EDUCATION SYSTEM OF

FINLAND
 Short History of Finland
 

Short Synopsis of the History of Finland

Finland is a republic which became independent in 1917. The head of state is the
president. Ultimate political power is vested in the 200-member unicameral
parliament. The semi-autonomous province of the Åland Islands occupies a special
position because it has been declared a demilitarized area under international law.
The population of Finland today is a little over 5 million. Finland is rightly known as
a land of forests: they cover roughly three quarters of the countryís surface area of
338,000 sq. km. Other outstanding features of Finlandís scenery are its myriad
lakes and islands. Lakes and other bodies of water cover 10% of the national
territory. The principal archipelagoes is off the southwest coast while the main lake
district, centered on Lake Saimaa, is in the east.
Some important dates in the history of Finland:

1155
The first missionaries arrive in Finland from Sweden. Finland becomes
part of the Swedish realm.
1809
Sweden surrenders Finland to Russia. The Czar declares Finland a semi-
autonomous Grand Duchy with himself as constitutional monarch
represented by a governor general.
1917
Finland declares independence from Russia on December 6. The new
state is first recognized by the Soviet union, France, Germany and
Sweden.
1919
The present constitution is adopted and Finland becomes a republic with
a president as head of state.
1939-1940
The Soviet Union attacks Finland and the Winter War is fought.
1941-1944
Fighting between Finnish and Russian forces resumes in the
campaign known as the Continuation War. A massive offensive
by Soviet forces in summer 1944 forces the Finns to sue for
peace. Some territory was ceded to the Soviet Union but Finland
was never occupied and preserved its independence and
sovereignty.
1955
Finland joins the United Nations.
1995
Finland becomes a member of the European Union.
FINNISH
EDUCATION
in a nutshell
The main objective of Finnish education policy is
to offer all citizens equal opportunities to receive
education, regardless of age, domicile, financial situation,
sex or mother tongue. Education is considered to be one of
the fundamental rights of all citizens.
Public education in Finnish began in
the 1860s. The original source of
schooling in the native tongue in
Finland has been the Church, as it
has been in a number of other
countries.

A principle of the Lutheran Church, the national church of

Finland, was the ideal that people should be able to read the
Bible in their own language. Also, the Church itself began to
teach people to read and literacy became one of
requirements that a person had to fulfil in order to get
married.
A national school system, independent of the Church, was set
up in 1866. Three years later, a Supervisory Board of
Education was established under the Ministry of Education to
inspect, monitor and govern the school system in Finland.

Administration
The educational administration and the national board
managing educational issues were established in the late
19th century. The Board of Education was founded, and it
functioned as a central body managing educational matters
for over one hundred years.
The Board of Education, later known as the National Board of
General Education, was primarily responsible for general
education. The administration of vocational education and training
remained dispersed under the auspices of different ministries. It
was not until 1966 that a central administrative board in charge of
vocational education and training, the National Board of Vocational
Education, was established to work alongside the National Board
of General Education. In 1991 these central boards were
combined to form the Finnish National Board of Education, which
still functions and is responsible for both general education and
vocational education and training, with the exception of higher
education. The Ministry of Education is the responsible body for
the higher education institutions.
The educational administration was previously characterized
by the State’s precise steering and control. Since the 1980s,
school legislation has been reformed, which has resulted in a
continuous increase in the decision-making powers of local
authorities and educational institutions. Steering and control
of the local authorities’ educational administration through
government subsidies has decreased dramatically, and the
local authorities’ cultural and educational administration is no
longer steered by field-specific legislation to any significant
extent.
  Educational Provision

Evolution of Educational Provision

In the 19th century, vocational education began to
emerge in Finland for the needs of the rapidly growing
industry and construction activities. A decree issued in
1898 contained an obligation for the local authorities to
provide all school-aged children with an opportunity for
schooling.
Finland became independent in 1917. Extension of
education to all citizens and all parts of the country and the
continuous efforts to increase the level of education
constituted a policy for the young nation from the very
beginning. In the Constitution, enacted in 1919, an obligation
was laid down to provide for general compulsory education
and for basic education free of charge. Moreover, the public
authorities were to maintain or support general education,
vocational education, applied art and scientific higher
education, as well as university education. General
compulsory education was prescribed by law in 1921.
Up until the 1970s, compulsory education was provided in the
six-year folk school. After four years of folk school, a part of
each age group moved up to the secondary school, which
was divided into the five-year lower secondary school and the
three-year upper secondary school. In the 1970s, a nine-year
compulsory school common to the entire age group, i.e. the
comprehensive school, was created on the basis of the folk
school and lower secondary school.
The network of universities expanded gradually after the
Second World War to cover the entire country. During the
1990s, a professionally oriented sector of higher education,
was created parallel with the university sector.
Education policy
Providing equal opportunities for all citizens to high-quality
education and training is a long-term objective of the Finnish
education policy. The key words in Finnish education policy
are quality, efficiency, equity and internationalisation. The
basic right to education and culture is recorded in the
Constitution. The policy is built on the principles of lifelong
learning and free education. Education is seen as a key to
competitiveness and wellbeing of the society.
There is a wide-spread consensus of the
main pillars of education policy and the
policy is characterized by cooperation and
continuity - evolution rather than revolution.
Tripartite partnership among Government,
trade unions and employer organizations is
an integrated part of policy-making.
Participation and consultation of a wide
range of different stakeholders play a
central role in educational reform. Teachers
and the Trade Union of Education as their
representative are the key players in the
development of education. The main
objectives and broad lines of the policy are
defined at central level, but the
implementation of these is the responsibility
of the local level.
Education
structure
Early Childhood Education and Care

All children under school-age have a

subjective right to early childhood
education and care (ECEC) should their
parents so decide. The municipalities are
responsible for arranging the ECEC
services, for their quality and supervision.
Families can also opt for publicly
subsidised private ECEC settings. The
Finnish ECEC is based on an integrated
approach to care, education and teaching,
the so-called “educare” model. Learning
through play is essential.
ECEC is primarily organised in day-care centres and in family day-care.
Other forms of ECEC services include clubs run by the local parishes
and other non-governmental organisations and the various forms of
open early childhood education activities organised by the municipalities
for children and their families.
The ECEC is guided by 
the National Core Curriculum for ECEC (2016) and local curricula
based on it. Participation in ECEC is subject to a fee which depends on
family income and the number of children. Client fees in municipal ECEC
cover about 14 percent of the total costs.
At national level ECEC is the responsibility of the Ministry of Education
and Culture. A revised Act on Early Childhood Education and Care was
adopted in spring 2015. Based on the new legislation, the Finnish
National Board of Education became the national expert agency for
Pre-primary education is compulsory
from August 2015
Pre-primary education as part of the ECEC is the systematic education and
instruction provided in the year preceding the start of compulsory education. Pre-
primary education is organised in day-care centres and schools. Providing a
place in pre-primary education free of charge for all children is a statutory duty for
municipalities. Participation became compulsory in August 2015. Nearly all 6-
year-olds were, however, enrolled already when pre-primary education was
voluntary.
Education is based on a local curriculum drawn up within the framework of 
the National Core Curriculum for Pre-primary Education (2014) which has
been implemented from 2016. Early childhood education and care, pre-primary
and basic education form an integrated whole progressing consistently following
the child’s development.
Pre-primary
Education
– Pre-primary education is voluntary and intended for six-year-olds, who will start
their compulsory education in the following year.
– It is provided in day care centers falling under the administrative field of the Ministry
of Social Affairs and Health and comprehensive schools, either in separate pre-
primary classes or in combined classes.
– Pre-primary education, meals, health care and travel, if the distance exceeds 5
kilometers, are provided free of charge.
Basic education is non-selective
The objective of basic education is to support
pupils’ growth towards humanity and ethically
responsible membership of society and to
provide them with the knowledge and skills
needed in life.
Basic education encompasses nine years and
caters for all those between 7 and 16 years.
Schools do not select their students. Every
student is allocated a place in a nearby school, Basic Education
but they can also choose another school with
some restrictions.
All school follow a national core curriculum, which includes the objectives and core
contents of different subjects. The education providers, usually the local education
authorities and the schools themselves draw up their own curricula within the
framework of the national core curriculum.
 Basic Education
* Compulsory education starts in the year when a child has
his/her seventh birthday, unless the child needs special
needs education.
* Basic education is free of charge for pupils. Textbooks and
other materials, tools etc. are free of charge and pupils are
offered a free daily meal.
* In addition, school health care and other welfare services
are free to the pupils.
* The education should promote learning and equality in
society as well as acquiring knowledge and skills that the
students need in studying and developing themselves later
in life.
* Education also aims at guaranteeing sufficient equality in
education throughout the country.
 Upper secondary education and training
Upper secondary education and training has a dual structure

After compulsory basic education school-leavers opt for general or

vocational upper secondary education. Both forms usually take three years
and give eligibility for higher education. Vocational education and training is
popular in Finland, more than 40 per cent of the relevant age group starts
vocational upper secondary studies immediately after basic education. The
biggest fields are technology, communications and transport and social
services, health and sports.

The selection of students for upper secondary school is based on their grade point average for the
theoretical subjects in the basic education certificate. Entrance and aptitude tests may also be used,
and students may be awarded points for hobbies and other relevant activities.
Vocational qualifications can be completed in upper secondary VET, apprenticeship training or as
competence-based qualifications. The majority of young learners complete their upper secondary
vocational qualifications at vocational institutions. Competence-based qualifications are usually
completed by adults. 
General Upper Secondary
Education
» General upper secondary education continues the teaching and
educational tasks of basic education to students aged about 16–
19.
» The general upper secondary school ends in the matriculation
examination which yields eligibility for all higher education
studies.
» General upper secondary education is mainly organized without
division into grades and teaching is not tied to year classes. The
scope of the syllabus is three years but the studies may be
accomplished in two, three or four years; the students may
proceed in their studies either as a group or individually.
Finland has a long history of participation and Adult education
promotion of adult education. Adult education is also
very popular and the participation rate is high in
international terms.
The main objectives of adult education policy are
ensuring the availability and competence of the
labour force, providing educational opportunities for
the entire adult population and strengthening social
cohesion and equity. The objectives should support
efforts to extend working life, raise the employment
rate, improve productivity, implement the conditions
for lifelong learning and enhance multiculturalism.
Adult education comprises education and training leading to a degree or
certificate, liberal adult education and staff-development and other training
provided or purchased by employers. In addition, it includes labour market
training, which is mainly targeted at unemployed people.
Vocational Upper Secondary
Education and Training
» Students in vocational upper secondary education and training are mainly
aged 16-25 years. The school-based education system means full-time
studies for three years at a vocational institution.
» Geographical accessibility of education in Finland is high. The school
network is comprehensive at all levels of education throughout the
country.
» People who have accomplished the matriculation examination and
general upper secondary education also have the opportunity to
complete an upper secondary vocational qualification.
» Students are free to choose which educational institution they apply to. If
a person does not gain admittance to the school of his or her first choice,
other possible schools are considered.
Higher education
Higher education in Finland has a dual structure. Higher education is provided by universities
and universities of applied sciences (UAS). Both sectors have their own profiles. Universities
emphasise scientific research and instruction, whereas universities of applied sciences adopt a
more practical approach. Higher education institutions are very autonomous in organising their
instruction and academic year.
There is restricted entry to all fields of study. The applicant volumes outweigh the number of
places available. Therefore universities and UAS use different kinds of student selection
criteria. Most commonly these include success in matriculation examination and entrance
tests.
Equal access to higher education is ensured by the wide institutional network, the free
education, student financial aid as well as the flexible pathways to higher education. Efforts
have also been made to lower the threshold to apply to higher education by developing an on-
line joint application system.
Information on higher education degrees and recognition of foreign qualifications in
Finland.
 Higher Education
» After completing general upper secondary education or vocational upper secondary
education and training, students can apply for higher education. The Finnish higher
education system has two parallel sectors: universities and polytechnics (or AMK
institutions). Universities concentrate on academic and scientific research and education
whereas polytechnics are more oriented to working life and they base their functions on
the high standards it demands.
» Finland has 16 universities. Under the new Universities Act, which was passed by
Parliament in June 2009, Finnish universities are independent corporations under public
law or foundations under private law (Foundations Act).
» There are 25 polytechnics in the Ministry of Education sector. In addition, there is Åland
University of Applied Sciences in the self-governing Province of Åland and a Police
College subordinate to the Ministry of the Interior.
» Degree instruction at institutions of higher education is free of charge. In the university
sector, undergraduate students (those on Bachelor’s and Master’s programmes) pay a
small membership fee to the student union every year; in return, they get reduced price
meals, health care services and other social benefits. Students are also responsible for
acquiring the required books and material.
Teachers in Finland are highly trained. In general Teacher education
education all teachers are required a Master’s
degree. In vocational education teachers should
have a Master’s degree or Bachelor’s degree. The
high level of training is seen as necessary as
teachers in Finland are very autonomous
professionally. Teaching and guidance staff within
day-care centres generally have Bachelor’s
degrees. Pre-primary teachers in schools hold a
Master’s degree.

Guidance counsellors in basic and upper secondary education and training

should have a Master’s degree and guidance counsellor studies. Special
needs teachers hold a Master’s degree with special pedagogy as the main
subject or a teaching qualification including special needs teacher studies.
Teachers at universities of applied sciences are required to have either a Master’s or
a post-graduate Licentiate’s degree, depending on their position. They must also
complete pedagogical studies. University teachers are generally required to hold a
Doctoral or other postgraduate degree.
Teacher training can be either concurrent, with pedagogical training integrated into
the Master’s programme, or consecutive, with the pedagogical training completed
after the initial degree. The latter is the case for example in vocational teacher
education. The consecutive model also serves those who decide on a teaching
career later.
At most levels of education teachers are required to participate in in-service training
every year. Finnish teachers consider in-service training to be a privilege and
therefore participate actively.
In-service training is offered by different providers. The state funds in-service
training programmes, primarily in areas important for implementing education policy
and reforms. Education providers can also apply for funding to improve the
professional competence of their teaching personnel.
 Educational Support
and Student
Wellbeing
To promote the learners' healthy growth and development, education is provided
according to their age and capabilities. Early identification of learning difficulties and
sufficient support are cornerstones of education.
General educational support for all pupils includes guidance and counseling, social
welfare services, cooperation between home and school, the use of the learning plan,
and remedial teaching. Issues concerning the provision of guidance and counseling
services, studying, pupil welfare services, and support services are to be explained to
pupils and their parents or guardians.
» In addition to organizing instruction, each local authority is generally responsible for social welfare
services for pupils and students. A local authority must, in certain circumstances, organize such
services as transportation for pupils who need it. Pupils in basic education living some distance from
school (more than 5 km) or the journey is considered dangerous are entitled to free transport.
Welfare services also include free school meals, school health care, dental care as well as the
services of student welfare officers and school psychologists.
» Each pupil of compulsory school age has the right to receive remedial instruction and special needs
education, where necessary. Special needs education is provided primarily through inclusion into
mainstream education. If learning difficulties are minor, special needs education is provided as part-
time special needs education in conjunction with mainstream instruction.
» If a child cannot cope in mainstream education due to disability, illness, delayed development,
emotional disorder or some other similar reason, she/he may be admitted to special education
during pre-primary education and upon commencement of compulsory education or s/he may also
be transferred to special education later during comprehensive school. In such cases, special needs
education may also be provided in a special group, class or school.
The fundamental principle of Finnish
education is to provide equal
opportunities for learning and growth
to every pupil or student. Support for
learners plays a key role. This entails
removing barriers to learning,
physical, attitudinal or pedagogical,
early intervention and support and
welfare.
Support for pupils and students
Language and Cultural
Minorities
» As stipulated in the Constitution of Finland, the two national languages, Finnish and Swedish, are equal
languages throughout the country with respect to dealing with the authorities. The third of the languages
spoken in Finland is the regional language, Saami (Lappish), which is spoken by approximately 1,800
people (0.03 percent of the population) as their mother tongue. The Saami-speaking population has the
right to receive services from society in their mother tongue.
» Finnish and Swedish are languages of instruction in educational institutions on all educational levels.
Usually the institutions have either Finnish or Swedish as their language of instruction, but there are
upper secondary vocational institutions and universities which are bilingual. Saami is the language of
instruction in some basic education, upper secondary general and vocational institutions on the Saami-
speaking areas.
» The aims of immigrant education, for both children and adults, include equality, functional bilingualism
and multiculturalism. The objective of immigrant education provided by different educational
institutions is to prepare immigrants for integration into the Finnish education system and society, to
support their cultural identity and to provide them with as well-functioning bilingualism as possible so
that, in addition to Finnish (or Swedish), they will also have a command of their own native language.
 Education policy in Finland 1/3
• One of the basic principles of Finnish education is that all people must have
equal access to high-quality education and training. The same opportunities
to education should be available to all citizens irrespective of their ethnic
origin, age, wealth or where they live. Education policy is built on the lifelong
learning principle.
• The basic right to education and culture is recorded in the Constitution.
Public authorities must secure equal opportunities for every resident in
Finland to get education also after compulsory schooling and develop
themselves, irrespective of their financial standing. In Finland education is
free at all levels from pre-primary to higher education. Adult education is the
only form of education that may require payment.
 Education policy in Finland 2/3

• The key words in Finnish education policy are quality, efficiency,

equity and internationalization. Geared to promote the
competitiveness of Finnish welfare society, education is also seen
as an end in itself. The broad lines of Finnish education and
science policy are in line with the Europe 2020 Strategy.
• Decisions on the contents of legislation on education and
research are made by the Parliament based on government
proposals. The Government and the Ministry of Education and
Culture, as part of it, are responsible for preparing and
implementing education and science policy.
 Education policy in Finland 3/3
The Education and Research Development Plan (ERDP) promotes equality
• The ERDP is the key document of the Finnish education and research
policy. It is adopted by the government every fourth year, and it directs the
implementation of the education and research policy goals stated in the
Government Programme.
• The ERDP covers all forms of education from early childhood to adult
education as well as research conducted in universities and polytechnics.
The focus in the period 2011–2016 is on alleviation of poverty, inequality
and exclusion, stabilizing the public economy and fostering sustainable
economic growth, employment and competitiveness.
 Education System in Finland 1/4

• The welfare of Finnish society is built on education, culture and

knowledge. The flexible education system and basic educational
security make for equity and consistency in results.
• The Finnish education system is composed of:
nine-year basic education (comprehensive school) for the whole age
group, preceded by one year of voluntary pre-primary education,
upper secondary education, comprising general education and
vocational education and training (vocational qualifications and
further and specialist qualifications) and
higher education, provided by universities and polytechnics.
Education System in Finland 2/4
 Education System in Finland 3/4
Learning pathway
• In Finland, pre-primary education, basic education and upper
secondary education and training, complemented by early
childhood education and before- and after-school activities, form a
coherent learning pathway that supports children's growth,
development and well-being.
• The Finnish education system has no dead-ends. Learners can
always continue their studies on an upper level of education,
whatever choices they make in between. The practice of
recognition of prior learning has been developed in order to avoid
unnecessary overlapping of studies.
 Education System in Finland 4/4

• Students' opportunities to progress from one level of education to the next is

safeguarded by legislation. Both general and vocational upper secondary
certificates provide eligibility for further studies.
• Higher education is offered by universities and polytechnics. Both sectors
have their own profiles. Universities emphasise scientific research and
instruction. Polytechnics, also known as universities of applied sciences,
adopt a more practical approach.
• Adult education is provided at all levels of education. Adults can study for a
general education certificate or for a vocational qualification, or modules
included in them, take other courses developing citizenship and work skills,
or pursue recreational studies.
REFERENCES

Ministry of Education and Culture n.d.a. Education policy in

Finland. Cited on 31.5.2014.
http://www.minedu.fi/OPM/Koulutus/koulutuspolitiikka/?
lang=en
Ministry of Education and Culture n.d.b. Education System in
Finland. Cited on 31.5.2014.
http://www.minedu.fi/OPM/Koulutus/koulutusjaerjestelmae/?
lang=en