Finnish education in a nutshell
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education in finland Finnish education in a nutshell
Education system in Finland
A central
objective
Doctoral degrees
is to provide Licenciate degrees
6
Universities
all citizens
with equal Polytechnic master’s degrees
1–1.5
Master’s degrees
opportunities. Universities
Polytechnics
2
5A
Work experience 3 years
Polytechnic
Bachelor’s degrees
3.5–4
bachelor’s degrees
3
Universities
Polytechnics
Specialist vocational
Work qualifications*
4
experience Further vocational
qualifications*
Matriculation examination Vocational qualifications*
3
General upper secondary Vocational institutions
3
3
schools *Also available as apprenticeship training
Voluntary additional year
of basic education
Basic education
1&2
7–16-year-olds
9
Comprehensive schools
Pre-primary education · 6-year-olds
1
0
0–5
Early childhood education and care
isced-
duration
in years
duration
in years
classification
isced-classification 1997
0 Pre-primary education
1–2 Primary education or lower secondary education
3 Upper secondary education
4 Post-secondary non-tertiary education
5 First stage of tertiary education
6 Second stage of tertiary education
2 Finnish education in a nutshell
Contents
Equity in education 6 General and vocational pathways
Education is free at all levels 6 at upper secondary level 17
Every pupil and student has the right Most students continue their studies 17
to educational support 7 General upper secondary education
Special needs education is generally is flexibly organised 18
provided in conjunction with First national examination at the end of
mainstream education 7 general upper secondary education 18
Efforts to support language minorities Vocational education and training
and migrants 8 in cooperation with the world of work 20
Life-long learning in focus 9 Competence-based qualifications offer
a way to demonstrate prior learning 21
Education system based on
trust and responsibility 10 Higher education
Most education is publicly funded 10 with a dual structure 22
Local administration and educational Most university students aim for
institutions play a key role 12 a Master’s degree 22
Educational autonomy is high at all levels 12 Polytechnic degrees provide students
Quality assurance is based on steering with practical professional skills 23
instead of controlling 13
Highly educated
Early childhood and basic teaching personnel 24
education as part of The most common pre-service requirement
life-long learning 14 is a Master’s degree 24
Early childhood education supports Educational leaders are required
children’s development and learning 14 a teacher qualification 26
Basic education is provided within Continuing teacher education
a single structure 15 is encouraged 26
School year is the same everywhere
but timetables are local 15
National core curriculum leaves room
for local variations 15
Assessment is part of daily schoolwork 16
Equity in education Every pupil and student has the right
to educational support
The current thinking in Finland is that the poten-
One of the basic principles of Finnish education tial of each pupil should be maximised. There-
is that all people must have equal access to fore educational guidance is seen as essential.
high-quality education and training. The same Guidance and counselling aims to support, help
opportunities to education should be available and guide pupils and students so that they can
to all citizens irrespective of their ethnic origin, all perform as well as possible in their studies and
age, wealth or where they live. be able to make correct and appropriate decisions
concerning their education and
Education is free careers.
at all levels Guidance and counselling is
In Finland education is free seen as the work of all educa-
at all levels from pre-primary tion personnel. Thus teach-
to higher education. In pre- ers are required to treat the
primary and basic education children and young people as
the textbooks, daily meal and individuals and help them to
transportation for students proceed according to their own
living further away from the capabilities. Learners should
school are free for the parents. also experience success and joy
At secondary level and in of learning. Today all pupils and
higher education the students students have the right to edu-
themselves or their parents cational support. This support
purchase their own books. At can be remedial instruction or
secondary level the students The potential support for the pupil’s special needs.
have the right to a free meal
and in higher education meals
of every Special needs education is
are subsidised by the state. individual generally provided in conjunction
Adult education is the only with mainstream education
form of education that may
should be In Finland the ideology is to provide special needs
require payment. maximised. education primarily in mainstream education.
To ensure the opportunities If a pupil cannot be taught in a regular teach-
to study for everyone there is a ing group, he or she must be admitted to special
well-developed system of study needs education. This education is provided at
grants and loans. Financial aid regular schools wherever possible.
can be awarded for full-time All pupils of compulsory school age have the
study in an upper secondary right to general support, that is, high-quality edu-
school, vocational institution or cation as well as guidance and support. Intensi-
institution of higher education. fied support must be given to those pupils who
6 Finnish education in a nutshell Equity in education 7
need regular support measures or several forms pupil’s mother tongue. Education providers also
of support at the same time. The aim is to prevent organise preparatory education for immigrants
existing problems from becoming more serious or to enable them to enter basic or upper secondary
expansive. If children cannot adequately cope with education.
mainstream education in spite of general or inten-
sified form of support, they must be given special Life-long learning in focus
support. The main purpose of special support is to The Finnish education system has no dead-ends.
provide pupils with broadly based and systematic Learners can always continue their studies on an
help so that they can complete compulsory educa- upper level of education, whatever choices they
tion and be eligible for upper secondary education. make in between. The practice of recognition
Special needs support is also provided in upper of prior learning has been developed in order to
secondary education. In vocational education and avoid unnecessary overlapping of studies.
training, students in need of special needs educa- Finland has a long history of participation and
tion are provided with an individual education promotion of adult education. The first Finnish
plan. This plan must for example set out details folk high school started in 1889. Adult education
of the qualification to be completed, the require- is very popular, the participation
ments observed and support measures provided rate is high also in international
for the student. terms.
The main objectives of adult
Efforts are made for supporting Adult education policy are ensuring
language minorities and migrants the availability and competence
Finland has two official languages, Finnish and
education of the labour force, providing
Swedish. Approximately five per cent of students has a long educational opportunities for
in basic and upper secondary education attend a the entire adult population and
school where Swedish is the language of instruction.
and strong strengthening social cohesion
Both language groups have their own institu- tradition. and equity. The objectives
tions also at higher education level. In addition should support efforts to
there are educational institutions where all or at extend working life, raise the
least some instruction is provided in a foreign employment rate, improve productivity, imple-
language, most commonly in English. ment the conditions for lifelong learning and
Local authorities are also required to organise enhance multiculturalism.
education in the Sami language in the Sami- Educational institutions organise education
speaking areas of Lapland. Care is taken to ensure and training intended for adults at all levels of
educational opportunities for Roma and other education. Efforts have been made to make the
minorities as well as for people who use sign lan- provision as flexible as possible in order to enable
guage. Education providers can for example apply adults to study alongside work.
for additional funding for organising instruction Adult education comprises education and
in the official national languages for Roma, Sami training leading to a degree or certificate, liberal
and migrant children and for instruction in the adult education and staff-development and
8 Finnish education in a nutshell Equity in education 9
other training provided or purchased by employ- publicly maintained. They follow the national
ers as well as labour market training, which is core curricula and qualification requirements.
mainly targeted at unemployed people. They also receive public funding.
Liberal adult education offers non-formal Pre-primary and basic education is part
studies. It promotes personal growth, health and of the municipal basic services that receive
well-being by offering courses relating to citizen- statutory government transfers. The statutory
ship skills and society and in different crafts and government transfer is based on the number
subjects on a recreational basis. of 6–15 year olds living in the municipality and
In both general and vocational education, the special conditions of the municipality. This
there are also separate educational institutions funding is not ear-marked and the municipality
for adults. In vocational training competence- can decide for itself how it allocates this funding.
based qualifications are specifically intended for The statutory government transfer for munici-
adults. In higher education adults can study in pal basic services is approximately a third of the
separate adult education programmes offered calculatory costs.
by polytechnics. The funding for upper secondary education
and vocational education and training is based
on the number of students reported by the
school as well as on the unit prices set by the
Ministry of Education and Culture.
In the funding of polytechnics the Govern-
ment allocates resources in the form of core
funding, which is based on unit costs per stu-
dent, project funding and performance-based
funding. For example completed degrees are
Education system part of performance-based funding. Polytechnics
also have external sources of funding. Both in
based on trust vocational training and in the funding of poly-
technics the education providers are encouraged
and responsibility to improve their results through performance-
based funding.
Finnish universities are independent corpo-
Most education is publicly funded rations under public law or foundations under
Most institutions providing basic and upper sec- private law. Each university and the Ministry of
ondary level education are maintained by local Education and Culture set operational and quali-
authorities or joint municipal boards. Responsi- tative targets for the university and determine
bility for educational funding is divided between the resources required every three years. The
the State and the local authorities. Most private agreement also defines how these targets are
institutions do not differ from those that are monitored and evaluated. Universities receive
10 Finnish education in a nutshell Education system based on trust and responsibility 11
funding from the state but they are also ex- The teachers have pedagogical autonomy.
pected to raise external funding. They can decide themselves the methods of
teaching as well as textbooks and materials.
Local administration and educational Polytechnics and universities enjoy extensive
institutions play a key role autonomy. The operations of both polytechnics
The national education administration is organ- and universities are built on the freedom of
ised at two levels. Education policy is the respon- education and research. They organise their own
sibility of the Ministry of Education and Culture. administration, decide on student admission and
A national agency, the Finnish National Board of design the contents of degree programmes.
Education, is responsible for the implementation
of the policy aims. It works with the Ministry Quality assurance is based on steering
to develop educational objectives, content and instead of controlling
methods for early childhood, pre-primary, basic, In Finland school inspections were abolished in
upper secondary and adult education. Local the early 1990s. The ideology is to steer through
administration is the responsibility of local au- information, support and funding. The activities
thorities, most commonly municipalities or joint of education providers are guided by objectives
municipal authorities. These make the decisions laid down in legislation as well as the national
on allocation of funding, local curricula, recruit- core curricula and qualification requirements.
ment of personnel. The municipalities have also The system relies on the proficiency of teachers
the autonomy to delegate the decision-making and other personnel.
power to the schools. Typically the principals There is strong focus on both self-evaluation
recruit the staff of their schools. of schools and education providers and national
evaluations of learning outcomes. National
Educational autonomy is high at all levels evaluations of learning outcomes are done
Education providers are responsible for practical regularly, so that there is a test every year either
teaching arrangements as well as the effective- in mother tongue and literature or mathematics.
ness and quality of its education. There are, for Other subjects are evaluated according to the
example, no regulations governing class size and evaluation plan of the Ministry of Education and
the education providers and schools are free to Culture. Not only academic subjects are evalu-
determine how to group pupils and students. ated but also subjects such as arts and crafts
Local authorities determine how much au- and cross-curricular themes.
tonomy is passed on to schools. The schools have From the schools’ perspective, the evaluations
the right to provide educational services accord- are not regular as they are sample-based. The
ing to their own administrative arrangements education providers receive their own results to
and visions, as long as the basic functions, deter- be used for development purposes.
mined by law, are carried out. In many cases for The main aim of the national evaluations of
example budget management, acquisitions and learning outcomes is to follow at national level
recruitment is the responsibility of the schools. how well the objectives have been reached as
12 Finnish education in a nutshell Education system based on trust and responsibility 13
set in the core curricula and qualification require- 6-year-olds participate in pre-primary education.
ments. Consequently, the results are not used for At pre-primary level children will adopt basic
ranking the schools. skills, knowledge and capabilities from different
In higher education the polytechnics and areas of learning in accordance with their age
universities are responsible for the evaluation of and abilities. Learning through play is essential.
their own operations and outcomes. In this they
are supported by a national body that is respon- Basic education is provided
sible for developing the quality of education. within a single structure
Compulsory education starts in the year when a
child turns seven and lasts nine years. Local au-
thorities assign a school place to each pupil close
to their homes, but parents are free to choose
the comprehensive school of their preference,
with some restrictions.
Basic education is provided within a single
structure, that is, there is no division into primary
and lower secondary education. Instruction is
Early childhood and usually given by the same class teacher in most
subjects in the first six year-classes and by sub-
basic education as part ject specialists in the last three years.
of life-long learning School year is the same everywhere
but timetables are local
The school year comprises 190 days between
Early childhood education supports mid-August and the beginning of June. Schools
children’s development and learning are open five days a week, and the minimum
Early childhood education and care comprises number of lessons per week varies from 19 to 30,
care, education and teaching to support chil- depending on the level and number of optional
dren’s balanced growth, development and learn- subjects taken. Daily and weekly timetables are
ing. Every child has a subjective right to attend decided in the schools. In addition, there is local
early childhood education. It can take place at autonomy concerning extra holidays.
kindergartens or smaller family day-care groups
in private homes. The fees are moderate and are National core curriculum leaves room
based on parental income. for local variations
All 6-year-olds have the right to participate The national core curriculum for basic education
in pre-primary education. It is free and volun- is determined by the Finnish National Board of
tary for children but municipalities are obliged Education. It contains the objectives and core
to provide pre-primary education. Almost all contents of different subjects, as well as the
Early childhood and basic education
14 Finnish education in a nutshell as part of life-long learning 15
principles of pupil assessment, special needs education certificate, the final certificate given
education, pupil welfare and educational guid- at the end of year 9, are given by the teachers.
ance. The principles of a good learning environ- On the basis of this assessment pupils will be se-
ment, working approaches as well as the concept lected for further studies. Therefore, the national
of learning are also addressed in the core cur- core curriculum contains assessment guidelines
riculum. The national core curriculum is renewed in all common subjects.
approximately every ten years. One task of basic education is to develop
The education providers the pupils’ capabilities for self-assessment. The
draw up their own curricula purpose of this is to support the growth of
within the framework of the self-knowledge and study skills and to help the
national core curriculum. pupils to learn to be aware of their progress and
Thus there is room for local or There are no learning process.
regional specificities. All local
curricula must, however, define
national tests
the values, underlying princi- for pupils
ples, as well as general educa-
tional and teaching objectives.
in basic
Also questions such as the education
language programme and the
local lesson-hour distribution
in Finland.
must be addressed. Further,
cooperation with homes and General and vocational
instruction of pupils requiring special support
or belonging to different language and cultural pathways at upper
groups should be defined.
secondary level
Assessment is part of daily schoolwork
In Finland the main type of pupil assessment is
the continuous assessment during the course of Most students continue their studies
studies and final assessment. Continuous assess- after basic education
ment is to guide and help pupils in their learning Students who have successfully completed
process. Each student receives a report at least compulsory education are eligible for general
once every school year. and vocational upper secondary education and
There are no national tests for pupils in basic training. Student selection to upper secondary
education in Finland. Instead, teachers are re- schools is mainly based on the students’ grades
sponsible for the assessment in their respective in their basic education certificate. The selec-
subjects on the basis of the objectives written tion criteria used by vocational institutions can
into the curriculum. Also the grades in the basic include work experience and other comparable
General and vocational pathways
16 Finnish education in a nutshell at upper secondary level 17factors, also entrance and aptitude tests. More
than 90 per cent of the relevant age group starts
general or vocational upper secondary studies More than
immediately after basic education. Completion
of upper secondary education, both general and
90 per cent
vocational, gives students eligibility to continue of the relevant
to higher education.
age group
General upper secondary education starts general
is flexibly organised
The syllabus of general upper secondary educa-
or vocational
tion is designed to last three years, but students upper
may complete it in 2 to 4 years. Instruction is or-
ganised in modular form not tied to year classes
secondary
and students can decide on their individual study studies
schedules rather freely. Each course is assessed
on completion and when a student has com-
immediately
pleted the required number of courses, which after basic
include compulsory and elective studies, he or
she receives a general upper secondary school
education.
certificate.
The Finnish National Board of Education
decides on the objectives and learning outcomes
of the different subjects and study modules for
general upper secondary education. Based on
the national core curriculum, each education
provider then prepares the local curriculum. Due
to the modular structure of upper secondary
education, students may combine studies from
both general education and vocational educa-
tion and training.
First national examination at the end of
general upper secondary education
General upper secondary education ends with
a national matriculation examination, which
comprises four compulsory tests: mother tongue
and, according to each candidate’s choice, three
18 Finnish education in a nutshellof the following: the second national language, The studies are based on individual study
a foreign language, mathematics or one subject plans, comprising both compulsory and optional
in general studies, such as humanities and natural study modules. The students’ learning and
sciences. Students may also include optional tests. competences acquired are assessed throughout
Having completed the matriculation examination the period of study. The assessment is based on
and the entire upper secondary school syllabus, criteria defined in the national qualification re-
students are awarded a separate certificate that quirements. One of the main assessment meth-
shows details of the examinations passed and the ods is the vocational skills demonstrations. These
levels and grades achieved. are work assignments relevant to the vocational
skills requirements and are given in authentic
Vocational education and training settings. Skills demonstrations are designed,
in cooperation with the world of work implemented and assessed in co-operation with
Vocational education and training covers eight representatives of the world of work.
fields of education, more than fifty vocational
qualifications including over a hundred different Competence-based qualifications offer a
study programmes. The scope of vocational quali- way to demonstrate prior learning
fications is three years of study and each qualifi- Competence-based qualifications provide adults
cation includes at least half a year of on-the-job a flexible way to enhance and maintain their
learning in workplaces. Vocational education and vocational skills. A specific benefit of this system
training can be completed in the form of school- is that it makes it possible to recognise an indi-
based training or apprenticeship training. vidual’s vocational competences regardless of
The national qualification requirements have whether they have been acquired through work
been based on a learning-outcome approach from experience, studies or other activities. Represent-
the early 1990s. Consequently close co-operation atives of the world of work and business life play
with the world of work has been essential. an important role in planning,
Vocational qualifications are developed in co- implementing and assessing
operation with the world of work and other key these competence- based
stakeholders. This is done in order to ensure that Vocational qualifications.
the qualifications support flexible and efficient An individual study plan
transition into the labour market as well
studies take is prepared for each student
as occupational development and career change. into account taking a competence-based
In addition to the needs of the world of work, qualification. The candidates
development of vocational education and train-
individual demonstrate their skills in
ing and qualifications takes into account the needs and competence tests, which are
consolidation of lifelong learning skills as well
as the individuals’ needs and opportunities to
circumstances. assessed by training experts
and representatives from
complete qualifications flexibly to suit their own enterprises together with the
circumstances. candidates themselves. There
General and vocational pathways
20 Finnish education in a nutshell at upper secondary level 21are three levels of competence-based qualifica- vocational qualification have general eligibility
tions: vocational qualifications, further voca- for university education. Universities may also
tional qualifications and specialist vocational admit applicants, who are otherwise considered
qualifications. to have the necessary skills and knowledge to
complete the studies.
At universities students can study for
Bachelor’s and Master’s degrees and scientific
or artistic postgraduate degrees, which are the
Licentiate and the Doctorate degrees. In the
two-cycle degree system students first complete
the Bachelor’s degree, after which they may go
for the Master’s degree. As a rule, students are
admitted to study for the Master’s degree.
The target time for taking a Master’s degree
Higher education is generally 5 years. The average time for taking a
Master’s degree in Finland is, however, six years.
with a dual structure The policy-makers have introduced several meas-
ures to shorten graduation times and increase
completion of studies, including personal study
Higher education is offered by universities and plans and financial incentives, for example.
polytechnics. Both sectors have their own pro-
files. Universities emphasise scientific research Polytechnic degrees provide students
and instruction. Polytechnics, also known as with practical professional skills
universities of applied sciences, adopt a more The general requirement for admission to
practical approach. polytechnics is completion of general upper
There is restricted entry to all fields of study. secondary education or vocational education
As applicant volumes outweigh the number of and training. Student selection to polytechnics is
places available, universities and polytechnics mainly based on entrance examinations, school
use different kinds of student selection criteria. achievement and work experience. Polytechnics
Most commonly these include success in ma- may also admit applicants who are otherwise
triculation examination and entrance tests. considered to have the necessary skills and
knowledge to complete polytechnic studies.
Most university students aim Degree studies at polytechnics give a higher
for a Master’s degree education qualification and practical profes-
The Finnish Matriculation Examination pro- sional skills. They comprise core and professional
vides general eligibility for higher education. studies, elective studies and a final project. All
In addition, those with a post-secondary level degree studies include practical on-the-job learn-
vocational qualification or at least a three-year ing. The extent of polytechnic degree studies is
22 Finnish education in a nutshell Higher education with a dual structure 23generally 210–240 ects points, which means 3–4 professionally. Teaching and guidance staff
years of full-time study. It is further possible to within day-care centres generally have Bachelor’s
take a polytechnic Master’s degree after acquir- degrees. Pre-primary teachers in schools hold a
ing a minimum of three years’ work experience. Master’s degree.
The polytechnic Master’s takes 1.5–2 years, and is Teachers in the first six years of basic educa-
equivalent to a university Master’s degree. tion are usually generalists, class teachers,
whereas those in the last three years and at
upper secondary level are subject specialists,
subject teachers. Class teachers have a Master’s
degree in education. Subject teachers have
completed a Master’s degree in the subject they
teach as well as pedagogical studies.
Depending on the institution and subject, vo-
cational teachers are generally required to have
an appropriate higher or postgraduate academic
Highly educated degree, an appropriate polytechnic degree or
the highest possible qualification in their own
teaching personnel vocational field. In addition at least three years
of work experience in the field and completed
pedagogical studies are necessary.
Teaching is an attractive career choice in Guidance counsellors in basic and upper sec-
Finland. Thus the teacher education institutions ondary education and training support pupils or
can select the applicants most suitable for the students in their studies and any possible learn-
teaching profession. For example the intake into ing problems. The qualification requirements are
class teacher education is only 10 per cent of all a Master’s degree and guidance counsellor stud-
applicants. In subject teacher education the in- ies. Special needs teachers help learners who
take varies from 10 to 50 per cent depending on have more serious problems both in mainstream
the subject. In vocational teacher education the education or special needs education. They also
intake is 30 per cent of the applicants. support and consult teachers. Special needs
teachers hold a Master’s degree with special
The most common pre-service requirement pedagogy as the main subject or a teacher quali-
is a Master’s degree fication including special needs teacher studies.
Teachers in basic and general upper secondary Teachers at polytechnics are required to have
education are required to hold a Master’s degree. either a Master’s or a post-graduate Licentiate’s
Also teachers in vocational education and train- degree, depending on their position. They must
ing have to hold a higher education degree. also complete pedagogical studies. University
The high level of training is seen as necessary teachers are generally required to hold a
as teachers in Finland are very autonomous Doctoral or other postgraduate degree.
24 Finnish education in a nutshell Highly educated teaching personnel 25Educational leaders are required
a teacher qualification
Responsibility for the operations of basic educa-
tion schools and upper secondary schools rests
with principals. Principals are generally required
a higher academic degree and teaching quali-
fications. In addition, they are required to have
appropriate work experience and a certificate in
educational administration or the equivalent.
University rectors must hold a doctorate or
a professorship. Most commonly the rector is
appointed from among the professors of the
university. In polytechnics, rectors are required
a postgraduate Licentiate’s degree or doctorate
and have administrative experience.
Continuing teacher education
is encouraged
At most levels of education the teachers are
required to participate in in-service training
every year as part of their agreement on salaries.
Finnish teachers consider in-service training as
a privilege and therefore participate actively.
The State also provides in-service training
programmes, primarily in areas important for Teachers are
implementing education policy and reforms.
The education providers can also apply for
recognised
funding to improve the professional competence as keys to
of their teaching personnel.
Teachers are recognised as keys to quality
quality in
in education. Therefore continuous attention education.
is paid to both their pre-service and continuing
education.
26 Finnish education in a nutshell Highly educated teaching personnel 27Graphic design: Hahmo Photos: Satu Haavisto, Mikko Lehtimäki, Hannu Piirainen, Santeri Sarkola, Janne Westerlund Printed in: Kopijyvä, Espoo, 2012 ISBN: 978-952-13-5387-1
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