An overview of Finland's educational system

1. Global Curriculum
Presentation: Finland
GROUP 1: NICOLETA MARTINEZ, AVERY STEELE, SHAUNA MARTIN
EDUC 671 - DR. SYDNEY BROWN
MARCH 15, 2015

2. FINLAND
https://www.flickr.com/phot
os/pelegrino/3662400228/
http://gd1student.wikispaces.com/Finland

3. The Finland Phenomenon
◦ Finland has the reputation of having one of the best education systems in the world ranking highest by
any educational standards
◦ Finland is an example of a nation that built a strong educational system with "widespread equity, good
quality, large participation", nearly from the ground up (Darling-Hammond, 2010, p. 165)
◦ The profession of teaching is highly respected in Finland "to the degree that young students hope to
enter this field more than they want to become lawyers or doctors" (Morgan, H., 2014, p. 454)
◦ Finland does not rely or relies very lightly on standardized testing
◦ Finland ranks among the top 5 countries in innovation, global competitiveness, and entrepreneurship,
as well as among the top 5 countries least corrupt in the world, hence an educational system based on
trust vs. a compliance based system (as stated in the documentary "The Finland Phenomenon, 2011)

4. The Finland Phenomenon
cont'd
◦ Finland topped the 1st PISA (Program for International Student Assessment) in 2000 in math, science
and reading. They maintained this position as #1 until 2009. In 2009, Finland ranked 3rd in reading, 5th
in math, and 2nd in science.
◦ Finland's aim of education is to achieve educational equity and a high level of education among all the
people
◦ The main focus of education is students achieving higher-order thinking skills rather than learning
factual information
◦ strong academic performance country: high graduation rates - more than 99% of students complete
compulsory basic education and about 90% complete upper secondary school; two-thirds of these
graduates continue their education in universities or polytechnic schools (as per Darling-Hammond,
2010, p. 165)

5. The Finland Phenomenon
cont'd
◦ The achievement gap correlated to students' socioeconomic background reduced visibly as a result of
curriculum reforms implementation
◦ There is little variation in achievement across Finnish schools, despite immigration and linguistic or
cultural diversity. Documentary facts: there are 45 languages spoken in Helsinki schools; 16,2% students
speak Finnish as a second language; Linda Darling Hammond: immigrant children or those whose
mother tongue is not Finnish approach close to 50%
◦ Linda Darling-Hammond (2010) summarizes the core principles of Finnish education (p.167)
◦ resources for those who need them most
◦ high standards and supports for special needs
◦ qualified teachers
◦ evaluation of education: assessments are designed by teachers to evaluate higher-order thinking and performance skills
◦ balancing decentralization and centralization : highly qualified teachers design curriculum vs. highly centralized system with
emphasis on external testing

6. Education in Finland - Background
◦ At the end of WWII, Finland was an economically crippled agrarian society, educationally lagging behind
in the Northern European space
◦ In the 1960s, Finland's economy growth shifted from dependence on labor force to reliance on
knowledge, skill and productivity increases
◦ In the 1970s, Finland started implementing new educational policies that changed its limited traditional
education system into a modern one meant to improve the many inequalities of the old system.
◦ Today, Finland continues to be a knowledge based economy, one of the most competitive in the world.
Ornstein&Hunkins (2013) call Finland: "the Silicon Valley of Europe" - a new social dynamics emerged -
society, schools, colleges and universities, companies and their employees are all networked and all are
highly cognizant of education's centrality to working life and civic participation

7. Reforms in Finland Education
◦ before 1970 - two-track approach with consequent inequalities in between schools: resources,
achievement gap; the educational belief was also a source of inequality as talent was perceived to be
unevenly distributed and some students were seen as having more potential than others
◦ Curricular reforms, as reviewed by Linda Darling-Hammond (2010, pp. 168-169):
◦ 1970s - strongly centralized national curriculum
◦ 1972-1982 - eliminating the two-track approach; developing a common curriculum through the entire
system through the end of high school
◦ 1980s - more decision making power to the municipalities
◦ 1990s - more decision power to schools; curriculum focus on science, technology, and innovation;
◦ 2004 - establishing national criteria for assessment
◦ 2010 - emphasis on early interventions and learning support

8. Overview of
Education in
Finland

9. The Finnish Educational System
◦ Pre-primary education is intended for six-year olds, who will start their compulsory education in the following year. At the moment
over 90 % of the age group participate in the voluntary pre-school education.
◦ Basic education - Comprehensive school - peruskoulu provides a nine-year educational program (with a voluntary 10th year) for all
school-age children, beginning at the age of seven.
- the comprehensive school network covers the whole country
- are primarily run by local authorities
- students are never tracked or placed in special groups, nor they are subject to tests to establish if they can move up to the next level
- for the first 6 years - primary school - forms 1st - 6th
- age-based classes
- content is the same for everyone
- teachers have the option to determine for how long they will stay with their students. It can range from one year to the entire
primary school experience
- for the next 3 years - lower-secondary school - forms 7th - 9th
- subject-area classes
- some electives
- counselling and guidance are mandatory
- extended basic curriculum
- for the completion of curriculum, students receive a certificate to show acceptable completion of the curriculum of the comprehensive
school

10. The Finnish Educational System - cont'd
◦ Secondary education - post-comprehensive education - intended for students aged 16-19
◦ general upper secondary education - designed to prepare the students for the matriculation
examination. Matriculated students are eligible to apply to higher educational institutions or
vocational institutes.
- the matriculation exam is comprised of 4 tests and students can choose in between 2 levels of
difficulty;
- the 4 tests are: mother tongue, second official language, foreign language, and math or general
studies;
- the tests consist of open-ended questions that assess critical thinking, problem solving and writing
mastery skills;
- in order to pass the exam, students must pass all 4 tests;
◦ vocational education - prepares and trains students for real jobs. A vocational qualification gives
general eligibility for applying to polytechnic and university studies.

11. The Finnish Educational System - cont'd
◦ Higher education - has a significant role in the Finnish society as it sustains a knowledge-based
approach to economic growth.
◦ Universities provide academic education based on research. There are 14 universities that offer
Bachelor’s, Master's, licentiate and doctoral degrees (3 + 2 + 4 years).
◦ Universities of Applied Sciences (polytechnics) provide vocational education on a higher level and
promote applied research. Polytechnics confer Bachelor’s (from 3.5 up to 4 years) and Master’s (1 –
1.5 years) degrees. A student is eligible for polytechnic/UAS Master’s level studies after accomplishing
a Bachelor’s degree, and having acquired at least three years of relevant work experience after that.

12. Finnish Student Achievement
Assessment within the classroom
Educators in Finland use assessments as a tool to look forward, gauging if learning is headed in
the right direction, not for ranking (Hatch, 2014).
There are two categories of classroom assessment: during the course and final assessment.
-Both align with nationally mandated curriculum, but have different purposes. It is the teacher’s
responsibility to conduct formative and summative assessment within the classroom.
-The only standardized test taken by students is the matriculation examination at the end of
secondary school for the purpose of furthering education. Finland has fewer pressures and
formal assessments (Hendrickson).

13. Finnish Student Achievement - cont'd
Formative and Summative Assessment
The purpose of formative and summative assessments are to guide instruction and encourage self-assessment and
studying skills.
-Teachers use materials created by teacher’s associations or the textbook company, but avoid presenting the
materials as tests. Students view them more as learning experiences.
-Numerical grading is not used, but scored more on “proficient” to “needs practice”. The results are used by the
teacher for planning of upcoming instruction. This allows teachers to monitor growth and progress, and provide
frequent feedback to parents and students on how well learning objectives are being met. Students are also
made aware of their progress and thinking, and allowed to reflect and set goals.
-This way the assessments are used to encourage and give positive direction to the learner. Positive, supportive
feedback has proven to increase self-efficacy and increase student learning. This process also allows teachers to
identify struggling students and to provide immediate intervention. Timely adaptations can be made within the
learning environment to meet he needs of all learners. If needed students are provided assistance through small
group or individual work, assistance with a special needs teacher, and or tutoring. Along with ongoing formative
and summative feedback on improvement needs and strengths, a report card is given at the end of the year and
sometimes in the middle, to further as a guide for student learning needs (Hendrickson).

14. Finnish Student Achievement - cont'd
Steering, Screening, and Sampling
Steering is one approach of gauging student achievement and assessment used in Finland. This
consists of walking around the classroom and school, having conversations with students, parents,
and staff, listening for support needs and any signs of trouble. Repeated concerns about a particular
school, class, practice or program can trigger further investigation. Although this approach is more
personal, it is unspecific and lacks clarity and cannot be solely relied upon.
In the early grades teachers use a variety of diagnostic screeners to be sure students are not falling
behind, many administer them yearly. The information is not for checking on teacher or school
performance, rather to identify where students are and who may need extra help as they move
forward.
The National Board of Education regularly gives core curriculum diagnostic tests to samples of schools
and students to monitor regional and national performance. Again, not used for ranking, because not
all students are included, but as a benchmark performance tool. The information is shared among
schools, teachers, and municipalities involved (Hatch, 2014).

15. Finnish Student
Achievement
cont'd
Standardized Assessment
The only Finnish standardized test is the Matriculation Examination at
the end of secondary school, equivalent to the end of our high school.
Results from this test affect post-secondary school acceptance and can
influence future employment. The National Core Curriculum requires
pupils to be treated equally and nationally comparable.
Created by the main teacher of each subject, this final assessment is a
portfolio of the students yearly reports and various evidences of student
work from eight and ninth grades (Hendrickson). Followed by national
regulations the six hour long exams are given at schools twice a year at
the same time everywhere in Finland. Local teachers give the initial
evaluation, then all tests are re-graded by the national Matriculation
Examination Board for final evaluation. Grading can be appealed but the
board has final authority without re-appeal (Wikipedia, 2014).
Insignia of the Finnish Matriculation Exam Board
http://en.wikipedia.org/wiki/Matriculation_exam_(Finland)

16. Finnish Student Achievement - cont'd
Four tests are required, however there is not maximum number that can be taken. Five is the average
and some have taken up to ten tests. The only mandatory test is the “mother tongue” exam that
measures skills of their first language. The others can be chosen from: mathematics, a second
national language, foreign language, and various general battery subjects like biology, chemistry,
physics, geography, religion, psychology, and other scientific/humanistic courses (Harju, 2013).
The test begins with the mother language test, the first part in analyzing and textual skills, secondly is
an essay on a current topic. Foreign language exams are divided into two parts, listening
comprehension and written language skills.
Most tests have two levels of difficulty, basic (intermediate) and advanced. In math the basic level
concentrates more on everyday life calculation application, where advanced has a focus on
preparation for post-secondary education scientific field courses. Basic level in foreign language
means at least three courses have been taken, while advanced means students have studied since
around the age of seven. With the second national language test, intermediate is based on the
curriculum started in grade seven, while advanced has been studied since around age seven. Students
are required to take at least one compulsory test at the advanced level (Harju, 2013).

17. Finnish Student
Achievement
cont'd
Matriculation Examination Grades
Grade and its abbreviation Percentage of students that receive it
Laudatur (L) 5%
Eximia Cum Laude Approbatur (E) 15%
Magna Cum Laude Approbatur (M) 20%
Cum Laude Approbatur (C) 24%
Lubenter Approbatur (B) 20%
Approbatur (A) 11%
Improbatur (I) 5%
• Shown in the table, each test is
given an individual grade. Named
in Latin, seven grades are possible.
• -Laudatur is the highest,
Improbatur means failed.
• -The Gaussian bell curve is used,
meaning a certain number of
students always receive the
highest grade, therefore the
number of points needed will vary
every year in every subject (Harju,
2013).
• (Harju, 2013)
https://www15.uta.fi/FAST/FIN/A1
4PAPS/th-exam.pdf

18. Finnish Student
Achievement
cont'd
Failed tests can be taken twice within the next three exam
periods or retaken. A passed test is allowed to be retaken once
without a time limit, and the best grade is put on the
Matriculation certificate. Supplementary tests can also be taken
and added it to the certificate. The certificate has an official
stamp and the president of the Matriculation board’s signature.
The examination certificate has been viewed as a way to achieve
a better life through education, and has held in important role in
promoting equality. This certificate gives students a right to apply
to universities, and is taken into account. Currently it is not the
only relevant document because universities also have entrance
exams, but the scores of the Matriculation exam can be
significant for some programs and may even allow for an
entrance exam exemption (Harju, 2013).
Matriculation Examination Certificate (Harju, 2013)

19. Finnish Teacher Qualifications
The teaching profession in Finland begins with a very competitive process. Only about one in every 10 applicants
are accepted out of thousands.
There is a two stage process:
-Phase 1-based on matriculation examination highest results and records of relevant accomplishments candidates
are selected
-Phase 2- a written exam on assigned pedagogy text, observations in clinical school situations where
communication skills and social interaction is assessed, then top candidates are interviewed, explaining why they
have decided to become a teacher.
The chosen highly qualified candidates will complete a rigorous teacher educational program at the government’s
expense. There are no other ways to obtain a teaching diploma (Sahlberg, 2010).
Aligned to the European Higher Education Area framework, universities offer a two tier degree program. A three
year 180 credits bachelor’s degree program is followed by a two year 120 credits master’s degree program.
Primary teacher education candidates study theory of education, pedagogical content knowledge, and subject
didactics and practice. Every student completes a master’s thesis. Primary teachers usually in the field of
education, and secondary teachers normally select a topic within their subject. Successful completion can take
from five to seven and a half years (Sahlberg, 2010).

20. Finnish Teacher Qualifications cont'd
Generally, primary teacher education includes 60 credits of pedagogical studies and 60 more of
other courses in educational sciences. The master’s thesis requires independent research,
research seminar participation, and a presentation of final educational study. The research work
is 40 credits. 60 credits are also in minor studies of subjects, included in the basic schools
National Framework Curriculum (Sahlberg, 2010).
For subject teachers the same principles are followed as primary teachers but arranged
differently. They have 90 credits in advanced studies required and 60 in a second school subject.
There are two ways of becoming a subject teacher. After a master’s degree in one major subject
and one or two minor subjects, students apply for their focus subject with the department of
teacher education. An academic year of 60 credits is spent studying pedagogical studies and
teaching strategies. The second way is to directly apply to the teacher education program when
applying to study a subject. After the second year of subject studies, pedagogical studies in the
education department begin, following the same curriculum path as the first, but scheduled
differently (Sahlberg, 2010).

21. Finnish Teacher Qualifications cont'd
Research based teacher education, educational theories, research methodologies and practice,
are an integral part in teacher preparation programs. Curriculum is designed to create a
systematic path from foundations of educational thinking and methodologies, and apply them to
more advanced fields of educational sciences. Every student is to build an understanding of
systemic, interdisciplinary nature of educational practice. Students learn how to conduct,
design, and present original research on practical theories.
Practical training is also an important component. Over the five year program student’s advance
from basic to advanced to final practice. Lessons are observed by experienced teachers,
supervisory teachers observe practice teaching, and independent lessons to different groups are
evaluated. Two types of practicum experiences are : first, students practice basic skills in front of
peers in seminars and small group classes; secondly, students practice teaching in schools,
Teacher Training Schools, about 40 credits. These schools have well prepared supervising
teachers with assessment strategies and professional development.

22. Highlighted Unique Instructional
Practices
Autonomy
Finland is unique in a variety of ways. The idea of “less is more” appears to be a positive and the lack
of stress and competition within the culture is productive. For such a high achieving nation, classes
are much more relaxed (Lopez, 2012) and students spend less time getting instruction than most
countries. In secondary schools teachers teach about four lessons per day, about 600 hours a year
(OECD, 2010). Students do not take a mandated exam until 17-19 years of age. Along with steering
instead of controlling (OECD, 2010), teacher created assessments are used to monitor progress, not
for scores or ranking. Feedback is used to guide instruction, communicate with parents, and promote
study habits (Lopez, 2012).
The National Core Curriculum is more a framework, leaving teachers with autonomy and discretion of
interpretation. High quality teachers are trusted and appreciated to do their job without political
agendas (Lopez, 2012). They select curriculum materials and their own texts, and design their own
lessons. In smaller schools this responsibility can fall on individual teachers, and in larger schools
curriculum development is occurs in collaborative teams (OECD, 2010). Pedagogical freedom
promotes creativity and innovation within classrooms, fostering a positive learning environment.
Students learn a third and fourth language by the age of 13. Practical and outdoor learning
opportunities related to healthy physical activity are regularly used within curriculum (Lopez, 2012).

23. Highlighted Unique Instructional
Practices cont'd
Teacher Preparation
Teacher preparation consists of:
-strong emphasis on research based practices along
-clinical experiences
-model schools develop and model innovative practice, promoting research on teaching and
learning
-In model schools, students participate in problem solving learning groups. These groups engage
in a cycle of planning, action, reflecting/evaluating. This same model of inquiry is what teachers
will plan for their students (OECD, 2010).

24. Highlighted Unique Instructional
Practices cont'd
Professional Accountability
-All classes have mixed ability level students.
-Schools are organized to take responsibility for students who struggle. Teachers identify and
intervene early before students get too far behind their peers.
-Inclusion and differentiation is encouraged, most classes have two or more teachers who focus
on students in need of additional support.
-The Finnish system prides itself on putting student interest and needs at the heart of all
decision making.
-Many teachers stay with a class for several years (OECD, 2010).

25. A Comparison of Finland and America:
An Overview
FINLAND EDUCATIONAL SYSTEM
*PISA Scores: Finland ranks near the top in Math, Science,
and Reading and ranks 1st in Science (Girls) and Reading
(Girls) in 2012 ("OECD - Data," 2015).
Teacher Education: Teachers must hold a Master's degree in
order to get a teaching position (Saarivirta, 2008, p. 3).
National Standards: Finland does not utilize national
standards or federally-mandated standardized testing.
Equitability of Schools: Students receive the same quality of
education regardless of socioeconomic background.
"Finland's schooling system is egalitarian" (Saarivirta, 2008,
p. 3).
*PISA - Programme for International Student Assessment
AMERICAN EDUCATIONAL SYSTEM
PISA Scores: America demonstrates average
achievement in Reading, Science, and Math ("OECD -
Data," 2015).
Teacher Education: Teachers must hold a Bachelor's
degree and be Highly Qualified in their certification
area ("U.S. Department of Education").
National Standards: America's Common Core State
Standards has been implemented in the majority of
states in the country. States are required to use
standardized testing as an accountability measure.
Equitability of Schools: Presently, there is no
standardized method for ensuring that all students
receive the same quality education regardless of
socioeconomic background.

26. A Comparison of Finland and America:
PISA Scores
Programme for International Student Assessment
Finnish PISA Scores
Toni Saarivirta's book, Why Not the Best Schools?, quotes research from Välijärvi (2003), Kupari and Välijärvi (2005) and
Välijärvi and Linnakylä (2002) that describes six key reasons that Finland students ranked among top performers on the
PISA.
◦ Equality
◦ Comprehensive Schooling
◦ Teacher's profession and education
◦ Early intervention for learning difficulties
◦ Self evaluation of schools
◦ Tradition in reading
American PISA Scores
American schools strive for many of these components, but several factors prohibit their implementation. Among those
factors are federal mandates, zoning issues, and a divisiveness about the teaching profession. In my opinion, this could
be an explanation for America's PISA scores. However, as Ornstein and Hunkins (2013) point out, it is unwise to place too
much emphasis on such comparisons because each country has its own particular circumstances that dictate the success
of its educational system. Therefore, it would not be productive to judge one country's educational process against the
criteria used by another country (p. 278).

27. A Comparison of Finland and America:
Teacher Education
Finnish Teacher Education
Teachers in Finland are required to have a Masters degree (Saarivirta, 2008, p. 3).
The teaching profession is a very attractive career option for talented individuals because of the rigorous education programs and the
respect that is given to the profession by Finnish citizens. (Sarjala, 2005, p. 104).
Heterogeneous grouping works effectively because of the specialized training that teachers are required to have (Sarjala, 2005, p. 104).
American Teacher Education
Teachers in the United States are required to have a Bachelor's degree and be Highly Qualified in their specified content area. Other
educational requirements vary from state to state ("U. S. Department of Education").
Many American citizens very much respect teaching as a profession; however, there are a substantial amount of citizens who donot share
these views. This division leads to the constant embattlement over the value of the profession.
Title I of the No Child Left Behind legislation states that schools should "minimize removing children from the regular classroom during
regular school hours for instruction provided under this part" (NCLB, Sec. 1115). This section of NCLB promotes inclusion ofall students
into the least restrictive learning environment.

28. A Comparison of Finland and America:
National Standards
Finnish Educational System
Ornstein and Hunkins (2013) note that the success of the Finnish school system likely correlates
to the following:
◦ FROM: a centralized educational system - TO: capacity-building for local educational agencies;
◦ FROM: eliminating lengthy (700 pages) nationally standardized curriculum guides and assessments - TO:
curriculum guides and assessments created locally;
◦ FROM: mandates being issued on a national level - TO: educational decision making being left to
teachers and other educators (p. 282).
The authors of our text also note that the Finnish government exhibits trust in their educational
professionals. Additionally, they entrust the education of teachers to the local universities
(Ornstein & Hunkins, 2013, p. 282).

29. A Comparison of Finland and America:
National Standards (continued)
American National Standards
America's educational system is largely centralized. The No Child Left Behind (NCLB) legislation that was enacted in
2001 drives the U.S. educational system. This legislation issues mandates for virtually all parts of the educational
system. Part of NCLB is a federally mandated accountability measure in which states must assess students in
reading and math beginning at third grade. (U.S. Department of Education, NCLB, 2001)
More recently, the Race to the Top (RttT) grant program that was launched in 2009 further supports the
centralization of our educational system by issuing incentives for states to adopt common standards that promote
college and career readiness, building in various forms of effective benchmark testing that will inform teacher
instruction, recruiting and rewarding highly qualified educators, and raising the achievement of low performing
schools. (U.S. Department of Education, Race to the Top Executive Summary, 2009)
In response to many states' desire to receive RttT funding, the top state leaders across the country collaborated on
a common set of standards that promote college and career readiness. Out of this came the Common Core State
Standards (CCSS). Although not a federally-run initiative, the CCSS was developed in response to the RttT grant
program that rewards states for implementing its four criteria, among which are common standards. (Common
Core State Standards Initiative, Frequently Asked Questions)

30. A Comparison of Finland and America:
Equitability of Schools
Finnish School System
The Finnish educational system promotes equality among all schools and students. This is not just
an ideal that Finland hopes to achieve, it is an ideal that has been put into practice. According to
Saarivirta (2008), Finnish schools provide the same quality of education for all students
regardless of background or socioeconomic status. Likewise, all schools are considered equal in
regards to amount and quality of student resources and quality of teachers. Heterogeneous
grouping is also standard practice in all Finnish schools. Research has shown that heterogeneous
grouping improves the academic performance of lower achieving students. In order for this to
work effectively, teachers must be specifically taught how to implement research-based
instructional practices that maximize the effectiveness of heterogeneous grouping. Finnish
teachers receive this necessary training in their rigorous teacher education programs, which
accounts for the success of their heterogeneous groupings. (p. 3)

31. A Comparison of Finland and America:
Equitability of Schools (continued)
American Educational System
American school systems vary significantly in the equitability of its schools and by extension, the
quality of education for its students. There continues to be evidence of a disproportionate
allocation of resources to school systems. Wealthier districts tend to be equipped with a larger
quantity of quality resources. As a result, students in wealthier districts tend to be exposed to
better instruction and provided with more resources to aid in their learning.
Because of the NCLB legislation, heterogeneous groupings are much more prevalent than in the
past. The enactment of this legislation ensures that most lower achieving students receive the
benefits of heterogeneous grouping.

32. Cultural Perceptions
Globally competitive educational system - ranks highly in international testing
Finnish teaching profession is respected - teachers given professional autonomy, teacher
education programs are highly-competitive and not all students are admitted into these
programs, teacher shortages and turnover are not a problem
Finnish philosophy of education promotes equality - Study of PISA scores of all OECD countries
shows that those countries who make equitability among schools a reality out perform their
counterparts who do not make equitability a reality.
Finnish students are readers by nature - Other studies of PISA scores revealed that Finnish
students had a high interest in reading outside of school. Many Finnish students regularly read
the newspaper and borrow books from the library. Additionally, Finnish students have high
engagement in learning outside of school.
(Sarjala, 2005, pp. 102-103)

33. The Success of Finland's Schools
Ornstein and Hunkins (2013) note that Finland's success with education largely involves the
decentralization of education, teacher and local educational agencies' (LEA) professional autonomy,
and the respect of the profession (p. 282).
According to Saarivitra (2008), Finland's successes can be attributed to comprehensive schooling,
early intervention for LD, and self evaluation of schools. (Additionally, other factors such as teacher
education and the equitability of schools account for Finland's success. However, those factors have
been thoroughly examined in previous slides.
◦ Comprehensive schooling - Instead of streaming students into different educational pathways, Finland
combined all forms of learning (theoretical/academic and vocational) into one comprehensive schooling
model. This promoted the equitability of education and resources that Finland values.
◦ Early intervention for students with learning disabilities - Part of the rigorous education for teachers in Finland
involves teachers being able to detect, early on, when students are struggling with learning disabilities. This
early detection leads to early intervention and postiviely impacts the success of those students.
◦ Self evaluation of schools - Finland no longer uses school inspectors who come from outside an LEA. Instead,
LEAs are responsible for evaluating their own progress towards student achievement. Having this sort of
ownership and autonomy over their own schools, results in LEAs taking more care to thoroughly evaluate
themselves and enact measures that will improve the progress of their schools. (Saarivitra, 2008, p. 3)

34. Overall Reflection
◦ In the documentary "The Finland Phenomenon", Dr. Tony Wagner concludes that the most important
lessons to be learned from Finland are:
- valuing learning and education: the business of education is learning, not sports, not even extra-
curriculars. Learning is sacrosanct for the Finnish society; nothing interrupts learning.
- valuing the teaching profession: Finland completely transformed the education profession. For the
Finnish education to be so efficient and globally competitive at the level where it is now, a rigorous
teacher program had to be in place.
- applying the concept of "less is more": the national curriculum is a broad guideline; class time and
class sizes are less compared to other countries.
- the vocational track really prepares students for real life jobs. Students are trained to improve the
skills of the work force, to respond to skill requirements in the working world and to support lifelong
learning.
- trust: ministries trust municipalities; municipalities trust the teachers to develop the local curriculum;
parents trust teachers; teachers trust students. There is a consensus about the purpose and importance
of education. The high level of trust enables the Finns to work collaboratively and cooperatively to
prepare students for a productive life as global citizens. And what is most inspiring, Finland achieves this
high level of education for every single student in Finland. Hence, the name "the Finland phenomenon"!

35. Overall Reflection cont'd
◦ Linda Darling-Hammond also summarizes some of the most important lessons to be learned from
Finland:
- educational policies created a culture of diversity, trust, and respect within Finish society, and within
Finnish education system in particular;
- education development focused on creating equal opportunities for all, fair distribution of resources,
intensive early interventions, and building trust among education practitioners;
- caring for students educationally and personally is essential in Finnish education;
- equity in creating opportunities to learn does not only apply to funding, but also applies to
maintaining small schools (under 300 students), small class sizes (in the 20s), and providing free meals,
health, transportation, learning materials, counseling to all students;
- equalizing educational opportunity is also supported by: (1) elimination of tracking students based on
standardized test scores and examinations; (2) developing a common curriculum throughout the entire
system; (3) providing social support for children and families - health care, special education,
transportation; (4) investment in teacher education programs and teachers - the more highly qualified
teachers are, the more autonomy local schools have;

36. Overall Reflection cont'd
◦ A Model for Others
Hani Morgan (2014) considers the aspects that make the Finnish model of education
successful:
- Finland’s education success is highly influenced by Finland’s approach to social values such
as equity and cooperation.They believe all students deserve a good education and all students
are capable of learning. This social perspective makes the Finland model difficult to be mimicked
especially in countries that are more individualistically oriented.
- another aspect that makes this model successful is that its components - (1)highly qualified
teachers, (2)strong support for student needs, (3)free teacher education program, (4)equal
opportunities, (5)lack of external standardized tests, (6)innovative teaching strategies, (7)trusting
teachers, (8)early intervention programs, (9)social support, (10)strong communication among
parents, teachers, administration, government, and teacher unions (Morgan, H., 2014, p. 456) -
work together and complement each other. Trying to apply or use just one aspect of the model
might make the implementation futile. Finland’s approach is holistic and systematic. Breaking it
down and isolating its parts for implementation might prove futile.

37. Overall Reflection cont'd
Ornstein&Hunkins (2013) also summarize the valuable lessons to be learned from Finland:
- the Finnish Ministry of Education is the catalyst that determines teachers at the local level to
assume responsibility for creating effective and relevant curriculum and assessments;
- teachers are trusted as valued educational professionals;
- the classroom environment is experimental, promotes inquiry, collaboration, and
investigation;

38. Conclusions
As education practitioners, it is very important to be aware of educational models that prove
successful. This project is a tool that prompts reflection on what is working in other countries and
why and how we can implement features of successful models into our own teaching. Such
reflections make us globally aware. Attaining global knowledge and being cognizant of what
happens in the world are now major objectives in education as compared to traditional learning
where local, linear knowledge was perceived as valuable and sufficient to ensure success.

39. References
◦ Common Core State Standards Initiative: Frequently Asked Questions (2015). Retrieved from
http://www.corestandards.org/about-the-standards/frequently-asked-questions/.
◦ Darling-Hammond, L. (2010). “Study Work: How Countries Build Strong Teaching and Learning systems”, The
Flat World and Education: how America's commitment to equity will determine our future. New York, NY:
Teachers College Press, pp. 163-193.
◦ Education System in Finland. (2014). Retrieved from
http://www.studyinfinland.fi/destination_finland/education_system
◦ Faust, S. (Director). (2011). The Finland Phenomenon [Documentary]. Memphis, TN: New School Films.
Retrieved from https://www.youtube.com/watch?v=VhH78NnRpp0&list=PLzsi_E489-
gUXFVuciYEgO3AyrPMVAjxP
◦ [Finland education system - chart]. Retrieved from http://curriculumredesign.org/wp-
content/uploads/CCR_seminar_Paris_2012_FINLAND.pdf

40. References - cont'd
◦ [Finland flag]. Retrieved from https://www.flickr.com/photos/pelegrino/3662400228/
◦ [Finland map]. Retrieved from http://gd1student.wikispaces.com/Finland
◦ Finland and Pisa, 2012. The Results of Pisa 2012. Retrieved from: http://www.minedu.fi/pisa/2012.html?lang=en
◦ Harju, Tiina, 2013. The Finnish Matriculation Examination: An Essential Part of Finnish Education Since 1852. Retrieved from:
https://www15.uta.fi/FAST/FIN/A14PAPS/th-exam.pdf
◦ Hatch, Thomas, 2014. Assessment in Findland: Steering, Seeing, Selection. Retrieved from:
http://internationalednews.com/2014/06/09/assessment-in-finland-steering-seeing-and-selection/
◦ Hendrickson, Katie A. Assessment in Finland: A Scholarly Reflection on One Country’s Use of Formative, Summative, and Evaluative Practices.
Retrieved from: http://www.mwera.org/MWER/volumes/v25/issue1-2/v25n1-2-Hendrickson-GRADUATE-STUDENT-SECTION.pdf
◦ Lopez, Adam, 2012. How Finnish Schools Shine. Retrieved from: http://www.theguardian.com/teacher-network/teacher-
blog/2012/apr/09/finish-school-system
◦ Morgan, H. (2014). The Education System in Finland: A Success Story Other Countries Can Emulate. Childhood Education, 90(6), 453-457.
Retrieved from http://search.proquest.com.ezproxy.gardner-
webb.edu/education/docview/1644636099/fulltextPDF/5A91EA7A8A524169PQ/1?accountid=11041

41. References - cont'd
◦ Ministry of Education and Culture, 2014. Teacher education in Finland. Retrieved from:
http://www.oph.fi/download/154491_Teacher_Education_in_Finland.pdf
◦ Niemi, H., Toom, A., & Kallioniemi, A. (Eds.). (2012). Miracle of Education : The Principles and Practices of Teaching and Learning in
Finnish Schools. Rotterdam, NLD: Sense Publishers . Retrieved from http://www.ebrary.com
◦ OECD, 2010. Finland: Slow and Steady Reform for Consistently High Results. Retrieved from:
http://www.oecd.org/pisa/pisaproducts/46581035.pdf
◦ Ornstein, A. C. & Hunkins, F. P. (2013). “International Scenes in Education”, Curriculum: Foundations, principles and issues (6th. ed.).
Upper Saddle River, NJ: Pearson Education, Inc., pp. 275-306.
◦ No Child Left Behind (2001). U.S. Department of Education. Retrieved from http://www2.ed.gov/nclb/landing.jhtml.
◦ Race to the Top Executive Summary (2009). U.S. Department of Education. Retrieved from
http://www2.ed.gov/programs/racetothetop/executive-summary.pdf.
◦ Saarivirta, T. (2008). Why Not the Best Schools? : The Finland Report. Camberwell, Vic: ACER Press.

42. References cont'd
Sahlberg, Pasi, 2010. The Secret to Finland’s Success: Educating Teachers. Retrieved from:
https://edpolicy.stanford.edu/sites/default/files/publications/secret-finland%E2%80%99s-
success-educating-teachers.pdf
Sarjala, J. (2005, Summer). Why Finland ranks high in public education. Our Schools, Our
Selves, 14, 95-107. Retrieved from
http://search.proquest.com.jproxy.lib.ecu.edu/docview/204860233?accountid=10639
Wikipedia, 2014. Matriculation exam (Finland). Retrieved from:
http://en.wikipedia.org/wiki/Matriculation_exam_(Finland)