AboutFINLAND

Education Policy:
Providing equal opportunities for all citizens to high-quality education and training is a long-term objective of the Finnish education policy. The keywords in Finnish education policy are quality, efficiency, equity and internationalization. The basic right to education and culture is recorded in the Constitution. The policy is built on the principles of lifelong learning and free education. Education is seen as a key to competitiveness and well-being of the society.

There is a wide-spread consensus of the main pillars of education policy and the policy is characterized by cooperation and continuity - evolution rather than revolution. A tripartite partnership among Government, trade unions and employer organizations is an integrated part of policy-making. Participation and consultation of a wide range of different stakeholders play a central role in educational reform. Teachers and the Trade Union of Education as their representative are the key players in the development of education. The main objectives and broad lines of the policy are defined at the central level, but the implementation of these is the responsibility of the local level. The main steering document in the Finnish education policy is the Government’s Development Plan for Education and Research.

The main objective of Finnish education policy is to offer all citizens equal opportunities to receive an education. The structure of the education system reflects these principles. The system is highly permeable, that is, there are no dead-ends preventing progression to higher levels of education.

The focus in education is on learning rather than testing. There are no national tests for pupils in basic education in Finland. Instead, teachers are responsible for assessment in their respective subjects on the basis of the objectives included in the curriculum.

The only national examination, the matriculation examination, is held at the end of general upper secondary education. Commonly admission to higher education is based on the results in the matriculation examination and entrance tests.

Governance has been based on the principle of decentralisation since the early 1990s. Education providers are responsible for practical teaching arrangements as well as the effectiveness and quality of the education provided. Local authorities also determine how much autonomy is passed on to schools. For example budget management, acquisitions and recruitment are often the responsibility of the schools.

Polytechnics and universities enjoy extensive autonomy. The operations of both polytechnics and universities are built on the freedom of education and research. They organise their own administration, decide on student admission and design the contents of degree programmes.

Most education and training is publically funded. There are no tuition fees at any level of education. In basic education also school materials, school meals and commuting are provided free of charge. In upper secondary education, students pay for their books and transport. In addition, there is a well-developed system of study grants and loans. Financial aid can be awarded for full-time study in upper secondary education and in higher education.

Teachers in Finland:
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Enjoy pedagogical autonomy in the classroom

Are considered pedagogical experts

Are entrusted with considerable independence in the classroom.

Have decision-making authority as concerns school policy and management

Are deeply involved in drafting the local curricula and in development work.

Have responsibility for the choice of textbooks and teaching methods

Deep Dive:

Pupils' learning and well-being of the individual is supported and related instructions have been recorded the nationwide basis for the curriculum.

Both schools and the learning outcomes and assessment of pupils are in the nature of encouragement and support.

The aim is to provide information that will help both schools and pupils to develop

There are no national tests of learning outcomes and school ranking lists

Teachers at all levels of education are well trained and strongly committed to their work

All teachers are required to a Master's degree and initial teacher training includes practical teaching training

The teaching profession in Finland is a valued and popular, so students can be chosen the best in young people

In Finland, there is substantial attention to subject-specific pedagogy for prospective primary as well as upper-grade teachers.

Early childhood education and care

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All children under school-age have a subjective right to early childhood education and care (ECEC). The municipalities are responsible for arranging the ECEC services, for their quality and supervision. Families can also opt for publicly subsidized private ECEC settings. The Finnish ECEC is based on an integrated approach to care, education, and teaching, the so-called “Educare” model. Learning through play is essential.

The main form of ECEC is daycare organized in daycare centers and in family daycare. The content of ECEC is guided by the National Curriculum Guidelines on ECEC (2018). Other forms of ECEC services include clubs run by the local parishes and other non-governmental organizations and the various forms of open early childhood education activities organized by the municipalities for children and their families. Participation in ECEC is subject to a fee which depends on family income and the number of children. Client fees in municipal daycare cover about 14 percent of the total daycare costs.

Basic education is non-selective
The objective of basic education is to support pupils’ growth towards humanity and ethically responsible membership of the society and to provide them with the knowledge and skills needed in life.

Basic education encompasses nine years and caters for all those between 7 and 16 years. Schools do not select their students. Every student is allocated a place in a nearby school, but they can also choose another school with some restrictions.

All school follow a national core curriculum, which includes the objectives and core contents of different subjects. The education providers, usually the local education authorities and the schools themselves draw up their own curricula within the framework of the national core curriculum.