Purposeful Policy and Practice for Equity and Quality: A Finnish Case

• In Event: Educational Policy Innovations: Leveling Up and Sustaining Educational Achievement

Abstract

Purpose
This presentation offers Finland’s educational system as a case study of a High Performing Education System (HPES). The presentation introduces Finland’s national and cultural context which provides the background to the development of the Finnish education system. It also touches on the main reasons for promoting high quality education and important factors that will ensure the quality of education in Finland. Finally, the presentation will provide insights on some of the future major challenges for the Finnish society.

Perspectives
During the last decade, Finland has seen exceptional results in PISA studies (OECD, 2003, 2006, 2010). With only average monetary investments by the Finnish government, a very small amount of homework and lesson hours in schools, and extremely light education evaluation (no inspection system), it is remarkable how the Finnish education system can achieve such results in high quality and equality in international comparisons (Reinikainen, 2012). Since the late 1960s, Finnish has been developing its education system towards a comprehensive model that ensures equal opportunities for all learners. According to education researchers (Jakku-Sihvonen & Niemi, 2007; Laukkanen, 2006; Schleicher, 2007; Simola, 2005; Välijärvi, 2004), the educational policy has purposefully aimed at equity in education, which is the main reason for its good learning outcomes. This presentation aims to provide a native perspective of the development of the policies and education system that focuses on equity and quality for all learners which resulted in the outstanding PISA results.

Methods and Data
This presentation is based on strategic national policy documents, especially governmental programmes and their action plans, decision documents of the Finnish National Board of Education and Ministry of Education and Culture, the University Act and Teacher Education Decrees. The analysis is based on the principles and contents in which students’ learning is the focus. National evaluations and research projects on teaching, learning and teacher education were also used to sift out the strengths and weaknesses of the Finnish educational system.

Results
Due to the central values of learning and education in the national history of Finland, it is believed that the success in the PISA surveys has been only a side product in the development of the Finnish educational system. Having national values as the foundation, quality and equity has been a key focus for education. To ensure quality and equity within the Finnish system, teacher education is a key factor and the development of teachers as professionals is essential. However, in the future, the Finnish society will face several challenges related to ensuring continued high quality learning opportunities for all learners as Finland becomes a multicultural society and the diverse needs of the population need to be considered in the provision of education.

Significance
This presentation reveals how ingrained Finnish national values of lifelong learning and equity impact the education system and propels Finland to the ranks of a HPES and possibly, helps Finland to sustain its position as a HPES.

Author

• Hannele M. Niemi, University of Helsinki