1. For the Greek Delegation
EDUCATION IN FINLAND
For the Greek Delegation
18 June 2013
Aapo Koukku
Counsellor of Education
Information and Financial Services

2. Finland in brief Independent since 1917
Member of the European Union 1995
Land area km2
lakes, islands
Population 5.4 million (17 inhabitants / km2)
Two official languages: Finnish (91.2%), Swedish (5.5%)
Sámi is the language of about people (official status in 3 municipalities)
Religion: Lutheran (81.8%), orthodox (1.1%), others (1.2%), no religious affiliation (15.9%)
Immigrants: 3,6 % of population
GDP (PPP) per capita $ 37,990 (World Bank)
Main exports: electronics, forest industry, metal and engineering 2

3. Underlying educational understanding
“The objective of Finnish education and cultural policy is to guarantee all people - irrespective of their ethnic origin, background or wealth - equal opportunities and rights to culture, free quality education, and prerequisites for full citizenship. (---) All people must have equal access to services of consistent quality. “ (Government Programme, 2011)
The goal for the Government is to make Finland the most competent country in the world by (Education and Research , A development plan. MoEC 2011)
A key objective of Finnish education policy since 1968 has been to provide all citizens
with equal opportunities to receive a high-quality education, regardless of age, domicile,
economic situation, gender, or mother tongue.
Good
school for all, not for some, is the core value that drives education in Finland.(Aho et al. p. 2) This equity principle has been the leading policy idea since the early 1970sA significant feature of education in Finland is the role of local authorities and schools in
education management and sector development. Most schools are owned and operated by the
municipalities. The new reform legislation made municipalities fairly autonomous in arranging
their public services, including education. The entire education management structure is
therefore light and simple. The Ministry of Education is in charge of policy, the legislative
framework, and financing of education. The NBE takes care of curriculum development and
evaluation of education, and provides professional support services to schools and teachers.

4. Government’s five-year development plan, Education and Research aims to promote equality and quality in education and support life-long learning, for example
ECEC – administrative and legislative reform
Reform of national time allocation and core curricula in general education
Efforts to reduce group size in basic education
Cooperation and flexibility in upper secondary education
Educational guarantee as part of the cross-administrative Youth Guarantee

5. Specificities of the Finnish education system
Culture supportive of learning / support to teaching and learning
No inspections, no high-stakes testing or national examinations in basic education
High-quality teachers, high status, professional respect, autonomy in the class room
Compulsory education starts at 7, same for all, inclusive, flexible and takes into account pupils’ individual needs, no streaming nor ability grouping
Fundamental in educational thinking is
Culture of education: education highly valued in the society, society's attitude to education can make a big difference, a shared social belief in the importance of education and its "underlying moral purpose“, education a priority, consensus, used to be seen as means of social ladder but no longer
Evolution: Approach rather evolutionary than revolutionary; reforms step by step. Balance between new innovations and existing good practices in the development of education;; (political) consensus (to educate all children together in a common school system) & consistency (coherent approach that supports consistent system-wide performance). A key objective of Finnish education policy since 1968 (when parliament enacted legislation to create a new basic education system built around a common, comprehensive school for grades 1-9) has been to provide all citizens with equal opportunities to receive a high-quality education, regardless of age, domicile, socio-economic situation, gender, or mother tongue.
Cooperation, Vertical and horizontal interaction and cooperation are the means for creating common understanding, to reach consensus, and also for getting information for the new development processes; stakeholders involved in all development
Decentralised: started in 1970s, autonomy of the municipalities, empowerment of municipalities and schools
Central steering: steering, not controlling, links to trust at local level
The Ministry of Education and Culture is in charge of policy making, the legislative framework, and financing of education. The FNBE takes care of curriculum design, development and evaluation of education, and provides professional support services to schools and teachers.
Local decisions: municipalities are autonomous in providing education according to the law and the National Core curricula: employment and use of financial and personnel resources; design and maintenance of school buildings; the number and location of schools; municipal / local curriculum; teachers’ further training
Trust: mutual glue, in authorities, teachers (selection, training, ability to perform), between educators and the community. Teacher’s autonomy in the classroom
Public funding: 1% private education (rather Government-dependent private), reluctance to grant permissions.
Suomessa yksityisiä kouluja on alle 90. Suurin osa joutuu noudattamaan kansallista opetussuunnitelmaa, sama tuntijako, omat painotukset. Poikkeuksena kansainväliset ja vieraskieliset koulut (kuten International Baccalaureate -koulut). Lukukausimaksuja ei suomalaisissa yksityiskouluissa saa periä (poikkeuksena jotkut vieraskieliset koulut), vaan koulujen toiminta rahoitetaan valtiolta ja kunnilta saatavilla oppilaskohtaisilla avustuksilla
According to OECD, countries with a larger share of private schools do not perform better in PISA. Private schools – and public schools with student populations from socio-economically advantaged backgrounds – benefit the individual students who attend them; but there is no evidence to suggest that private schools help to raise the level of performance of the school system, as a whole.
Free education at all levels, trials in HE. Kunnat käyttivät vuonna 2010 yhteen kouluateriaan keskimäärin 2,73 euroa.
Trust
Public funding
Free education
Decentralised
Central steering
Local decisions
Culture of education
Evolution
Co-operation

6. Finnish system is holistic and based on trust Comparison between the Finnish and general western models
GENERAL WESTERN MODEL
THE FINNISH SYSTEM
Standardisation
Strict standards for schools, teachers and students to guarantee the quality of outcomes.
Flexibility and diversity
School-based curriculum development, steering by information and support.
Emphasis on literacy and numeracy
Basic skills in reading, writing, mathematics and science as prime targets of education reform.
Emphasis on broad knowledge
Equal value to all aspects of individual growth and learning: personality, morality, creativity, knowledge and skills.
Consequential accountability
Evaluation by inspection.
Trust through professionalism
A culture of trust on teachers’ and headmasters’ professionalism in judging what is best for students and in reporting of progress.
Source: Kupiainen, Hautamäki, Karjalainen: The FI education system and PISA, 2010.

7. Finnish Education System, no dead-ends in the system
Apprenticeship
EARLY YEARS EDUCATION
AND CARE

8. IMMEDIATE CONTINUATION OF STUDIES 2011
GENERAL UPPER SECONDARY
49,6% (2005: 53,3%)
SCHOOL LEAVERS
(BASIC EDUCATION)
in total
VOCATIONAL UPPER
SECONDARY
41,2% (2005: 39,4%)
DID NOT CONTINUE IN STUDIES LEADING TO A QUALIFICATION OR DEGREE 9,1% (2005: 7,4%)
According to Survey/ Eurobarometer 2011 on Attitudes towards vocational education and Training Conducted by TNS Opinion & Social at the request of Directorate-General Education and Culture (
71% of the Europeans think that VET has a positive image in their country, with levels of approval highest in Malta (92%), Finland (90%) and Austria (88%). However, in Slovenia and the Netherlands only 50%. In Malta, Finland and Austria the most people think VET offers high-quality learning
HS : 9% (n ) ei aloittanut pk:n jälkeen tutkintoon johtavassa koulutuksessa, tilastosta puuttuvat työpajat, valmistavat yms.); 1,5 % ei hakenut olleenkaan.
ylioppilasta, 76% haki jatko-opintoihin; yliopistoon heti 18%, noin 60 % jäi vaille jatkopaikkaa ylioppilaaksitulovuonna; amk 16%; amis 4%
2013
Youth Guarantee
will provide everyone under the age of 25 and recent graduates aged under 30 with a job, on-the-job training, a study place or rehabilitation within three months of becoming unemployed
Reason for the initiative is the growing concern for the risk of social exclusion among young people. Young people in Finland are generally well-educated. However, among 20-to-29-year-olds, around rely on what is merely a basic level of education and young people are unemployed job-seekers.

9. Administration and steering
Parliament
Municipalities or
Federations of
Municipalities
(Education
providers)
Government
Regional:
Centres for Economic Development, Transport and the Environment
Regional State Administrative Agencies
Educational institutions
Ministry
of Education
and Culture
FNBE

10. Central steering vs local decisions
Educational priorities
Min. time allocation
National core curricula
Size of state subsidies
Local
Educational priorities
Local curricula
Alloc. of subsidies
Class size
Recruitment
Teacher ”evaluation”
Quality assurance

11. A STEERING SYSTEM BUILT ON THE PRINCIPLE OF TRUST
Flexible and decentralised educational decision-making, guiding principles being
common values, goals and high expectations
central monitoring of the whole system and support
local implementation and responsibility
Far-reaching financial autonomy of local authorities
No inspection, national tests or ranking lists in basic education
Focus on self-evaluation and cooperation, self-evaluation supported by national sample-based evaluations that are used for the development of education

12. Quality assurance based on steering, not control
Mandatory self-evaluation: Education providers have a statutory duty to evaluate their own activities.
National evaluations of learning outcomes based on samples, used for development.
National evaluation bodies and activities to be merged into the Finnish Centre for Evaluation of Education in 2014
Quality criteria a tool for local actors
Statistics, national and international evaluations as tools for evidence-informed policy-making
No inspectorate or standardised tests prior to the Matriculation Examination

13. IMPORTANT QUALITY INDICATORS
High academic achievement, equal learning outcomes
PISA 2000, 2003, 2006 and 2009
Small between and within school differences
Low drop-out (0.3% in basic education, 2-3% in general education and 9% in vocational upper secondary education)
Highly educated and motivated teachers
Effective use of resources
Around 6 % of GDP goes to education
190 school days per year, hours per day in compulsory education
Moderate amount of homework, no need for private lessons after school
Class repetition only 2 % in basic education

14. Compulsory instruction time is low
OECD Education at a Glance 2012

15. Possible reasons behind the success
The Finnish comprehensive school system that is based on the principle of equity
Supporting individual pupils (student-centred instruction, counselling, remedial teaching, SNE)
High quality university level teacher education and high attraction of teaching profession
Curricular flexibility and pedagogical freedom
Source: Välijärvi & al and 2007; Hautamäki & al. 2008

16. Possible reasons behind the success (cont.)
Good match between PISA tests and the Finnish national core curriculum
National development programs in literacy, math and science
National engagement in reading – public libraries as institutions
Relative homogeneity of culture and population
Source: Välijärvi & al and 2007; Hautamäki & al. 2008
Itse pohdiskelisin tässä kohtaa sitä, miten selitysvalikoima ja eri selityksille annettu painoarvo vaihtelevat puhujasta riippuen heijastaen sitä, että varmaa tietoa ei ole.

17. Financing of Education
Education is publicly funded and free at all levels from pre-primary to higher education
Adult education the only form of education that requires modest payments
Private expenditure 2.4 % of all expenditure on the official education system
In pre-primary and basic education the textbooks, daily meal and transportation for students living further away from the school are free
At secondary level and in HE the books are paid by students
At secondary level free meal for students, in HE meals are subsidised by the state
Well-developed system of study grants and loans exists (for full-time study in an upper secondary school, VET institution or HEI)

18. FUNDING Majority of education is publicly funded
Two-tiered public funding
- The State
- The local authorities or other education providers
The State subsidy for operating costs (cover 31,42% in pre-primary and basic education; 41.89% in upper secondary and polytechnics)
Per capita funding system without earmarking
The funding criteria are the same irrespective of ownership
Basic education – completely free of charges for the pupils
Higher levels – payment for study materials, meals, transport
Financial aid for full-time studies

19. Financing of VET
VET is financed from the budget of the Ministry of Education and Culture.
Financing is based on calculatory unit prices and granted directly to authorised VET providers. The funding criteria are the same irrespective of the form of ownership.
The annual funding is based on the number of students and the calculated unit price.
The unit prices are determined on the basis of training costs within different fields and calculated for each provider separately. Unit price is affected by different factors e.g. actual current expenditure of education at national level (national average) and the education fields of the education provider.
VET providers are independent in their financial decisions.
Vocational upper secondary education and training is co-financed by the State and municipalities (state 42 % and municipalities 58 %).
Performance based funding forms 3 % of the total funding of all VET providers
2011 the amount of PBF is some 50 M€ .

20. The performance-based financing system of VET
FINANCING OF VET
STATUATORY
CORE FUNDING
BASED ON OPERATIONAL OUTCOME
outcome
teacher competence
staff development -
OUTCOME BASED FUNDS
PERFORMANCE-BASED
FINANCING
BASED ON UNIT COSTS
(€/STUDENT/YEAR)
BASED ON QUALITY ASSESMENT
(EFQM)
- SPECIAL THEMES
(qualitative)
QUALITY AWARD

21. Educational funding Operative costs per pupil/student/year in 2011
basic education € ( )
general upper secondary € ( )
vocational upper secondary € ( )
polytechnics € ( )
1difference between regions
2 difference between fields of VET
Source: FNBE Statistical yearbook 2012

22. EDUCATIONAL EXPENDITURE
Public spending in 2009 (incl. public subsidies such as scholarships and grants to students), all levels of education
of GDP
Finland 6.8%
Japan 3.8%
Korea 5.0%
OECD average 5.8%
EU 21 average 5.8%
of public expenditure
Finland 12.2%
Japan 8.9%
Korea 15.3%
OECD average 13.0%
EU 21 average 11.5%
Source: Education at a Glance 2012, OECD

23. The Youth Guarantee in Finland
Background: among year olds have completed only basic education; young unemployed jobseekers.
The youth guarantee will offer everyone under the age of 25, as well as recent graduates under age 30 an employment, a study place, a place in on-the-job training or in a rehabilitation within 3 months after becoming unemployed.
3 Ministries are responsible: Education and Culture, Employment and the Economy, Social Affairs and Health.
More study places in VET
New selection criteria into VET: priority to graduates from basic education and those without upper level vocational qualification
Local authorities responsible for counselling services
Support to language learning for young immigrants
Employers will receive higher compensation for apprenticeship training
Young adults´ skills programme
Workshop activities and outreach youth work as means of support
Funding: appr 350 M€ for the period

24. Youth Guarantee will offer everyone under 25, as well as recent graduates under 30, a place in employment, education, on-the-job training or rehabilitation within 3 months after becoming unemployed.
More study places in VET
Young Adults’ Skills Programme
A place in further education guaranteed to all who have just completed basic education
Youth guarantee
PPPP
FUND I NG
Employers to receive higher compensation for apprenticeship training
Workshop activities and outreach youth work as means of support
Support to youth employment
Support to language learning of young immigrants
PPPP = Public-Private-People-Partnership model
Counselling services for basic education graduates
New selection criteria

25. General objectives of Finnish VET
knowledge and skills necessary for vocational competence and (self-)employment
support for personal growth and citizenship
knowledge and skills needed in further studies and in life-long learning
close co-operation with the world of work when planning and implementing vocational education

26. Administration of vocational education and training (VET)
PARLIAMENT
Legislation
State budget
General lines of education policy
GOVERNMENT
Education development plans and policy programmes
General objectives of studies
MINISTRY OF EDUCATION
Planning and implementing education policy
Steering and financing
Qualifications
REGIONAL STATE OFFICIES
Specific administrative duties
NATIONAL EDUCATION AND TRAINING COMMITTEES
NATIONAL BOARD OF EDUCATION
National core curricula and requirements of qualifications
National development operations and implementation of development programmes
QUALIFICATION COMITTEES
Contacts with working life
EDUCATION PROVIDERS
Local planning and organisation of VET
Provision of VET
The National Education Evaluation Council

27. Spotlight on VET in Finland
Education philosophy is based on delegation of responsibility to local level.
relatively autonomous VET-providers
VET provided by registered VET providers – licence from Ministry of Education
municipalities, joint municipal federations or private organisations
Financing system based on national unit prices based on costs in different sectors of VET
lump sums without "earmarks" for the VET-provider
Financial contributions to VET providers from MoE
statutory division of costs at national level
in IVET: state 42 % - municipalities together 58 %
in CVET mainly by state
National-level evaluations with no inspectorate
In 2011, total operating costs of vocational institutions amounted to million €

28. Spotlight on VET in Finland
Mainly within institutions (work-based learning included)
apprenticeship training expanding
Around 140 VET-providers, a nation-wide network of vocational institutions
Instruction for Swedish-speakers either in Swedish-speaking or bilingual institutions
On IVET about students every year, new students
After basic education about 44 % of school-leavers continue in IVET (51 % in general upper secondary education)
After initial vocational education about 68 % of students enter to the labour market and about 9 % students continue studies (placement rate about 77 %)
Drop-out rate below 9 %
IVET: tuition and meals free of charge, CVET: small fees
An open pathway from upper secondary vocational qualifications to polytechnics and universities – general eligibility to HE

29. Trends in VET in Finland
VET is an attractive choice – not a second choice
Almost 50 % of comprehensive school leavers continue in upper secondary vocational education
Number of students in initial VET has increased (from to during )

30. VOCATIONAL EDUCATION INITIAL VOCATIONAL EDUCATION AND TRAINING
Qualifications were reformed in
52 qualifications, 121 programmes
can be completed in the form of school-based training or apprenticeship training
Scope 120 credits (3 years)
90 credits of professional studies
min 20 credits of on-the-job-learning
skills demonstrations
final year project
FURTHER VOCATIONAL EDUCATION AND TRAINING
Further vocational qualifications (ca. 189)
Specialist vocational qualifications (ca. 130)

31. - Basic and field-specific study units (compulsory)
National Requirements (3 years/120 credits) for each vocational qualification at upper secondary level (2008)
Vocational units credits (including at least 20 credits of on-the-job learning)
- Basic and field-specific study units (compulsory)
specialising study units (partly optional)
- other optional units (decided by VET provider)
Core units (common to all) 20 credits
such as languages, math, physics, chemistry
Free-choice units credits
individual choice

32. Education and Qualification Requirements for VET Teachers in Finland
Vocational teacher education builds on degree and work experience
Appropriate Master’s degree or polytechnic degree (or highest possible qualification in their own occupation)
Minimum of three years’ of working experience in their own field
Pedagogical studies with a scope of 60 ECTS
Vocational teacher education builds on two basic requirements: a degree and work experience.
When applying for teacher education, students are already professionals with personal experience of a career in a certain field. Student teachers are thus professionals in their own fields and can therefore never be studying for the first qualification.
Teachers of vocational subjects are required to have an appropriate Master’s degree or a polytechnic degree or, if the field does not allow for this, the highest possible qualification in their own occupation.
In addition, they must complete pedagogical studies with a scope of 60 ECTS and have at least three years of work experience in the field.
Vocational teachers are trained at five vocational teacher education colleges and one Swedish-speaking university, Åbo Akademi. Teacher education colleges operate in conjunction with polytechnics. All vocational teacher education colleges provide multi-field training, meaning that they train teachers for all vocational fields.

33. Being a VET teacher in Finland…
Teaching profession has high esteem
VET teachers seen as their own specific group within the teaching profession
Strong connection with working life
As I already mentioned the teaching profession and teacher education are generally highly valued in Finland. Esteem is related to autonomy and to the fact that the work is demanding as it requires thorough familiarity with vocational theory, practice and ethics.
VET teachers are seen as being their own specific group within the teaching profession.
The first reason for this is that education and qualification requirements for VET teachers are very different from those from general education teachers.
Secondly, the differences are in their teaching work and work context.
Specific characteristics in the work of VET teachers originate from the close connection between theory and practice and the strong presence of the world of work within VET.
VET teachers must transimit to their students the underlying theories and principles, how to “do the job” in practice as well as professional thinking, e.g. ethics.
All this is made possible by the teacher’s own professional background in the field. This background is necessary in order to successfully achieve the aims and objectives of the national requirements for qualifications, many of which are multidisciplinary.
Being a teacher or trainer in a decentralized system such as Finland is both rewarding and challenging.
Challenges arise from the responsibility for converting national core qualification requirements into local curricula and from the curricula to practical implementation and freely choosing the teaching methodologies and approaches. On the other hand, the reward also stems from independence which creates ownership of the learning process and outcomes.

34. 16/04/2017
Design, assessment, validation and recognition of competences / learning outcomes in VET
Design
National qualification requirements defined by the FNBE
Qualifications divided into units
Units composed on basis of functions in working life.
Preparation of VQs done in tripartite expert groups.
Assessment
Skills demonstrations or competence–based examinations
Assessment of all units based on qualitative criteria and achieved learning outcome.
Assessors: on-the-job-instructors, teachers and student’s self assessment.
Assessment criteria of each unit at three levels.
Recognition
Recognition of prior learning is regulated by VET Act and Degree since.2006
Recognition is based on learning outcomes - not on learning time.
VET provider decides on the recognition of (prior) learning – competent institutions!
Theory and practice (KSC) are expressed, studied and assessed together within the same unit and there is a common (one) mark in the certificate.

35. Development of Finnish VET in European cooperation
European Qualification Framework (EQF)
European Credit Transfer System for Vocational Education and Training (ECVET)
Common Quality Assurance Framework (CQAF)
European guidelines for validation of non-formal and informal

36. Finnish NQF levels NQF level Qualifications Level 3
Completion of Basic Education syllabus
Level 4
Matriculation examination, completion of upper secondary syllabus
Vocational upper secondary qualifications
Further Vocational Qualifications
Qualifications from other administrative sectors corresponding to requirements of vocational upper secondary or further vocational qualifications
Level 5
Specialist vocational qualifications
Qualifications from other administrative sectors corresponding to requirements of specialist vocational qualifications
Level 6
University and polytechnic Bachelor’s Degrees
Level 7
University and polytechnic Master’s Degrees
Level 8
Scientific and artistic post-graduate degrees, such as licentiate and doctoral degrees

37. Education system in figures, 2011
Type of education
Ed. institutions
Applicants
New students
Students
Qualilfications, degrees
Basic education
2,870 -
59,076
541,931
64,435
Upper secondary general
433
39,219
36,784
109,046
32,807
Vocational education
247
141,405
116,017
279,266
70,596
Polytechnics 27
107,394
38,839
139,857
22,898
Universities 17
78,516
20,274
168,983
28,482
Statistics Finland: Oppilaitostilastot 2012

38. Most teachers are required a master’s degree
Kindergarten teachers 180 ECTS (3 years) Class teachers 300 ECTS (5 years) Subject teachers 300 ECTS (5-6 years) Teachers of vocational studies: Master’s/Bachelor’s+work experinece+pedagogical studies of 60 ECTS)
Principals: teacher education + e.g. certificate in educational administration

39. TEACHER PROFESSION IN FINLAND
Popular profession among young people; only about % of applicants can be admitted to teacher studies
Demanding profession; Master’s degree required
Autonomous and creative profession
curriculum process of the school and municipality
teachers are responsible for planning of the work of their own school and autonomous in choosing their methods and materials
emphasis is in guiding the learning process of students and meeting the needs of all different learners
Teachers are trusted in the society and respected and supported in their work

40. Class teacher education 12 % Subject teacher education 10 %-53 %
Teacher training institutions can select heavily Intake into teacher education (% of those who applied)
Class teacher education 12 %
Subject teacher education %-53 %
Vocational teacher education 30 %
Statistics Finland, universities

41. OECD: Education at a Glance 2012

42. Teacher and principal salaries in Finland (permanent contract, average gross salaries per month 2011)
principal, general upper secondary 5,613 €
subject teacher, lower secondary 3,664 €
VET teacher ,813 €
Average salary in the municipal sector in Finland 2011: 2,848 € (men 3,319 €, women 2,728 €)
subject teacher, general upper secondary 4,128 €
class teacher, primary education 3,357 €
kindergarten teacher 2,452 €
principal, basic education 4,894 €
Source: Satistics Finland

43. KEYS TO SUCCESS – HOW WE SEE IT
LEARNING CULTURE
Autonomy
empowerment of municipalities and schools
spirit of trust and support
interactive, cooperative way of working
HIGH STANDARDS
Professionalism of teachers
high status and quality of teachers
high quality of teacher education
high quality of instruction
Supportive ethos
minimizing low achievement
early intervention
individual support
active role of student
good student – teacher relationship
High standards for all encourage and enable students to do their best.
COMPREHENSIVE SYSTEM
Basic education is attainable for everyone - free of charge, near home
Flexible structure of the system – no dead ends
Comprehensive, inclusive policy - no streaming
Consistent, coherent
common values, goals and high expectations
central monitoring and support
local implementation and responsibility
AUTONOMY - Empowerement
Municipalities are autonomous in providing education according to the law and to the national core curriculum
employment and use of financial and personnel resources
design and maintenance of school buildings
the number and location of schools
municipal curriculum
teachers’ further training
School/teacher autonomy in curriculum implementation, allocating time, resources, goals and contents, selecting teaching methods and materials and forming study groups
SUPPORTIVE ETHOS - Trust and support
Good interaction between national and municipal authorities and schools
Development-oriented evaluation and student assessment
no inspections
no ranking lists of schools
- in basic education only sample-based national evaluation of learning outcomes; national matriculation examination at the end of general upper secondary education
- supportive student assessment promotes learning and learning-to-learn abilities
COMPREHENSIVE EDUCATION SYSTEM
Attainable for all, flexible structure and curriculum strategy, non-selective, inclusive, central steering, local impelentation and responsibility

44. Education in Finland www.minedu.fi Ministry of Education and Culture
information in Finnish, Swedish and English
Finnish National Board of Education