CURRICULUM IN FINLAND

Arranged by:

1. Aena Almuntaza (A1B222110)

2. Elva Sahara (A1B222114)
3. Sri Retina (A1B222101)
4. Salsabilla Khairani (A1B222104)
5. Vista Indria (A1B222115)

Lecturer:

Bunga Ayu Wulandari, S.Pd., M.EIL., Ph.D.

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS JAMBI

2024
 PREFACE

First and foremost, gratitude is extended to Allah SWT, whose guidance and
assistance enabled the completion of this paper, titled "CURRICULUM IN JAPAN" within
the allocated timeframe. The primary objective of crafting this paper is to fulfil the
assignment bestowed by Ma’am Bunga Ayu Wulandari, S.Pd., M.EIL., Ph.D. our esteemed
lecturer in the field of TESOL CURRICULUM STUDY AND SYLLABUS DESIGN.

Throughout the process of organizing this paper, the writer encountered numerous
challenges and obstacles. However, with the support of various individuals, these hurdles
were successfully overcome. It is acknowledged that there may still be imperfections in the
writing process, and the writer expresses gratitude for the assistance received.

The writer extends sincere thanks to all individuals who played a role in the
development of this paper. May Allah accept these efforts and bestow blessings upon all
involved. Recognizing that this paper may still have shortcomings in both structure and
content, the writer welcomes constructive criticism from readers to aid in refining future
works.

In conclusion, it is hoped that this paper contributes to the readers' understanding of

TESOL CURRICULUM STUDY AND SYLLABUS DESIGN major, and the writer remains
open to valuable insights for future improvements.

Author

March 27, 2024

 TABLE OF CONTENT
PREFACE 2
CHAPTER I 4
INTRODUCTION 4
1.1 Introduction 4
1.2 The Objectives 5
CHAPTER II 6
FINLAND'S CURRICULUM HISTORY 6
1.1 Early Development 6
1.2 Education Reform 6
1.3 Ongoing 6
CHAPTER III 7
BASIC PRINCIPLES OF THE FINNISH CURRICULUM 7
1.1 Equality 7
1.2 Autonomy 8
1.3 Competency 8
1.4 Holistic Approach 8
1.5 Formative Assessment 8
CHAPTER IV 9
FINNISH CURRICULUM STRUCTURE 9
CHAPTER V 10
ADVANTAGES OF THE FINNISH SYSTEM 10
CHAPTER VI 11
CONCLUSION 11
BIBLIOGRAPHY 12
 CHAPTER I

INTRODUCTION
1.1 Introduction

The education system of Finland has garnered international acclaim for its exceptional quality
and innovative approach. At the heart of this success lies its meticulously crafted curriculum,
which serves as the cornerstone of Finnish education. In this paper, we delve into the Finnish
curriculum, exploring its history, foundational principles, structure, and the distinctive
features that contribute to Finland's status as a global leader in education.
The history of the Finnish curriculum is rooted in a commitment to equity, excellence, and
adaptability. Over the years, Finland has undergone significant transformations in its
educational approach, with each iteration of the curriculum reflecting the evolving needs of
society and the aspirations of its people. From its humble beginnings to its current status as a
model of educational excellence, the Finnish curriculum has continually evolved to meet the
challenges of a rapidly changing world.
Central to the Finnish curriculum are a set of foundational principles that guide its design and
implementation. These principles include a profound respect for children as active
participants in their learning journey, a commitment to holistic development, and an emphasis
on fostering critical thinking and creativity. With transparency, inclusivity, and evidence-
based decision-making at its core, the Finnish curriculum embodies a forward-thinking
approach that prioritizes the well-being and success of every learner.
The structure of the Finnish curriculum is characterized by its flexibility and adaptability,
allowing for personalized learning experiences tailored to the needs and interests of
individual students. Rather than prescribing rigid standards and assessments, the Finnish
curriculum provides educators with the autonomy to design learning experiences that inspire
curiosity, creativity, and collaboration.
The Finnish education system's excellence is evident in its holistic approach to education,
which goes beyond academic achievement to prioritize the well-being and holistic
development of students. With a focus on equity, inclusivity, and teacher professionalism,
Finland's education system ensures that every learner has access to high-quality education,
regardless of their background or circumstances.
In this paper, we will explore each aspect of the Finnish curriculum in detail, shedding light
on its history, principles, structure, and the unique advantages that contribute to Finland's
standing as a global leader in education. Through this exploration, we aim to gain insights
that can inform and inspire educational practices worldwide, contributing to ongoing efforts
to enhance the quality, inclusivity, and relevance of education for all learners.
1.2 The Objectives Of This Paper Are:

1 To provide an overview of the history, core principles, and structure of the Finnish
curriculum, aiming to give readers a clear understanding of its evolution and guiding
values.
2 To analyse the fundamental principles underlying the Finnish curriculum, such as
equality, school autonomy, competency-based learning, holistic approaches, and
formative assessment, highlighting the key beliefs shaping its design and
implementation.
3 To outline the structure of the Finnish curriculum, covering early childhood education,
basic education, secondary education, and higher education, in order to offer a
comprehensive understanding of how the Finnish education system is designed and
organized.
4 To examine the unique strengths of the Finnish education system, including high
academic achievement, student well-being, minimal exam pressure, and a focus on
creativity and innovation, identifying the main factors contributing to Finland's success
in education.
 CHAPTER II

FINLAND'S CURRICULUM HISTORY

The History of Finland curriculum continually evolves to reflect the latest research findings,
pedagogical approaches, and societal needs. With a commitment to providing students with a
nuanced understanding of Finland's past, the curriculum undergoes regular updates to
incorporate new perspectives, historical interpretations, and educational methodologies.

Unlike many other education systems, test-based accountability and externally determined
learning standards have not been part of Finnish education policies. Relying on data from
international student assessments, indicators and earlier policy studies, this chapter describes
how steady improvement in student learning has been attained through Finnish education
policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The
conclusion is that educational reform in Finland has been built upon ideas of good leadership
that place an emphasis on teaching and learning, encouraging schools to craft optimal
learning environments and implement educational content that best helps their students reach
the general goals of schooling, and professional leadership of schools.

1.1 Early Development

In the 1980s the Finnish education system had only a few features that attracted any interest
among international educators and many aspects of education were adopted from its wealthier
western neighbor, Sweden. Indeed, Finland’s education system was recognized
internationally exceptional on only one account: However, the Finnish 10-year-olds were
among the best readers in the world (Allerup & Mejding, 2003; Elley, 1992). Other than that,
international education indicators left Finland in the shadows of traditional education
superpowers, such as Sweden, England, USA, and Germany. This chapter shows how
Finland has been able to upgrade its human capital by transforming its education system from
less- than-average to one of the best international performers since the 1980s. It also
discusses how that success has been achieved by implementing education reforms that differ
from those in many other nations. Finally, it suggests some education reform principles that
may have been significant drivers of today’s good educational performance. As Finland
attracts global attention due to its high-performing education system, it is worth asking
whether there was any progress in this performance since the 1980s. If progress can be
reliably identified, then, consequently, the question becomes what factors might be behind
successful education reform? In my recent analysis of educational reform policies in Finland
(Sahlberg, 2007), I describe how Finland changed its traditional education system, with little
to celebrate in terms of international comparisons, into a model of a modern, publicly
financed education system with widespread equity, good quality, large participation – all of
this at reasonable cost (OECD, 2008; Sahlberg, 2007; Schleicher, 2006). What is significant
from this analysis is the steady progress during the past three decades within four main
domains: (1) increased level of educational attainment of the adult population, (2) widespread
equity in terms of learning outcomes and performance of schools, (3) a good level of student
learning as measured by international student assessments, and (4) moderate overall spending
and efficiency, almost solely from public sources.
1.2 Education Reform

Late 20th Century:

Finland started to implement significant educational reforms in the late 20th century. Key
changes included increased autonomy for schools and teachers, reduced emphasis on
standardized testing, and a shift towards a more holistic and student-centered approach to
education.

1990s:

The 1990s saw further reforms aimed at enhancing teacher professionalism and promoting
equity in education. Measures such as increasing teacher education requirements and
providing extensive professional development opportunities were introduced.

Early 2000s:

Finland gained international attention in the early 2000s when its students consistently ranked
at or near the top in global assessments such as the Programme for International Student
Assessment (PISA). These successes were attributed to various factors, including a focus on
teacher quality, equitable funding, comprehensive early childhood education, and a
curriculum that emphasizes critical thinking, creativity, and problem-solving skills.

Mid to Late 2000s:

Finland continued to refine its education system, with a focus on personalized learning and
reducing educational inequality.

Efforts were made to provide additional support for students with special needs and to
address disparities in educational outcomes among different socio-economic Group

1.3 Ongoing

Finland has continued to adapt its education system to meet the changing needs of society
and prepare students for the challenges of the 21st century.

There has been a growing emphasis on digitalization in education, as well as efforts to

promote interdisciplinary learning and foster creativity and innovation in schools.

Overall, Finland's education reform progress has been characterized by a commitment to

equity, teacher professionalism, and a student-centered approach. While challenges remain,
Finland's education system serves as a model for many countries seeking to improve their
own educational outcomes
 1

10

11

12

13

14

15

16 CHAPTER III

17 BASIC PRINCIPLES OF THE FINNISH CURRICULUM

1.1 Equality
Finland is known for its equal education system and for the high quality of teaching and
learning. Equity and equality are promoted by providing equal access to education for
everyone, by encouraging and supporting every student’s learning and well-being as well as
by ensuring, by means of highquality support systems, that everyone has opportunities to be
successful in learning. Differences between schools and municipalities are small. Let's learn
some important aspects of the Finnish education system that can serve as inspiration for us.
1.1.1 Focus on Equality: One of the unique features of the Finnish education system is the
strong focus on equality. Here, every child is considered to have an equal right to a
quality education. There are no national exams that lead to the ranking of schools or
students. Instead, emphasis is placed on individual development and helping each
student reach his or her potential without excessive pressure.

1.1.2 Skilled Professional Educators: Finland has very high standards for teachers and
educators. They are expected to have a university degree and further education, as
well as receive comprehensive training. This helps to ensure that they have a deep
understanding of effective teaching methods and can deal with various challenges that
may occur in a classroom environment.

1.1.3 Combination of Flexibility and Autonomy: The Finnish education system gives
schools and teachers the freedom and autonomy to design their own curriculum. The
Finnish national curriculum provides general guidelines, but how it is organized and
taught is up to the schools to decide. This approach leaves room for innovation and
customization that can accommodate the unique needs of each student.

1.1.4 Practical and Creative Education: In Finland, practical and creative education plays an
important role in learning. They integrate academic learning with practical activities,
such as art, music, sports, and crafts. This helps to promote critical thinking,
creativity, and problem-solving in students and allows them to develop their interests
and talents beyond the academic curriculum.

1.1.5 Balanced Learning Load: Finland pays great attention to the balance between learning
time in school and rest time. They believe that adequate rest is important for recovery
and improving students' concentration. Therefore, study hours in Finland tend to be
shorter compared to other countries. In addition, they place an important value on out-
of-class activities and leisure time, which helps to improve the overall well-being of
students.

1.2 Autonomy
In Finland, the government oversees education from pre-primary to higher levels. Early childhood
education, including day care centers and family day care, is free and aims to support children's
development and ensure equality in learning. Similarly, pre-primary education, mandatory for one
year before compulsory schooling, is provided free of charge by municipalities. Highly educated
teachers deliver pre-primary education, focusing on foundational skills without formal reading
instruction.
Funding for education comes from various sources, primarily government funds. Municipalities
receive funds based on population and socioeconomic factors, which they distribute democratically,
including allocating funds for education. Private institutions also receive public funding, though they
serve a small proportion of students. Financial assistance is available for full-time study, with research
grants and loans ensuring learning opportunities for all.
Higher education in Finland is tuition-free, with universities and polytechnics receiving funding from
the central government, supplemented by external fundraising. Operational and qualitative targets are
agreed upon with the Ministry of Education and Culture, guiding resource allocation. Student
financial aid, including study grants and housing supplements, ensures broad access to education.
Most primary and secondary education institutions are managed locally, with funding shared between
central and local governments. Finland's educational expenditure is in line with OECD averages, with
almost all funding coming from government sources. The country invests significantly in education
per student, particularly in secondary and higher education.
Early childhood and basic education are funded through government transfers to local governments,
which determine allocation. Funds for senior secondary and vocational education are based on student
numbers and unit costs. Performance-based funding incentivizes improvements in outcomes.
Universities operate independently under national laws, with funding from the central government and
expectations for external funding. Operational targets are agreed upon with the Ministry of Education
and Culture, guiding resource allocation and monitoring.

1.3 Competency-based Learning

The curriculum reform in Finland aimed to enhance an integrative approach to education,
emphasizing the interconnectedness between subjects studied in school and real-life phenomena. This
approach seeks to help students understand relationships between different disciplines, structure their
learning meaningfully, generate new inquiries, and collaboratively create knowledge. Central to this
approach are transversal competencies, multidisciplinary learning modules, and student assessment.
Transversal competencies, as defined by the national core curricula, encompass a holistic blend of
knowledge, skills, values, attitudes, and volition. These competencies transcend disciplinary
boundaries, linking various fields of knowledge and skills. The seven transversal competencies
identified include thinking and learning, cultural competence, self-care and daily management,
multiliteracy, digital competence, working life skills and entrepreneurship, and participation in
building a sustainable future. The curricula emphasize the importance of nurturing students' self-
awareness and appreciation of their unique strengths across these competencies.
Incorporating the seven transversal competencies into subject objectives and content areas is integral
to the curriculum. Subject descriptions highlight the alignment between subject objectives and
transversal competency objectives, with a reduction in content load across subjects. Furthermore,
multidisciplinary learning modules, which are now mandatory in basic education, provide
opportunities for inquiry-based exploration and collaborative projects. These modules enable students
to apply knowledge and skills across different subjects, fostering participation, democratic action,
problem-solving, and new knowledge construction. Teachers collaborate in planning and
implementing these modules, with students actively involved in the process.
Assessment practices in Finland prioritize formative assessment, feedback, and student agency.
Assessment for learning and assessment as learning are increasingly emphasized, encouraging
students to set goals, discuss criteria, reflect on their work processes, and assess their own progress.
Teachers utilize assessment as a pedagogical tool to guide student learning, while students develop
self-assessment skills that enhance self-reflection, self-direction, and responsibility.
1.4 Holistic Approach
The Finnish education system has attracted global attention for producing students who are
independent and passionate about learning. Its philosophy of equality and 20th-century educational
transformation are its main foundations, which are reflected in its holistic approach to student
development. Curriculum transformation and formative evaluation approaches are key instruments in
achieving this goal. Through qualitative methods and literature review, the research highlights that
Finland's success is not limited to academic achievement. Rather, the system has been successful in
exploring and promoting students' creativity and adaptability.
This success is not only local, but also has significant global relevance. The Finnish education model
has inspired other countries to improve their education systems. This improvement not only includes
academic aspects, but also includes the development of students' creative and adaptive abilities. This
encourages further research and exchange of experiences between countries, reinforcing the idea that
the Finnish educational philosophy can be the basis for sustainable educational innovation at the
international level. Finland's success paves the way for the enrichment and improvement of global
education, making it a valuable and far-reaching source of inspiration.

1.5 Formative Assessment

In Finland's single-structured education system, assessments are not dependent on national
examinations in primary education, but are conducted by the relevant class teacher or subject teacher.
For students who have multiple teachers, behavioral assessments are assessed collaboratively by these
teachers. The principles of assessment emphasize the importance of providing constructive feedback
to support students' learning and promoting cooperation between school and home.
In addition, assessment in Finnish education does not compare students with each other, and does not
lead to the assessment of students' personalities or personal characteristics. The information obtained
from assessments assists teachers in planning teaching that is better suited to students' needs.
Assessment during learning is formative, aiming to guide and encourage continuous student learning.
Meanwhile, the final assessment determines students' progress and determines whether they are ready
to move on to the next grade.
In the final assessment of comprehensive school education, core subjects that are numerically
assessed include mother tongue and literature, second national language, foreign language,
mathematics, natural sciences (physics, chemistry, biology), geography, health education, religion or
ethics, history, social studies, music, visual arts, crafts, physical education, and home economics.
Elective subjects are assessed orally or with numerical grades, depending on their scope.Curriculum
structure of secondary education in Finland
 18 CHAPTER IV

19 FINNISH CURRICULUM STRUCTURE

19.1 Early childhood education
In Finland, early childhood education is available for children before they reach school age,
typically organized in day care centers and family day care settings. Additionally, children
can participate in open early childhood education activities alongside a parent. The primary
aim of early childhood education is to support children's development, well-being, and foster
equality in learning. Within this framework, children engage in various activities to develop
social, linguistic, and manual skills, as well as acquire foundational knowledge to aid future
learning endeavors.
A significant portion of early childhood education involves playtime and outdoor activities,
promoting holistic development. If a child's native language is not Finnish or Swedish, they
receive assistance in learning these languages. Moreover, children with special needs can
access tailored support as necessary.
Municipalities in Finland are responsible for organizing early childhood education, which is
publicly funded, making it more affordable for families. Private early childhood education
options are also available, staffed by trained professionals such as early childhood education
teachers, social pedagogues, and child-carers.
19.2 Pre-primary education
Pre-primary education is mandatory for one year before children begin compulsory
education, typically starting at the age of six. Pre-primary education is provided by highly
educated early childhood education teachers and is free of charge for families. Sessions
typically run for four hours a day, Monday to Friday, during school hours. Alongside pre-
primary education, children may also attend additional early childhood education activities.
During pre-primary education, children learn foundational skills that prepare them for formal
schooling, although reading instruction is not included. Similar to early childhood education,
support in learning Finnish or Swedish is provided if needed. A typical day in pre-primary
education includes structured learning activities, playtime, and outdoor experiences.
19.3 Secondary Education
Students usually attend the closest school to where they live, covering grades 1 to 9. During
this period of primary and junior secondary education, students are introduced to a range of
core subjects, including language, math, natural science, history, art and sports. They are also
given opportunities to develop social skills and critical thinking abilities through various
extracurricular activities and collaborative projects.
Junior secondary education, which covers grades 7 to 9, marks an important stage in a
student's educational journey. Here, the focus begins to shift to more in-depth learning and
preparation for the next level of education. Students are given the opportunity to further
explore their interests through various elective subjects and enrichment programs. In
addition, they also begin to prepare for the matriculation exams that are an integral part of the
Finnish upper secondary education system. Thus, junior secondary education not only
strengthens students' academic foundation, but also prepares them for the next stage in their
education.
19.4 University
After completing secondary education, the next step is to proceed to higher education in
Finland, which is provided by universities and universities of applied sciences. The admission
process is determined by the educational institution, with the possibility of tuition fees,
especially for EU or EEA non-residents pursuing a Bachelor's or Master's degree program in
English. University tuition fees depend on scientific research. A Bachelor's degree requires
about three years of study, followed by a Master's degree for about two more years. Although
some programs are available in English, the main languages of instruction are Finnish or
Swedish. After earning a Master's degree, there is the option to continue studies to the
License or Doctorate level.
 20 CHAPTER V

21 ADVANTAGES OF THE FINNISH SYSTEM

1.1 High Academic Achievement

1.2 Student Welfare
1.3 Lack of Exam Pressure

Finland understands the importance of balance in student life. Excessive exam pressure can
cause stress and anxiety in students, which in turn can affect their mental and emotional well-
being. By reducing the pressure of exams, Finland aims to create a more balanced and
supportive educational environment. The finland curriculum places a focus on holistic student
development, encompassing not only academics but also students' social, emotional and
creative well-being. As such, education in Finland goes beyond exam results.

Finland emphasizes formative assessment, which aims to provide constructive feedback to

students to help them learn and develop further. These formative assessments take place
throughout the school year and provide a more comprehensive picture of student progress
than a one-off exam at the end of a semester or school year. Overall, the lack of exam
pressure in the Finnish curriculum is reflected in their commitment to creating an educational
environment that is inclusive, student-centered, and provides a fair chance for every student
to develop to their full potential.

1.4 Focus on Creativity and Innovation

The finland curriculum encourages a project-based learning approach, where students are
given the opportunity to explore specific topics through projects that involve problem
solving, collaboration and creativity. Through these projects, students are given the freedom
to explore their own interests and ideas, thus encouraging creativity. Teachers encourage
students to question, problem solve and think creatively in finding solutions to complex
problems. This helps students to be innovative in solving challenges inside and outside the
classroom. The finland curriculum is designed to be flexible, allowing teachers to tailor
learning to students' needs and interests. This allows room for creative approaches in
presenting subject matter and designing activities that stimulate imagination and innovation.
Collaborative learning is emphasized in this curriculum, where students are encouraged to
work together to create new solutions and innovate. This creates an environment where new
ideas can flourish and creativity can be expanded through collaboration.

Thus, the focus on creativity and innovation in the Finnish curriculum aims to prepare
students with the necessary skills and mindset to succeed in a changing world that demands
adaptability and innovation.
 22 CHAPTER VI

23 CONCLUSION

The success of the Finnish education system is determined by several key factors such as:
a. Broad education autonomy for local/city governments and schools.
b. Professional, competent, highly dedicated and highly educated teachers.
c. Coherence between education and economic development policies.
d. Community culture that is very aware of the importance of education for personal and
national development.
e. A high level of public trust in the education system and close and sustainable cooperation
between the government, the business world and the community.
 24 BIBLIOGRAPHY

Halinen, I. (2018). The New Educational Curriculum in Finland.

Anggoro, S., Andriani, A., & Aryani, I.K. (2023). Finland Education Success. Master Study
Program of Primary School Education, Universitas Muhammadiyah Purwokerto. Published
on January 26, 2023.
"The Finnish education system | Suomalainen koulutusjärjestelmä." InfoFinland, 26 Maret
2024, www.infofinland.fi/en/education/the-finnish-education-system.