the basic school reform, the first national curriculum for basic education in 1970 was very detailed and the steering system strictly centralised”. [5] In this early phase, the Finnish government had strict control over most aspects of the new system, including the curriculum, external inspections and general regulation, giving them “a strong grip on schools and teachers”. [6] However, educational reforms in the 1990s gave more authority and autonomy to municipalities. For instance, teachers were entrusted with planning their own curriculums and assessments. These reforms brought about “a new culture of education characterised by trust between educational authorities and schools, local control, professionalism and autonomy”. [6]

However, there was stronger state intervention in 2004 when a new core curriculum was introduced, which “reinforced anew state control by narrowing the licence of municipalities and schools in planning their respective curricula”. [5]

Finland found itself facing great changes after the Second World War, with a growing population and a changing economy. In the postwar period, Finland witnessed a rapid increase in population with the number of annual births reaching over 100,000 each year between 1946 and 1949. By comparison, in the prewar period from 1935 to 1939, the number of annual births ranged from 69,000 to 78,000. [1] What had previously been a “class-bound, farm-oriented society” underwent not only a growth in industry but also a significant shift in its very nature from traditional wood-processing to metal. “Traditionally, the wood-processing industry had dominated the economy. Soon after the war, however, the metal industry soon became the dominant driver.” [2]

A growing population, coupled with a stronger economy, led to increasing numbers of parents seeking high-quality education for their children. Grammar schools had to accommodate unprecedented numbers of students, as enrolment increased almost tenfold in 15 years, from 34,000 in 1955 to 324,000 in 1970. [2] However, there were clear inequalities in who could access this kind of education. Children from agricultural and working-class backgrounds attended grammar schools in low numbers, making up only 4.8 percent and 8.9 percent of the grammar school population in 1940 respectively. Similarly, there was a stark urban-rural divide. In 1960, almost 62 percent of Finns lived in rural areas; however, only 20 percent of students living in the countryside attended grammar schools. Conversely, 38 percent of Finns lived in urban areas but 47 percent of children there attended grammar schools. [3] More than ever, parents wanted an “improved and more comprehensive basic education” for their children. [2] Both the increase in student numbers and inequality of educational access and attainment led to the need for serious reforms. It was necessary to provide quality education for all children regardless of their socioeconomic background or where they lived.

The success of the comprehensive education reforms is evident from the subsequent excellent student performance and national educational outcomes. These outcomes can be attributed to a number of factors, including the focus on providing equal access for all to quality education and the role of local municipalities and teachers in designing and implementing the curriculum to meet students' needs.

Student performance at school has improved considerably since the implementation of comprehensive school reforms. While there are other factors at play - such as a more extensive build-up of the welfare state - the reforms are seen as at least partly responsible for the improvement. By the 1980s and 1990s, students educated in the comprehensive system performed better academically than those educated in the two-tier system of the 1960s and early 1970s. [2] In the early 2000s, Finnish students began to score exceptionally well in international assessments such as the Programme for International Students Assessment (PISA), which evaluates “the extent to which 15-year-old students, near the end of their compulsory education, have acquired key knowledge and skills that are essential for full participation in modern societies” .[7] In 2000, 2003, 2006 and 2009, Finland took nearly all the top spots for mathematical and scientific literacy and reading. Although there has been a slight drop in its position in mathematical literacy since 2012, Finland still places highly overall. [8] In addition to an improvement in educational outcomes, the number of students staying longer in education has increased as a result of the comprehensive reforms and subsequent upper secondary school reforms in the 1980s. [4] In 1970, only 30 percent of Finnish adults had a minimum of an upper secondary diploma, but by 2010 this figure had risen to over 80 percent, while it was 90 percent for 24-35 year olds. [4]

The motives for the reforms were twofold: on the one hand, improving educational quality and access would provide an educated workforce for the increasingly industrialised, post-agrarian economy; on the other hand, there was a demand for greater social equality as Finnish society underwent considerable changes. The objective of reducing inequality within the education system was achieved by the late 1980s. [2] All Finnish children received the same basic education, and there were real opportunities for all students to progress to upper secondary school. [2] Equality of educational outcome is demonstrated by the small variation in results between different schools and high numbers of student enrolment. [4] Moreover, the gap between the highest and lowest performing schools was the smallest in all countries assessed by PISA. [2]

Another key aspect of the reforms' success was the eventual transfer of authority to municipalities and the schools themselves. Between 1985 and 1988, there was a shift from “external school inspection to self-evaluation of the profession”. [3] In 1994, there were reforms to the national curriculum which gave teachers more autonomy in how and what they taught. Before that point, Finland's performance in international education surveys had not been particularly notable. [3]

Not only has Finland scored highly in assessments such as PISA but also in the OECD's 2016 Survey of Adult Skills (PIAAC). The survey measures the performance of 16-65 year olds in key skills such as literacy, numeracy and problem-solving, which are necessary in social and work contexts and “for fully integrating and participating in the labour market, education and training, and social and civic life”. [9] Finland ranked in the top three for each skill. [9] Furthermore, Finns whose parents have low educational attainment are far less likely than their international counterparts to have lower levels of literacy or numeracy themselves. [9]

Although no research has confirmed a positive correlation between improvements in education and economic growth, it seems likely that they were mutually beneficial.[ 2 ] Between 2001 and 2004, Finland was ranked as the most competitive economy in the world three times by the World Economic Forum, which “suggests that the country boasts a very high level of human capital, widespread use of information and communication technologies, and education and research institutions that have been redesigned to foster innovation and cutting-edge research and development” .[2]

Finally, teaching is a highly respected career choice in Finland with many more applicants than places on teaching courses. The president of the Finnish Teachers Union, Olli Luukkainen, explained that “the fact that teachers have so much independence and respect influences young people as they are deciding what programme they will follow in the university. If they choose teacher education they know they will be entering a profession that enjoys broad trust and respect in the society, one that plays an important role in shaping the country's future.” [4]

An interesting feature of the reforms is their implementation over the long term. Different waves of reform brought new changes in the decades following the first reforms of the 1960s. Despite differences of opinion and debate as to the nature of such reforms, the “current success [of the comprehensive schools] is due to this steady progress, rather than as a consequence of highly visible innovations launched by a particular political leader or party” .[4] Perhaps this success can also be attributed to a set of values that emerged among Finnish baby boomers in the postwar period. Pasi Sahlberg, Director of the Centre for International Mobility and Cooperation explained that “the comprehensive school is not merely a form of school organisation. It embodies a philosophy of education as well as a deep set of societal values about what all children need and deserve.” [4]

Written by Ella Jordan

Stakeholder engagement

The various stakeholders involved in the education reforms were supportive of the planned changes to the education system, although some did voice concerns about how they would be implemented and with what success.

Finland has long employed the “Tripartite” concept in politics, which involves cooperation between the government, trade unions and employers' organisations. [2] This tripartite policy “came to education with the advent of comprehensive school reform”, and the key stakeholders were the Ministry of Education, the Ministry of Finance, the new Teachers' Union, the three municipalities' central organisations, and teachers themselves. [2]

There were many negotiations between the stakeholders when developing the policy. The National School Council and the Ministry of Education worked in tandem, and corporations also had an important role in the negotiations. Although there were different interests and priorities within these groups, thanks to Finland's “contract” society, “where important social policy decisions are accords between the government and labour organisations”, it was possible to come to a positive agreement on education reform. [2]

Teachers had legitimate concerns before the launch of the reforms about changes to their salaries and professional autonomy. Not all teachers had the same employer: some worked for local municipalities, others for the state or private associations. Their salaries were directly linked to the type of school they were working in. For example, elementary school teachers typically earned less than grammar school teachers. [2] With the introduction of the comprehensive school system, teachers were concerned about the payscale that would be applied to their jobs. [2] Furthermore, some expressed concerns about the freedom they would have when teaching lessons, as they worried that “the reform's centralised planning and execution would stifle their traditional didactic freedom”. [2]

Despite their concerns, teachers were involved throughout the planning phase of the reforms, and committees such as the Comprehensive School Curriculum Committee (1966-1970) permitted collaboration between teachers and central government officials on key issues. [2] Reforms would affect “content and curriculum - not just teaching methods”, so it was essential to receive teacher input to ensure their commitment to the new changes .[2] One reason why the committees were successful was that when choosing committee members, the government “took pains to select a balanced mix of people with different political ideologies, professions, experience, and areas of expertise - including scientists and teachers”. [2]

Political commitment

There was sustained political commitment to implementing educational reform in Finland in the immediate postwar period and following decades. As early as 1945, the government started planning changes to its education system; however, it was not until the 1960s that the comprehensive school system began to take shape. [4]

Increasing pressure from the Agrarian Party and from parents, who wanted high standards of education for their children, led parliament “to start building legislation to abolish the parallel school system and to replace it with the comprehensive school.” [3] In the 1966 parliamentary elections, left-wing parties gained power and formed a majority coalition, which consisted of the largest party in parliament - the Social Democrats - and the Finnish People's Democratic Party, which included the Communist Party and the Agrarian Party. [2] This new government “made education reform its primary goal, and set out to mould primary and lower secondary education into a comprehensive basic school for all children”. [2] Furthermore, many believed that improving the quality of education would advance social justice and stimulate economic development. [2]

Their commitment was evident: although “it would have been easy to tinker at the margins, crafting new in-service education and training for teachers,... Finland's policymakers understood that for comprehensive school reform to work, the entire teacher-education system had to change”. [2] In November 1968, parliament passed the Basic Education Act, which stated that “all children should attend the same school for the first nine years of education” .[10]

Public confidence

There was strong public confidence in the reforms to the education system, as Finns valued education highly. Moreover, as a result of economic growth and greater personal wealth, parents wanted to educate their children well, and they put pressure on the government to enable them to do so.

Finland has long considered education to be very important and has embraced values such as “a law-abiding citizenry, trust in authorities, and commitment to one's social group, awareness of one's social status and position, and patriotic spirit”. [2] Pasi Sahlberg, a Finnish scholar and education expert, commented in 2010 that “over the last half-century we developed an understanding that the only way for us to survive as a small, independent nation is by educating all our people” .[4] Owing to such values, and parents' increasing interest in providing high standards of education for their children, public interest in educational reform was high. The governmental reports into reforms of the postwar period started to help “build public support and political will to create an education system that would be more responsive to the growing demand for more equitable educational opportunities for all young people in Finland” .[4]

As the generation of baby boomers reached school age, more and more parents were sending their children on to secondary education in grammar schools. In the academic year 1955-56, there were 34,000 students enrolled in grammar schools, and this figure climbed to 215,000 in 1960, rising further to 270,000 in 1965 and reaching 324,000 by 1970. [2] Such significant increases in enrolment numbers “reflected the aspirations of ordinary Finns for greater educational opportunity for their children, a message that the country's political leaders heard as well” .[4]

Clarity of objectives

There were clear, broad objectives set out at the start of the reform programme. Rather than proposing specific details, objectives focused on wide-scale goals at the national level. The primary aim of education reform was to establish social justice in Finland “to guarantee all children equal opportunity to a nine-year basic education regardless of their parents' socioeconomic status” .[2]

As the Finnish economy developed, shifting towards a service-based economy in the 1970s, it was important to elevate “the population's general educational level and [to continue] to develop education in a scientifically, technologically, and socially sound manner”. [2] Further goals were “to reinforce educational equality and to reform educational content to reflect democratic values and attitudes” and “to reform the education system so that a larger proportion of citizens would be able to continue their studies at upper-secondary and tertiary levels and to become lifelong learners” .[2] In a country with two official languages, it “was also important to secure the interests of the linguistic minority, the Swedish-speaking children” .[2] In 1981, the Ministry of Education reaffirmed that students could not be streamed into tracks based on ability or personal characteristics. [2]

Strength of evidence

Legislators drew on a wealth of evidence as part of their approach to planning comprehensive school reforms. They considered information from a variety of sources, such as the pilot programmes of the 1960s, extensive consultations with key stakeholders from 1965-1970, and the Swedish education model.

In the 1960s, “legislators and educators rallied to craft a blueprint for reform”, using a combination of “committee work, experiments, pilot programmes, [and] input from the elementary school teachers' union” to develop a model for a system of comprehensive education. [2] Trials of the proposed comprehensive system were put in place in the 1960s, and by 1965, 25 municipalities where teachers had contributed to developing the new curriculum had partly adopted the new system. [2] The Swedish system also served as a model that had a distinct “influence on the structure of Finland's new comprehensive schools as well as on the teaching content”. [2]

Feasibility

Several mechanisms were in place to make the comprehensive school reforms feasible, including state funding, teacher training, and the implementation of reforms over a five-year period. However, owing to the scale of the reforms, challenges of some kind were likely during the implementation phase, such as restructuring teachers' payscales and providing suitable training for teachers about the new system.

Financing for the new comprehensive system was the responsibility of the Finnish government, which increased the proportion of its budget it spent on education from 9.1 percent in 1960 to 16.9 percent in 1975. [3] Municipal education institutions received high state subsidies to fund reforms. State subsidies covered 81 to 90 percent of teachers' salaries, 84 to 93 percent of school transport and pupil accommodation, and 5 to 77 percent of other expenses. [2] This funding allowed local governments to cover other costs without much difficulty. Since “teacher wages comprised 70 to 80 percent of total operating expenses, and the state subsidised as much as 81 to 90 percent of salary costs in communities that often had a 15 percent tax rate, hiring teachers could bring direct financial benefits” .[2]

To ensure the success of the comprehensive school system, it was essential that teachers were suitably trained to deliver the desired outcomes. As a result, in-service training was provided and “teacher training was transferred from teacher colleges and seminars to universities” .[3] In 1964, parliament enacted urgent measures to reorganise basic and continuing education, so that teachers could meet the new needs of comprehensive schools, and in the following years a committee was assigned to prepare and implement these reforms. [2] Once the comprehensive school system was introduced, “teachers had five days of in-service training for comprehensive school pedagogies including the social and administrative implications of the reform” .[11] The training, given by instructors regionally and nationally, helped teachers familiarise themselves with the new system, although there was some criticism that it was “too superficial and official”. [11]

As the reforms were to be implemented on such a large scale, “a multilevel guidance system was developed to gather input and connect the various national, regional, and local planning groups”. [2] The reforms were first introduced in remote, rural areas of northern Finland, “gradually spreading to the more populated municipalities and towns in the south. The last southern municipality to implement the new comprehensive system did so in 1977.” [4]

The management structure of comprehensive school reforms was clear at the outset and changed over time to respond to the emerging needs of the system. The National Board of General Education (NBGE) was initially responsible, before the eventual transfer of authority to local municipalities in the 1980s.

Enacting the 1968 legislation was the responsibility of the NBGE. [2] As part of the reforms, the NBGE was restructured into two branches, which each had its own role in the management of reforms. The School Department “generally oversaw school structure, network and planning for [schools] rebirth as nine-year institutions, and the Education Department became responsible for educational content, curriculum, teaching methods, learning materials, textbook approval, pilot programmes, research activities, and special education” .[2] In 1972, the majority of decision-making in relation to education was undertaken by the NBGE. By 1980, the Ministry of Education - which had been restructured in 1974 - increasingly had a role in decision-making, while by 2005, municipalities were the main decision-making authority. In 1991, the National Board of General Education (NBGE) merged with the National Board of Vocational Education (NBVE) to form the National Board of Education (NBE).

By the early 1980s, many considered the centralised management of the education system too restrictive and bureaucratic. There was increasing pressure to make changes to the system and give greater authority to municipalities and teachers. In 1984, the government set up a committee “whose goals were to decentralise management and reform the public administration apparatus in a way that would improve efficiency, democratic control, and legal protections” .[2] This marked a shift in the way the education system was structured, with local municipalities and authorities gaining control over decision-making processes: “central management steering systems were restructured, and the management structures rationalised. Norm and resource management was replaced by data-driven results based management.” [2]

Measurement

Evaluation of student and school performance has changed over time. Currently, measurement of student performance is based on a system of “flexible accountability”, which eschews standardised testing in favour of teacher-made assessment at the classroom level. At a national level, there are some legislative provisions requiring evaluation of school performance; however, schools' high degree of autonomy means that evaluative processes are not homogeneous.

Rather than assessing all students through standardised testing, teachers currently evaluate student performance at the classroom level using teacher-made tests, which evaluate students' learning instead of standardised criteria. [4] This approach has been adopted in more recent years, replacing the previous system model of streamed classes, which prevailed in the 1980s and was based on students' ability. This change was made because studies had shown that streaming was a key factor in “maintaining and deepening regional, social, and gender inequality”. [4] Consequently, the three levels - basic, middle and advanced - were merged into heterogeneous groups in 1985, and the tracking system was abolished. [2] In 1999, the NBE released criteria for evaluating students at the completion of basic education, while in 2004 criteria for “early and middle-stage evaluation” was published in the Framework Curriculum. [12] However, municipalities and schools have a high degree of autonomy, which means they can design and administer evaluations as they choose.

At the national level, there are national learning result evaluations, which were created by the NBE in 1998. The following year, the Basic Education Act introduced statutory requirements for evaluation measures requiring municipalities to evaluate the performance of schools. [12] National evaluations are currently the responsibility of the Finnish Education Evaluation Centre (FINEEC), a national agency that evaluates education from early childhood to adult learning. [13] The evaluation focuses on objectives set out in the national curriculum, and schools that are sampled receive feedback in comparison with national averages. [13] Contrary to the practice in many countries, there is no mandatory standardised testing in comprehensive schools in Finland: only 5 to 10 percent of students in a given age group participate in FINEEC evaluations. In addition to these results, FINEEC evaluate schools through feedback from principals, teachers and students about learning methods and student experience. [13] Despite these evaluation mechanisms, it has been argued that they have little influence on the development of schools. [12]

The NBGE “endorsed the curriculum prepared by the Curriculum Committee as the basis for the national curriculum”, which was criticised by some for “limiting the autonomy of municipalities and local schools”. [2] However, the NBGE considered this necessary to ensure the punctual implementation of reforms as well as to prevent disagreements between teachers and special interest groups. Jukka Sarjala, who worked at the Ministry of Education from 1970 until 1995 and later became director-general of the NBE, was responsible for implementing reforms and he described the challenges they posed: “there were lots of municipalities that were not eager to reform their system, which is why it was important to have a legal mandate. This was a very big reform, very big and complicated for teachers accustomed to the old system. They were accustomed to teaching school with selected children and were simply not ready for a school system in which very clever children and not so clever children were in the same classes. It took several years, in some schools until the older teachers retired, for these reforms to be accepted.” [4]

To assist teachers in getting used to the new system, the government passed legislation that “mandated two days of teacher training in the first three years following their municipality's switch to the comprehensive school system”. In addition to this, teachers agreed to a further three days of in-service training, which meant that “during the comprehensive school's first three years, compulsory teacher training consumed five days each year”. This training was provided by “a network of instructors, led by so-called national level instructors… Each province had its own group of pedagogic instructors, and schools had mentors to assist and help teachers to adapt to the new school culture.” [2]

[1] Crude death rate and birth rate by Year and Information Live births, Statistics Finland's PX-Web databases, http://pxnet2.stat.fi/PXWeb/pxweb/en/StatFin/StatFin__vrm__kuol/statfin_kuol_pxt_005.px/table/tableViewLayout2/?rxid=2c04c18e-bd6c-4dd3-912f-7e5eccf892b1

[2] Policy Development and Reform Principles of Basic and Secondary Education in Finland since 1968, Erkki Aho, Kari Pitkänen and Pasi Sahlberg, May 2006, The World Bank, http://documents.worldbank.org/curated/en/124381468038093074/pdf/368710FI0Educa1es0May0200601PUBLIC1.pdf

[3] A Historical Insight on Finnish Education Policy from 1944 to 2011, Mika Risku, June 2014, Italian Journal of Sociology of Education, http://ijse.padovauniversitypress.it/system/files/papers/2014_2_3.pdf

[4] Finland: Slow and Steady Reform for Consistently High Results, OECD, 2011, Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States, https://www.oecd.org/pisa/pisaproducts/46581035.pdf

[5] The Finnish Education System and PISA, Sirkku Kupiainen, Jarkko Hautamäki and Tommi Karjalainen, 2009, Ministry of Education Publications, https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/75640/opm46.pdf?sequence=1&isAllowed=y

[6] Highly trained, respected and free: why Finland's teachers are different, David Crouch, 17 June 2015, The Guardian, https://www.theguardian.com/education/2015/jun/17/highly-trained-respected-and-free-why-finlands-teachers-are-different

[7] PISA 2015 Results in Focus, 2018, OECD, http://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf

[8] Finland and PISA, Ministry of Education and Culture [accessed June 12, 2018], https://minedu.fi/en/pisa-en

[9] Skills Matter: Further Results from the Survey of Adult Skills, OECD Skills Studies, 2016, OECD Publishing, http://www.oecd.org/skills/piaac/Skills_Matter_Further_Results_from_the_Survey_of_Adult_Skills.pdf

[10] The Finnish National Core Curriculum: Structure and Development, Erja Vitikka, Leena Krokfors and Elisa Hurmerinta, 2012, Miracle of Education., http://curriculumredesign.org/wp-content/uploads/The-Finnish-National-Core-Curriculum_Vitikka-et-al.-2011.pdf

[11] Twenty-five Years of Educational Reform Initiatives in Finland, Ari Antikainen & Anne Luukkainen Department of Sociology, University of Joensuu, Finland, http://www.oppi.uef.fi/~anti/publ/uudet/twenty_five_years.pdf

[12] The paradox of the education race: how to win the ranking game by sailing to headwind, Hannu Simola, Risto Rinne, Janne Varjo and Jaakko Kauko, 29 August 2012, Journal of Education Policy Vol. 28 No. 5, https://www.tandfonline.com/doi/abs/10.1080/02680939.2012.758832

[13] Learning outcomes evaluations, Finnish Education Evaluation Centre. Accessed 31 January 2019, https://karvi.fi/en/pre-primary-and-basic-education/learning-outcomes-evaluations/

The Public Impact Fundamentals - A framework for successful policy

This case study has been assessed using the Public Impact Fundamentals, a simple framework and practical tool to help you assess your public policies and ensure the three fundamentals - Legitimacy, Policy and Action are embedded in them.

Learn more about the Fundamentals and how you can use them to access your own policies and initiatives.

You may also be interested in...

The Australian Centre for Social Innovation: the Family by Family (FbF) project

Merit-based girls scholarship - kenya, primary education management in madagascar, who: delivering insecticide treated nets to control malaria, millennium development goals, teach for australia: addressing educational disadvantage, how can we help.

The Finnish education system

Early childhood education, pre-primary education, comprehensive education, upper secondary education, higher education, applying for education and training, other study opportunities, language training.

The education system includes early childhood education, preschool education, comprehensive education, upper secondary education and higher education. Adult education is intended for adults and it includes a multitude of alternatives from comprehensive to higher education.

In Finland, children are entitled to receive early childhood education before they reach school age. Early childhood education is organised in day care centres and family day care. Children may also participate in open early childhood education together with a parent, for example, at a playground. The goal is to support children’s development and well-being and to promote equality in learning. In early childhood education, children learn, for example, social, linguistic and manual skills and gain different types of information. Children also acquire skills that help them learn more.

A lot of playtime and outdoor activities are included. If the child’s native language is not Finnish or Swedish, he or she will receive support in learning Finnish or Swedish. The child may also receive special needs education, if necessary.

In Finland, municipalities organise early childhood education. It is tax funded and therefore more affordable to families. There is also private early childhood education available in Finland. Trained early childhood education teachers, social pedagogues and childcarers work with children.

Read more about early childhood education on the InfoFinland page Early childhood education .

In Finland, children must attend pre-primary education for one year before compulsory education begins. Pre-primary education usually starts during the year when the child turns six. Municipalities organise pre-primary education and it is free of charge for families. Pre-primary education is given by highly educated early childhood education teachers. Pre-primary education is usually organised from Monday to Friday, four hours a day during school hours. In addition to pre-primary education, the child can also attend early childhood education.

During the time that children are in pre-primary education, they learn skills that are useful in school, such as the alphabet. They are not, however, taught how to read. If the child’s native language is not Finnish or Swedish, he or she will receive support in learning Finnish or Swedish. A typical day in pre-primary education also includes playtime and outdoor activities.

Read more on the InfoFinland page Pre-primary education (Link leads to external service) .

In Finland, comprehensive education normally starts during the year when the child turns seven. All children residing in Finland permanently must attend comprehensive education. Comprehensive school comprises nine grades.

Finnish legislation guides comprehensive education. National curriculum bases and local curriculums are also in use.

Comprehensive education is organised by municipalities and is free of charge for families. There is at least 20 hours of tuition per week for first and second grades and more for higher grades.

All comprehensive school teachers in Finland have a Master’s degree. Comprehensive school class teachers, who teach grades 1–6, are specialised in pedagogy. Grade 7–9 teachers are specialised in the subjects they teach.

Teachers are at liberty to plan their tuition independently based on the national and local curricula. Recently, curricula have emphasised, for example, entities that cover several subjects, investigating daily phenomena and information and communications technology.

Children often have the same teacher for the first six years. The teacher gets to know the students well and is able to develop the tuition to suit their needs. One important goal is that the students learn how to think for themselves and assume responsibility over their own learning.

The teacher evaluates the students’ progress in school. In comprehensive education, all grades are given by the teacher. There are no national examinations as such. Instead, learning results are being monitored with sample-based evaluations. These are usually organised in the ninth grade.

If the child or young person has only recently moved to Finland, he or she may receive preparatory education for comprehensive education. Preparatory education usually takes one year. After it, the student may continue to study Finnish or Swedish as a second language, or an S2 language, if he or she needs support in learning the language.

Adults who have moved to Finland with no comprehensive school leaving certificate from their native country may complete comprehensive school, for example in a general upper secondary schools for adults.

Read more about comprehensive education on the InfoFinland page Comprehensive education .

The most common options after comprehensive school are general upper secondary school and vocational education.

After comprehensive school, all young people have to study until they graduate from secondary education or reach the age of 18.

General upper secondary school

General upper secondary schools provide all-round education which does not lead to any profession. Mostly the same subjects are studied in general upper secondary schools as in comprehensive education, but the studies are more demanding and independent. At the end, students usually take the matriculation examination. General upper secondary school takes 2– 4 years depending on the student. After finishing, students are eligible to apply to universities or universities of applied sciences.

Most general upper secondary schools provide education in Finnish or Swedish language. Larger cities have some general upper secondary schools that provide tuition in other languages, such as English or French.

Adults may take general upper secondary school studies in general upper secondary schools for adults. There, it is possible to either take separate courses or complete the entire general upper secondary school syllabus and take the matriculation examination. Tuition may include contact teaching, distance education, online education and independent studies.

Read more about general upper secondary school studies on the InfoFinland page General upper secondary school .

Vocational education

Vocational education and training is more practice-oriented than general upper secondary school education. Completing a vocational upper secondary qualification takes about three years. In addition, you can complete a further vocational qualification or a specialist vocational qualification during your working career. On-the-job learning is essential in vocational education and training. If students so choose, they can progress from vocational education and training to higher education.

Vocational qualification can also be obtained through apprenticeship training. In this case, students work in jobs within their own field, receive a salary that is at least in accordance with the collective agreement, or a reasonable salary if there are no collective agreements in the field. Students are allowed to complete their studies at the same time.

Read more on the InfoFinland page Vocational education and training .

Preparatory education for programmes leading to an upper secondary qualification (TUVA)

Good language skills are needed in secondary education. If the student’s native language is something other than Finnish or Swedish and his or her language skills are not yet at the level required for general upper secondary school studies or vocational education, he or she can apply to preparatory education for programmes leading to an upper secondary qualification (TUVA).

Read more on the InfoFinland page General upper secondary school and Vocational education and training .

After finishing your upper secondary studies, you can progress to higher education. In Finland, higher education is provided by universities and universities of applied sciences. Universities and educational institutes decide on student admission.

Studying in an institute of higher education may be free or subject to a charge. You will be charged tuition fees if you are not an EU or EEA citizen or a family member of an EU or EEA citizen and are studying towards a Bachelor’s or Master’s degree in an English-language degree programme.

More information is available on the InfoFinland page Foreign students in Finland .

Universities of applied sciences

The education provided by universities of applied sciences is more practice-oriented than that offered by universities. Tuition also includes on-the-job learning. Completing a Bachelor’s degree in a university of applied sciences takes 3.5–4.5 years. If you also want to complete a Master’s degree, you must first acquire two years of work experience from the same field. Read more on the InfoFinland page Universities of applied sciences .

Universities

University teaching is based on scientific research. Completing a Bachelor’s degree in a university takes about three years and Master’s degree about two more years. Universities organise English language tuition in some of their degree programmes. However, the teaching language of most degree programmes is either Finnish or Swedish.

Once you have completed a Master’s degree, you can apply for a right to complete further studies and earn a Licentiate’s or Doctoral degree.

Read more on the InfoFinland page Universities .

InfoFinland page Applying for education and training includes information on applying to upper secondary and higher education in Finland. If you are planning to study in Finland, more information is also available on the InfoFinland pages Foreign students in Finland .

In Finland, there are also many educational institutions offering persons of all ages studies which do not lead to a degree. Most of these studies are intended for adults. These liberal adult education institutes include adult education centres, summer universities, study centres and sports institutes.

The studies provide all-round education. You can study languages, arts, crafts and communications, for instance. Normally the student has to cover some of the expenses of the education.

However, in certain situations studying at these institutions may be free of charge. Education is non-chargeable if, for example, education in reading and writing and other language training have been approved as parts of your integration plan.

If you would like to study Finnish or Swedish, read more on the InfoFinland page Finnish and Swedish language .

Local information

See your municipality’s information

Finland’s Education System: The Journey to Success

Jaime saavedra, hanna alasuutari, marcela gutierrez bernal.

Human Development Director for Latin America and the Caribbean at the World Bank

Senior Education Specialist

Education Specialist

Join the Conversation

Share on mail
comments added

+44 (0)20 7350 1981
Advice for Parents

Everything You Need to Know About the Finnish Education System

Sirkku Nikamaa is one of a leading language tutor, teaching and learning consultant and teacher trainer. She has many years of teaching experience having worked in some of the best schools in both Belgium and Finland. She is currently based in London and runs a consultancy that builds links between best practice in education in Finland and in the UK. We met with her to learn a little bit more about the Finnish education system.

If you are looking for a private tutor to work in person or online, in London, the UK or internationally , Simply Learning Tuition is here to help. Please call one of our tuition consultants today to be introduced to a tutor tailed to your child’s learning style and academic requirements.

Visit Private Tuition

In Finland, teaching is a highly competitive career. Only 8-10% of applicants are accepted onto teaching degrees and there is high appreciation of the teaching profession.

A good education system has been key to the country’s post-WWII success. Education became a political hot potato in the early 1960’s. The key question was: “Is it possible, in principle, that all children can attain similar learning goals”. The answer, after much political wrangling was affirmative. Equality is the cornerstone of Finnish education. Equality in the Finnish context does not mean ‘uniform’ or ‘the same’. It means equal access to quality education, which is defined as equal right to an individual education, personalized learning paths and a whole education focused on problem-solving skills and life skills, instead of mindless regurgitation of facts.

School Set-Up

Day care: age 2/3 – 7.

As the name ‘day-care’ suggests the Finnish early childhood education does not have an official curriculum. Children are not taught letters or numbers, unless an individual shows specific interest in learning to read and write. The emphasis is on interaction and play through which children learn about themselves and others. The goal is to support the children’s balanced growth, development and learning.

They learn the importance of building relationships and develop social, leadership and interpersonal skills. Learning happens through play, discovery and in interaction with others. Laying a good foundation for self-knowledge and social skills is considered to prevent struggles later in academic life when the lack of such skills might detract from learning.

Pre-School: Age 6-7, Grade 0

The 0-class or pre-school is an introduction to more structured learning. Most pre-schools introduce letters and numbers through play. Main focus is on thinking skills and problem solving. Teaching and learning is differentiated as some children might already be fairly confident readers. However, it is not compulsory to send your children to pre-school.

Primary School: Age 7-13, Grades 1-6

Unlike the UK, children in Finland go to their local school; hence there is a real sense of community amongst students, parents and teachers. Many children will walk or cycle to school from the age of seven. There is no competition between students to be accepted, and there is no difference between having a private or state education . In total there are 2800 schools that give children a good education (grades 1-9) in Finland. 75 of them are nominally ‘private’, but not in the sense parents in Britain would assume. For historical reasons these 75 schools have a board, but it has very little influence on the running of the school. They mostly resemble a PTA and are similar in their function. Thus, they will hold events and fundraisers. There are no real differences and students will not know they attend a ‘private’ school.

The Finnish National Board of Education sets the National Core Curriculum, which defines the broad objectives for education. The system is based upon the promotion of progressive values to create divergent and innovative learners who are curious, creative, open-minded and respectful.

Lower Secondary: Age 13-16, Grades 7, 8, 9

In comparison to the UK education system the Finnish system is not test heavy. Children are not taught to memorise pieces of information and at no stage will children sit formal or national exams. ‘What you learn without joy, you forget without grief’ is an old Finnish saying.

The Board of Education funds research projects and a large number of development programmes. Some of the development includes cooperation with enterprises and companies to develop open source educational tools, games and learning materials.

There are several initiatives that are partly publicly funded, this ensures that the results of development and research can be made available for all schools. Schools are also an important link in the process. New technologies are piloted and perfected in collaboration with and sometimes by students in real classrooms. Children often find this type of learning very interesting. Students are also encouraged to develop and design their own learning games. Content learning is often a by-product of an otherwise engaging and instructive process.

Streaming and remedial teaching

Unlike in the UK, Finnish children are never separated into academic tiers. Streaming, in fact, is illegal. Teachers are well trained to teach mixed ability groups, to differentiate and create individual learning paths. Emphasis is on early intervention in case there are worrying signs and resources for remedial teaching are made available. Schools and municipalities also provide psychological and social support as needed by the students.

This student-centered model makes it possible for students to set goals and to achieve them in cooperation with teachers and parents. Extra resources are available for the fast learners and a support network is available for those who need it to meet their goals. It is a system that trusts its schools and its teachers. In other words, the absence of high pressure testing and lack of competition between schools enables an education that has a human face and a human pace. The teachers can focus on bringing out the best in each individual student, instead of wasting time on documentation, detailed planning and worrying about national tests, performance related pay or league tables.

When children leave school and complete their compulsory education after 9th grade at the age of 16, they receive a final report card. This report card is necessary when they apply to secondary education. It represents a measure of the student’s academic achievement. However, the most important objective for basic education is to support the student’s growth and learning in ways that she or he grows up to be a person who is creative, persistent, capable of positive interaction and who is open to change. A safe community for learning will equip them with good self-image and self-knowledge and provides support and guidance for them to assume responsibility for their lives and studies going forward.

Secondary Education

Compulsory education ends after 9th grade at age 16. However, extremely few students choose not to go on to secondary education at this stage. Most students choose a 3- year high school, while approximately 40 % choose vocational education that offers a wide range of qualifications from auto-mechanics and plumbing to media production, IT, games design etc. There are no dead-ends in the Finnish education system. The well-rounded, comprehensive and challenging vocational education keeps the doors open for tertiary education i.e. realistic chance to apply to university or to schools for applied sciences. That makes vocational education attractive and the entry quite competitive.

High School: Age 16-18, Grades 1-3

Entry to high school is based on the grade point average of the final report card from 9thgrade. Some high schools offer specialisms like sports, performing arts or music e.g. Sibelius high school in Helsinki. Schools with specialisms conduct their own entrance exams.

In high school students study either the regular Finnish curriculum or the International Baccalaureate. Students who complete the Finnish curriculum will sit a national exam, the Finnish Matriculation Examination, in their final year, at the age of 18. The IB students take part in the international IB exams.

Tertiary education

Universities and schools for applied sciences organize their own entrance exams. Even tertiary education is free of charge.

Occasional random testing done by the National Board of Education shows little variance between schools nationally. However, unlike the UK this testing is only for internal purposes and school performance will never be made public. There are no ranking lists. Parents do not have to worry about league tables as there are none in basic education.

The only results that are published are the results of the High School Matriculation Examination. These results do not tend to affect the school choice a great deal as the quality of education is quite even. More important factors are the distance to school and of course, the student’s own motivation. Besides, comparing schools can be misleading. Schools that accept students with lower grade point average and achieve good results overall are the real winners.

If there is one overarching word to describe the Finnish School system it is trust. Everyone from the ministers to the board of education, to teachers, to parents, to students trusts each other.

Additional Points – Maternity/Paternity Leave Parents can choose who takes the time off work. The length of time they are allowed to take off work is also longer than here in the UK. Maternity leave is a year and mum’s can opt for an additional two years of parental leave. This can also be extended if they have a second child. Generally parents will choose a lighter workload, when their children are young. This means more parental support and interaction in the early stages of development, which is beneficial for language development and it lays a good foundation for cognitive and social development. Again, the emphasis at this young age is on social skills and interpersonal relationships, rather than academics.

Related Service

Education Consultants

If you need any help selecting the best school for your child, please contact one of our education consultants for expert advice today.

Key features of the education system, equity in education, the education system is based on trust and responsibility, life-long learning in focus, good learning outcomes are achieved at average expenditure, stages of the education system, structure of the national education system, useful links, common european reference tools provided by the eurydice network.

A key feature of the national education culture is to ensure equal opportunities for all. Individual support measures are in place to guarantee that every pupil and student can reach their full potential. Differences between schools are small and the quality of teaching is high all around the country. The education system does not have any dead-ends which would affect an individual’s learning career.

In Finland, education is publicly funded. Only 2% of pupils in compulsory education attend schools that have a private provider. Also these schools are publicly funded and they cannot have any tuition fees.

Education from pre-primary to higher education, is free. School meals and all learning materials are provided free and access in remote and sparsely populated areas is ensured through free school transport.

In Finland the provision of education is steered through regulations, information and funding. Local autonomy is high. Most of the funding comes from local budgets and the government transfers are not earmarked.

One of the regulations, the national core curriculum leaves room for local variations and therefore individual schools and teachers have a lot of freedom in designing their own curricula and instruction.

Also Finnish higher education institutions enjoy extensive autonomy. They are independent regarding their finances and administration. Institutions are autonomous regarding their teaching and research.

There is very little external control, such as school or textbook inspections. The first national examination takes place at the end of general upper secondary education. The most important quality assurance mechanism is the self-evaluation carried out by the education providers themselves. Nationally sample-based assessment are carried out according to an assessment plan. HE institutions are also expected to follow the quality of their operations and teaching.

Life-long learning is ensured by making it possible for leaners to take up studies at any stage of their lives. Education for adults is provided at all levels of education. Also informal and non-formal education is recognised. In vocational education, for example, competence-based qualifications offer a way to demonstrate prior learning.

Adult learning is very popular. Different institutions arrange a great variety of courses and programmes for adults at all levels of formal education, and the provision of liberal adult education is extensive. Adult education includes self-motivated education, staff training and labour market training. It may lead to qualifications or be related to general self-development.

In 2017 over 27% of Finnish adults participated in adult education compared to an EU average of 11%. Most of this is non-formal education.

The average costs per pupil or student are close to the average rates in the EU as well as OECD. 2019 the average expenditure in USD per pupil was

	primary education	total secondary education	tertiary education (including R&D)
Finland	10 576	11 894	18 129
EU22 average	10 141	11 673	17 670
OECD average	9 923	11 400	17 559

Source: OECD Education at a Glance 2022

Of all public spending in Finland, 10.2% was used for education in 2021. Most of the total cost was spent on basic education. The biggest component is teaching, but for example in basic education the cost per pupil also comprises school, meals, school transport, health and welfare services.

early childhood education and care (varhaiskasvatus)

Participation in early childhood education and care is a universal right for all children under school age, that is, aged 0-6 years. It is mainly organised in day-care institutions and so-called family day-care. There are moderate fees for families.

pre-primary education (esiopetus)

Compulsory pre-primary education stats one year before basic education at the age of six. Municipalities have to provide pre-primary education of a minimum of 700 hours per year. Generally this is organised so that the children have half a day of pre-primary education activities and the rest of the day is early childhood education and care. Pre-primary education is entirely free for the families.

single-structure primary and lower secondary education (perusopetus)

Comprehensive school education begins at the age of 7 and lasts for 9 years. It is provided in a single structure system. It includes grades 1-9. Education is free for pupils as well as learning materials, daily school meal, health and welfare services and transport from home to school if the way to school is long or dangerous.

upper secondary education (toisen asteen koulutus)

general upper secondary education (lukiokoulutus)

vocational upper secondary education (ammatillinen koulutus)

Upper secondary education is provided by general and vocational upper secondary institutions. The general age to participate in upper secondary studies is from 16 to 19 years. In vocational upper secondary education in particular many students are older.

higher education (korkeakoulutus)

university (yliopisto)

university of applied sciences (ammattikorkeakoulu)

Higher education is provided by universities and universities of applied sciences. The first are more academically oriented and the latter more professionally-oriented institutions. ISCED 8 level qualifications, such as doctorates can only be granted by universities.

Structure of the National Education System FI

Open image in new tab

Ministry of Education and Culture
Finnish National Agency for Education
Finnish Education in a Nutshell
Statistics Finland - Education
Association of Finnish Local and Regional Authorities - Education and culture
Trade Union of Education in Finland, OAJ
Teacher education e.g. University of Helsinki - Department of Education
National Student Fee and Support Systems
Organisation of the Academic Year in Higher Education
Organisation of School Time in Europe (Primary and general secondary education)
Recommended Annual Instruction Time in Full-Time Compulsory Education in Europe (Presented by grades/stages for full time compulsory education as well as by subject and country.)
Teacher's and School Heads' Salaries and Allowances in Europe (Salaries and allowances of teachers and school heads at pre-primary, primary, lower secondary and upper secondary education levels.)

8U$aDm.`bmhl6P+ISgNYI'1/$NlKh>P9I:(c `T/\neo"([)qulgX4SppEQ0c-OXAFh)[B))lYl[ "h dm97ll'6PdOd1-W1I23_Et=ED5I/d9YF'#TFrf.j,_oZJmY3`skp% kC;*V>0:H@2uD@*i1t %(>C5[7.%3I`Ll&b[lAEOjO:WKP>a/+m4,#$/pKL5gVpiAfp8.Ma7erI,O"/D2IbR [oL#k04.iC/"kX/?UO.OHL?XdButbf,KBZg*eSn4_F"QMR+.\`dQ3i5=:a"MSnG6L >O*61%(I]4L7#aR'u_*MSqK$24$bZn\gaei6-e=XOi-nn+/A]9kfUt8!^bQ(GpUG` 8tCYrHbpRP[D?U\'C7F$Oh2CU\NtIuXAOiFH*!KFkk:,*^?eJ4k1U(]rgu;.F$YgE \qn#dX5Tfr"RiNR),_^]\])!$3p+ Z)c);3Y"lU52f*1 EQK?r)[+-:q+lX_ZO/]iZEklN]Ob?3BUE*N4YR'C$(MsuC3PBeVici''ni_`lfinn =][email protected]>K,X"Yt]B5m9ECOnC*!W$MB\WT21ZrL7;u>`P=YY#Wg1I;b?RdkW4H9 'C8G b.YmUuB=>*\ dHR[+Y&Ci$,"4?Q[>5lsP>20a[PAbt9iuVYU)WM9$-S)@UIaLf@/h.L]MakoNu&EY k,rEt-uW1Jh-9gmh=YKup'O\+45@qTcm6a q@"$9\*D+,$qp1X+[a*:9&D_L+Y.Z P$U=GD 1_E.AFZ20>9Dg[]NUg$eqAp\rd0SaZoUEC1Y'A*Y37c8i)Kq@bQj cZFoPPH1sJFTb1k,G's3SR2\F:gU&2S48'7'^KFh%M `BOY:"u+iWm9BW?ndV,+O-KK)-9)t#81"_NM:=p&(2bIc*?4[kcNS$0]dH$@qCed >2Z`?^#9r[)(5gXM=_6a:K)!lfd)nPD1o`>XH%YE3QlMrbfS(/1*,'[email protected]/7ZZt IWr"Xo``oh#s?I(%fcOqAXtP!k,F(B_gIu+AiZDs oi(H (7Fo8fQG;cEkM?`65U2JM,gGU+-^lKEq,r5AGr1(gs!?,R2\-?CO:bhX*;+#]1Z%0 GHBOIO)`4PB\Zdo#!#8-Yt;p42_GQe^,9&j o@kU5M"]+TLNJ!lc6!A"4nCD.^\? -^4CB\I)k.k1eFC=4*[B-emUsnC-,\F-i kCa)DO^s7E/TGD2,(QJP$TC[qT;8t;oU1`/KTUE7,]8EuTDD56b4`uD_!FT@h^s]& YGJiZ'(?!AWk45' ?A@a&(CpIP4;MS!-cuUMIBUfac 4i]T@dA]idIso(rl`To:[hWYrlWi`Ua$^q7*o e

IMAGES

finland education system
Comparing Education Systems of Britain and Finland
Why Finland's Educational System is so Effective Infographic
This is Why Finland Education System is the Best
infographic_Finnish-educational-system
Finnish schoolsystem, Finland

VIDEO

How Does Finland’s Education System Outperform Most Others Worldwide?
Finland's Education System Vs Pakistan's Education System Explained
Reaction To Finnish Education System
Indian Education System vs Singapore Education System Explained In Telugu
Study in Finland
Medical system in Finland 🇫🇮

COMMENTS

Finland vs UK Education System: Which Model Is Better?
Conclusion. When analyzing Finland versus the United Kingdom's education models, there exist notable trade-offs. Finland focuses more on equality, creativity, and teacher professionalization over accountability and assessments. The UK meanwhile drives standards through continual testing and qualifications.
10 reasons why Finland's education system is the best in the world
Mike Colagrossi is a writer and founder of Colagrossi Media, an email marketing agency. His web page features various articles on topics such as science, culture, technology, and personal growth, but none of them mention Finland or its education system.
Finland Has The Most Effective Education System Education Essay
From India to Czech Republic, different education policies are used; but according to their sustained success in Pisa, the most effective education system is offered in Finland. Embracing the school, teacher capability are some of the reasons of Finnish success. All things considered, Finland's education system should be an example to other ...
Finland has one of the world's best education systems. Here's how it
Finland ranks higher than the US on the Program for International Student Assessment (PISA), a global measure of education quality. Learn how Finland differs from the US in standardized tests, homework, college fees, and teacher respect.
Comparing Education Systems of Britain and Finland
Comparing Education Systems of Britain and Finland. Words: 1653 Pages: 5. Education is given a priority in the European community. This is because one of the main priorities of the European community is to improve the quality and efficiency of education. The member countries are also concerned with improving the education systems of their ...
How Finland is modernising education with innovative schools
Finland's educational system is among the best in the world, according to the Programme for International Students Assessment (PISA).But the country is grappling with the same issues as everyone else - the shortened attention span of children raised in a digital world, learning losses accumulated during the pandemic, rising absenteeism and overburdened parents who struggle to set limits ...
Why Finland Education System is the Best in World?
Courtesy: CCE Finland. The uniquely created Finland Education Policy is one of the key reasons why Finland has the best education system in the world. Here are the important features of Finland's Education Policy: The main aim of Finland's Education policy is to ensure that every citizen has equal educational opportunities to avail.
Comparison in Curriculum between England and Finland
Finland has done a great job in their testing by being of the few countries to be on top. Parthanen says "Finland national education system has been receiving praise … Finnish students have … highest test scores in the world" (969). It shows that Finland has an effective method to help their students to reach to the top.
PDF Title: Analysis of Finnish Education System to question the reasons
Analysis of Finnish Education System to question the reasons behind Finnish success in PISA. Studies in Educational Research and Development, 2(2), 93-114. Abstract Finnish students have been showing outstanding achievement in each domain since the very ﬁrst The Programme for International Student Assessment (PISA) in 2000. Finland
Education reform in Finland and the comprehensive school system
Finland abolished the two-tier system of grammar and civic schools in 1968 and introduced a nine-year comprehensive school system. The reforms aimed to provide equal educational opportunities for all children and improve student performance and national outcomes.
PDF Could It Ever Happen Here? Reflections on Finnish Education and Culture
The answer appears to lie in how we spend our tax dollars. For example, the cost of standardized testing in the U.S. was estimated to be, in 2012, $1.7 billion (Ujifusa, 2012). This is an expense the Finns do not have. Finally, it is true the majority of Finland's population is of Finnish and Swedish descent.
(PDF) Finland Education System
FINLAND EDUCATION SYSTEM. Ashok Federick. Finlandia University,Finlad. Email: [email protected]. Abstract. If viewed from a geographical perspective, Finland is a Scandinavian country in ...
PDF Education in Finland
Learn how Finland offers free, equal and high-quality education for all, from pre-primary to higher education. Discover the philosophy, structure and features of the Finnish school system and its life-long learning opportunities.
The Finnish education system
Learn about the structure, quality and goals of the Finnish education system, which includes early childhood, pre-primary, comprehensive, upper secondary and higher education. Find out how to apply for education and training and what other study opportunities are available.
Finland's Education System: The Journey to Success
Learn how Finland transformed from an average to a top performer in education, with reforms in comprehensive schools, teacher education, decentralization, and curriculum. See the key milestones and challenges of the Finnish education system and its lessons for other countries.
Education in Finland
Learn about the history, structure and performance of the Finnish education system, which consists of daycare, basic, secondary and tertiary levels. Find out how Finland ranks in international assessments and what challenges it faces in literacy and gender gaps.
EP Finland essay
Radical film director Michael Moore investigates Finland's education system and argues that its education system is the best in the world. The film clip unravels the basis behind what has previously made Finland 1st in the PISA league tables which measures pupils academic ability across 70 countries and still places at currently 8th.
Everything You Need to Know About the Finnish Education System
In Finland, teaching is a highly competitive career. Only 8-10% of applicants are accepted onto teaching degrees and there is high appreciation of the teaching profession. A good education system has been key to the country's post-WWII success. Education became a political hot potato in the early 1960's.
Overview
Source: OECD Education at a Glance 2022 Of all public spending in Finland, 10.2% was used for education in 2021. Most of the total cost was spent on basic education. The biggest component is teaching, but for example in basic education the cost per pupil also comprises school, meals, school transport, health and welfare services.
PDF International Comparisons in Further Education
Australia, Finland, Ireland and Sweden. Ireland and New South Wales have FE systems that can be compared to the UK's FE system, while Finland and Sweden have rather differently constituted school-based post-compulsory IVET systems. The main findings concerning reform and reform processes in each of the four countries are presented.
A comparative analysis of primary teacher professionalism in England
Abstract. Policy‐makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise ...
Finland Vs. The United States: The Finish Education System
Stages UK education system consists of five stages or levels that are early years, primary, secondary, Further Education (FE) and Higher Education (HE). On the other hand USA system is quite different than UK, in USA there are four stages of education: primary school, secondary school, undergraduate (UG) and graduate. ... Essay On Finland ...
PDF The education of six year olds in England, Denmark and Finland
Education for children 3-11 is organised into three stages: the Foundation Stage (3-5),Key Stage 1 (6-7) and Key Stage 2 (7-11).Almost 70% of three year olds attend maintained, voluntary or private settings,usually part-time.By September 2004,there will be a free part-time early education place for every three year old.


University of Helsinki	104
	112
	295
University of Jyväskylä	348
	377
	414
Lappeenranta University of Technology	414
	521-530
Åbo Akademi University	601-650