Finland Edu System

European Commission
Organisation of
the education system in
Finland
2009/2010
FI
E URYBAS E F I NL AND
1
1. POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS.............................................................. 7
1.1. Historical Overview.................................................................................................................................. 7
1.2. Main Executive and Legislative Bodies ................................................................................................... 8
1.3. Religions................................................................................................................................................. 10
1.4. Official and Minority Languages ........................................................................................................... 10
1.5. Demographic Situation ......................................................................................................................... 10
1.6. Economic Situation................................................................................................................................ 11
1.7. Statistics ................................................................................................................................................. 11
2. GENERAL ORGANISATION OF THE EDUCATION SYSTEM AND ADMINISTRATION OF EDUCATION........... 17
2.1. Historical Overview................................................................................................................................ 17
2.2. Ongoing Debates and Future Developments....................................................................................... 18
2.3. Fundamental Principles and Basic Legislation...................................................................................... 18
2.4. General Structure and Defining Moments in Educational Guidance................................................... 20
2.5. Compulsory Education .......................................................................................................................... 22
2.6. General Administration ......................................................................................................................... 23
2.6.1. National Level ................................................................................................................................. 23
2.6.2. Regional Level ................................................................................................................................. 25
2.6.3. Local Level....................................................................................................................................... 25
2.6.4. Educational Institutions, Administration, Management................................................................ 27
2.7. Internal and External Consultation between Levels of Education....................................................... 30
2.7.1. Internal Consultation...................................................................................................................... 30
2.7.2. Consultation Involving Players in Society at Large........................................................................ 31
2.8. Methods of Financing Education .......................................................................................................... 34
2.8.1. Pre-primary Level ............................................................................................................................ 34
2.8.2. Basic Education and General Upper Secondary Level ................................................................... 34
2.8.3. Vocational Upper Secondary Level ................................................................................................ 35
2.8.4. Higher Education Level................................................................................................................... 36
2.8.5. Adult Education and Training......................................................................................................... 37
2.9. Statistics ................................................................................................................................................. 40
3. PRE-PRIMARY EDUCATION........................................................................................................................... 42
3.3. Specific Legislative Framework ............................................................................................................. 45
3.4. General objectives ................................................................................................................................. 45
3.5. Geographical Accessibility..................................................................................................................... 46
3.6. Admission Requirements and Choice of Institution/Centre ................................................................ 46
3.7. Financial Support for Pupils Families ................................................................................................... 47
3.8. Age Levels and Grouping of Children................................................................................................... 47
3.9. Organisation of Time ............................................................................................................................. 48
3.9.1. School Year...................................................................................................................................... 48
3.9.2. Weekly and Daily Timetable ........................................................................................................... 48
3.10. Curriculum, Types of Activity, Number of Hours ................................................................................ 48
3.11. Teaching Methods and Materials........................................................................................................ 49
3.12. Evaluation of Children ......................................................................................................................... 49
3.13. Support Facilities ................................................................................................................................. 50
3.14. Private Sector Provisions ..................................................................................................................... 50
3.14.1. Historical overview........................................................................................................................ 51
3.14.2. Ongoing Debates and Future Development ............................................................................... 51
3.14.3. Specific legislative framework...................................................................................................... 51
3.15. Organisational Variations and Alternative Structures ........................................................................ 51
3.16. Statistics ............................................................................................................................................... 51
4. SINGLE STRUCTURE EDUCATION ................................................................................................................. 53
4.4. General Objectives................................................................................................................................. 56
4.6. Admission Requirements and Choice of School................................................................................... 56
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4.7. Financial Support for Pupils Families ................................................................................................... 57
4.8. Age Levels and Grouping of Pupils ....................................................................................................... 57
4.9. Organisation of School Time ................................................................................................................. 57
4.9.1. School Year in Basic Education....................................................................................................... 57
4.9.2. Weekly and Daily Timetable in Compulsory Basic Education........................................................ 58
4.10. Curriculum, Subjects, Number of Hours ............................................................................................. 58
4.10.1. The Syllabus of Basic Education ................................................................................................... 58
4.12. Pupil Assessment ................................................................................................................................. 61
4.13. Progression of Pupils ........................................................................................................................... 62
4.14. Certification.......................................................................................................................................... 62
4.15. Educational Guidance.......................................................................................................................... 63
4.16. Private Education................................................................................................................................. 64
4.18. Statistics ............................................................................................................................................... 65
5. UPPER SECONDARY AND POST- SECONDARY NON-TERTIARY EDUCATION.............................................. 67
5.1.1. General Upper Secondary Education............................................................................................. 68
5.1.2. Vocational Upper Secondary Education and Training................................................................... 68
5.4. General Objectives................................................................................................................................. 72
5.5. Types of Institution................................................................................................................................ 74
5.7. Admission Requirements and Choice of School................................................................................... 75
5.7.2. Vocational Upper Secondary Education ........................................................................................ 76
5.8. Registration and/or Tuition Fees........................................................................................................... 77
5.9. Financial Support for Pupils .................................................................................................................. 77
5.10. Age Levels and Grouping of Students ................................................................................................ 78
5.11. Specialisation of Studies...................................................................................................................... 79
5.11.1. General Upper Secondary Education........................................................................................... 79
5.11.2. Vocational Upper Secondary Education and Training................................................................. 79
5.12. Organisation of School Time............................................................................................................... 80
5.12.1. School Year.................................................................................................................................... 80
5.12.2. Weekly and Daily Timetable ......................................................................................................... 80
5.13. Curriculum, Subjects, Number of Hours ............................................................................................. 81
5.15. Pupil Assessment ................................................................................................................................. 86
5.16. Progression of Pupils ........................................................................................................................... 89
5.17. Certification.......................................................................................................................................... 90
5.18. Educational/ Vocational Guidance, Education/ Employment links.................................................... 93
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5.19. Private Education................................................................................................................................. 95
5.19.1. General Upper Secondary Level ................................................................................................... 95
5.19.2. Upper Secondary Vocational Level .............................................................................................. 95
5.21. Statistics ............................................................................................................................................... 96
6. TERTIARY EDUCATION................................................................................................................................ 102
6.1. Historical Overview.............................................................................................................................. 104
6.1.1. University Education..................................................................................................................... 104
6.1.2. Professionally Oriented Higher Education................................................................................... 105
6.2. Ongoing Debates and Future Developments..................................................................................... 106
6.3. Specific Legislative Framework ........................................................................................................... 107
6.4. General Objectives............................................................................................................................... 108
6.5. Types of Institution.............................................................................................................................. 109
6.6. Admission Requirements .................................................................................................................... 110
6.7. Registration and/or Tuition Fees......................................................................................................... 113
6.8. Financial Support for Students............................................................................................................ 113
6.9. Organisation of the Academic Year .................................................................................................... 114
6.10. Branches of Study, Specialisation...................................................................................................... 114
6.10.1. University Education................................................................................................................... 114
6.10.2. Professionally Oriented Higher Education................................................................................. 114
6.11. Curricula............................................................................................................................................. 115
6.12. Teaching Methods ............................................................................................................................. 117
6.13. Student Assessment .......................................................................................................................... 117
6.14. Progression of Studies ....................................................................................................................... 118
6.15. Certification........................................................................................................................................ 119
6.16. Educational/Vocational Guidance, Education/Employment Links .................................................. 120
6.17. Private Education............................................................................................................................... 120
6.17.1. Private professionally oriented higher education ..................................................................... 120
6.18. Organisational Variations and Alternative Structures ...................................................................... 121
6.18.1. Graduate Schools........................................................................................................................ 121
6.18.2. Open University Instruction ....................................................................................................... 121
6.19. Statistics ............................................................................................................................................. 122
7. CONTINUING EDUCATION AND TRAINING FOR YOUNG SCHOOL LEAVERS AND ADULTS...................... 127
7.3. Specific Legislative Framework ........................................................................................................... 131
7.4. General Objectives............................................................................................................................... 132
7.5. Types of Institution.............................................................................................................................. 133
7.5.1. General Upper Secondary Schools for Adult Students................................................................ 134
7.5.2. Folk High Schools.......................................................................................................................... 134
7.5.3. Adult Education Centres............................................................................................................... 135
7.5.4. Study Centres and Educational Organisations ............................................................................ 135
7.5.5. Physical Education Centres........................................................................................................... 135
7.5.6. Institutions Providing Basic Art Education................................................................................... 136
7.5.7. Summer Universities..................................................................................................................... 136
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7.5.8. Institutions Providing Vocational Education and Training and Vocational Adult Education
Centres.................................................................................................................................................... 136
7.5.9. Specialised Vocational Institutions............................................................................................... 137
7.5.10. Continuing Education Centres of Universities........................................................................... 137
7.5.11. Polytechnics ................................................................................................................................ 137
7.5.12. Counselling Organisations ......................................................................................................... 138
7.6. Geographical Accessibility................................................................................................................... 138
7.7. Admission Requirements .................................................................................................................... 139
7.8. Registration and Tuition Fees.............................................................................................................. 139
7.9. Financial Support for Learners ............................................................................................................ 139
7.9.1. Financial aid for students.............................................................................................................. 139
7.9.2. Adult education allowance........................................................................................................... 139
7.9.3. Scholarship for Qualified Employee............................................................................................. 140
7.9.4. Other ............................................................................................................................................. 140
7.10. Main Areas of Specialisation.............................................................................................................. 140
7.11. Teaching Methods ............................................................................................................................. 140
7.11.1. General adult education............................................................................................................. 140
7.11.2. Vocational Adult Education and Training .................................................................................. 141
7.12. Trainers............................................................................................................................................... 142
7.13. Learner Assessment/ Progression..................................................................................................... 142
7.13.1. General Adult Education............................................................................................................. 142
7.14. Certification........................................................................................................................................ 143
7.14.1. General adult education............................................................................................................. 143
7.15. Education/ Employment links ........................................................................................................... 143
7.16. Private Education............................................................................................................................... 143
7.17. Statistics ............................................................................................................................................. 144
8. TEACHERS AND EDUCATION STAFF........................................................................................................... 147
8.1. Initial Training of Teachers .................................................................................................................. 148
8.1.1. Historical Overview....................................................................................................................... 149
8.1.2. Ongoing Debates and Future Developments.............................................................................. 149
8.1.3. Specific Legislative Framework .................................................................................................... 150
8.1.4. Institutions, Levels and Models of Training.................................................................................. 151
8.1.5. Admission Requirements.............................................................................................................. 152
8.1.6. Curriculum, Special Skills, Specialisation...................................................................................... 154
8.1.7. Evaluation, Certificates ................................................................................................................. 159
8.1.8. Alternative Training Pathways...................................................................................................... 160
8.2. Conditions of Service of Teachers ....................................................................................................... 160
8.2.1. Historical Overview....................................................................................................................... 160
8.2.2. Ongoing Debates and Future Developments.............................................................................. 161
8.2.3. Specific Legislative Framework and Future Developments ........................................................ 161
8.2.4. Planning Policy.............................................................................................................................. 162
8.2.5. Entry to the Profession.................................................................................................................. 162
8.2.6. Professional Status........................................................................................................................ 163
8.2.7. Replacement measures ................................................................................................................ 163
8.2.8. Supporting Measures for Teachers............................................................................................... 163
8.2.9. Evaluation of Teachers.................................................................................................................. 164
8.2.10. In-service Teacher Training......................................................................................................... 164
8.2.11. Salaries ........................................................................................................................................ 167
8.2.12. Working Time and Holidays........................................................................................................ 168
8.2.13. Promotion, Advancement .......................................................................................................... 169
8.2.14. Transfers...................................................................................................................................... 169
8.2.15. Dismissal...................................................................................................................................... 169
8.2.16. Retirement and Pensions............................................................................................................ 170
8.3. School Administrative and Management Staff ................................................................................... 170
8.3.1. Requirements for Appointment as a School Head ...................................................................... 170
8.3.2. Conditions of Service.................................................................................................................... 171
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8.4. Staff Involved in Monitoring Educational Quality............................................................................... 171
8.4.1. Requirements for Appointment as an Inspector ......................................................................... 171
8.4.2. Conditions of Service.................................................................................................................... 171
8.5. Educational Staff Responsible for Support and Guidance ................................................................. 171
8.6. Other Educational Staff or Staff working with Schools....................................................................... 171
8.7. Statistics ............................................................................................................................................... 173
9. EVALUATION OF EDUCATIONAL INSTITUTIONS AND THE EDUCATION SYSTEM..................................... 175
9.3. Administrative and Legislative Framework ........................................................................................ 177
9.4. Evaluation of Schools/Institutions....................................................................................................... 180
9.5. Evaluation of the Education System................................................................................................... 182
9.5.1. Evaluation at National Level ......................................................................................................... 182
9.5.2. Evaluation at Regional and Local Level ........................................................................................ 185
9.6. Research into Education linked to the Evaluation of the Education System..................................... 186
9.6.1. Databases and Registers supporting the Evaluation and Research of Education ...................... 186
10. SPECIAL EDUCATIONAL SUPPORT ........................................................................................................... 194
10.1. Historical Overview............................................................................................................................ 194
10.2. Ongoing Debates and Future Developments .................................................................................. 197
10.3. Definition and Diagnosis of the Target Groups(s) ............................................................................ 198
10.3.1. Separate education..................................................................................................................... 199
10.3.2. Mainstream education................................................................................................................ 199
10.4. Financial Support for Pupils' Families ............................................................................................... 200
10.5. Special Provision within Mainstream Education .............................................................................. 201
10.5.1. Specific Legislative Framework .................................................................................................. 203
10.5.2. General Objectives...................................................................................................................... 204
10.5.3. Specific Support Measures ......................................................................................................... 206
10.6. Separate Special Provision ................................................................................................................ 215
10.7. Special Measures for the benefit of immigrant Children/Pupils and those from ethnic minorities 216
10.7.1. Pre-primary Education................................................................................................................ 216
10.7.2. Basic Education........................................................................................................................... 216
10.8. Statistics ............................................................................................................................................. 218
11. EUROPEAN AND INTERNATIONAL DIMENSIONS IN EDUCATION........................................... 219
11.1. Historical Overview............................................................................................................................ 220
11.2. Ongoing Debates and Future Developments .................................................................................. 221
11.3. National Policy Guidelines/Specific Legislative Framework............................................................. 225
11.4. National Programmes and Initiatives................................................................................................ 227
11.4.1. Bilateral Programmes and Initiatives.......................................................................................... 228
11.4.2. Multilateral Programmes and Initiatives .................................................................................... 229
11.4.3. Other National Programmes and Initiatives............................................................................... 231
11.5. European/International Dimension through the National Curriculum........................................... 232
11.5.1. Pre-primary Education................................................................................................................ 232
11.5.2. Primary Education....................................................................................................................... 232
11.5.3. Upper Secondary and Post-Secondary Non-Tertiary Education............................................... 233
11.5.4. Tertiary Education....................................................................................................................... 234
11.5.5. Continuing Education and Training for Adults .......................................................................... 234
11.5.6. Teachers and Education Staff ..................................................................................................... 234
11.6. Mobility and Exchange...................................................................................................................... 234
11.7. Statistics ............................................................................................................................................. 235
GLOSSARY....................................................................................................................................................... 239
LEGISLATION................................................................................................................................................... 243
INSTITUTIONS ................................................................................................................................................. 252
BIBLIOGRAPHY................................................................................................................................................ 274

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7
1. POLITICAL, SOCIAL AND ECONOMIC BACKGROUND
AND TRENDS
Education and research 20072012. Development Plan.
Government Institute for Economic Research
Institute for Educational Research
Ministry of Education
Ministry of Employment and the Economy
Ministry of Social Affairs and Health
National Institute for Health and Welfare (THL)
Research Unit for the Sociology of Education (RUSE)
Statistics Finland
The Association of Finnish Local and Regional Authorities
The Research Institute of the Finnish Economy
The Social Insurance Institution of Finland
Work Research Centre, University of Tampere
1.1. Historical Overview
Finland was annexed by Sweden during the Crusades (in the 12
th
century). Social and religious influences
from Sweden gave Finland connections to western culture. The Finnish written language was developed in
1543 by Mikael Agricola who wrote the first Finnish book, a textbook for teaching children to read and write.
The first grammar school where the language of instruction was Finnish was founded in 1858.
As a result of the Napoleonic Wars, Sweden surrendered Finland to Russia in 1809, and Finland then became
an autonomous Grand Duchy of Russia for one hundred years. However, legislation and the social system
from the Swedish era were preserved. After the Russian revolution in 1917, Finland started to disengage from
Russia in order to gain independence. Finland has been an independent state since December 6
th
1917.
The first complete reform of Finlands Constitution came into force on 1 March 2000. The new Constitution of
Finland replaced the old Constitution Act (1919), the Parliament Act (1928) and several other acts. The new
Constitution makes it easier to understand Finlands political system and different actors powers and mutual
relations.
8
Finlands political system has been developed in a more parliamentary direction by strengthening the role of
Parliament and the Government in relation to the President of the Republic. For example, the Prime Minister
is elected by Parliament. As a result of the new Constitution, Parliament has an even stronger position as the
supreme organ of state.
From the point of view of the countrys political system, an important event was the parliamentary reform of
1906, which led to the establishment of the unicameral Parliament. Universal and equal suffrage came into
force and also applied to women. Most of the parties whose members were elected to the first unicameral
Parliament still exist today.
In the 2007 parliamentary elections, the major parties won the following number of seats:
Finnish Centre Party 51
National Coalition Party 50
1)
Finnish Social Democratic Party 45
Left Alliance 17
Green Party of Finland 15
1)
Swedish Peoples Party 9
Christian Democrats 7
True Finns Party 5
Representative of the land islands (autonomous region) 1
2)
1)
One member of the Greens changed to National Coalition Party in February 2008.
2)
The autonomous region of the land Islands has the right to elect one representative to the Finnish
Parliament.
After the election in spring 2007 the new government was formed by the Finnish Centre Party, the National
Coalition Party, Green Party of Finland and the Swedish Peoples Party.
Finland joined the European Union in 1995.
1.2. Main Executive and Legislative Bodies
Finland is a parliamentary republic. The highest legislative power is vested in Parliament. The people elect
200 representatives to the Parliament every four years. In addition to legislative functions, Parliament
decides on the state budget, supervises Government actions and controls administration
General executive powers in administration are vested in the Government, which is responsible for the
preparation of legislation. In addition, the Government can also make decisions specifying statutes. The
Government must enjoy the confidence of Parliament.
The President of the Republic has a fairly independent status with respect to Parliament. The people elect the
President by direct vote for a term of six years. The President introduces government bills to Parliament and
ratifies laws. The President may choose not to ratify an act passed by Parliament and the law is thus deferred.
In addition, the President issues decrees. He or she is also Commander-in-Chief of the Defence Forces.
9
The Constitution of Finland was reformed at the turn of the century. The Constitution was confirmed by
Parliament on 11 June 1999 and came into force on 1 March 2000. It redefines the status of the President, for
example, by stipulating that the foreign policy of Finland is directed by the President of the Republic in co-
operation with the Government, no longer with sovereign authority.
The administrative system functioning under the executive and legislative bodies consists of central
administrative units, as well as intermediate level authorities and local level administration operating under
the former.
Central Administration
Traditionally, two structural principles have been followed within the States central administration in
Finland: the ministerial administrative system and the system of central administrative agencies. Each
ministry is led by someone with political responsibility, namely the minister. The central administrative
agencies function under the ministries; for example, the Finnish National Board of Education is a central
agency operating under the Ministry of Education. The ministries direct the central bodies in general, but
they do not intervene in their decisions in individual cases. Thus, the central bodies are comparatively
independent within their own field. They are publicly liable for the legality of their actions.
The system of central administrative agencies originated during the Swedish era. The number of central
agencies increased up until the 1970s. Subsequently, their number has been reduced by abolishing and
combining agencies. Thus, the administrative system has been developed towards the ministerial
administrative system.
Intermediate Level Administration
The intermediate level administration functions under the central administration. The intermediate level
administration was reformed from the beginning of 2010. All state provincial offices, employment and
economic centres, regional environmental centres, environmental permit agencies, road districts and
occupational health and safety districts were phased out and their functions and tasks were reorganised and
streamlined into two new regional state administrative bodies: the Regional State Administrative Agencies
(AVI) and the Centres for Economic Development, Transport and the Environment (ELY). The areas of
responsibility of the AVIs are basic public services, legal rights and permits, occupational safety and health,
environmental permits, fire and rescue services and preparedness and police. The areas of responsibility of
the ELYs are economic development, labour force, competence and cultural activities; transport and
infrastructure as well as the environment and natural resources. Both AVIs and ELYs have responsibilities in
the education sector.
Local Administration
The basic unit of local administration is the municipality (local authority). Every Finnish citizen belongs to a
municipality and there are 348 of them in total. The basis of municipal administration is an old principle of
self-government, and the municipalities opportunities for self-government have improved in recent years. In
order to realise the principles of self-government, the inhabitants of the municipalities elect representatives
to the municipal council. The highest power in the municipality is vested in the council. Executive and
administrative authority is entrusted to the municipal executive board and certain other bodies. Each local
authority is responsible for providing its population with services according to applicable legislation. The
local authorities may tax their inhabitants in order to produce services. The local authorities receive 16.8 per
cent (2007) of their income from the State.
10
The Ministry of Education
The Ministry of Education works a part of the Government. It promotes education and culture and also
creates requirements for know-how and creativity as well as the activity and well-being of the people. For
example education, science, young people and student financial aid fall within its field of responsibilities.
There are two ministers at the Ministry of Education: the Minister of Education and Science is responsible for
matters relating to education and research and the Minister of Culture and Sport for matters relating to
culture, sports, youth, copyright, student financial aid, and church affairs.
The Finnish National Board of Education
The Finnish National Board of Education is responsible for developing pre-primary education, basic
education, upper secondary school education, vocational upper secondary education, adult education and
liberal education (e.g. adult education centres (Finnish: kansalaisopisto, Swedish: medborgarinstitut), folk
high schools (Finnish: kansanopisto, Swedish: folkhgskola ), study centres, (Finnish: opintokeskus Swedish:
studiecentral ) and summer universities, Finnish: kesyliopisto Swedish: sommaruniversitet). The Finnish
National Board of Education develops education, evaluates education and offers information and support
services.
1.3. Religions
Finland has a Freedom of Religion Act, which guarantees the right to practise any religion, provided that the
law and/or common decency are not violated. The Evangelical Lutheran Church and the Orthodox Church
have special status among religious denominations; they have taxation rights, for example. The majority of
the population, 79.7 per cent, are members of the Evangelical Lutheran Church. Approximately 1 per cent of
the population are members of the Orthodox Church, and 17 per cent are not members of any religious
denomination.
Uskonnonvapauslaki
1.4. Official and Minority Languages
The official languages of Finland are Finnish and Swedish. Approximately 91.2 per cent of the population
have Finnish as their mother tongue, and about 5.4 per cent speak Swedish. Although the Swedish
population is concentrated on the coast, 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 per cent of the population)
as their mother tongue. The Saami-speaking population lives in the northernmost part of Finland, Lapland,
and they have the right to receive services from society in their mother tongue.
The official languages are languages of instruction in educational institutions on all educational levels.
Usually the institutions have either Finnish or Swedish as their languages of instruction, but there are upper
secondary vocational institutions and universities which bilingual. Saami is the language of instruction in
some basic education, upper secondary general and vocational institutions on the Saami-speaking areas.
1.5. Demographic Situation
11
There are about 5.3 million people in Finland over an area of 338 000 square kilometres. The average
population density is 17 inhabitants per km
2
. The population is concentrated in the south of the country,
particularly in the Helsinki capital area, which accounts for about a fifth of the entire population, equivalent
to approximately one million people. Approximately 84.3 per cent of the population live in densely
populated areas. In all, there are eight cities with more than 100 000 inhabitants.
According to the population forecast of Statistics Finland, the Finnish population will increase considerably
until the year 2040 if the current development continues. The total population is expected to be over 5.7
million people in 2040. The proportion of working-age population will decline from the current 66 percent
to 57 percent in 2040. In 2040, about a quarter of the population will be over 65 years of age.
There are relatively few foreign nationals in Finland they account for approximately 2.7 per cent of the
entire population. The largest group is formed by people from the territory of the former Soviet Union.
About one fifth have come from European Union countries.
1.6. Economic Situation
The economy and welfare have grown steadily in Finland throughout the period of independence until the
1990s. The strong growth trend has only been broken by the depression in the 1930s and the Second World
War, when production declined. After the war, there was another lengthy period of growth, during which
time the GDP increased by about 5 per cent a year. At the beginning of the 1990s, the Finnish national
economy was hit by the worst depression since the war.
The Finnish economy surged upwards again towards the end of 1993. At the same time, Finland started to
recover from the collapse of eastern trade caused by the disintegration of the Soviet Union, compensation
for which came through directing exports to other countries. Membership of the European Economic Area
and subsequent integration into the European Union increased the volume of trade with other Western
European countries.
In Finland the current global recession meant a constriction of the GDP by 7.5 per cent in 2009. In 2010 and
2011 it is expected that the GDP will grow again which would indicate that the recession is over in Finland.
However, the economy will be weak for several years and the unemployment rate will continue to increase. It
has been forecasted that the total production in Finland will reach the level of the year 2008 as late as in
2012.
Employment continued to rise up to the end of 2008. However, in early 2009 unemployment started
growing. The decline in labour supply, on the other hand, will bring labour shortages back in a few years'
time. Slower inflation and tax cuts will boost household purchasing power, but uncertainties related to the
future are hampering consumption growth.

1.7. Statistics
Political parties at the Parliament of Finland
The name of the party Seats at the Parliament,
12
elections in March 2007
Finnish Centre Party 51
National Coalition Party* 51
Finnish Social Democratic Party 45
Left Alliance 17
The Green Party of Finland* 14
Swedish People's Party 9
Christian Democrats 7
True Finns Party 5
Representative of the land islands (autonomous region) 1
Total 200
*A member of the Green Party changed to the National Coalition Party at the beginning of 2008 thus changing the seat distribution. At
the elections the Greens received 15 seats and the Coalition Party.
Population trends 1950 - 2030, by gender
Gender 1950 2000 2008 2010* 2030*
Men 1 926 161 2 529 341 2 611 653 2 627 306 2 798 428
Women 2 103 642 2 651 774 2 714 661 2 729 260 2 884 754
Total 4 029 803 5 181 115 5 326 314 5 356 566 5 683 182
* forecast
Source: Statistics Finland.
Population trends 1950 - 2030, by age group (as a percentage)
Age group 1950 2000 2008 2010 * 2030 *
0 14 30 18 17 16 16
15 64 63 67 67 66 58
65 7 15 17 17 26
* forecast

Population density, regional division 1 January 2008
Region
Land area km2 Population Population density per km2
13
1.1.2009 31.12.2008 1) 31.12.2008
Uusimaa 6 371 1 408 020 221.0
Eastern Uusimaa 2 761 93 491 33.9
Southwest Finland 10 664 461 177 43.2
Satakunta 7 956 227 652 28.6
Tavastia Proper 5 199 173 041 33.3
Pirkanmaa 12 446 480 705 38.6
Pijnne Tavastia 5 127 200 847 39.2
Kymenlaakso 5 112 182 754 35.8
South Karelia 5 613 134 448 24.0
Southern Savonia 13 997 156 632 11.2
Northern Savonia 16 772 248 423 14.8
North Karelia 17 763 166 744 9.4
Central Finland 16 708 271 747 16.3
Southern Ostrobothnia 13 444 193 511 14.4
Ostrobothnia 7 749 175 985 22.7
Central Ostrobothnia 5 273 71 029 13.5
Northern Ostrobothnia 35 230 386 144 11.0
Kainuu 21 506 83 160 3.9
Lapland 92 666 183 963 2.0
land Islands 1 553 27 456 17.7
Whole country 303 901 5 326 314 17.5
Source: Statistics Finland

GDP per capita 1990-2008, euros
Year EUR
14
1990 18 000
1991 17 092
1992 16 470
1993 16 566
1994 17 312
1995 18 778
1996 19 367
1997 20 939
1998 22 727
1999 23 765
2000 25 555
2001 26 960
2002 27 682
2003 27 995
2004 29 144
2005 29 964
2006 31 713
2007 33 947
2008* 34 663
*advance information.
Labour force and economically inactive population in 2008
(population aged 15 - 74, per 1 000)

Population
aged 15 - 74
Labour force Employed
Un-
employed
Econo-
mically
inactive
Labour force
partici-
pation rate
Un-
employm
ent rate
Women 2 011 1 301 1 202 99 710 59.8 % 7.6 %
Men 2 014 1 377 1 255 122 637 62.3 % 8.9 %
Total 4 025 2 678 2 457 221 1 347 61.1 % 8.2 %
Immigration, emmigration and net immigration from 1987 to 2008
15
Year Immigration Emmigration Net immigration
1987 9 142 8 475 667
1988 9 720 8 447 1 273
1989 11 219 7 374 3 845
1990 13 558 6 477 7 081
1991 19 001 5 884 13 017
1992 14 554 6 055 8 499
1993 14 795 6 405 8 390
1994 11 611 8 672 2 939
1995 12 222 8 957 3 265
1996 13 294 10 587 2 707
1997 13 564 9 854 3 710
1998 14 192 10 817 3 375
1999 14 744 11 966 2 778
2000 16 895 14 311 2 584
2001 18 955 13 153 5 802
2002 18 113 12 891 5 222
2003 17 838 12 083 5 755
2004 20 333 13 656 6 677
2005 21 355 12 369 8 986
2006 22 451 12 107 10 344
2007 26 029 12 443 13 586
2008 29 114 13 657 15 457
16
Foreign nationals living in Finland by their country of citizenship from 1990 to 2008
Country of citizenship: 1990 2000 2008
Russia - 20 552 26 909
Estonia - 10 839 22 604
Sweden 6 051 7 887 8 439
Somalia 44 4 190 4 919
China 312 1 668 4 620
Thailand 239 1 306 3 932
Germany 1 568 2 201 3 502
Turkey 310 1 784 3 429
Iraq 107 3 102 3 238
United Kingdom 1 365 2 207 3 213
India 270 756 2 736
Former Serbia and Montenegro - 1 204 2 637
Iran 336 1 941 2 508
United States 1 475 2 010 2 282
Viet Nam 292 1 814 2 270
Afghanistan 3 386 2 189
Poland 582 694 1 888
Ukraine - 961 1 798
Bosnia and Herzegovina - 1 627 1 723
Others 13 301 23 945 38 420
Total 26 255 91 074 143 256

17
2. GENERAL ORGANISATION OF THE EDUCATION
SYSTEM AND ADMINISTRATION OF EDUCATION
Finlands state administration during the Swedish era comprised a system of central administrative bodies
introduced in the 17th century; decision-making power in the system was held by field-specific central
bodies. The educational administration and the national board managing educational issues were not
established until the late 19th century; the Church took care of all educational matters until the State and the
Church were separated in 1869. In the same year, 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 Ministry concludes a so called agreement of
results with the higher education institutions for three-years-periods.
However, the traditional role of central administrative boards, which has included the strong steering of the
implementation of legislation, has changed during recent decades. Central boards have been combined and
dismantled as part of an overall streamlining of administration and a reduction in bureaucracy, and their
tasks have partly been transferred to ministries and partly to regional and local authorities. The aim has been
to shift from the system of central administrative agencies to the ministerial administrative system, which is
more common in other European countries. On the other hand, the objective has been to develop the
remaining central boards into expert and planning agencies operating under the auspices of the ministries.
Thus, the Government Decision-in-Principle, which led to the establishment of the Finnish National Board of
Education, speaks about the "expert body in education.
The transition towards the ministerial administrative system has strengthened the role of the Ministry of
Education. The influence of the Ministry on education policy decision-making has also become stronger,
particularly in the 1990s. The Ministrys more active role alongside the increased amount of planning
functions is demonstrated, for example, by two ministerial posts: since the 1970s there have usually been
two Ministers in the Ministry of Education, one handling matters related to education and science, and the
other cultural affairs. This division was also introduced to the Ministrys internal organisation in 1990, the
Minister of Education and Science has been responsible for education and science policies and the Minister
of Culture for cultural, sport and youth policies.
The educational administration was previously characterised by the States 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. The qualifications requirements for cultural and educational administrative posts have
18
been left at the discretion of the local authorities, and obligatory administrative offices, excluding school
heads, have been dismantled.
2.2. Ongoing Debates and Future Developments
The whole local administration system of Finland is under a process of reform. Within a few years, the
cooperation structure between the state and the municipalities may change, and also the number of the
independent municipalities may decrease.The funding reform is a part of the reform of municipalities and
services. There is a need to simplify the system for statutory government transfers to the municipalities. The
government funding for pre-primary and basic education was combined with the funding for social, health
and certain other types of expenditure at the beginning of 2010. These are transferred as a lump sum to the
local authorities. At the same time the municipalities are encouraged to mergings or increasing co-operation
with each others. At the beginning of 2010 the number of municipalities was 342, which is 73 municipalities
less than in 2008.
According to the Development Plan for 20072012 an objective is to strengthen the provider network for
vocational education and training. With a view to enhancing the service capacity of the network of training
providers in accordance with the vocational college strategy, providers will be merged into regional or
otherwise strong training providers, whose operations cover all vocational education and training services,
development activities and teaching units. The strategy aims also to strengthen the role of VET in regional
development. The concrete decisions about merging organisations are made by the VET providers
themselves, but the starting point is that there is at least a population of 50 000 in the region of one VET
provider.
The quality of operations, effectiveness and international competitiveness of higher education needs
strengthening in a changing and global operating environment. Developing the structures of higher
education is part of the present government programme. The new structures should be implemented by
2010. The aim is to decrease the number of polytechnics and universities and to make their profiles clearer. In
addition, their organisational structures should be based on bigger and more effective units. Also strategic
alliances between universities and polytechnics are encouraged. A few such alliances, mainly regional
alliances, have already been formed.
The administration of universities is being centralised. The new service centre Certia produces services for
financial and human resources management for the universities. The centre also offers expert services
related to IT management.
2.3. Fundamental Principles and Basic Legislation
Principles
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. Firstly, provisions concerning fundamental educational rights
guarantee everyone (not just Finnish citizens) the right to free basic education; the provisions also specify
compulsory education. Basic and compulsory education is stipulated in more detail in the Basic Education
Act (see below). Secondly, the public authorities are also obligated to guarantee everyone an equal
opportunity to obtain other education besides basic education according to their abilities and special needs,
and to develop themselves without being prevented by economic hardship.
19
In addition, the public authorities are obligated to provide for the educational needs of the Finnish- and
Swedish-speaking population according to the same criteria. Approximately 5.5 per cent of the population
have Swedish as their mother tongue. Both language groups have the right to education in their own
mother tongue. Regulations on the language of instruction are stipulated in legislation concerning different
levels of education. The entirely Swedish-speaking Province of land has its own educational legislation.
Members of the Saami population living in the northernmost parts of Finland are an indigenous people, and
they have the right to maintain and develop their own language and culture. The Act on the Saami
Parliament came into force on 1 January 1996. The Act guarantees the Saami-speaking population cultural
autonomy concerning their language and culture. The Saami language can be the language of instruction in
basic education as well as in general and vocational upper secondary education and training, and it can also
be taught as the mother tongue or as a foreign language. In the four municipalities located in the Saami
domicile area, pupils speaking the Saami language must primarily be provided with basic education in that
language, should their parents so choose.
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.
A major objective of Finnish education policy is to achieve as high a level of education and competence as
possible for the whole population. One of the basic principles behind this has been to offer post-compulsory
education to whole age groups. In international terms, a high percentage of each age group goes on to
upper secondary education when they leave comprehensive school, (Finnish: peruskoulu Swedish:
grundskola): almost 95 per cent of those completing basic education continue their studies in general upper
secondary schools, (Finnish: lukio Swedish: gymnasium) or vocational upper secondary education and
training. Issues of educational equality are among the key topics in the new Development Plan for Education
and Research for 20072012. Its objectives include raising the level of education of the population. The aim is
that in 92.5 per cent of the age group 25-34 years-olds will in 2015 pass an examination on upper secondary
or tertiary level. Other focuses of the development plan are the quality of education and training, securing
the availability of competent labour force, the development of higher education and the teachers as
important resources.
Legislation
The legislation governing primary and secondary level education as well as part of the legislation governing
adult education were reformed on 1 January 1999. The detailed legislation based on institutions has thus
been replaced with more uniform legislation concerning the objectives, contents, evaluation and levels of
education as well as students rights and responsibilities. The education system has remained unchanged,
but the new legislation has substantially increased the independent decision-making powers of the local
authorities, other education providers and schools. For example, education providers will decide
independently on the institutions to provide education. There is no regulation of working hours in general
upper secondary schools, lukio, and in vocational education and training, and arrangements for working
hours are decided locally. Similarly, providers of general upper secondary education and vocational
education and training may decide to purchase educational services, which means in practical terms that
general upper secondary schools, lukio, for instance, may purchase their religious instruction from the local
parish. In terms of basic education, the most significant change is the abolishment of the division of
comprehensive school, peruskoulu, into lower and upper stages. However, a comprehensive school place
20
will still be guaranteed to everyone, in accordance with the "local school principle. Local school principle
means that every child has a right to go to the nearest school to her/his place of residence.
Legislation governing universities took effect on 1 August 1998. The Universities Act (645/1997) and Decree
(115/1998) lay down provisions on issues such as the mission of universities, their research and instruction,
organisation and administration, staff and official language, students, appeals against decisions made by
universities and legal protection for students. Amendments to the Universities Act concerning, among other
things, the two-tier degree structure, came into force on 1 August 2005.
Legislation concerning academic degrees comprises the Decree on the System of Higher Education Degrees
(464/1998) and one national decree covering all educational fields. The decree stipulates, for example, the
objectives and scope of degrees, their general structure and content, as well as the distribution of
educational responsibility between different universities.
The Decree on the System of Higher Degrees also provides for the polytechnic degrees. The degree
programmes are confirmed by the Ministry of Education. The new Polytechnics Act (351/2003) and Decree
(352/2003), governing polytechnics, were approved in the spring of 2003. The legislation on polytechnics
defines, for example, the status, mission and administration of polytechnics. Further, the Ministry of
Education reformed the degree structure of polytechnics. The changes in the Polytechnics Act and Decree
came into force August 2005.
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). The
universities operate in their new form from 1 January 2010 onwards. Their operations are based on the
freedom of education and research and university autonomy. According to the new act the university can do
business which supports its basic mission to promote free research and scientific and artistic education,
provide higher education based on research, and educate students to serve their country and humanity.
Asetus korkeakoulututkintojen jrjestelmst
Basic Education Act
Polytechnics Act
Polytechnics Decree
Universities Act (2009)
Universities Decree
2.4. General Structure and Defining Moments in Educational
Guidance
Organisation of the education system in Finland, 2009/10
21
4 1 0 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 10
PI VKOTI DAGHEM
3
ESI OPETUS
FRSKOLEUNDERVI SNI NG
PERUSOPETUS GRUNDLGGANDE UTBI LDNI NG
LUKI O GYMNASI UM
YLI OPI STO / KORKEAKOULU UNI VERSI TET / HGSKOLA
AMMATTI KORKEAKOULU YRKESHGSKOLA AMMATI LLI NEN KOULUTUS
YRKESUTBI LDNI NG

Pre-primary ISCED 0
(for which the Ministry of Education is not responsible)
Pre-primary ISCED 0
(for which the Ministry of Education is responsible)

Primary ISCED 1 Single structure
(no institutional distinction between ISCED 1 and 2)

Lower secondary general ISCED 2
(including pre-vocational)
Lower secondary vocational ISCED 2

Upper secondary general ISCED 3 Upper secondary vocational ISCED 3

Post-secondary non-tertiary ISCED 4

Tertiary education ISCED 5A Tertiary education ISCED 5B
Allocation to the ISCED levels:

ISCED 0 ISCED 1 ISCED 2

Compulsory full-time education Compulsory part-time education

Part-time or combined school and workplace courses

Additional year
-/n/-

Compulsory work experience + its duration

Study abroad
Source: Eurydice.

Compulsory education starts in the year when a child becomes seven years of age. During the year before
compulsory education begins, the child can participate in pre-primary education. Local authorities may
provide pre-primary education in schools, day-care centres, family day-care homes or in other appropriate
places. Participation in pre-primary education is voluntary but the municipality obliged to provide pre-
primary education.
The scope of the basic education syllabus is nine years, and nearly all children subject to compulsory
education complete this by attending comprehensive school, ( Finnish: peruskoulu, Swedish: grundskola).
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. 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.
After completing basic education, a young person can continue studying or enter working life. It is not
considered advisable to move into working life immediately, but one of the objectives of education policy is
to provide the whole of each age group with upper secondary education free of charge. If schooling is
continued, a choice is usually made between general upper secondary school, (Finnish: lukio, Swedish:
gymnasium ) and vocational education and training.
General upper secondary education builds on the basic education syllabus. The scope of the general upper
secondary school syllabus is three years. The upper secondary school syllabus should be completed within a
maximum of four years, unless a student is granted a continuation of the completion period for a legitimate
reason. At the end of general upper secondary education, students usually participate in the national
matriculation examination, (Finnish: ylioppilastutkinto Swedish: studentexamen) which provides general
22
eligibility for higher education. Upper secondary schools select their students autonomously on the basis of
criteria determined by the Ministry of Education.
The objective of general upper secondary education is to promote the development of students into good,
balanced and civilised individuals and members of society and to provide them with the knowledge and
skills necessary for further studies, working life, their personal interests and the diverse development of their
personalities. In addition, the education should support and provide the student with skills for lifelong
learning and self-development later in life.
The scope of upper secondary level vocational qualifications taken after basic education is 3 years (120
credits). Even if the education and training mostly takes place in institutions, all qualifications include at least
20 credits (approx. six months) of instruction in the workplace. Vocational qualifications may also be
completed as apprenticeship training, ( Finnish: oppisopimuskoulutus, Swedish: lroavtalsutbildning),
which also contain courses arranged in the institutions. Furthermore, upper secondary vocational
qualifications may also be obtained through competence tests independent of how the vocational skills have
been acquired. Like other vocational adult education and training, competence-based qualifications are
governed by a separate act. It is also possible to apply for vocational upper secondary education and training
upon completion of general upper secondary schooling.
The objective of upper secondary vocational education and training is to provide students with the
knowledge and skills needed to acquire vocational competence and to provide them with the potential for
self-employment as well as further studies.
After completing general upper secondary school, (Finnish: lukio Swedish: gymnasium) or vocational upper
secondary education and training, students can apply for higher education. The Finnish higher education
system consists of two sectors: universities and polytechnics. Eligibility for polytechnic studies is gained
through upper secondary education either the general education completed in an upper secondary school
or an upper secondary vocational qualification. General eligibility for universities is provided by the
matriculation examination or a vocational qualification with a scope of at least three years (for more details,
see 6.6.1.). The majority of new students have completed the matriculation examination.
Adult education and training offers citizens the opportunity to obtain education and complete qualifications
at any stage of life. Adults can study either in the same educational institutions as young people, or at
institutions and units aimed at adults, as is done in liberal adult education. Vocational upper secondary
qualifications, further vocational qualifications and specialist vocational qualifications can also be obtained
through competence tests independent of how the vocational skills have been acquired. Polytechnics and
universities also organise adult education (see 6.18.2. and 7.5.11. Adult students are responsible for their own
choices concerning studies and their progress.
2.5. Compulsory Education
According to the Basic Education Act, children permanently residing in Finland are subject to compulsory
education. Compulsory education starts in the year when a child becomes seven years of age and ends when
the syllabus of basic education has been completed or 10 years after the beginning of compulsory
education. The parents or guardians of children of compulsory school age are required to ensure that
children comply with this obligation. The local authorities are obligated to organise basic education free of
charge for school-aged children living within their respective areas.
23
A child may be granted the right to begin basic education one year earlier than stipulated, provided that
psychological and medical examinations show that the child has the aptitudes for coping at school.
Correspondingly, a child may also be granted permission to begin basic education one year later than
stipulated, on the basis of similar examinations.
There is no obligation to attend school in Finland, but compulsory education may also be completed by
studying at home, for example. In such cases, the municipality of residence is obligated to supervise a childs
progress in his/her studies. The parent or other guardian of a child subject to compulsory education must
ensure completion of compulsory education. The number of those studying at home is minimal.
In practical terms, compulsory education is monitored by the local authorities by keeping a list of all school-
aged children. The parent or other guardian is informed when a child is to be registered at a school. The
principal of the school lists all registrations. In the event that a child of compulsory school age has not
registered, the parent or guardian is notified. If the child is still not registered or his/her instruction organised
in some other way (for example, at home), the parent or guardian may be fined for neglecting his/her
supervisory duty.
Basic Education Act
2.6. General Administration
2.6.1. National Level
Education policy is defined by Parliament and Government. In addition to educational legislation, these
policy definitions are specified in various development documents and in the state budget. A central
development document in the educational sector is the Development Plan for Education and Research,
which the Government approves every four years for the year of its approval and for the following five
calendar years. The currently effective development plan for 20072012 was approved at the end of 2007.
The development plan includes development measures for each field and level of education, as well as the
main definitions for education and research policy and the allocation of resources.
At the central administration level, the implementation of these policy definitions rests with the
Government, the Ministry of Education and the Finnish National Board of Education.
The Ministry of Education is the highest authority and is responsible for all publicly funded education in
Finland. The Ministry is responsible for preparing educational legislation, all necessary decisions and its share
of the state budget for the Government.
The remit of the Ministry of Education encompasses education and research. Universities and polytechnics
are directly subordinate to the Ministry. It is also responsible for administration in the cultural, ecclesiastical,
youth and sports sectors. The most important sectors of education outside the administrative field of the
Ministry of Education are childrens day care (the Ministry of Social Affairs and Health), military training (the
Ministry of Defence), and police and border guard training as well as fire and rescue training (the Ministry of
the Interior).
There are several expert bodies supporting the work of the Ministry, such as the Adult Education Council, the
Higher Education Evaluation Council, the Finnish Education Evaluation Council, National Education and
Training Committees (one for each sector), the National Sports Council and the Advisory Council for Youth
24
Affairs. The Adult Education Council gives statements and proposes motions to develop adult education and
training, and prepares reports on the situation of adult education and training. The Higher Education
Evaluation Council assists institutions of higher education and the Ministry of Education in matters
concerning the evaluation of institutions of higher education and promotes research on the evaluation of
these institutions. The tasks of the Finnish Education Evaluation Council are to assist the Ministry of
Education and to support education provides in matters concerning educational evaluation, to make an
action plan for external educational evaluation in accordance with the guidelines and financial resources set
by the Ministry of Education, as well as to make proposals for the development of educational evaluation and
to promote educational evaluation research and co-operation. The aim of the National Education and
Training Committees and the National Coordination Group for Education and Training is to plan and develop
vocationally oriented education and training and to promote interaction between education and working
life in co-operation with the Ministry of Education and the Finnish National Board of Education. The National
Sports Council is responsible for monitoring developments in the sports sector, making proposals and
motions to develop the sector and to make motions and issue opinions on the use of appropriations in its
field, as well as to assess the effects of measures taken by the state administration on the sports sector. The
Advisory Council for Youth Affairs (NUORA) concentrates on projects to improve the living conditions of
young people and on co-operation with various bodies dealing with youth-related issues. The Advisory
Council commissions reports for its use on the living conditions, social status and attitudes of young people
and on other issues central to its functions. For instance, the Youth Barometer survey charting the views of
young people is carried out regularly each year.
The Finnish National Board of Education works in close co-operation with the Ministry of Education. It is a
development body responsible for primary and secondary education as well as for adult education and
training (not for institutions of higher education, however). The Finnish National Board of Education follows
the development of educational objectives, content and methods according to the performance agreement
with the Ministry of Education. The agreement is drawn up for a period of three years but is reviewed every
year. It includes the tasks of the Finnish National Board of Education as assigned by the Ministry. The Finnish
National Board of Education draws up and approves national core curricula and requirements of
qualifications and carries out evaluations of learning results. In addition, it assists the Ministry of Education in
the preparation of education policy decisions. The Finnish National Board of Education is managed by the
Managing Board, the members of which represent experts in education, local authorities, teachers and social
partners.
Private Education
The Constitution of Finland (731/1999) provides for the right to organise education in private educational
institutions. Further provisions on the right to establish private schools have been set out in legislation
concerning various forms of education, such as the Basic Education Act, the General Upper Secondary
Schools Act and acts governing vocational education and training.
Most private schools in Finland, however, are public funded and under public supervision. Thus they follow
the national core curricula and the qualification requirements confirmed by the Finnish National Board of
Education. The Ministry of Education may grant private educational institutions licences to provide
education in so far as they deem these to be required due to an educational or cultural need and to fulfil
other conditions set out in legislation. If a licence to provide education is not granted (or if it is not even
applied for), the private school concerned may be established, but it will remain outside public supervision
and the resultant benefits (such as public funding). In addition, certificates awarded by such schools are not
adequate proof of completion of basic education. There are very few such schools.
25
Publicly supervised private schools generally receive government subsidy according to the same principles
as other schools; the form of ownership has no bearing on the funding, because funding is granted on the
basis of the field of education. Education providers are granted state subsidies according to the Act on the
Financing of Educational and Cultural Provision. (See also 2.8.2.)
General Upper Secondary Schools Act
Basic Education Act
The Constitution of Finland
2.6.2. Regional Level
There are six Regional State Administrative Agencies (AVI) that started their operations on 1 January 2010.
The agencies tasks consist of those of the former state provincial offices, occupational health and safety
districts, environmental permit agencies and regional environmental centres. The agencies work in close
collaboration with local authorities.
There are also also 15 Centres for Economic Development, Transport and the Environment that started
operating on January 1
st
, 2010. The tasks of the Centres comprise those of the former Employment and
Economic Centres, Road Districts, Regional Environmental Centres and State Provincial Offices. The Centres
operate in close collaboration with the Regional Councils. The Centres promote entrepreneurship,
functioning of the labour market, education and cultural activities. They
ensure safe and smooth transport operations, a healthy environment and the sustainable use of natural
resources in the regions and are in charge of functions related to immigration.
The Regional Development Act, effective as from the beginning of 1994, has created a new category of
regional organisation, namely, the Regional Councils, which draw up regional development plans in co-
operation with the local authorities within their respective regions and the state authorities as well as
representatives of economic life and non-governmental organisations. A central objective of the legislation
on regional policy is to support the self-motivated and balanced development of regions.
Regional development work also involves the Employment and Economic Development Centres, of which
there are 15 in the country. The functions of the centres include improvement of operating conditions for
businesses, support for rural economy, promotion of employment and the functionality of the labour market
and, in relation to them, promotion of adult employment (labour market) training. Each centre has a Labour
Market Department, which attends to the regional functionality of the labour market. The local employment
offices are subordinate to their respective regional Labour Market Departments.
Regional Development Act
2.6.3. Local Level
Local administration is mainly managed by the local authorities (municipalities), which have self-government
and the right to impose taxes. Their operation and administration are regulated by the Local Government
Act. There are 342 municipalities in Finland, 108 of which are urban municipalities (cities and towns). The
highest municipal power of decision is vested in the municipal council, which is formed following a general
election. In order to organise administration, the municipal council adopts the necessary administrative and
26
financial regulations and standing orders, which determine the various municipal authorities and their
functions, division of authority and duties.
In addition to the municipal council, the municipal bodies include the municipal board, several committees
and management boards, their divisions as well as commissions. The administration of educational services
in municipalities functions in accordance with the general provisions of the Local Government Act. In
bilingual municipalities, separate bodies are appointed under the educational administration for each
language group, or there may be a joint body with divisions for the two language groups.
The local authorities are responsible for organising basic education at a local level, and are partly responsible
for financing it as well (see 2.8.2.). The task of the local authorities is to offer all children of compulsory school
age including those with mental or physical impairments an opportunity to learn according to their
abilities. Almost all schools providing basic education are maintained by local authorities.
In addition to organising instruction, each local authority is generally responsible for social welfare services
for pupils and students. A local authority must, in certain circumstances, organise such services as
transportation for pupils who need it. Welfare services also include free school meals, school health care,
dental care as well as the services of student welfare officers and school psychologists.
There is no statutory obligation for local authorities to organise general upper secondary education and
vocational education and training, but they are obligated to assist in financing them. General upper
secondary schools, (Finnish: lukio, Swedish: gymnasium) are mostly municipal institutions. Vocational
institutions are maintained by the local authorities, joint municipal authorities (federations of municipalities),
the State and private organisations. In recent years, almost all state-owned vocational institutions have been
municipalized or privatised. The local authorities and the joint municipal authorities also maintain the
majority (ca 70 per cent) of vocational institutions.
With the exception of basic education, a local authority may also acquire the educational services required to
fulfil its duties by purchasing them from other local authorities, joint municipal authorities or private
education providers. Apprenticeship training, (Finnish: oppisopimuskoulutus Swedish: lroavtalsutbildning)
is one form of arranging vocational education and training, which has become popular in recent years. The
provider of apprenticeship training (a local authority, joint municipal authority, registered association or
foundation) is also responsible for managing apprenticeship training and supervising the apprenticeship
contracts. Apprenticeship training is available to both adults and young people.
According to the Local Government Act, local authorities may obtain the services required to fulfil their
duties in the following ways:
by providing the services themselves
by joining a joint municipal authority, which provides the services
by entering into a partnership with a company or other private corporation, which provides the
services
by purchasing the services from some other public corporation
by purchasing the services from private service providers.
27
However, not all the above-mentioned methods are possible in terms of statutory educational services; for
example, a local authority cannot purchase basic educational services from a private service provider, unless
the service provider in question has been granted a licence to provide basic education by the Government.
Conversely, other services such as cleaning and maintenance services may be acquired using these methods.
Local Government Act
2.6.4. Educational Institutions, Administration, Management
Day-care centres, comprehensive schools, (Finnish: peruskoulu, Swedish: grundskola) and general upper
secondary schools, (Finnish: lukio Swedish: gymnasium) are mostly maintained by local authorities.
Vocational institutions and polytechnics are mostly owned by local authorities, joint municipal authorities or
private foundations. Adult education institutions are mostly owned by local authorities and private
organisations. The State generally only maintains general and vocational institutions providing special needs
education. In addition, universities are owned by the State.
2.6.4.1. Pre-primary Level
Pre-primary education falls within the remit of the Ministry of Education, which is responsible for its
legislation, financing and other forms of steering.
Each local authority may decide whether to provide pre-primary education in schools, in a day-care centre or
in family day care referred to in the Act on Childrens Day Care (36/1973) or at some other appropriate venue.
By virtue of the Local Government Act, the local authorities may decide the administration responsible for
pre-primary education and the committee to deal with matters concerning pre-primary education.
Pre-primary education provided in conjunction with day care
Pre-primary education provided in conjunction with day care is usually organised at day-care centres. These
are institutions responsible for providing day care and pre-primary education for children aged from 0 to 6
years. Pre-primary education provided for in the Basic Education Act is not day care, although it may be
provided by a day-care facility referred to in the Act on Childrens Day Care in compliance with legislation.
Day-care centres are run by their head teachers, who usually have kindergarten teacher education. They also
work as kindergarten teachers, except for very large units, where they may have to dedicate themselves
exclusively to administrative duties. The head of day-care centre is in charge of the operation and finances of
the day-care centre.
Families will continue to enjoy the subjective right to day care as set out in the Act on Childrens Day Care,
until the child is of compulsory school age and moves up to basic education. Nevertheless, where a child
participates in pre-primary education prior to compulsory education in accordance with the Basic Education
Act, s/he must be provided with part-time day care.
The provision of pre-primary education should take account of the fact that children participating in pre-
primary education have the opportunity to use day-care services and the provision of day care should
consequently consider the fact that children in day care have the opportunity to participate in pre-primary
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education. As a result, there should be co-ordination in terms of both the location and the operating hours of
the services.
Pre-primary Education Provided in Connection with Basic Education
Pre-primary education for six-year-olds is provided in connection with basic education either in a separate
pre-primary group or by teaching pre-primary pupils together with those in the first forms of basic
education.
Decree on Children's Day Care
2.6.4.2. Basic Education Level
The Basic Education Act does not contain any provisions on the administration and management of schools;
instead, the administration of schools providing basic education is primarily subject to the general provisions
of the Local Government Act concerning municipal administration. Consequently, the administrative bodies
of schools may be determined by the administrative regulations and standing orders issued by the local
authority in question. Nevertheless, each school is required to have a principal, who is responsible for its
operation.
Provisions for the administration of education organised by the State or a private organisation have been set
out in a separate act, which stipulates that the responsibility for organisation, development and
administration of education is to rest with a school board. Each institution must also have a principal. The
organisation of education is stipulated in the institutional regulations, which are adopted by the school
board.
Basic Education Act
2.6.4.3. General Upper Secondary Level
Legislation governing general upper secondary education does not contain any provisions on
administration; instead, the general provisions on administration in the Local Government Act also apply to
the general upper secondary education provided by local authorities. Consequently, the administration can
be determined by the administrative regulations and standing orders of the local authority in question,
similar to basic education. Nevertheless, institutions providing general upper secondary education must also
always have a principal responsible for their operation. In addition, each institution providing general upper
secondary education must have a student body composed of students, with the task of promoting student
co-operation and schoolwork.
Administration in general upper secondary education provided by the State and private organisations is
governed by separate administrative legislation, which requires that an upper secondary school, (Finnish:
lukio, Swedish: gymnasium) should have a school board, a principal and institutional regulations adopted by
the school board.
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2.6.4.4. Vocational Upper Secondary Level
The administration of vocational institutions is arranged according to the same principles as that of general
upper secondary schools. Consequently, the administration of vocational institutions owned by local
authorities and joint municipal authorities is subject to the provisions of the Local Government Act and
municipal administrative regulations and standing orders.
The institutional administration of education provided by the State and private organisations is governed by
the Act on the Administration of State and Private Education, which stipulates that the responsibility for
organisation, development and administration of education rests with an institutional board, which consists
of at least three members. Each vocational institution must always have a principal responsible for its
operation. The general criteria for the organisation of education, administration, authority and duties of
bodies and staff and other necessary matters are determined in the institutional regulations. In addition,
institutions providing vocational education and training always have a student body.
2.6.4.5. Higher Education Level
Universities are very independent in their internal affairs because they enjoy autonomy and freedom of
education and research. Universities determine their own decision-making systems independently according
to the Universities Act. In Finland all universities are state-owned and subordinate to the Ministry of
Education, which is responsible for preparing university matters which are within the government remit and
for appropriate administration and steering of universities.
Universities are governed by a board, rector and university collegium. A university can also have a chancellor
and other bodies. The supreme decision-making body in the university is the board.
The university board decides on the division of the university into faculties or other units and into their
subordinate departments. The operations of a faculty or unit are led by a dean or other director, together
with an administrative body consisting of several members.
Upon entry into force of the Polytechnics Act on 1 August 2003, polytechnics gained autonomy for their
internal affairs. The administration of the maintaining bodies (municipalities, municipal federations,
registered Finnish companies or foundations) decides on the central operational and economic issues as well
as the strategies. The internal administration of a polytechnic is governed by its board and president or
principal. The board consists of the principal and representatives of the polytechnic management, full-time
teachers, full-time staff, students as well as business and working life.
Polytechnics Act
2.6.4.6. Adult Education Level
Adult education and training may be provided by local authorities, joint municipal authorities, registered
associations or foundations. The administration of educational institutions is mainly managed by the
institutional board appointed by the education provider. Continuing education centres of universities are
subordinate to the universities. The majority of adult education centres, (Finnish: kansalaisopisto /
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tyvenopisto, Swedish: medborgarinstitut) and vocational adult education centres, (Finnish: ammatillinen
aikuiskoulutuskeskus Swedish: yrkesutbildningscentrum), are owned by local authorities or joint municipal
authorities. Conversely, folk high schools, (Finnish: kansanopisto Swedish: folkhgskola ), physical
education centres, (Finnish: liikunnan koulutuskeskus, Swedish: idrottsutbildningscenter), summer
universities, (Finnish: kesyliopisto Swedish: sommaruniversitet) and study centres (Finnish: opintokeskus
Swedish: studiecentral) are private institutions under public supervision and they receive public support.
Private maintaining bodies may include different non-profit making associations and foundations. Private
adult education institutions have the right to function according to a certain ideology (see 2.6.1.). The
maintaining bodies of educational institutions include religious movements, political associations and labour
market organisations.
The most important group of municipal adult education institutions is formed by adult education centres
providing general education; the local authorities decide on their administration independently. Their
boards can be the same body that lead the comprehensive and upper secondary schools, (Finnish: lukio,
Swedish: gymnasium) in the municipality, or the local authoritys cultural and education board can manage
the centre. In some municipalities, adult education centres have their own board. Ordinarily, the centres
have their own principal, but principals may also have other cultural and educational duties in the
municipality.
Vocational adult education and training is usually organised in the same educational institutions as
vocational education and training for young people. The responsibility for an institutions activities rests with
its board and usually with a head of department or some other person specifically in charge of adult
education and training. Vocational adult education centres, (Finnish: ammatillinen aikuiskoulutuskeskus,
Swedish: yrkesutbildningscentrum ), which only organise vocational education and training for adults, have a
board accountable to the education provider and a principal responsible for day-to-day operations.
2.7. Internal and External Consultation between Levels of
Education
For information on internal and external consultation at the different levels of education, please refer to the
subsections. The higher education institutions are fully autonomous concerning the organisation of internal
consultation.
2.7.1. Internal Consultation
Internal consultation among school staff in basic education and upper secondary education is continuous
and goes on during the whole school year since schools have at least four staff meetings per year. Issues
discussed at these meetings are, for example, teaching and the curriculum.
In higher education student bodies represents the students. At many universities departments have their
own steering committees which consist of both teachers and student representatives. Also universities
student organisations can take part in internal consultation.

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2.7.2. Consultation Involving Players in Society at Large
2.7.2.1. Pre-primary Level
The National Core Curriculum for Pre-primary Education 2000, confirmed on 19 December 2000, emphasises
co-operation with parents or other guardians in a very broad sense. In terms of childrens satisfaction, growth
and learning, it is important to create a trusting relationship between pre-primary staff and parents or
guardians.
An important instrument to implement co-operation is a childs own pre-primary plan, which may be drawn
up for the child in co-operation with parents or other guardians. The plan pays attention to factors essential
in terms of the childs development, such as the objectives to be set for the childs growth and development
and an assessment of the childs strengths and weaknesses.
Childrens parents or guardians may also be able to influence the preparation of the institution-specific pre-
primary curricula, in terms of the planning of the educational objectives of the curricula in particular. The
curricula must also specify the ways in which co-operation with childrens homes and other parties is to be
carried out.
The core curriculum is prepared in co-operation between National Research and Development Centre for
Welfare and Health and Finnish National Board of Education consulting teachers and nurses in day care and
schools.
2.7.2.2. Basic Education Level
The Basic Education Act stipulates that instruction must be conducted in co-operation with homes. In
practical terms, this is accomplished by parent-teacher meetings, for example, where parents and teachers
also have the chance for private discussions. Co-operation between home and school also utilises various
notices, etc. Parents may also participate in developing local curricula and planning their childrens studies.
The governing bodies of schools may also include representatives of pupils parents or other guardians; (see
2.6.4.2.).
The process of preparing the national core curriculum includes a wide consultation with the teachers and
teachers' subject-related unions. During the renewal phase of core curriculum the drafts are available in
internet for everyone and comments are welcomed.
Basic Education Act
2.7.2.3. General Upper Secondary Level
The General Upper Secondary Schools Act stipulates that general upper secondary education must be
conducted in co-operation with students homes. In practical terms, general upper secondary schools,
(Finnish: lukio, Swedish: gymnasium) , primarily promote the co-operation between home and school by
arranging discussions and information meetings for the students parents or other guardians. Parents or
guardians have also been able to participate in the development of school curricula.
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Upper secondary school boards may also include representatives of students parents or other guardians (see
2.6.4.3.).
The process of preparing the national core curriculum includes a wide consultation with the teachers and
teachers' subject-related unions. During the renewal phase of core curriculum the drafts are available in
internet for everyone and comments are welcomed.
2.7.2.4. Vocational Upper Secondary Level
The Vocational Education and Training Act provides that special attention should be focused on working life
needs in education. Education must be organised in co-operation with representatives of business life and
other sectors of working life. The most important channels through which the social partners and
representatives of business life can participate in the planning of vocational education and training at a
national level are the National Education and Training Committees set up by the Ministry of Education and
the governing bodies and consultative committees of educational institutions. Usually, vocational
institutions seek to establish local networks to become involved in regional business life.
The qualification requirements are prepared in consultative process in which experts of the branch in
question both from educational institutions and working life are involved.
National Education and Training Committees
The National Education and Training Committees of different fields and the National Coordination Group for
Education and Training operate under the auspices of the Ministry of Education as expert bodies on the
development of upper secondary and additional vocational education and training for young people and
adults, polytechnic studies and vocationally oriented education provided by universities.
The task of the National Education and Training Committees is to promote interaction between education
and working life in co-operation with the Ministry of Education and the Finnish National Board of Education
and to:
monitor and anticipate the development of vocationally oriented education and training and
competence required in working life in their own field
make proposals to develop education and training in their field in terms of both quantity and quality
deal with the national core curricula and requirements of competence-based qualifications to be
confirmed by the Finnish National Board of Education and also issue opinions concerning their field
perform any other duties assigned by the Ministry of Education.
The members of National Coordination Group for Education and Training include the chairs of the National
Education and Training Committees as full members. Other members include representatives appointed by
the central organisations of employers and employees, each of whom has been assigned a personal deputy.
The Ministry of Education appoints the chair and the vice-chair from among the members.
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The task of the National Coordination Group for Education and Training is to discuss extensive issues that
exceed the boundaries of educational fields and, for this purpose, to:
monitor, evaluate and anticipate the overall development of vocationally oriented education and
training and competence required in working life
organise joint workshops and information meetings of the training committees
perform any other duties assigned by the Ministry of Education.
Institutional Boards
The board of a vocational institution (cf. 2.6.4.4.) may, in addition to the teaching staff, students and other
staff, also include a sufficient number of working life experts from those fields in which the institution
provides instruction.
Institutional Advisory Councils
At the local level, vocational institutions may have one or more field-specific advisory councils, although
their establishment is not expressly stipulated by the Vocational Education and Training Act (630/1998).
Should an institution have an advisory council, it is composed of people representing the institution, its
teaching staff, the major labour market organisations of the field and other experts involved in the
development of the institution. The task of advisory councils is to promote the activities of the institutions
and their co-operation with local working life. In addition, they may also handle curricula and other issues
concerning the internal development of the institution. In addition to the advisory councils, there can be
other bodies promoting cooperation with working life. Furthermore, separate local boards and organisations
responsible for planning and implementing vocational skills demonstrations are set for organising skills
demonstrations.
Vocational Education and Training Act
2.7.2.5. Higher Education Level
See also section on Training Committees above.
In recent years, universities have strengthened their contacts with working life. According to the new
legislation governing universities, university boards must include people, who work outside the university.
Continuing education centres of universities promote the universities contacts with working life, as do the
newly established recruitment and career planning services. The recent development of university research
activities has emphasised co-operation with enterprises. Universities must promote free research and
scientific and artistic education, provide higher education based on research and educate students to serve
their country and humanity. In carrying out this mission, universities must interact with the surrounding
society and strengthen the impact of research findings and artistic activities on society.
Polytechnics have close contacts with regional working life. The co-operation takes various organisational
forms, but the aim is always to create a continuous link to working life in order to develop the content of
education and to take regional needs into account. Businesses and working life are also represented on the
polytechnic boards. (2.6.4.5.)
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2.7.2.6. Adult Education Level
Vocational adult education and training includes a system of qualification committees. These are appointed
by the Finnish National Board of Education and organised according to what is known as the tripartite
principle. Their tasks include supervising and steering the organisation of competence tests and giving out
qualification certificates.
There are a number of different ideological associations (political, trade unions, religious) maintaining adult
education institutions, which operate in accordance with a certain ideology. In these institutions, social
actors are represented on the board differently from the traditional approach.
2.8. Methods of Financing Education
For information on the financing of Finnish education on all levels of education please refer to the
subsections.
2.8.1. Pre-primary Level
Each local authority is obligated to provide a pre-primary place for each child entitled to pre-primary
education residing within its area. As from 1 August 2001, all pre-primary education has fallen within the
financing system of education and culture irrespective of where pre-primary education is provided.
The responsibility of financing pre-primary education is divided between the state and local education
providers. Education providers receive state subsidies for investments and operating costs. In pre-primary
and basic education the costs are determined according to number of 6 15 year-olds in the municipality.
The unit prices are increased by factors such as population density and bilingualism. The education
providers of pre-primary and primary education are compensated by the home municipality of the pupil
when she or he receives education in another municipality.
2.8.2. Basic Education and General Upper Secondary Level
Most basic and upper secondary level institutions are maintained by local authorities and joint municipal
authorities. Only 0.9 per cent of basic level institutions are privately maintained. In 2005, 2 per cent of general
upper secondary schools, (Finnish: lukio, Swedish: gymnasium) , and 32.5 per cent of vocational institutions
were privately owned. Private vocational institutions accommodate a significantly smaller number of
students than municipal VET institutions. Since 1993, the State has gradually withdrawn from the
maintenance of vocational institutions. Since the beginning of 1997, the State has primarily maintained
certain special institutions and what are known as language schools (French School and Finnish-Russian
School), as well as teacher training schools operating in connection with universities.
Basic Education Level
The local authorities, joint municipal authorities and private organisations receive state funding for the
establishment and operating costs. The criteria for funding are usually uniform irrespective of ownership.
The State grants and pays statutory government transfers to education providers, which are responsible for
the practical operations of their institutions. The local authorities can autonomously decide whether they
delegate the budgetary responsibilities to the schools or not and to which extent.
35
Government financing for investments vary from 25 per cent to 50 per cent of the costs determined by
calculations. The statutory government transfer percentage depends on the amount of the local authoritys
tax revenue. Government subsidy may also be granted to privately maintained institutions for investment
costs. In order to receive government financing for investments, the project must be approved by the State
Provincial Offices (until end 2006 the Ministry of Education) as part of the national financing plan in
accordance with the budget.
The State takes part in the costs of basic education by transferring central government grants to education
providers according to the act on central government transfers to local governments. Transfers are based on
the age cohort. They are defined according to the number of 6-15 year-olds (see 2.8.1.). The starting point for
the calculatory costs is the basic price which is confirmed annually by a decree. The basic price for 2010 is
6 604.64 euros per inhabitant. The percentage of state subsidy is 34 per cent.
The central government transfers are granted by the Ministry of Finance as a whole for the basic services of a
municipality. The transfers are not bound to the funding criteria but the education provider can decide the
allocation of the transfers.
The local authorities are obligated to organise basic education for school-aged children living within their
respective areas or to ensure that they receive some other form of comparable instruction. Basic education in
Finland is mainly maintained by local authorities. Only about two per cent of pupils attend private schools. In
2007 the total operating costs for comprehensive schools were 3 667 million euros. The average unit costs
per student were 6 500 euros.
General Upper Secondary Level
The local authorities are largely responsible for organising general upper secondary education. In 2009, there
were 444 general upper secondary schools, ( Finnish: lukio , Swedish: gymnasium ) in all. About 4 per cent of
students attend private school. In 2008 the total operating costs for general upper secondary schools were
635 million euros. The average unit costs per student were 4 900 euros.
State transfers are granted to general upper secondary level are determined on calculatory criteria. In general
the financing is decided by the number of students and the unit price per student. The state subsidy is 57 per
cent of the multiplication of the number of students and unit price.
2.8.3. Vocational Upper Secondary Level
In 2008 there were 248 vocational institutions of which 79 per cent were maintained by local authorities or
joint municipal authorities. Twenty per cent were maintained by private organisations and 1 per cent by the
state. The criteria for funding are uniform irrespective of ownership. Vocational education and training has
gone through some structural changes: institutions have joined together to form larger, multi-field
institutions, and some vocational education and training have been developed into a new tertiary level
education track, namely polytechnics. In 2008 the total operating costs of vocational institutions amounted
to 1 318 million euros. The average unit costs per student in 2008 were 9 000 euros.
Providers of vocational education and training receive statutory government transfer to cover their operating
costs on the basis of unit prices determined by the Ministry of Education. The unit prices are scaled per
provider, allowing for the cost differences between various fields of education. Factors such as the
educational task and provision of special needs education are taken into account separately for each
education provider.
36
In terms of the apprenticeship system, the State is responsible for fully covering funding: the statutory
government transfer accounts for 100 per cent of the unit cost confirmed by the Ministry of Education. The
funding is confirmed separately for upper secondary and additional vocational training. Each year, the
Ministry of Education confirms the quotas for additional training within the frame of apprenticeship training.
In 2008 28 000 new students (19 150 in 2004) participated in apprenticeship training, (Finnish:
oppisopimuskoulutus, Swedish: lroavtalsutbildning) and 12 200 students (8 000 in 2004) graduated from
apprenticeship training.
Since 2002, a performance-based funding system of vocational education has gradually been taken into use
alongside the funding system based on unit prices. The idea behind performance-based funding is to
encourage vocational education providers to promote the employment prospects and further education
opportunities of the students, as well as increase the completion rate of degrees, i.e. decreasing the number
of dropouts. All providers of vocational upper secondary education and training participate in evaluating the
results based on quantitative indicators. The indicators and the first education providers to receive
performance-based funding were published in November 2002. The indicators are employment, transition to
further studies on higher level, decrease of drop-outs, rate of getting through the education and training,
competencies and development of the personnell. In 2006 performance-based financing was taken into
vocational upper secondary education and training as an integrated part of financing system for VET. Part of
the funding (2 per cent of the total amount) is allocated on the basis of performance, which is measured by
the above-mentioned indicators.
2.8.4. Higher Education Level
All Finnish universities are from the beginning of 2010 independent corporations under public
law (Universities Act) or foundations under private law (Foundations Act). Their activities are mainly financed
from the state budget; however, they enjoy a high degree of financial and administrative autonomy. In 2008,
the total costs of the universities were about 1.8 billion euros.
The universities and the Ministry of Education agrees on appropriations in performance negotiations. Until
2009, the agreements were negotiated annually. The present agreement is for the years 2010-2012 and from
2013 onwards, the aim is to switch to four-year agreement periods. The Ministry of Education steers and
monitors universities during the agreement periods and gives annual written feedback on the operations
during the previous year.
A total of 94 per cent of the overall funding to the universities is formula based. In addition, the State funding
includes a strategy funding share (6%). Operating costs are covered by formula-based core funding related
to the quality, extent and effectiveness of education (75%) and other education and science policy objectives
(25%). The performance perspective is taken into account in the allocation criteria of funding. Funds are
allocated to universities as a lump sum, and they may independently decide on how to allocate them.
The state administration has shifted from steering through legislation to steering by results, which is also the
case in the steering of universities. In 1994 all universities adopted a system of performance-based
budgeting. The universities and the Ministry of Education agree on appropriations in annual performance
negotiations. Funds are allocated to universities as a lump sum, and they may independently decide on how
to allocate them. Operating costs are covered by basic funding, supplementary funding for national duties,
funding for national and regional programmes, project funding to guarantee the progress of important
research and education projects, as well as appropriations based on the universitys performance, all in
accordance with what has been agreed in the performance negotiations. The criteria used in the evaluation
37
of educational outcomes included centres of excellence, funds granted on the basis of quality factors,
external funding on research, placement of students in the labour market, progress of their studies and
innovation.
In recent years, the proportion of external funding has increased in universities, mainly in research activities.
External funding consists of public research funding, funding granted by different foundations or
enterprises, as well as international financing.
Polytechnics are financed both by the State and the local authorities. The average contributions of the State
and the local authorities accounted for 42 per cent and 58 per cent of their operating costs respectively.
Funding is determined according to the number of students and the Ministry of Education confirms the unit
cost per student for different degrees. Polytechnics also have significant external funding sources. In 2008
the total costs of polytechnics were 784 million euros.
The State may also grant extra government subsidies to polytechnics. These are awarded to various
development projects and on the basis of polytechnics educational outcomes.
In addition to legislation and the Governments Research and Development Plan, polytechnics are steered
through target agreements made between polytechnics, their maintaining bodies and the Ministry of
Education to agree on the objectives relevant to national higher education policy to be set for polytechnics
operations and on educational provision and project funding.
The polytechnics system of funding was reformed and the reforms came into effect in the beginning of
2006. In addition to the number of students, allocation of funding will subsequently be determined by the
number of degrees completed. This aims to develop funding so as to make it more incentive-based.
Performance-based funding granted to polytechnics is allocated to the centres of excellence in polytechnic
education or centres of excellence in regional impact, selected on the basis of evaluations by the Finnish
Higher Education Evaluation Council, and on the basis of general performance criteria. The general award
criteria used in the performance-based funding of polytechnics include the following five subject areas:
development of instruction and teaching methods
attractiveness of education and progress of studies
contacts with working life and research and development work
regional impact
Performance-based funding allocated to polytechnics amounts to about 3 million euros every year.
2.8.5. Adult Education and Training
The Act on the Financing of Educational and Cultural Provision also covers most educational institutions
providing adult education and training. Each year as part of the budget, the Ministry of Education confirms
38
the maximum number of lessons or other performance indicators for each type of institution and the
education provider is then granted state funding for the adult education operating costs.
Adult education organisations are run by the government, local authorities, municipal consortia, private
associations, foundations and companies. Education and training leading to qualifications is financed by the
public administration, except university degree education, which is totally government-financed. Training
leading to further and specialist qualifications is mostly publicly funded but may charge moderate fees.
About half of liberal adult education costs are covered by the government and the rest mostly comes from
student fees and from the maintaining organisations. The purpose of state funding is to guarantee the
largest possible provision without burdening the students with high fees. Adult education and training
receives 12-13% of the appropriations allocated through the Ministry of Education main class in the state
budget. Almost half of this funding is channelled to vocational training and one fifth to liberal education.
Employers purchase staff-development training from adult education institutions and firms. The labour
administration also purchases a great deal of different training for unemployed people and for those at risk
of unemployment.
Funding for the operating costs of basic education, upper secondary vocational education and training and
general upper secondary education (upper secondary school) arranged for adults is granted along the same
lines as for the corresponding education for young people. The local authorities participate in funding
certificate-oriented adult education and training along the same lines as apply to youth level education (see
2.6.3.).
A system of funding for vocational additional training has been applied since the beginning of 2002. Such
training is for example training preparing for vocational and special vocational qualifications as well as
language proficiency tests. The education provider receives funding from the state as government subsidies.
State funding for the operating costs of non-formal adult education and training is granted according to
specific criteria for funding for each type of institution. The local authorities have no statutory obligation to
participate in covering these costs.
It is also possible for the institutions providing adult education and training to receive government subsidy
for investments depending on the decision of the Ministry of Education and within the limits of the state
budget.
Since 2001 the Ministry of Education has granted a quality prize of 20 000 euros for high-quality practices to
1-3 providers of adult education. The quality prize aims at encouraging education providers to continuously
develop their operations and self-assessment; to make new innovative, effective and successful practices
known so that they can also be utilised by other education providers; to promote and support life-long
learning as well as raise the status of adult education in society.
The criteria for funding for general upper secondary education intended for adults are in line with those
of general upper secondary schools,(Finnish: lukio, Swedish: gymnasium); however, the unit cost for adult
education accounts for 60 per cent of the municipal unit cost for upper secondary schools.
Vocational adult education centres, (Finnish: ammatillinen aikuiskoulutuskeskus, Swedish:
yrkesutbildningscentrum ), (a total of 34) and national specialised vocational institutions (25) receive
government subsidies from the Ministry of Education for organising vocational basic education, further
vocational education and apprenticeship training, (Finnish: oppisopimuskoulutus Swedish:
39
lroavtalsutbildning ). A substantial amount of the overall funding comes from the labour policy education
provided by the employment administration as well as from education or other work-related development
services that are sold to companies or other work places.
Vocational institutions may arrange upper secondary vocational education and training for adults. The
system of funding of adult education and training is similar to that of upper secondary vocational education
and training for young people.
Folk high schools, (Finnish: kansanopisto, Swedish: folkhgskola) are maintained by private organisations
and foundations, local authorities and joint municipal authorities. In 2008 there were 83 folk high schools in
all, which were primarily maintained by private organisations. State funding for the operating costs of non-
formal adult education and training in folk high schools is granted according to the calculated number of
student weeks confirmed yearly in advance by the Ministry of Education and on the basis of the unit cost
confirmed per student week. In 2008, the operating costs of folk high schools totalled 81 million euros.
In the basic art education sector, the operating costs amounted to 125 million euros in 2008, whereas the
average unit costs were 1 613 euros per student.
Music institutions, (Finnish: musiikkioppilaitos, Swedish: musiklroanstalt) provide students with basic art
education together with other institutions giving basic art education. The systems of funding of the
institutions vary; they can receive public funding for their operation costs or municipal funding.
Music is the biggest sector. Basic education as well as vocational education and training in music is provided
in music institutions to young students and adults. In 2008, a total of 89 music institutions were within the
statutory financing system; 10 of these were conservatories, which also provided vocational education and
training in music. The amount of statutory government transfer for the operating costs of music institutions
for education other than upper secondary vocational education and training is determined according to the
number of lessons confirmed each year by the Ministry of Education for each maintaining body to form the
basis of state subsidy, and on the basis of the calculatory unit cost confirmed per lesson.
There are 11 national and 3 regional physical education centres, (Finnish: liikunnan koulutuskeskus,
Swedish: idrottsutbildningscenter) in Finland, all except one are privately owned.
State funding for the operating costs of national physical education centres, for education other than upper
secondary vocational education and training is determined according to the number of student working
days confirmed each year by the Ministry of Education for each maintaining body to form the basis of the
state funding and on the basis of the unit costs determined per student working day.
The majority of adult education centres (Finnish: kansalaisopisto Swedish: medborgarinstitut ) are
maintained by local authorities. In 2007, there were 240 adult education centres. The maintaining body of an
adult education centre receives state subsidy according to the number of lessons confirmed each year in
advance by the Ministry of Education to form the basis of state subsidy and on the basis of the unit cost
confirmed per lesson. The unit cost is influenced by the different population structures of municipalities.
Study centres (Finnish: opintokeskus Swedish: studiecentral) are maintained by private organisations and
foundations. In 2007, there were 11 study centres. State subsidies for study and study group activities in
study centres are granted according to the lesson price confirmed each year by the Ministry of Education.
Each year, the Ministry also confirms the number of lessons for each centre, which is then used as the basis of
state subsidy.
40
Adult education in polytechnics observes the same principles as other polytechnic education. In their
performance negotiations, the Ministry of Education and the polytechnics agree on the average annual
number of students for adult education in degree-oriented education and specialisation studies. In addition,
the Ministry of Education has allocated funding to the development of the provision of open polytechnic
courses.
2.9. Statistics
Expenditure on education by level of education 20042007
1
Pre-primary education for 6-year-old children (pre-primary education) in day-care centres and
comprehensive schools.
2
Includes universities' external financing for research.
Real growth
1)
in the operational expenditure of institutions per student and sector of education 2002
2007, euros
Sector of education 2002 2003 2004 2005 2006 2007
Pre-primary education 4 500 4 600 4 800 5 000 4 900 5 000
Comprehensive school education 6 000 6 100 6 200 6 300 6 400 6 500
Upper secondary general education 4 700 4 700 4 800 4 900 4 900 4 900
Vocational education 9 200 9 100 9 100 9 100 9 200 9 000
Polytechnics education 6 100 6 200 6 100 6 000 6 300 6 200
University education and research
2
10 900 10 600 10 700 10 300 10 300 10 200
Total 6 800 6 800 6 900 7 000 7 100 7 100
1
To correspond to the level of 2006, the operational expenditure

has been converted using the sector-
specific price index reflecting public education expenditure.
2004 2005 2006 2007
Level of education EUR
million
% EUR
million
% EUR
million
% EUR
million
%
Pre-primary education
1
254 2.8 269 2.9 272 2.8 285 2.9
Comprehensive school education 3 278 36.1 3 413 36.5 3 538 36.7 3 667 36.7
Upper secondary general education 583 6.4 600 6.4 618 6,4 635 6.4
Vocational education 1 193 13.1 1 245 13.3 1 264 13.1 1 318 13.2
Apprenticeship training 129 1.4 132 1.4 139 1.4 169 1.7
Polytechnic education 711 7.8 726 7.8 762 7.9 784 7.9
University education and research
2
1 664 18.3 1 671 17.9 1 726 18.0 1 806 18.1
Other education 351 3.9 361 3.9 374 3.9 389 3.9
Administration 182 2.0 190 2.0 191 2.0 199 2.0
Financial aid for students 735 8.1 732 7.8 740 7.7 731 7.3
Total 9 080 100.0 9 338 100.0 9 634 100.0 9 985 100.0
41
2
Includes universities' external financing for research.
Educational institutions, students and qualifications by sector of education from 2006 to 2008
2006 2007 2008

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school education
1
3 393 578 918 65 783 3 226 570 689 65 568 3 136 561 061 66 810
Upper secondary
general education 461 117 260 33 151 443 115 253 33 508 444 114 240 32 963
Vocational
education 316 256 872 58 197 259 266 479 62 196 248 275 498 62 498
Polytechnic
education 31 132 783 21 397 30 133 284 20 969 28 132 501 21 812
University education 20 176 061 19 176 20 176 304 22 310 20 164 068 38 211
1
Includes only comprehensive school education in comprehensive schools.

42
3. PRE-PRIMARY EDUCATION
4 1 0 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 10
PI VKOTI DAGHEM
3
ESI OPETUS
LUKI O GYMNASI UM
YRKESUTBI LDNI NG

Pre-primary ISCED 0
Pre-primary ISCED 0









Additional year
-/n/-


Study abroad
Source: Eurydice.

In accordance with the Basic Education Act (628/1998), as from 1 August 2001 each child has the right to pre-
primary education, which generally starts one year prior to the commencement of compulsory education, i.e.
in the year that the child has his/her sixth birthday. In addition, each local authority is obligated to provide
pre-primary education for children within extended compulsory education and for children, who start basic
education one year later than stipulated. In the reform of pre-primary education, the use of the term "pre-
primary education" refers exclusively to such education provided for the above-mentioned children.
The municipality may decide where pre-primary education takes place; either in a school, day-care centre,
family day care place or other appropriate place. In 2007 almost 80% of children received pre-primary
education in a day care centre. When pre-primary education is organised, the possibility to use day-care
services must be ensured and that childen using day-care services must be ensured a possibility to
participate in pre-primary education. In addition to the subjective right to day-care, in which appropriate
fees are applied.
Early childhood education and care
Children before the school age have a legal right for day care organised by the municipality. The day care
centres give both care and early childhood education The municipality has the right to decide which body is
responsible for the tasks prescribed for the municipality in the Act on Children's Day Care (36/1973) and in
43
the Act on Children's Care at Home and Private Daycare (1128/1996). The national steering of day care is
under the Ministry of Social Affairs and Health Care.
The Finnish model of ECEC (early childhood education and care) is described as educare because the basic
elements of it are care, education and teaching. The goals of learning are not prescribed and there is no
formal assessment. The focus is child-centred and the child is conceived an independent learner. The child
learns through relationships and interactions and the ECEC place is conceived as a community where
parents, children and pedagogues are working together. ECEC is perceived as a possibility to reduce the
effect of the social background and circumstances and provide children with equitable opportunities to
develop to fulfil their potential. The comprehensive support for the development of the child and the care
and education stems from the child's individual needs. The core principles of ECEC base on childrens right to
warm personal relationship; secured growth, development and learning; secure, healthy environments that
allow play and a wide range of activities; receive understanding and have their say in accordance with their
age and maturity; receive the special support they need; their own culture, language, religion and beliefs.
According to the National Curriculum Guidelines on ECEC (2003) the aim of ECEC is to improve the child's
overall wellbeing, thus providing the best possible circumstances for the child to grow, develop and learn.
The value and nature of childhood is emphasised while the child is guided in developing as a human being.
Core Curriculum for Basic Education 2002: year classes 1-2
Ministry of Social Affairs and Health
Basic Education Act
The first pre-primary education experiments started in Finland towards the end of the 1960s. In the following
decade, several working groups and committees considered the appropriate school-starting age and pre-
primary education guiding towards starting school. During that period, the concept of "pre-primary
education" was also introduced on a widespread basis.
Pre-primary education for six-years-olds is a part of the early childhood education which begins when the
child comes to daycare. The education of the day-care is long-term education aiming to support growth and
development of the child before the school age.
Between 1971 and 1985, a national pre-primary education experiment was carried out nationally, involving
experimental teaching activities and the development of experimental curricula. In 1984, a pre-primary
curriculum for six-year-olds was drawn up to provide a guideline for pre-primary education both within the
day-care system and in comprehensive schools, (Finnish: peruskoulu, Swedish: grundskola). As a result of
this experiment, legislation was passed to permanently establish the possibility of pre-primary education
provided by comprehensive schools; in 1985, a provision for the organisation of pre-primary education was
included in the Comprehensive Schools Act.
At the beginning of the 1990s, the issues of pre-primary education and reduction in the compulsory school
age were topical. The Government expressed its opinion on the school-starting age and pre-primary
44
education in the Development Plan for Education and University Research prepared for the period 1995
2000. This stated that the general school-starting age was to remain at seven years of age, but entry to school
was to be made more flexible, so as to allow more variation in the school-starting age according to pupils
readiness for school attendance and the wishes of parents or other guardians. In terms of pre-primary
education, the objective of the plan was to provide all six-year-olds with pre-primary education either in
conjunction with comprehensive school, or within the day-care system by the end of the millennium.
The pre-primary reform, which obligates each local authority to provide a pre-primary place for all children
entitled to pre-primary education, came into force gradually as from 1 August 2000. During the first year of
operation, provision of pre-primary education was voluntary for the local authorities, with the exception of
children within extended compulsory education. As from 1 August 2001, the local authorities have been
obligated to assign a pre-primary place to all children entitled to pre-primary education, if their parents or
other guardians so choose. Pre-primary education is provided free of charge.
The pre-primary reform is an important start to an extensive development process. The objective is to create
an integrated continuum of early childhood education and care, pre-primary education and basic education.
The intention is to continue the development of the content of early childhood education and care referred
to in the Act on Childrens Day Care in close co-operation with the development of pre-primary and basic
education.
The development plan for education and research for 2007-2012 outlines that pre-primary education is to be
provided as a local service. The availability of qualified staff high quality of teaching, student welfare services
and guidance counselling is to be secured. The administration of pre-primary education is to be examined in
cooperation with the Ministry of Social Affairs and Health and the Ministry of Education, with an aim to
strengthen the continuum between pre-primary education and basic education along with the flexible
transition from pre-primary education to school. Measures are targeted to support the early identification of
learning and adapting difficulties alongside with developing teaching methods and various learning
environments.
As part of a set of measures launched by the Ministry of Education for 2006-2011, in order to improve well-
being at schools, the Niilo Mki Institute (University of Jyvskyl) develop a learning and evaluating
environment to support children who find it particularly challenging to achieve the learning preparedness
and basic skills required in reading and writing. The target groups are pupils in preschool education and
grades 1 and 2, their guardians and the teaching and pupil-welfare staff. The project seeks to find a solution
that is based on the latest research results and are suitable for a) identifying, b) evaluating risks in the
acquisition of basic literacy and mathematical skills as well as c) training children who have shortcomings as
regards these skills. In the project, operations for early recognition and support are being developed to
prevent learning difficulties. These models will be available at the national level for all children who need
support.
The use of different types of learning environments has been identified as a basic means to realise the
objectives of the national core curricula. The basic principle behind the concept of the learning environment
is to diversify teaching methods and activities to support learning taking place within and outside the school
environment. Instead of only the physical learning environment the learners are seen to be in reciprocal
contact with a set of versatile teaching and working arrangements and methods around them. The Finnish
National Board of Education is currently funding about 200 learning environment projects in all levels of
education.
45
In 20092010 the Ministry of Social Affairs and Health and Ministry of Education carried out a survey on the
position of early childhood care within the state administration. On the basis of this survey the proposal was
put forward that the administration of early childhood care should be transferred as a whole to the Ministry
of Education. This whole comprises the day-care provided by the municipalities or private day-care, open
early childhood services, support for private child-care and child-care in the homes. The municipalities
would, however, have the freedom to decide under which administrative sector they want to place their
early childhood services.
3.3. Specific Legislative Framework
The provisions for pre-primary education are included in the Basic Education Act (amend. 1288/1999) and
Decree (852/1998) and the financial provisions are included in the Act (635/1998) and Decree (806/1998) on
the Financing of Educational and Cultural Provision. The qualifications required of staff are governed by the
Decree on the Qualifications of Educational Staff (986/1998). These statutes are applicable to pre-primary
education irrespective of where pre-primary education is given. Each local authority is obligated to provide
compulsory basic education for children of compulsory school age residing within its area and pre-primary
education in the year preceding the start of compulsory education.
The local authorities may organise the services referred to in the Basic Education Act independently or
together with other local authorities, or they may purchase the services from other providers of basic
education. The local authorities may also purchase pre-primary education services from some other public or
private service provider. The local authorities are responsible for ensuring that the services they have
purchased are organised in compliance with the Act.
Children before the school age have a legal right for daycare organised by the municipality. The daycare
centres give both care and early childhood education and preprimary education. The municipality has the
right to decide which body is responsible for the tasks prescribed for the municipality in the Act on
Children's Day Care (36/1973) and in the Act on Children's Care at Home and Private Daycare (1128/1996).
The national steering of daycare is under the Ministry of Social Affairs and Health Care.
The municipality organises pre-primary education in a day-care centre, in compliance to the legislation of
basic education along with the Childrens day-care Act 1973/36 and the Decree on Childrens day-care
1973/239.
Act on the Financing of the Provision of Education and Culture
Asetus opetustoimen henkilstn kelpoisuusvaatimuksista
Basic Education Act
Basic Education Decree
Decree on the Qualifications of Educational Staff
3.4. General objectives
The Finnish National Board of Education confirmed the National Core Curriculum for Pre-school Education
2000 on 19 December 2000. The national core curriculum was prepared in extensive co-operation between
46
the Ministry of Education, the Ministry of Social Affairs and Health, the National Research and Development
Centre for Health and Welfare (former Stakes), the Association of Finnish Local and Regional Authorities, the
Trade Union of Education, the Finnish Book Publishers Association, as well as with the local authorities and
their day-care centres and schools.
The Basic Education Act and the corresponding Government Decree determine the general objectives of
basic education, which also apply to pre-primary education.
A central task of pre-primary education is to promote childrens favourable growth, development and
learning opportunities. Pre-primary education guarantees equal opportunities for children to learn and start
school. One of the key objectives of pre-primary education is that problems affecting childrens development
and learning are detected and addressed sufficiently early.
The objectives of pre-primary education are determined by each childs individual development
opportunities and learning potential, on the one hand, and by the needs of society, on the other. General
educational and learning objectives have been set out in the national core curriculum for pre-primary
education. The objectives primarily include educational objectives related to living and functioning in
pluralistic Finnish society and general objectives aiming at providing the capabilities for learning to learn.
Co-operation with parents or other guardians and provision of multidisciplinary support are of the utmost
importance in the implementation of pre-primary education.
From the perspective of childrens development, early childhood education and care, pre-primary education
as part of it and basic education form an integrated whole progressing in terms of content.
3.5. Geographical Accessibility
All municipalities are obligated to arrange pre-primary education. However, participation in the education is
voluntary. In 2007, 99,75 per cent of 6-year-olds were in pre-primary education. Since autumn 2004,
municipalities have been obligated to offer a child free school transport if the distance between the home or
day care and the pre-primary institution is over five kilometres or otherwise difficult, strenuous or dangerous.
There are no statistics on the geographical accessibility of pre-primary education. From autumn 2004 the
children in pre-primary have the right to free transport if the journey is over five kilometres or otherwise
difficult, strenuous or dangerous.
3.6. Admission Requirements and Choice of Institution/Centre
Participation in pre-primary education is voluntary for children. There are no special admission requirements
for pre-primary education organised either in day care or in comprehensive schools, (Finnish: peruskoulu,
Swedish: grundskola) . The decision regarding childrens participation in pre-primary education is made by
their parents or other guardians.
As from the beginning of August 2001, local authorities have been required to assign a pre-primary place to
each child entitled to pre-primary education. Nevertheless, pre-primary education provided for children
within extended compulsory education in the year when they begin their compulsory education is decided
by the education providers.
47
Pre-primary education is to be organised so as to ensure that pupils travel to school is as safe and short as
possible, bearing in mind the settlement structure, the location of schools and other locations for pre-
primary education and the transport connections.
Families will continue to enjoy the subjective right to day care as provided for in the Act on Childrens Day
Care. (See 2.6.4.1.)
Each pre-primary education provider decides on the application procedures for its pre-primary education
prior to the commencement of instruction. The education provider is to issue advance notice of places
providing pre-primary education, the start and end dates of instruction as well as of the application
procedures for pre-primary education it has organised or purchased. In specific cases, it is also possible to
apply for pre-primary education at a later date, for example, when a childs domicile or the parents or
guardians employment or study situation change.
Parents or guardians may also apply for a pre-primary place for their children in pre-primary places other
than those assigned by their local authority. Equal selection criteria are to be applied to the selection of these
pupils. Nevertheless, the local authority may decide that applicants living within its area be given priority in
pre-primary education it has organised or purchased.
According to legislation, every child is to be provided pre-primary education by the municipality. If a child is
not granted a pre-primary education place, the guardians can make a complaint to the state provincial
offices.
Act on Children's Day Care
3.7. Financial Support for Pupils Families
Pre-primary education is always free of charge regardless of where it is being provided by the municipality.
Pupils in pre-primary education have the same rights to the same social benefits as pupils in basic education.
Textbooks and other materials are free of charge. Pupils are offered a free daily meal.
3.8. Age Levels and Grouping of Children
The Act states that the size of the pre-primary teaching group may be enacted by decree, but this
authorisation has not been used as yet. Instead, on 16 June 2000, the Ministry of Education issued a
recommendation that pre-primary teaching groups should cover no more than 13 pupils. The
recommendation covers all pre-primary education under the Basic Education Act irrespective of where it is
provided. Nevertheless, if there is a special needs assistant, child nurse or some other person with
appropriate vocational education participating in group work for most of the time, in addition to the pre-
primary teacher, the maximum size of the teaching group may be no more than 20 pupils. The total number
of pupils will also include those in basic education and children in day care belonging to the same group.
Activities in day-care centres are usually organised by age group (for example, children under 3 years,
children between 3 and 6). In large day-care centres, pre-primary education for six-year-olds takes place in
separate groups. A group with children in pre-primary education may also include children in day care. Pre-
primary education for six-year-olds in comprehensive schools, (Finnish: peruskoulu, Swedish: grundskola)can
be provided either in a separate pre-primary group or integrated into the first grade or into a combined first
and second grade of comprehensive school.
48
Basic Education Act
3.9. Organisation of Time
The minimum requirements for the organisisation of time in pre-primary education are provided by the Basic
Education Decree 852/1998.
3.9.1. School Year
The minimum scope of pre-primary education is 700 hours per year. Each pre-primary education provider
decides on the timetables of pre-primary education, such as the number of working days, the start and end
dates of instruction and other practical arrangements. In municipalities, pre-primary education is given
roughly at the same time as schools operate during the school year.
3.9.2. Weekly and Daily Timetable
The time used for meals is also part of pre-primary education. The maximum length of teaching in pre-
primary education is five hours per day. (See 3.9.1.) The education provider decides how instruction is
organised.
The premise of the activities is the curricular framework of pre-primary education, and the activities are to be
planned and implemented accordingly.
The provision of pre-primary education must aim to take the special needs of children and their families into
account. In particular with children, whose parents or guardians have exceptional working hours, such as
shift-workers, the aim must be to find solutions, which will not result in unreasonably long hours in pre-
primary education and care.
The way weekly and daily timetables are organised depends solely on the education provider. The education
provider outlines these decisions in the local curriculum or the annual plan for the organisation of the school
year. In pre-primary education, also the need for day-care is taken into account when organising pre-primary
education.
3.10. Curriculum, Types of Activity, Number of Hours
The pre-primary core curriculum came in to force in August 2002. It does not specify different subjects, but
the education is based on integration. Integrative education is composed of themes related to childrens
sphere of life, on the one hand, and to contents expanding and analysing childrens views of the world, on
the other. Different branches of knowledge are taken into account in planning and implementation and
examined as part of the theme chosen at each time. With the aid of the contents of the branches of
knowledge, children will expand their views of the world and learn about themselves as learners.
49
The key subject fields in pre-primary education include language and interaction, mathematics, ethics and
philosophy, nature and the environment, health, physical and motor development as well as art and culture.
The national core curriculum is designed by the Finnish National Board of Education and the National
Research and Development Centre for Welfare and Health together. It is a norm which obliges the
municipalities to design their own curricula for pre-primary education both in the daycare centres and the
schools.
The national core curriculum is designed by the Finnish National Board of Education and the National
Research and Development Centre for Welfare and Health together. It is a norm which obliges the
municipalities to design their own curricula for pre-primary education both in the day-care centres and the
schools. The basic principle in defining the local or school-based curricula is that as many people who are
involved in the education of children, in the school or day-care setting, such as class teachers and
kindergarten teachers, special needs teachers, and multiprofessional partners, and guardians in the home
setting, should take part in the process of defining the curriculum. Furthermore, the municipal officials
responsible for social and welfare services are to be involved in the curriculum work.
3.11. Teaching Methods and Materials
Working methods in pre-primary education are based on playful group and individual guidance stemming
from each childs development level. The activities take childrens need to learn through imagination and
play into account. For the children, the activities should be purposeful and challenging. The methods should
be diverse.
Pre-primary education is to provide a learning environment, which will guide childrens curiosity, interest
and learning motivation and provide them with opportunities for play, other activities and peace and quiet.
The essential factors of the learning environment include interaction between the teacher and each child
and that between the children, different operating methods and learning assignments.
Teachers may freely choose the teaching methods and materials as long as they support learning and
facilitate childrens awareness of leaning and their effect on their own learning processes. The teacher guides
learning, experimentation, examining, active participation, and other information processing and problem
solving in interaction with adults and peers.
According to the Core Curriculum for Pre-primary Education (2000), it is possible to organise pre-primary
education based on different pedagogic methods that emphasise language or the growth of the human
being through art and activity. These forms of pre-primary education include, for example, pre-primary
education carried out in a foreign language or CLIL-type provision, or Steiner and Montessori pedagogies.
Regarding these methodologies, its essential that the guardian is sufficiently informed about the underlying
principles and specific objectives.
3.12. Evaluation of Children
In pre-primary education evaluation places emphasis on the progress of the childs general growth and
learning process. Evaluation is carried out on a continuous basis in interaction between the teacher and the
child. Parents or other guardians are provided with feedback in regular discussions with them and possibly
also with their children. Pre-primary education promotes childrens capabilities for self- evaluation, which will
support the development of their self-concept and learning potential. A certificate of attendance may be
50
awarded at the end of pre-primary education. Such a certificate may be supplemented with a description of
the pre-school education provided.
3.13. Support Facilities
The national core curriculum for pre-primary education contains a broad definition of children in need of
special support in pre-primary education. Special support in pre-primary education is to include the
necessary methods related to early identification, prevention and rehabilitation of learning difficulties. The
primary requirement is to support the development of each childs positive self-concept and healthy self-
esteem and to ensure equal membership of the group.
Each child in need of special support must be provided with an individual plan for pre-primary education
together with the parents or guardians. The plans for those children, who have been admitted or transferred
to special needs education, are prepared in the form of personal plans covering the organisation of
education.
During pre-primary education, special needs education is primarily organised in connection with other
instruction in the form of team teaching, in small groups or as individual study. Children in need of special
support may also be gathered into a separate group.
Pre-primary education may also be provided in one of the three Saami (Lappish) languages spoken in
Finland. In this case, pre-primary education is to consolidate and promote childrens Saami identity and
cultural awareness, for example.
Pre-primary education in sign language is primarily carried out in sign language groups or in mixed groups
composed of children using sign language and spoken language.
Pre-primary education for Romany children takes into account the special needs of the Romany culture and
provides instruction in the Romany language, as far as possible.
Pre-primary education for immigrant children of pre-primary age may be implemented in conjunction with
regular pre-primary education, in the form of instruction preparing for basic education or as a combination
of these.
It is also possible to base provision of pre-primary education on different pedagogical solutions, which
emphasise language or human development through art and practical activities. These include foreign-
language instruction and language immersion as well as Steiner or Montessori pedagogy.
3.14. Private Sector Provisions
In addition to the local authorities and state-owned educational institutions, pre-primary education may also
be offered by private basic education providers.
The local authorities may organise pre-primary education themselves or in co-operation with some other
pre-primary education provider. The local authorities may also purchase pre-primary education from public
or private service providers, usually day-care centres. The local authority concerned is responsible for
ensuring that the pre-primary education purchased is implemented in compliance with statutes and
regulations.
51
Similarly, private services providers with a license to provide pre-primary education may also organise pre-
primary education themselves or purchase educational services from a public or private service provider,
provided that they are licensed to provide pre-primary education. Private pre-primary education providers
are also responsible for ensuring that the services they purchase comply with statutes and regulations.
3.14.1. Historical overview
See 3.1. Historical Overview
3.14.2. Ongoing Debates and Future Development
See 3.2.3.14.3. Specific legislative framework
The same legislation applies in the private sector as in the public sector. See 3.3.
3.15. Organisational Variations and Alternative Structures
It is also possible to base provision of pre-primary education on different pedagogical solutions, which
emphasise language or human development through art and practical activities. These include foreign-
language instruction and language immersion as well as Steiner or Montessori pedagogy.
The provider of pre-primary education decides on the admission criteria and the manner of applying to pre-
primary education, including the times and processing of applications and decision making. The provider is
give information about the places, timetables, and conditions under which pre-primary education shall take
place, including, e.g. the minimum number of participants.
See 3.11. for teaching Methods and Materials.
The core curriculum outlines that in pre-primary education in a foreign language, in addition to general
objectives there are specific objectives, ranging from raising children's interest in languages to providing a
basis for being able to manage in bilingual environment.
3.16. Statistics
The pre-primary reform was very extensive already from the start in the August 2000: only 33 municipalities
postponed starting the education the following year. In 2007, almost all, 99.75, of the six-year-old children,
that is, 56 311 children out of 56 452 participated in pre-primary education.

52
Number of children in pre-primary education 20012008
Participation in pre-primary
education 2001 2002 2003 2004 2005 2006 2007

2008
Pre-primary education in conjunction
with schools 12 613 12 393 12 434 12 335 12 276 12 970 12 250 12 400
Pre-primary education in conjunction
with day-care 49 119 47 618 46 958 44 690 42 943 43 090 44 061 43 500
Total 61 732 60 011 59 392 57 025 55 219 56 060 56 311 55 900
Participation in pre-primary education
as percentage of 6-year-olds 97,5 98,5 99,7 99,6 95,2 97,9 99.7 99.5
Sources: National Institute for Health and Welfare (formet STAKES) (database: SOTKAnet) and Statistics
Finland and National Board of Education.
These figures do not include children within lengthened compulsory education. They are entitled to pre-
primary education also when they are 5 years old. If this group is taken into account the participation rate in
pre-primary education is more than 100 per cent.

53
4. SINGLE STRUCTURE EDUCATION
4 1 0 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 10
PI VKOTI DAGHEM
3
ESI OPETUS
LUKI O GYMNASI UM
YRKESUTBI LDNI NG

Pre-primary ISCED 0
Pre-primary ISCED 0









Additional year
-/n/-


Study abroad
Source: Eurydice.

Basic education (primary and lower secondary level education) for children subject to compulsory education,
i.e. those between 6/7 and 15/16 years of age, is almost exclusively provided by comprehensive schools
(Finnish: peruskoulu Swedish: grundskola ). The comprehensive school is a uniform school that lasts nine
years. In addition to this, local authorities may provide those who have completed the basic education
syllabus with additional instruction with a scope of 1,100 hours. This 10th grade is voluntary for the pupils
and the local authorities decide whether the grade is organised.
Perusopetuksen opetussuunnitelman perusteet 2004
The Finnish folk school system was founded in 1866 and the act concerning general compulsory education
came into force 1921. Compulsory education meant the acquisition of those skills and knowledge provided
by folk schools. Compulsory education was completed once the child had successfully completed the folk
school or a corresponding syllabus in some other way. The folk school offered six years of education. Upon
completion of folk school, pupils could continue at civic school, which offered a two- or three-year
education. After civic school, it was possible to move up to vocational school, for example.
54
From the fourth grade onwards of folk school, it was also possible to apply to a lower secondary school,
which provided eligibility for general upper secondary school, (Finnish: lukio. Swedish: gymnasium) The
lower secondary school, which lasted five years, combined with the three-year upper secondary school,
formed the eight-year secondary school.
The school system and, subsequently, compulsory education were reformed in the 1970s: the previous folk
school, civic school and lower secondary school were replaced by a nine-year comprehensive school offering
general basic education. At the same time, upper secondary school was separated from secondary school to
form a distinct form of institution ( 5.1.1. ) The transition into the comprehensive school was carried out
gradually between 1972 and 1978.
The comprehensive school reform was carried out after decades of debate. The goal was to raise the
education level of the population and increase equality in education. It was felt that learning and skills
potential was wasted in a system which separated pupils into different education paths. The political support
for the comprehensive school system came from the left-wing parties and the centre. The debate continued
long after the reform. Not until the good results of Finnish pupils in the PISA assessments finally toned down
the criticism.
The development trends in the national core curricula for basic education have been the strengthening of
local decision-making and the role of the curricula as a basis for developing the schools and their operations;
more focus on the concept of learning and learning methods and models; emphasis on learning to learn
skills and gathering and processing information; more attention to the individual needs of pupils and early
intervention of problems; more attention top the well-being of pupils; more attention to guidance and
counselling; development of assessment.
In 20092010 several developments are taking place concerning basic education. The time allocation for
different subjects is being renewed as well as the core curriculum for morning and afternoon activities
provided for children in grades 12 of basic education and for children admitted or transferred to special
needs education in all grades. In addition a programme for enhancing quality in basic education commenced
in 2008 will continue until the end of 2011.
One of the aims set in the current Government Programme is to reallocate funds freed by the decrease in age
groups to quality enhancement in education. Quality improvement is sought through additional funding,
review of the time allocation and other development measures, such as the creation of quality criteria for
basic education.
Enhancing the quality of basic education
The additional funding allocated for the improvement of basic education was 56 million euro in 20082009.
In 20102011 a further 142 million euro will be channelled into the improvement programme. The objectives
are to diminish class sizes, strengthen remedial teaching and special needs measures, support pupil welfare
services, after school activities as well as cooperation between schools and parents.
Quality of basic education has been addressed by drawing up national quality criteria. The purpose of the
quality criteria is to secure the quality and a diverse supply of education and to guarantee the basic
educational rights of children irrespective of their place of residence, native language and economic
standing.
55
Quality enhancement in basic education is based on the ideology of continuing quality enhancement and
conditions conducive to quality enhancement in schools. The development of operations is informed by a
strategy, shared values, a vision and an operational idea. The measures are evaluated according to a
systematic plan.
Quality criteria offer a tool for local policy-makers for evaluating shorter- and longer-term effects of their
decisions on school quality. The information gained with the help of quality criteria enables policy-makers
and authorities to identify shortcomings and take corrective actions in the yearly operational and economic
planning. Quality criteria also support regional cooperation. A regional action model enables authorities to
cooperate in evaluation beyond municipal borders. Besides being a policy-making tool, quality criteria in
basic education offer schools and education providers a tool for evaluating their activities and operations
together.
The quality criteria comprise four quality cards for the quality of structures and six quality cards relating to
the pupils. The latter include issues such as implementation of the curriculum, support to learning, growth
and well-being, school-home cooperation and safety of the learning environment. The cards include a
description, quality criteria and factors supporting operations. Each card contains criteria for both education
providers and schools.
Reform of time allocation for different subjects
The time allocation or distribution of lesson hours for different subjects is being reformed. A working group
presents a proposal in spring 2010 and the final decision will be taken in early 2011. Some of the questions
addressed by the working group are how the position of arts and crafts subjects could be strengthened,
what new subjects are needed, how the language choices made by the pupils could be made more versatile
and how the use of ICT could be strengthened. The national core curricula will be reformed on the basis of
the new time allocation.
Preventing bullying and violence at school
Issues such as violence at school, bullying and the well-being of pupils in general have been in focus in the
last few years. In addition to measures related to the enhancement of basic education described above,
projects have been supported, for example, to stop bullying in schools.
An example of a national programme is the KiVa-koulu (Fun School) programme. The programme is funded
by the Ministry of Education and developed at the University of Turku. The starting point for the KiVa
programme is the fact that ca. 510 per cent of basic education pupils are bullied. The goal of the Ministry of
Education is to have 1 400 schools enrolled in the programme between 2010 and 2011.
The basis of the programme is a zero tolerance approach to bullying, and it provides schools with concrete
tools for prevention and intervention. Preliminary research results indicate a decrease in cases of bullying in
pilot programmes.
Basic education is governed by the Basic Education Act (628/1998), the Basic Education Decree (852/1998)
and the Government Decree on the objectives and distribution of lesson hours in basic education
(1435/2001). The national core curriculum prepared by the Finnish National Board of Education are based on
56
these. The latest National Core Curriculum for grades 19 was taken into use new by 1 August 2006 ( See
4.10.)
Basic Education Act
4.4. General Objectives
The objective of basic education is to support pupils growth towards humane and ethically responsible
membership of society, and to provide them with the knowledge and skills they will need in life. The
instruction is to promote education and equality in society and pupils opportunities to participate in
education and to otherwise develop themselves during their lives.
Geographical accessibility of education in Finland is relatively high, although the number of schools has
been diminishing particularly in the 2000s. This trend will continue due to the demographic development.
Accessibility is, however, ensured by free school transport: municipalities are obligated to offer a child free
school transport if the distance between the home and the school is over five kilometres or otherwise
difficult, strenuous or dangerous.
4.6. Admission Requirements and Choice of School
Compulsory education starts in the year when a child has his/her seventh birthday, unless the child needs
special needs education (see 10.). Age is the only admission requirement, because every child permanently
resident in Finland is subject to compulsory education. A child has the right to start basic education one year
earlier, if his/her readiness to attend school has been proved in psychological tests (and medical if necessary).
Based on these tests, the education provider can also grant permission to start school one year later.
When pupils are admitted into education in a foreign language or with a special emphasis on music,
entrance examinations can be used to assess the pupils competences related to the specialty. The pupils
general school results can not be used as criteria.
The local authorities are obligated to organise basic education for children of compulsory school age
residing in their respective areas. A municipality with both Finnish- and Swedish-speaking inhabitants is
obligated to organise basic education separately for both language groups. The local authorities must assign
a school place to each pupil. Instruction must be organised in such a manner that pupils travel to school is as
safe and short as possible considering the circumstances. Pupils may also apply to a school other than that
assigned to them, which may admit them at the discretion of the education provider. Complaints on the
admittance to a school can be addressed to the State provincial offices.

57
4.7. Financial Support for Pupils Families
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.
Pupils in basic education living some distance from school (more than 5 km) or the journey is considered
dangerous are entitled to free transport. If the daily travel time exceeds three hours, the pupil is entitled to
free board and lodging in a dormitory.
4.8. Age Levels and Grouping of Pupils
Basic education is divided into grades (year classes) and organised as class instruction mainly provided by
class teachers in grades 16 and as subject-specific instruction mostly given by subject teachers in the upper
grades (79). However, an individual schools curriculum may also determine its provision in another way. In
grades 1-6 the pupils are mainly taught by one class teacher and in grades 7-9 mainly by specialised teachers
for each subject. In grades 7-9 the pupils also have a tutor, that is, one of the teachers assigned the overall
responsibility of one group.
Teaching groups are composed according to grades. It is also possible to make different arrangements for
reasons of expediency (such as a small number of pupils) both within basic education and by forming
combined classes with pupils in pre-primary and additional education.
With the exception of special needs education, there are no provisions governing the size of teaching
groups, but this is regulated indirectly through achievement of teaching objectives.
4.9. Organisation of School Time
The length of the school year, the maximum length of a school day and the minimum number of lessons per
week are regulated by the Basic Education Act and Decree. The minimum number of lessons for different
subjects during the whole nine-year-period is set by the government.
Morning and afternoon activities are provided for children in grades 12 of basic education and for children
admitted or transferred to special needs education in all grades. The local authorities are not obligated to
organise these activities, but can be granted state subsidies for the provision.
4.9.1. School Year in Basic Education
In basic education, schoolwork begins in mid-August and ends on the last working day of week 22. The
school year comprises 190 school days. There is an established practice in comprehensive schools, (Finnish:
peruskoulu, Swedish: grundskola ) to have summer and Christmas holidays and a one-week sports holiday in
the spring. As the maintaining body of the school has the power to decide on the precise starting date of the
school year, the school year may also include other short holiday periods besides those mentioned above,
such as the autumn holiday.
58
4.9.2. Weekly and Daily Timetable in Compulsory Basic Education
School is usually attended five days a week. This means that both Saturdays and Sundays are usually free,
unless the maintaining body of the educational institution makes an exception; a Saturday may be a school
day, if there is a public holiday on a weekday, for example.
The weekly number of lessons varies between 19 and 30, depending on the grade and subject choices of the
pupil. The first two grades comprise an average minimum of 19 weekly lessons of instruction and
educational guidance; the average minimum for the third and fourth grades is 23 lessons and the average for
the fifth and sixth grades is 24 lessons. In grades 79, instruction and educational guidance cover an average
minimum of 30 weekly lessons. In addition, remedial instruction is available.
In the first two grades, a school day may consist of no more than five lessons; in the other grades, the
maximum number is seven lessons per day.
A lesson is defined as 60 minutes of which instruction must account for at least 45 minutes. According to the
statutes the teaching is divided into appropriate teaching periods and thus teaching sessions of 90 minutes
are possible. The municipalities and the schools decide themselves how education hours are allocated in
weekly and daily timetables.
4.10. Curriculum, Subjects, Number of Hours
The national core curriculum is determined by the Finnish National Board of Education. It includes the
objectives and core contents of different subjects, as well as the principles of pupil assessment, special-needs
education, pupil welfare and educational guidance. The principles of a good learning environment, working
approaches as well as the concept of learning are also addressed in the core curriculum. The present national
core curriculum for basic education was confirmed in January 2004 and it was introduced in schools in
August 2006.
The education providers, usually the local education authorities and the schools themselves draw up their
own curricula for pre-primary and basic education within the framework of the national core curriculum.
These curricula may be prepared for individual municipalities or institutions or include both sections.
The Basic Education Act regulates the subjects included in the curriculum and student counselling. The
Government decides on the overall time allocation by defining the minimum number of lessons for core
subjects during basic education. In grades 16, pupils usually receive the same education, but schools may
focus on different subjects in different ways due to the flexible time allocation. In grades 79, more elective
subjects are included in the curriculum. The curriculum also includes a workplace guidance period. Pupils
parents or other guardians decide which of the elective subjects on offer the pupil will take.
Basic Education Act
4.10.1. The Syllabus of Basic Education
The syllabus of basic education includes the following subjects common to all pupils: mother tongue and
literature (i.e. Finnish or Swedish), the other national language (i.e. Swedish or Finnish), foreign languages,
environmental studies, health education, religion or ethics, history, social studies, mathematics, physics,
chemistry, biology, geography, physical education, music, visual arts, craft and home economics. In addition
59
to these, pupils may also have the option to study other subjects suitable to basic education, according to
the provisions of the curriculum. These subjects may be partially or completely optional or elective for pupils.
The Distribution of Lesson Hours for Basic Education
The Government decides on the overall time allocation (see 4.10.). The present distribution of lesson hours
was confirmed by the Government 20 December 2001 and it was implemented together with the new
national core curriculum. The time allocation is currently under reform. The proposal for the new time
allocation will be confirmed at the beginning of 2011 (see also 4.2.). After this the national core curricula will
be reformed.
The subjects (or subject groups) in basic education are grouped into sections combining several grades. For
each section the minimum number of lessons (per section) has been defined in terms of annual weekly
lessons. There are 38 weeks in a school year so one annual weekly lesson adds up to 38 lessons, of which at
least 45 minutes per (one-hour) lesson should be dedicated to instruction. For example in mathematics the
distribution of lesson hours means that there must be at least 38 x 32 lessons = 1216 lessons during the nine
years of basic education. These 32 are divided into three sections: at least six annual weekly lessons (=228
lessons) must be taught during grades 1-2, 12 (=456) during grades 3-5 and 14 (= 532) during grades 6-9.
Local authorities or schools may decide on how to allocate the lessons to different grades inside a section.

60
Grades 1 2 3 5 6 - 9 Total
Mother tongue and literature 14 14 14 42
Mathematics 6 12 14 32
Grades 1 2 3 6 7 - 9
A language 1) ------ 8 8 16
B language 2) ------ ------ 6 6
Grades 1 4 5 6 7 - 9
Biology and geography 9* 3 7 31
Physics and chemistry 2 7
Health education 3
History and civics ------ 3 7 10
Grades 1 5 6 9
Religion/Ethics 6 5 11
Grades 1 4 5 - 9
Music 4 - 3 - 56
Arts 4 - =26 30= 4 -
Craft 4 - 7 -
Physical education 8 - 10 -
Grades 1 6 7 9
Home economics ------ 3 3
Student counselling ------ 2 2
Elective subjects ------ (13) 13
Grades 1 - 3 4 6 7 - 9
Minimum number of lessons 19 19 23 23 24 24 30 30 30 222
Grades 1 - 2 3 6 7 - 9
Optional A language ------ (6) (6) (12)
1)
Language begun in grades 1-6
2)
Language begun in grades 7-9
*)
In grades 1 4, biology, geography, physics and chemistry as well as health education are integrated into a
subject known as environment and nature studies.
--- = Subject is not taught in the grades unless otherwise stated in the curriculum.
( ) = Taught as an elective subject.
In the core curriculum for basic education from 2004 the learning environment has been identified as the
central means to achieve the objectives set in the curriculum. The aim is to diversify teaching and develop
different types of operating models for learning that will facilitate the pupils acquisition of knowledge and
61
skills. These learning arrangements would better than earlier support learning taking place inside and
outside the school. In addition, utilising authentic learning materials, tools and environment are considered
essential as these will help the pupils to both acquire and deepen their knowledge and skills in real and
authentic situations.
Teachers themselves can choose the teaching methods they use in order to achieve the objectives stated in
the curriculum. The national core curriculum includes the guidelines for choosing the methods. In addition
to the traditional and still common method led by the teacher, there are many teaching methods that focus
more on pupils: the teacher may start a discussion in the class, the pupils may acquaint themselves with
various topics independently, in pairs or in small groups. In several subjects, pupils prepare presentations,
plays or demonstrations individually or as a group, on the basis of their own research. The aim is to approach
various topics from the childrens point of view, taking into account their own milieu and experiences, for
example, by making trips to the surrounding areas and going on excursions to different places of interest.
Also pedagogical approaches such as Montessori and Freinet can be used.
The national core curriculum emphasises the active role of the pupil as the organiser of his/her own structure
of knowledge. The teachers role is to be the one who directs the studies and plans learning environments.
The core curriculum stresses also that teaching and working methods should foster the readiness to learn
and the development of cognitive skills as well as the skills to acquire and adapt information. Teaching shall
also take into consideration the individuality of the pupils and the meaning of social interaction in learning.
There are no official recommendations for the amount of homework. The Decree on Basic Education,
however, does specify that after school day, travelling to and back from school and completing homework,
the pupil must have enough time for rest, hobbies and recreation.
Learning materials are mostly produced by commercial publishers. The Finnish National Board of Education
produces materials with a small circulation for special groups. The schools and teachers themselves decide
on the material and textbooks used. The same applies to the use of ICT.
4.12. Pupil Assessment
According to the Basic Education Act, pupil assessment aims at guiding and encouraging studying and
developing pupils self-assessment skills. Pupil's progress, work skills and behaviour are assessed in relation
to objectives of the curriculum.
National guidelines and principles for pupil assessment are given in the core curriculum. In the core
curriculum pupil assessment is divided into assessment during the course of studies and final assessment.
These two have different roles.
During the course of studies, the task of assessment is to guide and encourage studying and to help pupils in
their learning process. Continuous feedback from the teacher is very important. It should support and guide
pupils in a positive manner. With the help of assessment and feedback, teachers guide pupils in becoming
aware of their thinking and action, and help pupils to understand what they are learning.
Certificates and reports are one way of giving feedback. Pupils are given reports at the end of each school
year; in addition, pupils may be given one or more intermediate reports. In the first seven grades of
comprehensive school, assessment in reports may be given either verbally or numerically or in a
combination of the two. Later assessment must be numerical, but it may be complemented verbally. By
using verbal assessment in reports the teacher can also describe the pupils progress and learning process in
62
different areas of the subject. Numerical assessment (scale 4-10) describes only the level of performance in
relation to the objectives of the curriculum. The assessment given in reports must be based on a diversity of
evidence, not only exams.
The national core curriculum also includes the descriptions of good performance (grade good or 8) in all
common subjects. These are meant for teachers as a tool and support.
The second task of pupil assessment is the final assessment of basic education, on the basis of which pupils
will be selected for further studies when they leave comprehensive school. This assessment must be
nationally comparable and it must treat pupils equally. The final assessment is based on the objectives of
basic education. For the purposes of the final assessment, assessment criteria have been prepared for the
grade good (8) in all common subjects.
The scale of numerical grades used in all reports and certificates is 410, where 5 is adequate, 6 moderate, 7
satisfactory, 8 good, 9 very good and 10 shows excellent knowledge and skills. Grade 4 is for failed
performances. The assessment is carried out by the relevant subject teacher. Conduct and schoolwork are
assessed by the class teacher, or, where a pupil has several teachers, jointly by these teachers.
One task of basic education is to develop the pupils capability for self-assessment. The purpose of this is to
support the growth of self-knowledge and study skills and to help the pupil to learn to be aware of her or his
progress and learning process.
Basic Education Act
4.13. Progression of Pupils
A pupil whose performance has been accepted (at least grade 5) in all the assessed subjects moves on to the
next grade. Promotion and, finally, the award of the school-leaving certificate are decided by the principal in
co-operation with the pupils teachers. Pupils may be promoted to the next grade, even when they have
failing grades, if they are judged to be able to perform next years studies acceptably. A pupil may be
retained in a grade if she or he has had a failing performance (4) in one or more subjects. The pupil must,
however, be given an opportunity to demonstrate that she or he has achieved an acceptable level of
knowledge and skills. A pupil may also be retained in a grade without having failing performances if
retention is considered appropriate from the standpoint of the pupils general success in school.
A pupil whose performance has been accepted in all the assessed subjects moves on to the next grade.
Promotion and, finally, the award of the school-leaving certificate are decided by the principal in co-
operation with the pupils teachers.
Where a decision concerning a pupils final grades or promotion is obviously flawed, the Provincial State
Office may either request that the teacher or teachers carry out a new assessment or decide on the actual
grade to be given or on the promotion of the pupil.
4.14. Certification
Pupils are assessed by means of a report at the end of each school year. The following reports are used in
basic education:
63
School year report is given at the end of each year of schoolwork.
Intermediate report may be given during the school year.
Basic education certificate is given to a pupil who has completed the entire comprehensive
school,(Finnish: peruskoulu, Swedish: grundskola) syllabus.
Certificate on completing the additional syllabus is given to a pupil who has successfully
completed the entire syllabus of additional education (10
th
grade).
Certificate of resignation is given to a pupil who resigns from school during the school year, and to
a pupil who resigns from school without having completed the entire syllabus of basic education during
his/her years of compulsory education.
Certificate for completion of the basic education syllabus or a subject syllabus is given to a
pupil in basic education or to any other person who has completed the entire syllabus of basic education, or
the entire syllabus of one subject, or a subject syllabus of one grade in an examination (without attending
school).
The authority responsible for certification is the education provider, and in practice the school.
4.15. Educational Guidance
Educational guidance aims to support, help and guide pupils so that each pupil performs as well as possible
in his/her studies and is able to make correct and appropriate decisions concerning their education and
career choices. Educational guidance provides the abilities necessary for career choices, working life and
further education.
In the lower grades of basic education (primary level), educational guidance is integrated into normal
instruction. It aims to develop learning skills so that pupils can cope appropriately in different phases of
education, learn the rudiments of society and working life and know about different study opportunities in
the upper grades of basic education.
In the upper grades of basic education (lower secondary level), the curriculum includes specific lessons in
educational guidance (pupil counselling). Initially, in-class educational guidance emphasises guidance in
study methods and initiation into the school activities; towards the end, the emphasis shifts to career
planning and guidance in further education opportunities. In particular, comprehensive school, (Finnish:
peruskoulu, Swedish: grundskola) pupils receive information on general upper secondary schools, (Finnish:
lukio, Swedish: gymnasium) and vocational institutions. Many of these institutions organise open days in
order to familiarise their potential future students with the instruction they provide.
In-class educational guidance mainly focuses on issues, which are relevant to all pupils and which are
therefore not necessary or feasible to address in private discussions with each individual pupil. Conversely,
private counselling provides each pupil with individual guidance on career choices and further education. It
especially helps to support those pupils, who have problems at school or who face the risk of not finding a
place in post-comprehensive school education.
64
The Basic Education Act has been complemented with provisions on pupil welfare. Pupils are entitled to
necessary pupil welfare services free of charge to be able to participate in teaching. In order to better
monitor a pupils attendance in compulsory education, the education provider is being obligated to inform
the carer of unauthorized absences. The schools have to lay down regulations; also the authority of the head
and teachers to maintain order are being complemented.
Pupil welfare services include attending to the child's or young person's basic learning prerequisites and
physical, psychological, and social well-being. Pupil welfare services consist of both community and
individual support.
With respect to pupil welfare, the curriculum is to be prepared in collaboration with those charged with tasks
that are part of the implementation of the local authority's social and health services. For the curriculum, a
plan is to be drafted that depicts the objectives and key principles of pupil welfare services. Pupil welfare is
the concern of all persons working in the school community, as well as those authorities responsible for pupil
welfare services. It is implemented in close cooperation with the home. In planning the necessary pupil
welfare support functions for an individual pupil, the child or young person and the parent or other guardian
are to be consulted. Confidentiality, respect for the child or young person and parents or other guardians,
and statutes on secrecy and the parties' access to information guide pupil welfare work. The work can be
coordinated and developed by a multidisciplinary pupil welfare team.
Basic Education Act
4.16. Private Education
Most basic education is provided by municipal comprehensive schools. In addition, there are several private
comprehensive schools, which are also connected with local authorities. In 2008, there were 78 private
schools in Finland, providing basic education for children of compulsory school age. Private education
providers are licensed by the Government. A private provider of basic education is usually required to have a
contract with a local authority. If the education is deemed to serve a national need for education, however, a
contract with a local authority is not necessary. The Basic Education Act governs all basic education
irrespective of the provider.
As part of granting a licence to provide basic education, the Government may also assign a specific task to
the provider. Such a task has been assigned for example to the Steiner schools, religious schools and foreign-
language schools. Specialist schools may emphasise the curriculum according to the assigned task.
The national core curriculum for pre-primary and basic education was amended in 2009 with clarifications
concerning education provided with a specific ideological or pedagogical emphasis. According to this
amendment the specific emphasis can be reflected in the schools values, pedagogical aims and philosophy.
The activities, ideology or operational culture can not, however, be in conflict with the general aims set for
pre-primary and basic education. These can neither be such that they require personal commitment by the
pupils or that they aim at committing the pupil to the ideology in question or membership in a community
representing such an ideology.
The private schools follow the same legislation and national core curricula as public schools. The tuition must
be free of charge and the provision of education cannot produce profit. Private schools whose instruction is a
foreign language and private Finish schools abroad can collect tuition fees.
65
Those no longer subject to compulsory education may also receive basic education from general upper
secondary schools for adults, (Finnish: aikuislukio, Swedish: vuxengymnasium) folk high schools, (Finnish:
kansanopisto, Swedish: folkhgskola) and adult education centres (Finnish: kansalaisopisto Swedish:
medborgarinstitut). Some folk high schools and most adult education centres are private institutions.
Parents may also arrange instruction for their children at home, if they so wish. In such cases, the task of the
municipality of residence is to supervise that the compulsory education syllabi are completed. The number
of children of compulsory school age in private instruction or studying at home not attending school has
been growing slightly. In 2004 there were 282, in 2005 332 and in 2006 350 children.
Basic education is also provided for children of compulsory school age in hospitals. The municipality where
the hospital is situated is responsible for arranging the instruction.
State-maintained schools providing basic education include teacher training schools operating in
connection with the teacher education units of universities, schools for people with hearing, visual or motor
impairments and the state-owned reform centres, together with the French School in Helsinki and the
Finnish-Russian School. The school for people with hearing impairments also provides general upper
secondary education.
Those no longer subject to compulsory education may also receive basic education from general upper
secondary schools for adults, (Finnish: aikuislukio, Swedish: vuxengymnasium ) folk high schools, (Finnish:
kansanopisto, Swedish: folkhgskola )and adult education centres (Finnish: kansalaisopisto Swedish:
medborgarinstitut ).
4.18. Statistics
Comprehensive schools and number of pupils 20042008
Year Schools
1
Pupils
2004 3 450 565 280
2005 3 322 558 993
2006 3 155 552 376
2007 3 042 544 595
2008 2 963 535 179
1The figure does not include special needs institutions.
Source: Finnish National Board of Education, Quantitative indicators 2009

66
Size of comprehensive schools by number of pupils 2004 and 2008
1
as a percentage of all schools
Pupils
2004 2008
Change
2004-2008 (%)
Below 50 31.9 26.5 -28.7
5099 18.5 17.9 -16.6
100299 29.7 33.2 -3.9
300499 16.2 17.4 -7.9
Min 500 3.8 5 13.8
Source: Finnish National Board of Education, Quantitative indicators 2009
Progress of graduates immediately after basic education 2007

General upper secondary
Basic education

51 %
graduates
65 235
Vocational upper secondary
41 %

Additional 10th year
2 % of the age group

Did not immediately continue
studies 6 %

67
5. UPPER SECONDARY AND POST- SECONDARY NON-
TERTIARY EDUCATION
4 1 0 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 10
PI VKOTI DAGHEM
3
ESI OPETUS
LUKI O GYMNASI UM
YRKESUTBI LDNI NG

Pre-primary ISCED 0
Pre-primary ISCED 0









Additional year
-/n/-


Study abroad
Source: Eurydice.

In Finland, lower secondary education is part of compulsory education, which was outlined in Chapter 4.
Upper secondary education is divided into general and vocational education and these are discussed
separately in the following sections.
Ammatillisen koulutuksen opetussuunnitelman perusteet. Toinen aste.
Lukiokoulutuksen opetussuunnitelman perusteet 2003
Perusopetuksen opetussuunnitelman perusteet 2004

68
5.1.1. General Upper Secondary Education
The history of general upper secondary school, (Finnish: lukio, Swedish: gymnasium ) is connected with that
of the Finnish education system and dates back to the 17
th
century, when Finland was under Swedish rule.
The first "gymnasium and school regulations were drawn up in 1843, when Finland was an autonomous part
of Russia. School regulations were revised during the following decades and new school regulations were
issued in 1872, stipulating that upper secondary school was the upper stage of secondary school. Upper
secondary general education went through fundamental structural and pedagogical changes from 1985 on.
General upper secondary education was part of grammar schools until the comprehensive school reform,
(Finnish: peruskoulu, Swedish: grundskola ) of the 1970s, when it became a separate form of education.
Virtually all students who complete the upper secondary school syllabus will also take the national
matriculation examination, (Finnish: ylioppilastutkinto Swedish: studentexamen ). The matriculation
examination has its origins in the university entrance examination of 1852. A uniform statute governing the
matriculation examination was issued in 1874, and it was ordered that the written matriculation examination
tests be held at educational institutions providing education leading to university studies.
5.1.2. Vocational Upper Secondary Education and Training
Although the first institutions aiming to provide vocational education and training were established in
Finland as early as in the 19
th
century, the systematic development of vocational education and training did
not start until after the Second World War. One characteristic of this development was that education in each
field was outlined and developed according to its own needs. Therefore, the individual needs of each field
could be taken into account in the development of education. However, this resulted in a disintegrated
system of vocational education and training, where the duration and standards of education varied
considerably between different fields. In conjunction with the reform of upper secondary education in the
1980s a uniform system was created for vocational upper secondary education as well as vocational post-
secondary and higher education in all fields.
The administration of vocational education and training was also dispersed under several ministries and
central administrative boards. In 1966, the National Board of Vocational Education was established within the
organisation of the Ministry of Trade and Industry. Two years later, it was transferred under the Ministry of
Education and several other fields of vocational education and training were integrated into it from other
ministries and central administrative boards. In 1991, the National Board of Vocational Education and the
National Board of General Education were merged under the name of the National Board of Education.
The entire Finnish system of vocational education and training both upper secondary and tertiary
education has been reformed in the late 1990s. Until the transitional period of 1998-2001 it was possible to
obtain both secondary and tertiary vocational qualifications upon completion of either comprehensive
school, (Finnish: peruskoulu, Swedish: grundskola ), or general upper secondary school,(Finnish: lukio
Swedish: gymnasium ). Education based on the upper secondary school matriculation examination was half a
year or one year shorter than education based on the comprehensive school syllabus.
Since 1 August 2001 all programmes leading to upper secondary vocational qualifications take three years to
complete and comprise 120 credits (one credit is equal to 40 hours of students average workload). The
three-year vocational qualifications give general eligibility for both polytechnics and universities.
69
Cooperation between general upper secondary schools, (Finnish: lukio Swedish: gymnasium), and vocational
institutions will be increased especially in the planning and realisation of joint provision, joint study
programmes and regional education and training supply. Measures will be taken to encourage vocational
students to study upper secondary school syllabi and take the matriculation examination alongside their
studies for vocational qualifications. The ongoing debates and developments are explained separately for
general and vocational education in the following subsections. Projects to develop guidance and counselling
for all students have been described in 4.2.
Legislation obliges the providers of general upper secondary school and vocational upper secondary
education to cooperate regionally. Regulations enable students to make individual choices regarding
studies. The current government policy aims at increasing cooperation within upper secondary education
and promoting networks. There is an increase in the cooperation regarding organisation of instruction and
the common studies of general upper secondary school and vocational upper secondary education.
Currently general upper secondary school students rarely take courses in the vocational upper secondary
education institutions. The choices usually tend to restrict to a certain field. In most cases, cooperation has
been initiated by a vocational upper secondary education institution or general upper secondary education
institution for adults. Completing two or three qualifications simultaneously is more commonplace than
taking individual courses.
The starting point of pre-primary and basic education, the school childrens morning and evening activities,
general upper secondary education and basic art education is to guarantee educational and cultural basic
rights to all children and young people regardless of the place of residence, language and financial standing.
Furthermore, The upper secondary school network is to be developed taking into account the wider regional
educational need and selection.
In March 2010 a Ministry of Education committee proposed a reform of student admission in higher
education with a view to expediting young people's transition from the secondary level to higher education
and improving the position of those seeking admission for the first time. To this end, the committee
proposed a student selection mainly based on grades in the matriculation or vocational qualification
certificate and a separate selection for those who have already gained admission to a higher education
institution (for more information on student admission see 5.7.).
The joint selection would only apply to first-time applicants. Thus it would promote the efficient use of
student places available as the applications of those wishing to change higher education institution or study
programme would be considered separately. Further, it is proposed that the joint national selections to
universities and polytechnics be merged into one system, to be adopted in the 2013 admissions.
The committee stressed the importance of predictability and transparency in selection criteria the higher
education institutions should, in advance, publicise the grades required for admission without entrance
examination. The committee further underlined the importance of goal-oriented guidance and counselling
in schools; all school-leavers should have a plan for further studies.
The proposals form a whole which, if implemented, would expedite young people's entry to the labour
market at least by two years. It would also reduce dropout in vocational education and make for a more
efficient education system overall.

70
According to the development plan for education and research 2007-2012 the need for developing the
matriculation examination will be explored along with the costs and feasibility of ICT in the examination.
In the National Core Curriculum for general upper secondary education a few changes will be made
regarding foreign languages and Finland's second national language, Swedish. The changes, which will be in
force in August 2010, emphasise oral language skills, such as pronunciation and discussion skills. The Finnish
National Board of Education provides oral examinations, available on-line, which can be utilised by schools.
In recent years, increasing the attractiveness of vocational education and training has been a frequent topic
of education policy debates. Increasing appreciation of vocational competence and vocational skills is the
prerequisite for guaranteeing sufficient supply of labour in both qualitative and quantitative terms for
working life in Finland. As one of the key measures to improve the attractiveness of education and training,
the Development Plan for Education and Research for 20072012 proposes further development of the
quality and working life orientation of education and training.
In August 2008 the Ministry of Education appointed a committee to prepare a national qualifications
framework describing qualifications and other learning. The committee has completed its proposal for a
national qualifications framework in June 2009 (see also 7.2. and 11.2.).
Work on the introduction of ECVET in Finland has been going on for several years. The Governments
Development plan for education and research for 20072012 stresses that the introduction of the European
Credit Transfer System for Vocational Education and Training (ECVET) is to be prepared for. The ECVET and its
functionality have been tested in two already finished projects, FINECVET 1 (20042005) and FINECVET 2
(20062007). The aim was to support the implementation of the system in Finland. In these projects ECVET
was tested within nine upper secondary vocational qualifications. The objective was to define the concepts
of ECVET and application to the Finnish system, test the effectiveness of ECVET in upper secondary
vocational qualifications and prepare a national information and guidance plan for education providers and
representatives of working life for implementing ECVET. FINECVET 1 focused on defining the concepts and
tested the applicability of the system in five upper secondary vocational qualifications. FINECVET 2
concentrated on producing concrete tools and models for ECVET.
FINECVET 3 started in the autumn of 2009 and will continue until the end of 2011. It will focus on
transnational mobility, the ECVET process and documentation. The expected main outcomes will be an
ECVET handbook for Finnish VET providers and a national information and guidance plan. The coordination
and financing is provided by the Finnish national Board of Education (FNBE). Similarly to the previous
projects education providers and institutions together with their international partners play an important
role as partners.
Adopting the ECVET system in Finland is facilitated by the structure of the national qualification
requirements. The learning outcomes in the requirements are described as knowledge, skills and
competences.
The Ministry of Education has appointed a steering group in February 2009 for a project, which aims to
develop the vocational qualifications system (TUTKE) (see 7.2.)
71
Starting as a pilot scheme in 2006, the preparatory instruction and guidance for vocational education and
training (Ammattistartti) aimed at lowering the threshold in the transition to further training and reducing
the number of drop-outs at the beginning of the studies. The scheme was directed especially at those young
people who did not have a clear choice of occupation or sufficient preparedness to apply to VET courses and
pass examinations. After promising results, it was decided to make the scheme permanent from August 2010
onwards. The legislation came into effect in January 2010.
By 2009 Ammattistartti has been implemented in over 50 institutions and ca 3 000 young persons have been
involved. The results have proved very promising since over 70 per cent of those taking part in Ammattistartti
have been able to secure a study place in vocational education and training.
The vocational courses within this scheme have a scope of 2040 study credits depending on the needs of
the student. The student can move flexibly from preparatory instruction to courses leading to certifications.
In the training leading to certification the prior learning acquired during the preparatory instruction has to
be accredited and approved.
In addition to Ammattistartti, there are two other forms of preparatory instruction. According to the
Vocational Education Act, it is possible to offer preparatory instruction and guidance for disabled persons.
The objective is to prepare those with special needs for vocational training, employment and provide them
with skills to manage their own lives. The target students are those who need training in very basic skills or
for whom completing vocational education is too challenging. Similarly, it is possible to organise preparatory
instruction for immigrants. The aim of the training is to prepare the immigrants for Finnish society and to
improve their employment opportunities.
A major reform of education legislation was passed in June 1998 and came into effect in 1999. Every level of
education was touched by a succession of laws. New legislation continued the deregulation process and
enhanced the decision-making powers of municipal authorities, individual schools, and institutions. It also
aimed to encourage innovation in education and training at the local and institutional levels. The technical
reason for the reform of legislation was to reduce the number of separate legislative acts, sections, and
articles and to modernise education legislation. The number of separate acts plummeted from 26 to 9.
Hence, general upper secondary education is regulated by the General Upper Secondary Schools Act
629/1998, Decree 810/1998 and Decree 955/2002 on the General National Objectives of Upper Secondary
Education and the Distribution of Lesson Hours. Respectively, vocational education and training is regulated
by the Vocational Education and Training Act 630/1998 and Decree 811/1998. The Act concerns initial
vocational education and training for both young and adult students and other available qualifications.
In addition, the Vocational Adult Education Act governs the upper secondary vocational qualifications
completed in the form of competence-based qualifications, as well as further and specialist vocational
qualifications, preparatory training for further and specialist vocational qualifications and other types of
upper secondary level additional vocational education and training.
Legislation governing general upper secondary education for adults is described in chapter 7 Continuing
Education and Training for Young School leavers and adults (see 7.4. and 7.5.1.)
There are separate statutes governing the student admission system as well as the student financial aid and
school transportation subsidy. A special Act on the Financing of the Provision of Education and Culture,
issued in 1998, covers all funding for all levels of education except for universities.
72
Statutes governing apprenticeship training, (Finnish: oppisopimuskoulutus Swedish: lroavtalsutbildning)
are incorporated into the acts and decrees issued on vocational education and training, vocational adult
education and the financing of educational and cultural provision. In addition, apprenticeship training is also
governed by the provisions of other statutes on working hours, annual leave, safety at work and labour
protection with regard to employees. Parts of these statutes also apply to the on-the-job learning periods in
vocational upper secondary education and training.
Vocational Education and Training Decree
Decree on the General National Objectives of Upper Secondary Education and the Distribution of Lesson
Hours
Laki lukiokoulutuksen ja ammatillisen koulutuksen opiskelijoiden koulumatkatuesta
Act on the Financing of the Provision of Education and Culture
Laki opiskelijavalintarekisterist ja ylioppilastutkintorekisterist
Act on the Organisation of the Matriculation Examination
General Upper Secondary Schools Decree
The purpose and objectives of general upper secondary education have been set out in the General Upper
Secondary Schools Act from 1998. General upper secondary education is education, which provides students
with the capabilities to continue to further studies.
According to the General Upper Secondary Schools Act of 1998, the objective of general upper secondary
education is to promote the development of students into good, balanced and civilised individuals and
members of society and to provide students with the knowledge and skills necessary for further studies,
working life, their personal interests and the diverse development of their personalities. In addition, the
education must support students opportunities for lifelong learning and self-development during their lives.
The Government Decree on the General National Objectives of General Upper Secondary Education and the
Distribution of Lesson Hours (955/2002) further elaborates on the objectives of education, as follows:
The point of departure in education shall be respect of life and human rights. The aim is that the
student learns to respect the diversity of nature and cultures.
73
The instruction must support the student's growth into responsibility for his/her own and other
people's welfare, the state of the environment and the functioning of civil society. The student shall be
acquainted with business and industry and with entrepreneurship. The student's cultural identity and
knowledge of cultures shall be enhanced.
The instruction must encourage the student to operate in the learning community and in society
locally, nationally and internationally. The aim is that the student learns to promote human rights,
democracy, equality and sustainable development together with others.
The aim is that the student learns good manners, can express his/her cultural identity and gains
awareness of his/her own personal uniqueness.
The purpose of the matriculation examination held at the end of the general upper secondary education is to
determine whether students have acquired the knowledge and skills required by the curriculum for the
upper secondary school, (Finnish: lukio, Swedish: gymnasium) and whether they have reached an adequate
level of maturity in line with the goals of the upper secondary school. Passing the Matriculation Examination
entitles the candidate to continue his or her studies at university.
The Vocational Education Act 630/1998 stipulates that the aim of Finnish upper secondary vocational
education and training is to provide students with the knowledge and skills necessary to gain vocational
expertise, as well as the capabilities to find employment or to become self-employed. In accordance with the
provision of the Vocational Education Act and the Government Resolution 213/1999, upper secondary
vocational education and training provide students with extensive basic vocational skills for various
assignments in their field and more specialised competence and vocational skills as required by working life
in one sector of the qualification. This enables those who are qualified to find placements in working life, to
perform various tasks in their field in changing conditions, and so to develop their vocational skills
throughout their lives.
Upper secondary vocational education and training fall within level 3 of the EC classification, according to
the Council Decision on the comparability of vocational qualifications between the Member States of the
European Community (85/368/EEC) and the Recommendation of the Ministry of Education on the
classification of Finnish vocational education and training (1998).
The objective of vocational education and training is to encourage students to take up interests and to
develop their personalities as well as enhance their capabilities for further education by providing them with
diverse elective and free-choice studies. Vocational education and training aim at creating an open and
positive learning environment to students with different learning capabilities, and to support the positive
individual development and healthy self-esteem of students. Vocational education and training also aim at
promoting democracy, equality between men and women as well as general equality in working life and
society.
The objective of vocational education and training is also to provide students with capabilities which
increase general vocational learning and civic skills required in all occupational fields, and which enable the
students to follow the changes in the society and working life and to function in changing conditions. These
74
capabilities are defined in the national core curricula as the common emphases and core skills common to all
fields.
5.5. Types of Institution
The different types of institutions have been described separately for general and vocational upper
secondary education in the following subsections.
General upper secondary education is provided by upper secondary schools, (Finnish: lukio, Swedish:
gymnasium) , upper secondary schools for adults, (Finnish: aikuislukio, Swedish: vuxengymnasium ) and
other educational institutions. Licences to provide general upper secondary education are granted by the
Ministry of Education to local authorities, joint municipal authorities, registered associations or foundations.
Most providers of general upper secondary education are local authorities (ca 87 per cent in 2008). In
addition to these, general upper secondary education is also offered by institutions maintained by private
organisations (ca 8 per cent in 2008) and by the State (ca 2 per cent in 2008). The Ministry of Education has
granted some upper secondary schools with special educational tasks based on the curriculum (see 5.11.1.).
For more information on general upper secondary education for adults, see Chapter 7.5.1.
For the purpose of organising education and training, the Ministry of Education grants the permission to
education providers, determining the sectors of education in which they are allowed to organise education
and their total student numbers. The education providers determine which vocational qualifications and
which study programmes within the sectors of education will be organised at their vocational institutions. A
provider of vocational education and training (VET) may be a local authority, a municipal training
consortium, a foundation or other registered association, or a state company. Five specialised institutes and a
training centre in the Saami home area (Saamelaisalueen koulutuskeskus) are government run. Swedish-
language training is provided in Swedish-language and bilingual institutions.
According to the Development plan for education and research 20072012, the Government aims to
intensify the network of VET providers. To enhance the service capacity of the network of training providers
in accordance with the vocational college strategy, providers will be merged into regional or otherwise
strong training providers, whose operations cover all vocational education and training services and
development activities. The operations of highly specialised training providers will be safeguarded. As
training providers, vocational colleges can organise their operations freely, according to the requirements of
their fields or their regions, and decide on their institution networks and other services. The aim is that these
colleges operational area would have a population of a minimum of 50 000 inhabitants. The objective is to
improve the effectiveness of training and the efficiency in the use of resources. Thus the vocational colleges
can better respond the needs of working life and improve quality and quality management. From the
students point of view the vocational colleges will ensure their equal opportunities, support their individual
needs and enhance their opportunities for learning at work. Further, the aim is to better support local
development work and ensure supply of skilled professionals. The vocational colleges will become
remarkable local actors alongside polytechnics and universities. This is achieved by establishing multi-field
networks of vocational colleges whose education and training provision will be comprehensive and flexible.
75
The colleges will cover all levels and forms of VET, that is, initial and continuing vocational education,
apprenticeship training and vocational adult education.
All upper secondary level vocational qualifications available at educational institutions may also be obtained
through apprenticeship training, (Finnish: oppisopimuskoulutus Swedish: lroavtalsutbildning ).
As the apprenticeship training is based on a working contract, the practical training periods take place at the
workplace in connection with ordinary work assignments. This is complemented by theoretical studies,
which may be arranged at institutions providing vocational education and training, at vocational adult
education centres, (Finnish:ammatillinen aikuiskoulutuskeskus, Swedish: yrkesutbildningscentrum ) or at
other educational institutions, where necessary.
In addition, it is possible to complete further vocational qualifications and specialist vocational qualifications
in accordance with the Vocational Adult Education Act. A range of institutions are involved in the
implementation of demonstrations of vocational skills within the system of competence-based
qualifications.
Vocational Adult Education Act
Geographical accessibility of education in Finland is high. The school network is comprehensive at all levels
of education. In the future, demographic changes will cause significant challenges regarding accessibility.
The age groups in basic education have been markedly diminishing and the age groups in upper secondary
education will begin to diminish in the 2010s. The regionally uneven development of age groups poses a
particular challenge to the future of the school network. Great changes in age groups require that the
network of educational institutions adapt and develop. The future challenge will be to organise teaching and
educational services so that the high standard of teaching and versatile service selection can be secured for
everyone as required by legislation. The utilisation of ICT, distance and e-learning may be a central means to
reach the objective. The starting point of general upper secondary education is to guarantee educational
and cultural basic rights to all young people regardless of the place of residence, language and financial
standing. Cooperation with education organisers can be used to support the availability of education.
5.7. Admission Requirements and Choice of School
The joint application system (Finnish: yhteishakujrjestelm, Swedish: gemensam elevanskan ) to general
upper secondary schools, vocational upper secondary schools and some folk high schools (Finnish:
kansanopisto, Swedish: folkhgskola ) is a national procedure that Finnish educational institutions use when
selecting new students to general upper secondary schools, vocational upper secondary schools and some
folk high schools. Education given in a foreign language (other than Finnish or Swedish) is however not
included in the joint application system, which means that students apply directly to the school. (see also
9.6.1.)
The Finnish National Board of Education publishes application forms both in Finnish and Swedish. Forms and
instructions are obtainable from schools, the student admission offices of State Provincial Offices, the
information services of local employment offices, libraries, and on the Internet. The form should be
submitted to the State Provincial Offices in the province where the applicant is resident.
76
The results of the student selection procedures are announced in the following way: vocational institutions
and folk high schools send a letter to every admitted student. Most general upper secondary schools do not
send letters, but post the names of those admitted on the school notice-board. If a person does not gain
admittance to the school of his or her choice, it might be useful to consider other possible schools or
programmes. There can be unfilled study places elsewhere, of which the schools can give further
information.
The admission requirements for upper secondary education are described in the following sections. Parental
choice is not applied.
Complaints regarding admissions will be directed to the Regional State Administrative Agencies.
All those who have completed the basic education syllabus are eligible for general upper secondary
education. Those who have not finished the basic education syllabus may also be accepted as students, if
they are otherwise deemed to have sufficient capabilities to cope in upper secondary school (Finnish: lukio,
Swedish: gymnasium). This may be the case if the applicant has for example conducted studies abroad.
Education provider will decide on student admission criteria and any possible entrance or aptitude tests. The
main selection criteria is the average grade of the basic education certificate. More precise criteria for student
selection may be determined by the Ministry of Education. All applicants must be subject to equal selection
criteria.
The education provider will decide on the selection criteria for general upper secondary education for adults.
Those under 18 years of age may apply only on special grounds (such as disability).
5.7.2. Vocational Upper Secondary Education
Vocational School-based Education and Training
Applicants, who have completed the basic education syllabus or a corresponding earlier syllabus, may be
admitted as students to education and training leading to an upper secondary vocational qualification. More
precise student admission criteria are determined by the Ministry of Education. The criteria include previous
study record in basic education or general upper secondary education (average grade of all subjects and
grades emphasised in the relevant field), work experience and entrance or aptitude tests. Education
providers may ignore the order of scores in student admission for individual student-related reasons
("flexible selection"): applicants deemed by the education provider to have sufficient capabilities to complete
the education and training may also be admitted as students. People who have completed the matriculation
examination and general upper secondary education also have the opportunity to complete an upper
secondary vocational qualification.
Admission as a student requires a good state of health, so that health problems do not form an obstacle to
the participation in the education concerned.

77
Apprenticeship Training (oppisopimuskoulutus)
The apprenticeship system requires that the student is no less than 15 years of age at the time of signing the
apprenticeship contract and has completed the compulsory education syllabus or equivalent. In addition, a
person, who does not fulfil this criterion but who is deemed by the education provider to have sufficient
capabilities to cope with the training, may also be admitted as.
People interested in apprenticeship training usually have to acquire the apprenticeship training place
themselves. It is possible for students in apprenticeship training to follow either the school-based education
system or the competence-based qualification system in terms of certification.
5.8. Registration and/or Tuition Fees
Upper secondary education, both general and vocational are primarily free of charge for students, but
students have to pay for the materials. Based on the decrees stipulated by the Ministry of Education, the
candidates taking a matriculation examination are required to pay for a basic fee and a fee per each subject
for which they take the examination. Health care services are to be paid by the students themselves.
However, according to the General Upper Secondary Schools Act (629/1998) the education provider must
provide adequate information about the available health care services and direct students to these services.
5.9. Financial Support for Pupils
Students in both general upper secondary education and vocational upper secondary education and
training are offered free daily meals on the school days when the syllabus requires their presence in a given
place; lodging in a student accommodation in case ordered by the education provider and support for
transportation in case the distance to school is minimum 10 kilometres and the cost exceeds 54 euros a
month.
In apprenticeship training, (Finnish: oppisopimuskoulutus, Swedish: lroavtalsutbildning ) the employer
pays the student a wage for the apprenticeship period. The theoretical studies of apprenticeship training are
free of student fees and for the time they spend in theoretical studies, students may receive daily allowance,
family allowance as well as financial support for transportation and accommodation expenses. The State is
responsible for all these costs.
Student financial aid
In addition to the benefits described above students may receive student financial aid. Student financial aid
is available for full-time post-compulsory studies lasting at least two consecutive months at an general upper
secondary school, (Finnish: lukio, Swedish: gymnasium) or vocational institution.
The purpose of the aid is to secure for equal opportunity in education. In order to qualify for student financial
aid, studies must be conducted full-time with satisfactory academic progress, and the student must be in
need of financial assistance. Financial aid is available in the form of study grants, housing supplements and
government guarantees for student loans. Study grant and housing supplement are government-financed
benefits with monthly payments to the student's bank and there is no need to pay back. The study grant is
subject to tax. In case a student is granted a government loan guarantee, a student loan can be applied with
a bank of one's own choice.
78
The amount of the grant ranges from 38 to 246 euros a month in upper secondary education. The amount
depends on the applicants age, form of housing and marital status. Applicants cannot receive a study grant
whilst they are still entitled to child benefit. The housing supplement is 80 per cent of a moderate rent,
ranging from 26.90 to 201.60 euros a month.
The student loan is a normal bank loan granted by all Finnish banks upon application. Individual students
agree with the bank on the terms and repayment of the loan. As the loan is guaranteed by the State, no other
collateral is needed for security. The loan bears interest at the prevalent market rate and the monthly sum is
160300 euros per month and 360 euros per month for students studying abroad.
Foreign students may receive financial aid if they are permanently resident in Finland. Students without
Finnish citizenship are granted financial aid if they have resided in Finland for a minimum of two years for
purposes other than study and if the nature of their residence in Finland can be deemed to be permanent. If
the period of residence in Finland is shorter than two years, aid can be granted in the following cases:
if the applicant is a refugee;
if the applicant is an asylum seeker who has been granted a residence permit for protective reasons;
if the applicant is a family member of a person in one of the groups mentioned above;
if the applicant has repatriated to Finland;
if the applicant has moved into the country before reaching the age of 18 and the parents or
adoptive parents have permanent residency in Finland.
Nationals of EEA countries are entitled to receive student financial aid in Finland, if their studies are closely
connected to their work in Finland or if they have become unemployed after a period of employment in
Finland through no fault of their own. The employees family members may also be granted student financial
aid according to the same criteria as for Finnish citizens. Aid may also be awarded according to the above-
mentioned general conditions.
Act on Financial Aid for Students
Decree on Financial Aid for Students
5.10. Age Levels and Grouping of Students
Students in general upper secondary education intended for young people are usually 16 to 19 years of age.
General upper secondary education is mainly organised 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. There are no national
regulations concerning the pupils/teacher ratio.
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. Education and
training of compulsory studies is primarily organised in year classes. Else, students follow their individual
study plans.
79
In the apprenticeship system, training is not based on age groups. The minimum age is 15 and there is no
maximum age.
5.11. Specialisation of Studies
According to the Government Decree on the General National Objectives and Distribution of lesson hours in
General Upper Secondary Education (955/2002), upper secondary school studies are academic and consist of
compulsory, specialisation and applied courses. Specialisation courses are elective courses relating to
compulsory courses in the same subject. (see 5.13.1.). In their general upper secondary, (Finnish: lukio,
Swedish: gymnasium ) studies, students must complete the compulsory courses and, in addition, a set
number of specialisation courses determined in the national distribution of lesson hours. Students may
select other specialisation courses from either national or school-specific specialisation courses. Schools can
also offer applied courses. Students may also select courses from other institutions within certain limitations.
Instruction at the general upper secondary level may be given particular emphasis by focusing on
specialisation and applied courses in the chosen special field.
At present, there are about 70 upper secondary schools with a special educational task based on the
curriculum and assigned by the Ministry of Education. These specialised upper secondary schools emphasise
their instruction in accordance with their special educational tasks, but they do offer the opportunity to
complete an ordinary study programme. Specialised upper secondary schools primarily function in the
following fields: music, visual arts, creative dramatics, art and media, languages, environmental sciences,
natural sciences, mathematics, technology, technical studies and sports. 15 of the upper secondary schools
of instruction leading to the International Baccalaureate IB, one to Reifeprfung and one to Gymnasie-
examen.
A few schools offer their instruction in accordance with the Steiner pedagogy and a few arrange instruction
in a foreign-language.
Vocational upper secondary qualifications and study programmes are defined in a Ministry of Education
decree. The fields of education are as follows:
Humanities and education;
Culture;
Social science, business and administration;
Natural sciences;
Technology, communication and transport;
Natural resources and the environment;
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Social services, health and sport;
Tourism, catering and domestic services
Vocational upper secondary education and training in humanities, education and sports is mainly provided
by liberal adult education institutions. See 7.2.
There are altogether 52 vocational upper secondary qualifications and 120 training programmes within
these qualifications. The qualifications provide the students with a wide variety of basic skills as well as more
specialised skills in some areas.
5.12. Organisation of School Time
In upper secondary education (and training), there are no specific provisions on the number of working days,
the school year and holidays in legislation; instead, the start and end dates of schoolwork and holidays are
established by the education provider. However, instruction has to be organised in such a way that the
students may complete the studies included in the upper secondary school, (Finnish: lukio, Swedish:
gymnasium ) syllabus within three years.
5.12.1. School Year
The school year consists of two semesters: the autumn semester and the spring semester. The autumn
semester ends and the spring semester begins at the turn of the calendar year. The school year and
instruction usually start in August. Instruction ends at the end of May or at the beginning of June. As a rule,
the school year ends at the end of July.
5.12.2. Weekly and Daily Timetable
School is usually attended five days a week at all levels of education, with the exception of universities. This
means that both Saturdays and Sundays are usually free, unless the maintaining body of the educational
institution makes an exception; a Saturday may be a school day, if there is a public holiday on a weekday, for
example.
A lesson usually lasts 60 minutes; instruction accounts for at least 45 minutes and the remaining time is used
for a break. Timetables vary from one institution to another and according to individual students' choices.
Several institutions have nowadays 90 minute lessons with a 15 minute break.
General upper secondary schools, (Finnish: lukio, Swedish: gymnasium ) usually observe a five- or six-period
system, which means that there are five or six different timetables in use during the school year. Students
choose courses from the "course tray" offered for the period in question, and their individual daily and
weekly timetables are thus determined by their subject choices.
In vocational institutions, students choose study modules or units from the study options offered by the
institution, and their daily and weekly timetables are determined according to these choices. Also, vocational
institutions offer a period system like general upper secondary schools.

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5.13. Curriculum, Subjects, Number of Hours
The syllabus of upper secondary school, (Finnish: lukio, Swedish: gymnasium ) contains mother tongue and
literature (Finnish or Swedish), the other national language (Swedish or Finnish) and foreign languages,
studies in mathematics and natural sciences, studies in the humanities and social sciences, religion or ethics,
physical and health education, as well as arts and practical subjects. In addition, the syllabus may include
either partially or entirely optional or elective subjects, such as vocational studies and other studies suitable
to upper secondary school"s task in accordance with the provisions of the curriculum. Students must also
receive student counselling.
The Government decides on the general national objectives of general upper secondary education and on
the allocation of the time to be used for instruction in different subjects and subject groups and for student
counselling "time allocation".
The Finnish National Board of Education decides on the objectives and core contents of the different
subjects, subject groups, thematic subject modules and student counselling (national core curriculum). The
National Core Curriculum for Upper Secondary Schools was reformed in 2003 and the local curricula based
on the new National Core Curriculum came into effect on 1 August 2005.
The curricula are to be drawn up so as to provide students with an opportunity for individual choices of
studies, including instruction given by other education providers, where necessary. In order to arrange the
schoolwork in each school year, there is an overall school schedule, which is based on the curriculum.
In the Government Decision governing time allocation for upper secondary schools, upper secondary school
studies are divided into compulsory, specialisation and applied courses. Each student must complete the
compulsory courses. The specialisation courses are primarily follow-up courses directly connected with the
compulsory courses, and the schools must provide them for the students to choose their options. The
applied courses are integrative courses, including elements from various subjects, methodological courses,
or other school-specific courses. These courses can also be vocational or other studies that comply with the
special educational task given to the school and are provided by either by the education provider or other
educational institutions. The provider of general upper secondary education decides on the inclusion of
applied courses in the curriculum and they are elective for students.
The following table outlines the distribution of lesson hours in youth general upper secondary education.
The average scope of one course is 38 lessons. Consequently, in order to reach the number of lessons, the
number of courses on the time allocation table should be multiplied by 38. The duration of a lesson must be
at least 45 minutes.

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Subject or subject group
Compulsory
courses
Number of national courses offered as
specialisation courses
Mother tongue and literature 6 3
Languages
A-language, starting in grades 1-6 of
compulsory education
6 2
B-language, starting in grades 7-9 of
compulsory education
5 2
Other languages 16
Mathematics
basic syllabus 6 2
advanced syllabus 10 3
Environmental and natural sciences
Biology 2 3
Geography 2 2
Physics 1 7
Chemistry 1 4
Religion or ethics 3 2
Philosophy 1 3
Psychology 1 4
History 4 2
Social studies 2 2
Arts and physical education 5
Physical education 2 3
Music 1-2 3
Visual Arts 1-2 3
Health education 1 2
Educational and vocational guidance 1 1
Compulsory courses 47-51
Minimum total of specialisation courses 10
Applied courses
Minimum total number of courses 75
In addition to the minimum courses defined by legislation, schools may offer school-specific specialisation
courses and applied courses.
All students study at least two languages. ICT is not a separate subject but schools may offer optional courses
in ICT.
In 2006 the teaching of other religions (other than Evangelical Lutheran) was reformed in the National Core
Curriculum for Upper Secondary Schools. When a general upper secondary institution arranges teaching of
other religions, it must follow the guidelines set by the Finnish National Board of Education Religions such as
Bah' Faith, Buddhism, Islam, Judaism, Catholism, Hare Krishna movement, Mormonism and Christian
Community, are included.
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Lukiokoulutuksen opetussuunnitelman perusteet 2003
The curriculum system of vocational education and training consists of the national core curricula, each
education provider's locally approved curricula and the students' personal study plans.
The Finnish National Board of Education decides on the national core curriculum for each vocational
qualification, determining the composition of studies and objectives, core contents and assessment criteria
for study modules. It also includes provisions on student assessment, student counselling, on-the-job
learning, special education and training, educational arrangements for immigrants and apprenticeship
training, (Finnish: oppisopimuskoulutus, Swedish: lroavtalsutbildning ). The content of local curricula is
defined in the national core curriculum as well. The provisions are common to all vocational qualifications.
The national core curricula are drawn up by the Finnish National Board of Education in co-operation with
employers' organisations, trade unions, the Trade Union of Education and student unions. They are dealt
with by Training Committees, which are tripartite bodies established for each occupational field by the
Ministry of Education for a term of three years at a time to plan and develop vocational education and
training. Local curricula and students' personal study plans must follow the relevant national core curriculum.
Local tripartite bodies as well as other representatives of working life take part in the curriculum work as
advisers and consultants. Local curricula are approved by the boards of education providers.
The Finnish National Board of Education has revised all national requirements of vocational qualifications
which will be taken into use in August 2010. The revision includes the structure of the requirements, the
organisation of studies, the requirements of skills as well as the targets and criteria of assessment. The
revised curricula stress, for example, that students should acquire skills which can be utilised in different
fields and transferred from profession to profession; skills should serve labour market needs but also
promote lifelong learning; and study modules should be flexible and there should be a possibility for various
combinations. The revision takes immigrants and students with disabilities into account, and is relevant for
adults as it revises also competence-based qualifications.
The revision of core curricula is based on the goals presented in the Development plan for education and
research 20072012. According to the development plan VET shall offer broad skills basis to the students
enabling them to work in varying tasks. These skills should also be such that they are useful from one
workplace to another and from a basis for lifelong learning. Upper secondary qualifications are developed so
that they flexibly support the transition to the labour market and improve the updating of the skills of the
adult population. The flexibility of the vocational qualifications is further enhanced by increasing the
opportunities to choose elements from other programmes.
The national core curricula constitute a legal norm for educational institutions. Their purpose is to reflect the
objectives of education policy, to determine the requirements for nationally uniform vocational competence
and the capabilities for learning to learn and functioning as a citizen. In addition, the core curricula must also
function as the basis for the evaluation of national learning outcomes.
The national core curricula for upper secondary vocational qualifications and the requirements of
competence-based qualifications are common to education and training for young and adult students.
On 25 February 1999 the Government decided on the structure of the qualifications with a scope of 120
credits to be reformed from 1999 to 2001 and on the core subjects of upper secondary vocational education
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and training. The decree was amended in July 2001, and as a result, health education and physical education
were separated as subjects. According to the Government Resolution, a curriculum includes:
vocational studies and on-the-job learning which vary according to the qualification (90 credits);
core subjects, common to all qualifications (20 credits, out of which 16 are compulsory and 4 are
optional). These are studies in the native language;
the other national language and a foreign language;
mathematics;
physics and chemistry;
social, business and labour-market subjects;
health education; physical education;
arts and culture; environmental studies;
ICT; ethics, other cultures;
psychology and entrepreneurship;
free-choice studies, which vary (10 credits).
Prior learning acquired in training, working life or other learning environments can be recognised as part of
the qualification.
These studies include at least 1.5 credits of student counselling and a final project with a minimum 2 credits.
Each national core curriculum is drawn up in such a manner that the qualification will provide extensive basic
vocational skills for the various assignments in the field and more specialised competence and the vocational
skills required by working life in one sector of the qualification. The vocational skills are defined as functional
entities in working life.
Where Swedish is the language of instruction, the scope of compulsory studies is 17 credits and that of
optional studies three credits, whereas studies in the other national language (Finnish) comprise two credits.
Students may freely choose free-choice studies from those on offer either at their own institution or at some
other upper secondary level institution (general or vocational) and include them in their qualification
according to their own interests or vocational orientation; these may also include appropriate work
experience. Free-choice studies can be either vocationally complementary or they may increase the number
of courses in core subjects to such an extent that they may even enable students to complete general upper
secondary school and/or the matriculation examination at the same time as the vocational qualification.
They may also focus on personal interests.
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The education includes a period of on-the-job learning, during which students familiarise themselves in
practical assignments required in the occupation and achieve the core objectives of the occupation as laid
down in the curriculum. All 120- credit, upper secondary vocational qualifications include a period of on-the-
job learning with a minimum scope of 20 credits. One of the aims of on-the-job training is to enhance young
people"s employment opportunities. Vocational skills demonstrations were introduced as a way of
assessment as of August 2006 and they will mostly take place during the periods of on-the-job learning.
The final project may be a set of work assignments, a written paper, report, project assignment, product or
equivalent. The final project is focused so as to serve working life needs, provide an opportunity to
participate in working life and facilitate transition into the labour market. It may be performed individually, in
a group or as a more extensive project. The minimum scope of the project is two credits.
The conception of learning that emphasises students own active knowledge construction process calls for
upper secondary schools to create study environments which will enable students to set their own
objectives and learn to work independently and collaboratively in different groups and networks. They must
be given opportunities to test and find working methods suitable for their own learning style. They must be
guided to become conscious of, assess and, where necessary, correct their own working methods. Education
must also take into account the fact that the abilities of students for independent study vary and that they
need teachers to act as supervisors of their studies in different ways. Due to students individuality and
heterogeneity, the forms of teaching and learning must be diversified.
Students must be provided with tools to acquire and produce information and to assess the reliability of
information by guiding them to apply the ways of acquiring and producing skills and knowledge. Students
will be guided to use the information and communications technologies and services provided by libraries.
Study situations must be planned so as to enable students to also apply what they have learnt in other
situations. Some studies may be provided in the form of distance learning, as independent study or in a
foreign language. These will be determined within the curriculum.
The method of instruction is not regulated. Teachers themselves may choose the methods that they apply in
order to achieve the objectives defined in the curriculum. At present, the emphasis is on student-centred
working methods, development of students' own initiative and entrepreneurship, their sense of
responsibility and the importance of learning to learn. Key factors include flexible teaching arrangements, a
wide range of working methods and teaching not tied into year classes, integration of theory and practice as
well as co-operation and interaction between institutions in the planning and implementation of instruction.
In order to integrate instruction into larger modules, it is possible to use methods of joint teaching and
project work, which bring together the objectives of several study modules. Further, eLearning is the area of
priority in the development of new teaching methods.
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On-the-job learning is a learning method building on the objectives of the curriculum. It aims at taking the
needs of both the student and the workplace into account as broadly as possible. The student can establish a
personal contact with real work and, correspondingly, the workplace gets the opportunity to influence
education and training and, in due time, gains employees better prepared for practical work than before. The
aim is to ensure vocational skills that stem from working life needs and to promote students" employment
opportunities, as well as to facilitate the recruitment of skilled labour into enterprises and other workplaces.
Apprenticeship Training
Apprenticeship training (Finnish: oppisopimuskoulutus, Swedish: lroavtalsutbildning ) is based on a
national core curriculum or the requirements for the relevant competence-based qualification, according to
which the student"s individual learning programme is formed. It is drawn up so as to allow for the needs and
prerequisites of the workplace and the student. The programme defines the qualification to be completed,
the national core curriculum or requirements of the competence-based qualification to be observed in the
instruction, the scope of the qualification, central assignments, theoretical instruction included in the
training programme, the timing of the completion of studies during the training programme, the instructors
responsible for the studies, and other issues relevant to the arrangement of the studies. The student"s
previous education and work experience must be taken into account and accredited in the learning
programme. The learning programme is drawn up by the student, the employer and the local administrative
authorities in co-operation, so that it can be appended to the apprenticeship contract when the contract is
approved.
The organisation of instruction is not regulated in the apprenticeship training either. However, the training
mainly emphasises on-the-job learning and the integration of practical and theoretical instruction.
Approximately 7080 per cent of the time used for learning takes place in the training workplace. The
student works and learns in the working environment, where the student"s training is entrusted to the
responsible on-the-job instructor(s). Theoretical education is mainly provided by a vocational institution or
vocational adult education centre, (Finnish: ammatillinen aikuiskoulutuskeskus Swedish:
yrkesutbildningscentrum )
5.15. Pupil Assessment
According to the General Upper Secondary Schools Decree, the students and their parents or other
guardians are to be provided with information concerning the individual students schoolwork and progress
of studies at sufficiently frequent intervals. This provision of information is determined in more detail in the
curriculum.
Assessment is based on the objectives defined in the curriculum. Each course is assessed once it has been
completed. The purpose of assessment is to give students feedback on how they have met the objectives of
the course and on their progress in that subject.
The grade for the overall subject syllabus is basically determined as the mathematical average of the grade of
the individual courses. A student who wants to raise a grade has to be given an opportunity to take a
separate examination to raise the grade.
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According to the General Upper Secondary Schools Decree, students knowledge and skills in each subject or
subject group are assessed by the students teacher or, should there be several teachers, jointly by the
teachers concerned. The final assessment is carried out by the principal together with these teachers.
The scale of grades used in numerical assessment is 410. Grade 5 indicates adequate, 6 moderate, 7
satisfactory, 8 good, 9 very good and 10 excellent knowledge and skills. Grade 4 is reserved for a failed
performance. Some courses are assessed with passed/failed.
At the end of general upper secondary education, students usually take the matriculation examination. The
examination consists of at least four tests; one of them, the test in the candidates mother tongue, is
compulsory for all candidates. The candidate then chooses three other compulsory tests from among the
following four tests: the test in the second national language, a foreign language test, the mathematics test,
and one test in the general studies battery of tests (sciences and humanities). The candidate may include, in
addition, as part of his or her examination, one or more optional tests.
There is a separate assessment system for the matriculation examination. The tests are initially checked and
assessed by each upper secondary schools, (Finnish: lukio, Swedish: gymnasium ) teacher of the subject in
question and finally by the Finnish Matriculation Examination Board. The Latin grades and the corresponding
points given for the tests are:
laudatur (Latin for "praised", 7),
eximia cum laude approbatur ("passed with exceptional praise", 6),
magna cum laude approbatur ("passed with much praise", 5),
cum laude approbatur ("passed with praise", 4),
lubenter approbatur ("satisfactorily passed", 3),
approbatur ("passed", 2), and
improbatur ("failed", 0).
The students knowledge and skills are assessed and the students are given feedback on their progress at
sufficiently regular intervals both during and after the studies. The students acceptable performances are
graded on the following scale: excellent (3), good (2) and satisfactory (1). Free-choice studies may, with the
consent of the student, be given a pass mark without indicating a grade. Assessment is conducted by the
teachers and, for on-the-job learning periods and vocational skills demonstrations, the teacher in charge of
the period or demonstration together with the on-the-job instructor, workplace instructor appointed by the
employer or the demonstration supervisor. The assessment must guide and motivate the students as well as
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develop their abilities in self-assessment Student assessment in vocational special needs education is
described in 10.5.3.4.
From 1 August 2006 all vocational qualifications have included skills demonstrations. With a view to
implementing skills demonstrations, training providers set up organisations made up of members
representing training providers, teachers, students, and business and industry. In skills demonstrations,
students show through practical tasks how well they have attained the vocational skills required in working
life. Labour market organisations have been actively involved in promoting the adoption of skills
demonstrations.
In the core curriculum for vocational upper secondary qualifications skills demonstrations are seen as a part
of student assessment. The planning, implementation and assessment are regulated by legislation. Skills
demonstrations are realised in cooperation between education and the world of work. In skills
demonstrations the student demonstrates in a practical and authentic work situation how well he or she has
reached the objectives and aims regarding the vocational competence set in the core curriculum. The skills
demonstrations are part of the training and are given during the whole studies. Skills demonstrations are
given of all vocational study modules.
Skills demonstrations have been developed to assure the quality of vocational education and training as well
as improve the quality of student assessment. The tests are part of the development of student assessment,
study arrangements and the guidance and support of the students. The tests promote the working life
orientation of the training, as the tests are planned, implemented and evaluated in conjunction with
representatives of working life. They also create new possibilities for local cooperation between institutions
and workplaces and for joint evaluation, where the views of working life are a key part of the assessment of
students competence. The tests also promote contact between the students and the workplace and provide
the teachers and on-the-job trainers feedback for the improvement of their personal work.
Skills demonstrations were piloted and developed in 19992006. A study was made in 2004, commissioned
by the FNBE, on the impact of skills demonstrations and on the quality of vocational education and training.
The study aimed at finding out how the quality is improved and maintained as well as what the added value
is of skills demonstrations to VET.
The study concluded that skills demonstrations have several positive effects on quality. Firstly, the system
helps ensuring that the students learning and competence level. Secondly, it increases the attainments
regarding the needs of the labour market. Thirdly, it improves the quality, as the feedback received from the
enterprises in conjunction with the skills demonstrations can be utilised in developing the training and
teaching. Skills demonstrations mainly have positive effects on the students motivation and aptitude to
learn. Further, an increase in the valuation of VET was noted.
Skills demonstrations transmit directly the needs of the labour market into the development and planning of
VET.The skills demonstrations have provided information on the effectiveness, the skills level of the students
and reaching the set goals. The assessment is not only targeted at the performance of the students, but also
the VET system as a whole, including the institutions, teachers and teaching methods. Thus skills
demonstrations should not be interpreted narrowly as only a way of assessing the students.
(Finnish: oppisopimuskoulutus Swedish: lroavtalsutbildning )
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Each student will receive two certificates, cf. Chapter 5.17.2.
The students performance in on-the-job training and in theoretical studies is assessed with the
following scale of grades: excellent (3), good (2) and satisfactory (1).
Assessment of initial vocational qualifications governed by the Vocational Adult Education Act (see
7.13.) follows the scale used in initial vocational education. Conversely, assessment of further and specialised
vocational qualifications applies the scale of pass/fail.
Correction of the assessment
Students have the right to know the assessment criteria applied to them. A student not satisfied with the
assessment may request correction from the principal of the institution, from a teacher, or from a person
who has committed the evaluation. A student has to make a request for a reassessment within 14 days of
having had the possibility of receiving the results. In the case of apprenticeship training the request is made
to the employer concerning the workplace training and to the principal of the institution concerning the
theoretical education. If the student is unhappy with the requested reassessment or with the decision on
which the request has been dismissed, the request for correction concerning the new assessment is to be
submitted within 14 days to the local board responsible for planning and implementing vocational skills
demonstrations. The board may request for reassessment in case the decision seems to be incorrect. In the
case of apprenticeship training, a similar procedure follows.
5.16. Progression of Pupils
The upper secondary school, (Finnish: lukio, Swedish: gymnasium ) syllabus consists of a minimum of 75
courses. The order of completion of the courses will be detailed within the upper secondary school's
curriculum. For each subject or subject group, the curriculum shall determine the courses which students are
required to pass in order to progress in the subject or subject group concerned. A student who has not
completed the aforementioned studies to an acceptable standard shall be given an opportunity to
demonstrate that he or she has achieved sufficient knowledge and skills in order to progress in studies.
The syllabus of a subject comprises compulsory and specialisation courses which a student has to study
according to his or her individual study plan, and from applied courses that are closely related to them.
Different students may have different syllabuses in the same subject. The students study plan will become
more focused during the studies. Formulating and following a study plan guides students towards goal-
oriented course selections.
Studies completed at another educational institution may be accredited in the upper secondary school
syllabus, provided that their objectives and core contents are equivalent to those set out in the upper
secondary school curriculum.
There are no regulations regarding the number of attempts the student can make to redo a failed course.
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In the school-based vocational education and training, studies have traditionally been organised in year
classes. However, the aim is to discard this tradition and the tendency is towards providing students with
advancement opportunities that are as individual as possible.
There are various ways of promoting students opportunities for organising their studies individually.
Recognition of prior learning aims to shorten the duration of education and to avoid overlaps in education.
The modularity of the qualifications, in turn, increases options; the qualifications consist of large modules,
which the students may partially choose themselves and complete in the manner best suited to them. The
modular qualification structure increases flexibility and options and makes it easier to get credit for earlier
studies and competence. The modular structure also makes it easier to supplement the qualifications.
Teachers work together with the students to draw up individual study plans, on the basis of which the
students themselves can partially decide when, how and in which order they study. As the aim is to study
without division into year classes, the institutions provide students with opportunities to progress according
to their individual abilities and according to their individual study plans in different groups. Instruction may
be organised flexibly also in the evenings or during the weekends as well as in the summer time.
Instruction not tied to year classes requires effective student counselling, as students do not necessarily have
their own class or group and drawing up personal study plans may be demanding and complicated.
(Finnish: oppisopimuskoulutus Swedish: lroavtalsutbildning )In apprenticeship training, students proceed
according to the individual learning plan drawn up on the basis of the national core curriculum or the
requirements for the competence-based qualification. The qualification consists of functional modules
relevant to occupational proficiency. The studies for the qualification may either be conducted all at once or
in smaller parts. The apprenticeship contract is terminated when the training is completed or the contract is
cancelled. The trainee and the employer may cancel the apprenticeship contract immediately by mutual
agreement. The contract can be cancelled unilaterally when the employer closes down the business, goes
bankrupt or dies. With the consent of the provider of education, the apprenticeship contract may also be
cancelled on grounds that would justify termination of an employment contract in accordance with the
Contracts of Employment Act. The provider may, after hearing both parties, discontinue the apprenticeship
training if the provisions of law or the relevant apprenticeship contract are not adhered to in the training
arranged in the workplace.
5.17. Certification
A student who has completed the entire general upper secondary school (Finnish: lukio, Swedish:
gymnasium ) syllabus shall be awarded a leaving certificate. A student who leaves school without
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completing the general upper secondary school syllabus shall receive a certificate of resignation containing
marks for the studies completed. A student who has completed one or more subject syllabi shall receive a
certificate on completion of a syllabus.
The following certificates are used at upper secondary school,
The general upper secondary school leaving certificate is awarded to a student who has completed
the entire general upper secondary school syllabus.
The certificate for completion of a syllabus is given to a person who has completed the syllabus of
one or more upper secondary school subjects.
The certificate for resignation from upper secondary school (certificate of resignation) is given to a
student who leaves school before completing the entire general upper secondary school syllabus.
The general upper secondary school certificates must contain the following sections:
title of the certificate;
name of the education provider;
name of the educational institution;
name and social security number of the student;
completed studies;
date of award of the certificate and the principals signature;
information about the educational institutions licence to award certificates;
grading scale;
specification of the language syllabi
The general upper secondary school leaving certificate and the certificate for completion of a syllabus will
indicate the subjects studied, the number of courses completed within these subjects and the grade for each
subject in words and numbers (such as: very good9) or a mark for acceptable completion of the subject
(passed).
The leaving certificate and the certificate for completion of a syllabus also include a section entitled "Further
information". This section will be used to mark certification of additional proof of learning appended to and
complementing the leaving certificate, such as the completed general upper secondary school diplomas and
oral language proficiency tests and a specification of the studies completed at other educational institutions
as part of the general upper secondary school syllabus, which are not included under subject syllabi.
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If a student has completed more than half the courses in a subject syllabus in a language other than the
schools actual language of instruction, this must also be indicated on the certificate in the "Further
information section.
The certificate for resignation from upper secondary school will indicate the subjects and courses completed,
together with a grade or a pass/fail mark for each subject. Each upper secondary school will keep a record of
students studies, which will indicate the courses completed and their grades. No overall grade will be
awarded for completion of the entire general upper secondary school syllabus, either as an average of
subject grades or in any other way. The certificate will indicate the total number of courses completed by the
student.
Each general upper secondary education provider will decide on the layout of the certificates that it awards.
The certificate of matriculation is awarded to a student who has acceptably passed the compulsory tests of
the matriculation examination and who is awarded the upper secondary school certificate.
The certification and the content of the qualification are regulated by the Vocational Education Act 630/1998
and Decree 811/1998 as well as the national core curricula and other provisions of the Finnish National Board
of Education. A new Decree 488/2008 has come into effect from the beginning of August 2008 and has been
applied from the beginning of August 2009. According the new Decree acceptable performances are graded
on the scale of excellent (3), good (2) and satisfactory (1). In the school-based system the qualification
certificates are awarded by the education provider/vocational institution.
A qualification certificate for the vocational qualification is awarded upon completion of all compulsory,
elective and free-choice study modules (a total of 120 credits). included in the student's personal study plans.
The assessment is conducted by the teachers and, for the on-the-job learning periods, also by the
representatives of the company. At the end of each study module, the student's skills and knowledge are
compared with the objectives and assessment criteria of the education provider's curriculum, which is based
on the national core curriculum. The objectives and assessment criteria of the free-choice studies and those
of some elective studies are drawn up locally. Free-choice studies may, with the consent of the student, be
given a pass mark without indication of a grade. The assessment is based on observations, different types of
theoretical and work examinations, portfolios, student self- and group-assessment etc.
To avoid overlaps in studies, previous studies or work experience may be taken into account and recognised
(accredited). Studies at the general upper secondary school may be taken into account in the core subjects,
other elective studies and free-choice studies. The vocational institution is to compare the correspondence
of the previous studies or work experience with the curriculum in terms of objectives and core contents. For
assessment, the student has to show a certificate with grading or, in case the assessment is not otherwise
possible, he or she has to pass an extra test.
A new type of assessment called skills demonstrations has been added into the certification in the school-
based education system as of August 2006. The students have to pass a skills demonstration in every
vocational module in order to be certified. The test shall be organised in cooperation with local working life
and assessed together by teachers and representatives of working life.
93
(Finnish: oppisopimuskoulutus Swedish: lroavtalsutbildning )
Students receive two certificates:
a certificate for participating in training and
a qualification certificate, which is the actual certificate of vocational skills and which the students
are awarded upon completion of a competence-based qualification in accordance with the Vocational Adult
Education Act.
The qualification to be taken is comparable with the upper secondary level vocational qualifications and
gives the same eligibility for further studies as the corresponding qualification taken at a vocational
institution (see section Vocational Institutional Education and Training above). Students may also receive the
qualification certificate upon completion of the studies required for the vocational qualification in
accordance with the relevant curriculum, without participating in the competence-based examination.
5.18. Educational/ Vocational Guidance, Education/
Employment links
Educational guidance is part of the operations at different types of educational institutions. It aims to
support, help and guide students so that each student performs as well as possible in his/her studies and is
able to make correct and appropriate decisions concerning their education and career choices. Educational
guidance provides the abilities necessary for career choices, working life and further education.
Within upper secondary school (Finnish: lukio, Swedish: gymnasium ) operations, counselling and guidance
form an integrated whole, which aims to support students at different stages of their upper secondary school
studies and to develop their capabilities to make choices and find solutions concerning education, training
and future career. Educational guidance at upper secondary school will be provided in the form of courses
and in individual and small group sessions. The role of counselling and guidance is to promote educational,
ethnic and gender equality and students well-being and to prevent social exclusion.
All members of the upper secondary schools educational and counselling staff are obliged to participate in
school guidance activities. The student counsellor is mainly responsible for practical organisation of
educational and vocational guidance and for planning and implementation of counselling and guidance as a
whole. The task of each teacher is to give guidance in studies in the subject that he or she teaches and to
help students to develop their learning-to-learn skills and capabilities for learning. Every student must be
guided to formulate his or her individual study plan and to monitor its implementation. Students must be
provided with educational guidance in support of studies and choices, so as to enable them to plan the
content and structure of their upper secondary school studies in accordance with their own resources.
94
Information on upper secondary school studies and applications procedures for such studies must be
provided for pupils about to finish basic education, their parents, pupil counsellors and teachers. At the
beginning of their upper secondary school studies, students must be informed about the schools activities
as well as about the guidelines and procedures applied to upper secondary school studies.
Students sense of community must be developed and maintained over the whole period of upper
secondary school studies. Their studies and well-being must be monitored and supported in co-operation
with their parents. Students individual study plans must be revised on a regular basis and the progress of
their studies must be monitored.
The curriculum document must include a description of the tasks and the division of work between those
involved in counselling and guidance, which will function as one of the tools for developing teaching work
within the whole school. Students must be provided with information on how to receive support from
people participating in counselling and guidance activities and on the tasks of these people within the
counselling and guidance function as a whole. The curriculum is to demonstrate the arrangements made for
co-operation regarding educational guidance with other educational institutions. Similarly, it must
determine the framework for collaboration with different experts and parties operating outside the school. In
addition, co-operation with parents and guardians is to be described within the curriculum.
The qualification shall include at least 1.5 credits of student counselling. In addition, each student shall have
the right to receive sufficient personal and other necessary educational guidance as part of their studies. In
particular, each educational institution shall attend to the guidance of students faced with study difficulties
(such as dyslexia), absences from education or difficulties related to life management.
Student counselling shall be implemented so as to ensure that students
receive enough information on their education prior to its start and during it;
receive information and experience of working life, entrepreneurship and occupations;
familiarise themselves with and are provided with the opportunity for international contacts, study
and work;
receive support in regard to any possible problems related to their study and lives.
Students selected for vocational education shall be provided with information on the qualifications to be
completed, the composition and contents if the studies involved, as well as studies they may choose from
other educational institutions according to their needs. Students shall be supported in making their choices.
Students shall be provided with personal study plan in accordance with their choices. When drawing up
personal study plans, special attention shall be focused on those students, who have difficulties related to
study or living during education or at the beginning of vocational education.
All staff shall participate in the guidance of students, but the main responsibility for planning rests with the
student counsellor. In order to ensure the success of student counselling, cooperation shall be carried out
internally between the experts within each educational institution, with students and their homes, between
different educational institutions and with outside experts.
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Vocational institutions shall develop their careers and recruitment services in cooperation with local
employment offices and economic life and shall also promote student's access to employment and further
education.
5.19.1. General Upper Secondary Level
General upper secondary schools (Finnish: lukio, Swedish: gymnasium) and the corresponding levels of
other schools maintained by private organisations (in 2008 about 8 per cent of all upper secondary schools)
are supervised by the school authorities. School-leaving certificates from these institutions give the same
benefits and rights as those awarded by municipal upper secondary schools.
According to the General Upper Secondary Schools Act (629/1998), a municipality, a joint municipal
authority, registered association or foundation may be granted a licence to provide general upper
secondary education. The licence may be granted also for education organised outside Finland. The
government policy aims at developing the school network so that accessibility is ensured. Various models of
organising and maintaining will be made available.
5.19.2. Upper Secondary Vocational Level
Private vocational institutions operating under the Vocational Education and Training Act are steered by the
Ministry of Education, receive government subsidies and have the right to award official qualification
certificates.
Other private educational institutions do not have the right to award qualification certificates. In Finland
there are, however, a number of private educational institutions, for example in the service sector. They do
not receive public funding even if they fall under the supervision of the consumer authorities.
In the matriculation examination a foreign-language student may, instead of participating in the mother
tongue test intended for Finnish-, Swedish- or Saami-speaking students, take a test in Finnish or Swedish as a
second language.
At present, there are about 70 upper secondary schools (Finnish: lukio, Swedish: gymnasium ) with a special
educational task based on the curriculum and assigned by the Ministry of Education. (See 5.11.1.)
A two-year IB programme leading to the International Baccalaureate is provided by 15 upper secondary
schools. It is preceded by a "preparatory class", which takes one year. A Reifeprfung examination may be
taken at the German School of Helsinki. These examinations guarantee the same eligibility for further studies
as the Finnish matriculation examination.

96
Upper Secondary Distance Education
The Upper Secondary Distance Education was developed in a project as an independent study track, where
students may complete the entire general upper secondary school syllabus or individual courses at upper
secondary schools for adult students, regardless of their domicile. General upper secondary distance
education complies with the national core curriculum and time allocation governing upper secondary
schools for adults, (Finnish: aikuislukio Swedish: vuxengymnasium ) Students enrol at an educational
institution providing general upper secondary distance education and draw up their personal study plans
together with the institutions principal, student counsellor and subject counsellors. General upper
secondary distance education is multiform study. The majority of studies are completed in the form of
distance learning under the supervision of teachers. Distance learning utilises textbooks and other written
materials, distance learning programmes on radio and TV, audio cassettes, electronic mail, web-based
materials and other online learning materials. Distance learning students may also participate in their
schools contact and counselling classes, where necessary. If they wish, however, they may complete all their
studies virtually.
The goals of the Upper Secondary Distance Education are:
to create opportunities primarily for adults to complete the entire general upper secondary school
syllabus or individual courses and thus the right to participate in the matriculation examination;
to increase distance learning opportunities and to improve the knowledge and skills of the
population in the increasingly international job market;
to increase equality in education;
to develop models for co-operation between upper secondary schools, vocational institutions,
education administration, the Finnish Broadcasting Company and industry and trade, and produce materials
supporting distance learning using communication technology;
to develop distance learning practices that utilise information and communication technology for
upper secondary education.
General upper secondary distance education is available at almost hundred educational institutions.
5.21. Statistics
According to Statistics Finland, a total of 114 200 students attended general upper secondary education in
2008. The number of students continued to decrease and was one per cent lower than the year before. The
proportion of women of all students attending education leading to a qualification was 57 per cent. There
were 3 000 students who attended both upper secondary general education and vocational education.
According to Statistics Finland, completers of curriculum-based vocational education provided by
educational institutions numbered 32 400 in 2008. The number was 1 per cent higher than in the previous
year. Fifty-two per cent of the qualifiers were men. The largest number, or 40 per cent, of the qualifications
were attained in the field of technology and transport. The next largest numbers were attained in the fields
of welfare, health and physical exercise (15 per cent) tourism, catering and economics (13 per cent) and
97
business economics and administration (10 per cent). The shares of other fields of education were below 10
per cent.
The number of students in curriculum-based vocational education provided by educational institutions was
157 300 in 2008. New students numbered 48 500. The number of students was 2 per cent higher and new
students was the same than one year previously. Fifty-four per cent of students were men. A total of two
thirds of the students were studying in the fields of technology and transport (41 per cent), welfare and
health (18 per cent) and tourism, catering and domestic services (11 per cent).
General upper secondary schools by education provider 2002- 2008
Provider 2002 2003 2004 2005 2006 2007 2008
Private 37 37 37 37 37 38 38
State 10 10 10 10 10 10 10
Local authority 433 436 429 413 403 391 391
Joint municipal authority 3 3 2 10 10 9 9
land islands 1 1 1 1 1 1 1
Total 484 487 479 471 461 449 449
Provision of general upper secondary education 20032008 by type of institution
Type of institution 2003 2004 2005 2006 2007 2008
General upper secondary school 440 436 428 418 406 406
Combined comprehensive and general upper secondary school 37 37 37 37 37 37
Folk high schools 5 5 5 6 6 6
Other institutions 5 1 1 0 0 0
Total 487 479 471 461 449 449

98
New entrants, number of students and matriculation examinations/qualifications in general
upper secondary education and vocational upper secondary education 20002008
General upper secondary education Vocational upper secondary education
1

Year
New
entrants
Number of
students
Matriculation
examinations
New
entrants
Number of
students
Qualifications in
vocational
education
1618 -y. age
group on
average
2000 43 775 130 032 35 661 57 223 131 091 40 448 67 529
2001 42 793 128 642 35 283 55 507 130 004 35 105 66 442
2002 41 020 124 644 36 224 55 179 133 859 33 879 64 480
2003 42 605 121 816 35 182 55 072 136 209 36 037 62 748
2004 40 593 120 531 34 652 59 820 147 521 37 951 62 955
2005 39 544 118 111 34 058 61 064 152 328 37 506 63 846
2006 39 395 117 260 32 786 63 112 156 536 37 679 65 716
2007 38 517 115 253 33 066 63 002 157 975 39 217 65 600
2008 38 744 114 240 32 592 61 895 157 132 39 114 67 842
1
The figures do not include students in apprenticeship training.
Matriculation examinations 19702008
1970 % 1980 % 1990 % 2000 % 2005 % 2008 %
Female 10 753 58.8 17 892 62.4 16 379 59.6 21 069 59.1 19 624 57.6 18 643 57.2
Male 7 527 41.2 10 800 37.6 11 090 40.4 14 592 40.9 14 434 42.4 13 949 42.8
Total 18 280 28 692 27 469 35 661 34 058 32 592

Providers of vocational upper secondary education and training from 2002 to 2008
1

Provider Share (%)
2002 2003 2004 2005 2006 2007 2008
State 4.5 4.5 5.0 4.8 4.9 5.0 3.0
Local authority + joint municipal authority 42.5 42.6 40.0 39.3 37.9 35.6 44.9
Private 52.6 52.5 54.5 55.5 56.7 58.9 51.5
land islands 0.4 0.4 0.4 0.4 0.4 0.4 0.6
Total 100 100.0 99.9 100.0 99.9 99.9 100.0
1
Figures include vocational special needs institutions

99
Proportions of educational sectors by new entrants and completed qualifications
20042008
1
New entrants Qualifications
Educational sector 2004 2005 2006 2007 2008 2004 2005 2006 2007 2008
Humanities and education 1.8 1.9 1.7 1.6 1.6 1.9 1.8 1.8 2.1 2.0
Culture 7.1 7.0 6.8 6.5 6.5 6.2 6.9 7.2 6.7 6.9
Social sciences, business and administration 10.6 10.5 10.3 9.9 10.4 11.5 11.6 10.6 10.4 9.7
Natural sciences 5.0 4.7 4.3 3.9 3.7 5.0 4.4 4.3 4.1 3.7
Technology, communication and transport 38.8 38.4 39.9 41.5 41.3 37.8 38.5 37.7 38.0 39.4
Natural resources and the environment 6.1 6.0 5.8 5.9 5.6 5.3 5.3 5.5 5.4 5.2
Social services, health and sport 16.5 17.6 17.3 18.5 18.5 17.8 17.4 17.9 19.5 19.0
Tourism, catering and domestic services 13.1 13.0 12.9 11.3 11.6 13.1 12.4 13.2 12.0 12.2
Other education
2
1.0 0.9 0.9 0.9 0.7 1.5 1.7 1.7 1.8 1.9
Total 100.0 100.0 100.0 100.0 100 100.1 100.0 100.0 100.0 100.0
1The figures do not include students in apprenticeship training.
2 Education and training organised outside ecucation administration

Qualifications in vocational education and training in 20002008
Year
education and training

Preparatory training for
competence-based
qualification Total
number % number % number
2000 37 490 92.7 2 958 7.3 40 448
2001 31 706 90.3 3 399 9.7 35 105
2002 29 139 86.0 4 740 14.0 33 879
2003 30 413 84.4 5 624 15.6 36 037
2004 31 626 83.3 6 325 16.7 37 951
2005 31 276 83.4 6 230 16.6 37 506
100
2006 31 119 82.6 6 560 17.4 37 679
2007 32 106 81.9 7 111 18.1 39 217
2008 32 406 82.9 6 708 17.1 39 114
1
The figures do not include students in apprenticeship training.
Participants in vocational upper secondary apprenticeship training by educational sector in
20052008
Educational sector Vocational upper secondary
Competence-based
qualifications
2005 2006 2007 2008 2005 2006 2007 2008
Humanities and education 671 691 684 779 436 493 479 447
Culture 349 329 303 281 450 464 505 641
Social sciences, business and administration 4 201 5 399 6 764 7 154 15132 14576 15885 16903
Natural sciences 954 916 1 016 996 198 176 146 158
Technology, communication and transport 6 073 7 809 11255 13794 10053 10754 12155 13277
Natural resources and the environment 776 739 689 726 749 665 737 670
Social services, health and sport 4 344 4 556 5 297 5 749 2 597 2 502 2 612 2 560
Tourism, catering and domestic services 1 561 1 533 1 467 1 507 2 763 2 917 3 301 3 151
Other education
1

Total 18929 21972 27475 30986 32378 32547 35820 37807
1
Education and training outside education administration
Source: Statistics Finland and National Board of Education

Drop-out rates in general upper secondary education and vocational upper secondary
education and training in school years 2002/2003, 2003/2004, 2004/2005, 2005/2006,
2006/2007 and 2007/2008
Educational sector 2002/2003
2003/200
4
2004/200
5
2005/200
6
2006/200
7
2007/200
8
% % % % % %
General upper secondary
education, total 3.7 3.8 3.9

4.2

4.2 4.5
Men 4.3 4.4 4.2 4.6 4.6 4.8
Women 3.2 3.4 3.6 3.9 3.8 4.3
1
, total 11.3 10.7 10.5

10.5

10.2 9.8
Men 11.5 10.7 10.3 10.7 10.3 9.8
Women 11.1 10.7 10.7 10.4 10.0 9.9
101
Progression of general upper secondary education graduates 2008
General upper

Vocational education and training
secondary

4 %
graduates
32 936
Polytechnic education
19 %

University education
19 %
Did not immediately continue
studies 58%

102
6. TERTIARY EDUCATION
4 1 0 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 10
PI VKOTI DAGHEM
3
ESI OPETUS
LUKI O GYMNASI UM
YRKESUTBI LDNI NG

Pre-primary ISCED 0
Pre-primary ISCED 0









Additional year
-/n/-


Study abroad
Source: Eurydice.

Finnish tertiary education has two parallel sectors: universities and polytechnics. The latter are also referred
to as universities of applied sciences or AMK institutions, (Finnish: ammattikorkeakoulu, Swedish:
yrkeshgskola ). Universities concentrate on academic and scientific research and education. Polytechnics
are more oriented to working life. The education and training provided by the polytechnics respond to
labour market needs. Their task is also to conduct R&D which supports their instruction and promotes
regional development.
Aalto University
Academy of Fine Arts
Academy of Finland
Arcada University of Applied Sciences
Central Ostrobotnia University of Applied Sciences
Centre for International Mobility (CIMO)
Diaconia University of Applied Sciences
103
Haaga-Helia University of Applied Sciences
Hanken School of Economics
Helsinki Metropolia University of Applied Sciences
Higher Education Evaluation Council
Humak University of Applied Sciences
Hme University of Applied Sciences
JAMK University of Applied Sciences
JAMK Vocational Teacher Education College
Kemi-Tornio University of Applied Sciences
Lahti University of Applied Sciences
Lappeenranta University of Technology
Mikkeli University of Applied Sciences
National Defence University
North Karelia University of Applied Sciences
Novia University of Applied Sciences
Oulu University of Applied Sciences
Rovaniemi University of Applied Sciences
Saimaa University of Applied Sciences
Satakunta University of Applied sciences
Seinjoki University of Applied Sciences
Sibelius Academy
Tampere University of Applied Sciences
104
Tampere University of Technology
Theatre Academy
Turku School of Economics
Turku University of Applied Sciences
University of Eastern Finland
University of Jyvskyl
University of Lapland
University of Oulu
University of Tampere
University of Turku
University of Vaasa
VAMK University of Applied Sciences
bo Akademi University
land University of Applied Sciences
6.1.1. University Education
Finlands first university was founded in Turku in 1640. At the beginning of the 19
th
century, it was moved to
Helsinki and it remained Finlands only institution of higher education until 1908, when the present Helsinki
University of Technology was founded. Between 1910 and 1920, a Finnish-language and a Swedish-language
university were both established in Turku. The new needs of business and industry were answered in the
1950s and 1960s with the creation of institutions specialising in the fields of economics and technology. At
that time, the scope of the higher education system was fairly narrow and, in geographical terms, it was
mainly concentrated in southern Finland.
The 1960s and 1970s witnessed rapid growth and regional expansion of the higher education system. The
pressure to expand educational opportunities was fuelled by rapid economic growth, an increase in the
number of people with general upper secondary education, high demand for academically educated labour
in working life as well as demand for educational equality. The aim was to offer university education to one
fifth of each age group. The university network also expanded to eastern and northern Finland. Other
105
important educational decisions were also being made: all teacher training was incorporated into
universities and education in the arts was introduced at university level.
In the mid 1960s, Parliament passed the first Higher Education Development Act for the years 1966 to 1981.
The acts validity was later extended until 1986. The purpose of the Act was to ensure the steady growth of
resources for higher education, to increase the number of study places, in particular in technology, natural
sciences and medicine, as well as to increase regional equality and ensure the international compatibility of
the system. The new Higher Education Development Act came into force at the beginning of 1987. On the
basis of the Act, the first Government Resolution on the Development of the Higher Education System was
drawn up for 19861991; it guaranteed universities a significant increase in resources during this period. The
legislation and the development plan also prepared the ground for internal reform of the higher education
system, and there was a clear shift in the universities steering. Thus this moved from steering through
legislation more towards steering by results.
The first centres for continuing education were established in universities in the 1970s. In the 1980s, all
Finnish universities had one. These centres organise open university (Finnish: avoin yliopisto Swedish: ppen
universitetsundervisning ) instruction according to the universities own degree requirements and provide
professional continuing education for those with academic degrees.
A two-tier degree structure was introduced in August 2005. It divided the former Masters level
undergraduate degree programmes into separate Bachelors (Finnish: kandidaatin tutkinto Swedish:
kandidatexamen ) and Masters (Finnish: maisterin tutkinto, Swedish: magisterexamen ) degrees. The
national credit allocation and accumulation systems in universities were replaced by a system based on the
principles of the European Credit Transfer and Accumulation System (ECTS) on 1 August 2005.
6.1.2. Professionally Oriented Higher Education
The concept of higher education was defined in very narrow terms in Finland up until the 1990s: the
university system based on the combination of science and instruction was synonymous with the higher
education system. Vocational post-secondary education and training was provided in colleges. As
universities only offered a place to circa 20 per cent of each age group and 30 per cent of those eligible for
higher education, this led to pressure to increase the opportunities to higher education.
The early 1990s saw the launch of a professionally oriented higher education sector into the Finnish
education system. The goals included raising the level of education and upgrading vocational post-
secondary education into higher education degrees. In 1992, the first 22 temporary polytechnics (institutions
of vocational higher education) were established by combining 85 educational institutions, which had
previously provided vocational post-secondary education, and by upgrading their education to meet the
standards of higher education. By virtue of legislation issued in 1995, however, the system was made
permanent and the Government granted a permanent operating licence to the first nine polytechnics. Since
then, permanent operating licences have been granted each year. Since 1 August 2000, all polytechnics have
operated on a permanent basis.
The polytechnics act (351/2003) approved in 2003 clarified the status and functions of polytechnics. The role
of the polytechnics in the education system is now defined so that the polytechnics, jointly with universities,
form the institutions of higher education. The functions of polytechnics are specified by legislation as
teaching, research, development as well as regional and local development. Adult education is also
106
emphasised in the Act: by investing more extensively in adult education, the polytechnics take part in
developing the rapidly changing world of work and will thus be able to respond to the changing
requirements and needs for development in professional skills.
The issue of the necessity for postgraduate polytechnic degrees first emerged in 1997 and a related proposal
was submitted to the Minister of Education in early 1998. The decision on the postgraduate degrees was
taken two years later, at the beginning of 2000. The Act on the Trials of Polytechnic Postgraduate Degrees
(645/2001) was approved on 13 July 2001 and came to force on 1 January 2002. The Ministry of Education
granted permission to 20 polytechnics to begin trial degree programmes at the beginning of 2002. More
polytechnics were included during 2003. Since 1 August 2005, after the trial period had been completed, all
polytechnics started to offer polytechnic Master's degrees in Finland.
Polytechnic Master's degrees are intended for people who have completed a polytechnic degree or another
applicable Bachelor's level degree and have obtained at least three years of work experience in their field
after the completion of the degree. Polytechnic Master's degrees are determined on the basis of working life
needs and implemented in line with the objectives of adult education.
Similarly to the universities, the polytechnics replaced their credit allocation and accumulation systems by a
system compatible with the European Credit Transfer and Accumulation System (ECTS) on 1 August 2005.
Polytechnics Act
The autonomy of universities has been strengthened by making changes in their legal status. 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). The universities operate
in their new form from 1 January 2010 onwards. Their operations are built on the freedom of education and
research and university autonomy.
The network of universities and polytechnics is being developed so that overlaps in programmes are
reduced and by bringing together administrative and support services. This is done through merging
universities and polytechnics, intensifying cooperation in teaching, research and shared equipment. The
number of universities decreased from 20 to 16 through mergers in 20092010. One of the most remarkable
developments has been the new Aalto University that became operational 1 August 2009. The new
university comprises Helsinki University of Technology, Helsinki School of Economics and University of Art
and Design Helsinki. Other major mergers are the joint consortium of the University of Turku and the Turku
School of Economics that will be operational in 2011. The University of Eastern Finland formed from the
Universities of Kuopio and Joensuu started its operations at the beginning of 2010. Further, a service centre
for universities was established in 2008 to support the human resource and financial administration of the
universities.
The Ministry of Education will prepare a detailed action plan for the structural development of higher
education in 2010. The profiles of each university and polytechnic will reflect the local and regional
development in terms of teaching, research and cooperation with the world of work.
Also in the polytechnic sector several remarkable mergers have been carried out and the regional network
has been made more compact. Further, consortia are being formed between universities and polytechnics to
increase regional cooperation and effectiveness.
107
The funding of the polytechnics will be developed into a more performance-based direction so that the level
of funding will be, more than presently, defined for example according to the number of graduates and the
quality of the education.
In addition to the structures and funding, the focus of the development of education and research until 2012
will be the internationalisation and increased attention to the quality of higher education and research.
Universities
The legislation concerning universities (Universities Act 558/2009 and Decree 115/1998) include provisions
on the mission of the universities, research and instruction, organisation and administration, staff and official
language, students, appeals against university decisions and students legal protection.
The Universities Act was reformed in 2009. The law further extended the autonomy of universities by giving
them an independent legal personality, either as public corporations or as foundations under private law. At
the same time, the universities management and decision-making system was reformed. Also the legislation
concerning the polytechnics is being renewed in convergence with the new university legislation.
Legislation on higher education degrees comprises the Decree on the System of Higher Education Degrees
(464/1998) and the Government Decree on University Degrees (794/2004). This decree stipulates, for
example, the objectives and scope of university degrees, their general structure and content, as well as the
distribution of educational responsibility between different universities. The degree renewal will be carried
out during the 3-5 year transition period (depending on the field of education) during which degrees in
accordance with both the old and the new system can be completed.
Statutes governing Swedish-language higher education include the Act (1354/1990) and Decree (1287/1991)
on the Co-ordination of Swedish-language Higher Education. Statutes applicable to staff include the Decree
on the Qualifications and Duties pertaining to University Posts (309/1993) as well as the Act (856/1991) and
Decree (1581/1991) on Filling the Vacancies of Professor and Associate Professor at an Institution of Higher
Education.
In addition, there are statutes concerning fees and charges and statutes on the international recognition of
degrees and the qualifications for posts provided by degrees. Financial aid for university students is
governed by the Act (65/1994) and Decree (260/1994) on Financial Aid for Students.
Polytechnics
Legislation that governs polytechnics is the Polytechnics Act (351/2003) and Polytechnics Decree (351/2003),
which came into force August 2003. The Decree on the System of Higher Education Degrees also covers
polytechnic degrees. The Ministry of Education confirms the degree programmes. The law on the trial
polytechnic postgraduate degrees was confirmed 13 July 2001 and it came to force 1 January 2002 (L
645/2001). Since August 2005, the postgraduate degrees have been based on permanent legislation. See
also 6.1.2.
The legislation concerning polytechnics is being renewed to converge with the new university legislation.
Other possible amendments concern the possibility of charging tuition fees from students outside the EU
108
and EEA countries taking the polytechnic Masters degree. The polytechnics might also be entitled to
organise preparatory training for immigrant students. This training would be free of charge for the students.
Further the proposal is that the degrees taken in polytechnics would be considered equal to those taken in
universities.
The National Defence University
University level degrees may also be completed at the National Defence University. The National Defence
College Decree (668/1992) includes provisions, for example, on its administration and organisation, degrees,
teachers and students. The Decree is based on legislation governing the Defence Forces.
The Police College of Finland
Act on Financial Aid for Students
Asetus korkeakoulututkintojen jrjestelmst
Asetus ruotsinkielisen korkeakouluopetuksen yhteensovittamisesta
Decree on Financial Aid for Students
Laki korkeakoululaitoksen kehittmisest
Laki ruotsinkielisen korkeakouluopetuksen yhteensovittamisesta
Polytechnics Decree
Universities Decree
In Finland, the traditional university sector consists of multi-faculty universities, universities of technology,
business schools and art academies, all of which carry out research, provide education based on research and
award degrees up to doctorates. In addition, university level education is provided at one military academy,
the National Defence University, which falls under the defence administration.
According to legislation governing universities, the purpose of universities is to promote independent
research and scientific knowledge and to provide the highest education based on this research and
knowledge in their particular fields of study. In their activities, universities must also aim to prepare students
to be of service to their native country and all humankind.
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Field-specific educational responsibilities are defined by a national decree. Joint educational objectives and
university-specific performance targets are determined in the performance negotiations between
universities and the Ministry of Education. Quantitative targets are set for Masters and doctoral degrees as
well as adult education, for example. On the basis of these negotiations, universities decide on student intake
in their fields of study and select their own students. They also draw up their own curricula and design their
instruction within the framework of national statutes.
Universities also organise open university (Finnish: avoin yliopisto, Swedish: ppen universitetsundervisning
) instruction according to their own degree requirements. There are no age limits or requirements
concerning previous education. Degrees cannot be completed in this way, but students may apply for the
right to study at the respective university after completing at least one third of the degree. Open university
instruction is often organised by universities continuing education centres or open universities which often
operate as distinct departments in several universities. For more information, see Chapter 6.18.2.
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. In addition student selection is being
developed so that an on-line joint application system will be introduced.
According to the Law on Universities (1997/645) universities must operate in interaction with the rest of the
society and promote the effectiveness of research activities. In the Development programme for education
and research 2007-2012 universities and polytechnics are further urged to take part in the development of
regional innovation systems utilising the possibilities provided by competence centre programmes and
structural funds. Connecting research and societal development as well as the utilisation of research results
in university education can also be included as a criteria in the quality assurance systems of universities.
The objective of the studies leading to a polytechnic degree is to provide the necessary knowledge and skills
for professional expert functions on the basis of the requirements of working life and its development needs.
Polytechnics carry out research and development, which serve polytechnic education and support working
life. They play an important role in regional development as providers of high-quality education and
developers of the economic life of the regions, in particular small and medium-sized enterprises. In the
Development programme for education and research 2007-2012 universities and polytechnics are further
urged to take part in the development of regional innovation (see 6.4.1.). The role of polytechnics in research
and development supporting regions and working life will be strengthened in 2007-2012. As a result, the
R&D funding of polytechnics will be increased so that they will have better requirements to develop their
R&D operations.
Equal access to higher education, irrespective for example of the students domicile and economic status, is
ensured in many different ways (see 6.4.1.).

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There are 16 universities in Finland and nearly 170 000 university students in all. Nine of these universities are
multidisciplinary universities and the remaining are specialised institutions. One of the specialised
universities is a school of economics and business administration, two specialise in engineering and
architecture and three are art academies. University-level education is also provided by a military institution
of higher education, the National Defence University, which is part of the Defence Forces.
The university network is undergoing remarkable structural changes, mainly through mergers of existing
universities (see also 6.2.).
The degrees are mostly first cycle (total of 180 ECTS, approximately 3 years) or second cycle (2 years, 120
ECTS) academic degrees, i.e. Bachelors (Finnish: kandidaatin tutkinto Swedish: kandidatexamen ) and
Masters degrees (Finnish: maisterin tutkinto, Swedish: magisterexamen ) or postgraduate degrees, i.e.
Licentiate (2 years) and Doctors (4 years) degrees.
There are 26 polytechnics in the administrative sector of the Ministry of Education. In addition the Police
College of Finland falls under the administration of the Ministry of the Interior. The autonomous land
Islands also have their own polytechnic. The Government grants permanent operating licences to the
polytechnics.
Most polytechnics are multi-field institutions. Polytechnics design their degree programmes and curricula
autonomously. The degree programmes are approved by the Ministry of Education; the programmes and
field-specific student intake are agreed between the Ministry and the polytechnics in consultations
concerning targets and outcome.
Polytechnic degree studies give a higher education qualification and practical professional skills. They
comprise core and professional studies, elective studies and a final project. All polytechnic degree studies
include practical on-the-job learning. Completion of polytechnic degrees usually takes 3.54 years (a total of
210-240 ECTS credits). Polytechnic Master's degree takes 1.5-2 years (total of 60-90 ECTS credits). See also
6.1.2. The institutions also offer adult education (for more information, see 7.5.11. )They can also carry out
research and development work that serves polytechnic education and supports working life.
6.6. Admission Requirements
Finnish universities and polytechnics have autonomy regarding student admission. However, the
cooperation in this respect has increased in the 2000s. The cooperation concerns joint entrance tests and
application systems. A national on-line application system (see 9.6.1.) developed for the student selection of
universities was implemented for the first time in autumn 2008. A national joint application, where the main
selections of all universities are included, was organised for the first time in spring 2009 by using this on-line
application system. The aim is that the on-line system will become the prevalent means of application. A
similar on-line application system has been in use in the polytechnic student selections since 2003. The
admission into higher education is under discussion and will possibly be reformed. For more information see
5.2.
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The Finnish matriculation examination provides general eligibility for university education. The same
eligibility is also provided by the International Baccalaureate (IB), European Baccalaureate (EB) and
Reifeprfung examinations. In addition, those with a Finnish polytechnic degree, post-secondary level
vocational qualification or at least a three-year vocational qualification also have general eligibility for
university education. Universities may also admit applicants, who are otherwise considered by the university
to have the necessary knowledge and skills to complete the studies. Most new students have completed the
matriculation examination.
People who received their schooling in another country may be admitted if their qualification gives eligibility
for corresponding university studies in that country. Finland has ratified the Convention on the Recognition
of Qualifications concerning Higher Education of the European Council and UNESCO-CEPES (so called Lisbon
Convention) and signed the Nordic Convention on Admission to Universities.
By virtue of the Universities Act (645/1997), an applicant may only accept one study place leading to a higher
education degree in each academic year. A study place leading to a higher education degree means a study
place in a programme leading to a lower or higher academic degree at universities or a study place in a
programme leading to a polytechnic degree.
Universities select their students independently and they decide on the field-specific student intake
according to the agreed target number of degrees. The numbers are determined in performance
negotiations between the Ministry of Education and the universities. There is restricted entry, "numerus
clausus, to all fields of study. As there are many more applicants than there are places available, universities
use different kinds of student admission criteria.
Student admission may be based on:
the grades attained in the matriculation examination (and in the general upper secondary school
(Finnish: lukio, Swedish: gymnasium ) leaving certificate) together with the results of an entrance
examination, which is the most common procedure;
the results of an entrance examination only; or
the grades attained in the matriculation examination and in the upper secondary school leaving
certificate only.
In addition, some fields may place additional emphasis on work experience, studies, practical training, etc.
Entrance examinations are designed by the university, faculty or department in question to assess the
applicants motivation, suitability and aptitude in the field concerned. The tests are often based on required
reading. There may also be interviews or material-based examinations, and students may be required to
demonstrate their skills or aptitude. Students without the matriculation examination certificate are usually
selected on the basis of the entrance examination.
Universities co-operate in organising the student admission to varying degrees. The field of engineering and
architecture applies a joint selection system, that is, a joint entrance examination, to three universities of
technology and two faculties of technology in multidisciplinary universities. These universities can use the
same selection criteria and the same application form. In addition to universities of technology there is
cooperation between universities in study programmes in biology, languages, class teacher and
kindergarten teacher education, medicine, social sciences and economics.
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Once people have been admitted to university, they must confirm their acceptance of the place and register
with the university within a certain period of time. If this is not done, their right to study there may be
cancelled. The standard duration for the completion of degrees has been defined in the decrees governing
the degrees.
The present legislation allows for flexible pathways leading to university education. Thus a student is eligible
for university studies if the university acknowledges that he/she has sufficient knowledge and competences
irrespective of his/her previous education. The legislation also allows for flexibility in recognising and
validating prior learning. Students can, on the decision of the university, be accredited for studies at a higher
or other education institution in Finland or abroad. This also applies to learning acquired outside the formal
education system.
The initiative for the recognition of prior learning must come from the student and he/she also has the
responsibility of providing evidence to support the request. Individual study plans are used increasingly. The
accreditation of prior learning in conjunction with these is based on the discussions between teacher and
student. According to a survey learning acquired outside formal education is not recognised and accredited
very much. Most commonly practical training is compensated by work experience.
Virtual studies can be taken at all universities. Universities cooperate and offer joint studies. This has been
supported by the Finnish Virtual University, which is a partnership of all 21 Finnish universities. It supports
and develops collaboration among universities in the utilisation of information and communication
technologies in teaching and studying. As a Consortium it develops information network -based training and
educational services for the shared use of its member universities.
The general requirement for admission to polytechnics is general or vocational upper secondary education
and training. In other words, applicants eligible for polytechnic studies include those who have completed
the matriculation examination, general upper secondary school (Finnish: lukio, Swedish: gymnasium ) or an
upper secondary vocational qualification, or those with a corresponding international or foreign
qualification.
Students apply to polytechnics through the joint national application system (see 9.6.1.). The polytechnics
determine the principles of student admission independently. Student admission is based on previous study
record and work experience and, in many cases, entrance examinations are also arranged.
Starting from the student admission for the academic year 19992000, applicants may only accept one study
place leading to a higher education degree in each academic year. A study place leading to a higher
education degree means a place in a programme leading to a lower or higher academic degree (Bachelors
(Finnish: kandidaatin tutkinto Swedish: kandidatexamen ) or Masters degree (Finnish: maisterin tutkinto,
Swedish: magisterexamen ) at a university or to a polytechnic degree.
According to the legislation polytechnics can accept students having sufficient knowledge and skills for
polytechnic studies. The eligibility must be assessed before the selection procedure.
The requirement for Master's programmes in polytechnics is a polytechnic degree or other Bachelors' level
degree and at least three years of work experience.
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All polytechnics offer virtual studies. On-line coursework is part of nearly all studies. Also the number of
credits earned on totally on-line courses is increasing. Similarly to the Finnish Virtual University (cf. 6.6.1.),
the polytechnics offer online courses and services jointly through the Finnish Online University of Applied
Sciences.
6.7. Registration and/or Tuition Fees
Degree instruction at institutions of higher education is basically free of charge. In the university sector,
undergraduate students (those on Bachelors and Masters 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. The student union membership is voluntary for postgraduate students. The membership fees vary
from university to university but were generally for the academic year 2007-2008 between 60 and 80 euros.
Students are also responsible for acquiring the required books and materials.
A non-EEA tuition fee trial will take place in 20102014. The trial concerns students coming from outside the
EEA. For EEA students, students from the EU, Iceland, Liechtenstein and Norway, tuition will continue to be
free. Fees will neither be charged from students who have the right to permanent residence permit in
Finland.
Altogether 130 degree programmes, leading to a masters or bachelors degree, in nine universities and ten
polytechnics will take part in the non-EEA tuition fee trial. The universities and polytechnics can decide
themselves how much they will charge students. A prerequisite for charging tuition fees is that the higher
education institutions have a grant system to support students participating in these study programmes,
when necessary.
During the trial period the effects of the tuition fees will be monitored. Issues to be followed up are the
internationalisation and attractiveness Finnish higher education, student flows and the quality of
international study programmes.
6.8. Financial Support for Students
The principles of granting financial aid and financial aid for foreign students have been explained in 5.9. The
amounts of financial support are different for students in higher education and those in upper secondary
education.
The amount of the study grant ranges from 30 to 298 euros a month. The housing supplement is 80 per cent
of a moderate rent, ranging from 26.90 to 201.60 euros a month. The student loan bears interest at the
prevalent market rate and the monthly sum is 160300 euros per month and 440 euros per month for
students studying abroad. See also 5.9.
Eligibility for the study grant is dependent on achieving a certain number of credits, prescribed by the
Ministry of Education. The minimum number of credits per month is 4.8.
A Ministry of Education working group proposes changes to student financial aid for higher education
students as an incentive for full-time study. Student grants would initially be awarded for completing first-
cycle, then second-cycle university degrees. To ensure the adequacy of student financial aid, the proposal
includes changes to the conditions of student loans. Also the loan conditions for students in exchange
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abroad should be improved. Other proposals on the student financial aid system will be completed by the
end of September 2010.
6.9. Organisation of the Academic Year
At universities, the academic year begins on 1 August and ends on 31 July. Instruction is offered in two
semesters, usually from mid-September to mid-May. Holidays, such as Christmas, New Year, Easter and
summer holidays, have been defined separately.
Instruction at polytechnics generally starts in August or September and ends in May. According to the
legislation (352/2003) the polytechnics have autonomy in organising the instruction during the academic
year 1 August to 31 July. The instruction must be organised so that the students can pursue their studies
efficiently.
6.10. Branches of Study, Specialisation
University education is divided into the following twenty fields of study: Theology, Humanities, Law, Social
Sciences, Economics, Psychology, Educational Sciences, Natural Sciences, Agriculture and Forestry, Sport
Sciences, Engineering and Architecture, Medicine, Dentistry, Health Sciences, Veterinary Medicine, Pharmacy,
Music, Art and Design, Theatre and Dance, as well as Fine Arts.
Institutions in the university sector are either multidisciplinary universities or those specialising in one (or
two) field(s). Multidisciplinary universities may also offer instruction in those fields of study (engineering,
economics and the arts), in which education is generally provided by specialised institutions. In
multidisciplinary universities, education in each field is given by the respective faculty which is usually
further divided into departments.
Degrees are usually taken according to subject, but in some fields there are also multidisciplinary degree
programmes. The lower (Bachelors) and the higher (Masters) academic degrees usually include studies in
one major subject and in one or more minor subjects. Some fields may still offer specialisation areas.
Universities have agreed between themselves on flexible minor subject rights so that students may improve
widely the supply of education in other universities than in the one they are entitled to study in.
Military education is provided at one military academy, the National Defence College run by the Defence
Staff. The branches of study available to students are the army, the navy or the air force.
The graduation times vary depending on the field of study and university, but the average time for taking a
Masters degree was 7 years in 2008.
Polytechnics provide education in the following educational sectors:
Humanities and Education;
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Culture;
Social Sciences, Business and Administration;
Natural Sciences;
Technology, Communications and Transport;
Natural Resources and the Environment;
Social Services, Health and Sports;
Tourism, Catering and Domestic Services.
Polytechnics are usually multi-field institutions providing education in several fields. Each polytechnics
operating licence defines the fields in which the institution is allowed to organise education. In terms of
quantity, the largest fields of study are technology and communications, business and administration, as well
as health care and social services.
The average graduation time for a polytechnic Bachelors degree was 4 years in 2008. After a Bachelors level
polytechnic degree, the students can after at least three years of work experience, take a polytechnic
Master's degree. The scope of these studies is 60-90 ECTS credits and they take 1.5-2 years to complete.
6.11. Curricula
University degrees are regulated by Government Decree on University Degrees. The scopes of degrees are
stipulated in the decree pertaining to degrees and the university degree regulations. Universities and their
faculties decide on degree regulations and curricula.
The scope of first cycle degree, usually called the Bachelors degree (Finnish: kandidaatin tutkinto, Swedish:
kandidatexamen ) is at least 180 ECTS, in other words, three years of full-time study. The minimum scope of
the second cycle degree, called the Masters degree (Finnish: maisterin tutkinto, Swedish: magisterexamen )
in most fields, is 300 ECTS, in other words, five years of full-time study (or 120 ECTS, in other words 2 years,
after completing the Bachelors degree).
In most fields, it is also possible to take a voluntary (postgraduate) Licentiate degree, which takes about two
years after a Masters degree. The full-time studies for a Doctors degree take four years after the completion
of a Masters degree. In the fields of medicine, dentistry and veterinary medicine, the higher academic
degree is Licentiate. The studies take 56 years, and their scope is 300-360 ECTS credits.
At universities studies are organised into study units or modules, the extent of which vary and which may
include several types of work: lectures and other guided instruction, exercises or other independent work,
set-book examinations, seminars and so on. In most fields, the study units form larger modules at three
levels: basic or introductory studies, subject or intermediate studies and advanced studies.
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The lower academic degree consists of basic and subject studies in the major subject (or degree
programme), including a Bachelors thesis, and studies in one or more minor subjects. For the higher
academic degree, students must complete advanced studies in the major subject and prepare a Masters
thesis, in addition to the Bachelors programme. In the arts, the thesis may also be artistic proof of learning
and skills.
All students must complete courses in the native language (Finnish or Swedish), in the other national
language (Swedish or Finnish) and in one or two foreign languages. Degrees may also comprise either
compulsory or optional practical training. In addition to the compulsory studies, students may include extra
courses in their degree.
Universities also organise courses and modules in foreign languages (usually English). All universities have
language centres that offer both compulsory and optional language courses in a variety of languages.
The degree structure has been renewed in all fields of study except medicine and dentistry. The new two-
cycle degree system was adopted by Finnish universities in the academic year 2005-2006. Thus students
would have to complete a bachelors degree (3 years) before they can begin to study for a Masters degree (2
years). In the old system, even in the fields were it existed, the Bachelor-level degree was optional, and it was
possible to proceed directly to a Masters programme. In the transitional phase, until August 2008 for most
programmes and 2010 in the fields of technology, medicine, dentistry and veterinary science, universities
granted or will grant degrees according to both the old and the new system. Together with the renewal of
the degree structure, Finnish degrees were reformed to be compatible with the ECTS-based system.
The National Defence University educates Finnish officers. The University transferred to the new two-cycle
degree structure in 2006. The degrees available are Bachelor (180 ECTS credits) and Master of Military
Sciences (300 ECTS credits). Postgraduate studies include the General Staff Officers Course and doctoral
studies in Military Sciences. Doctoral studies are open for both civilians and foreign students.
The degree programme consists of basic, intermediate and advanced studies of military leadership, tactics
and operational art, military pedagogy, technology, strategy and security policy and military history as well
as languages. Each degree includes writing a thesis and performing supervised practical training.
After taking the Bachelor of Military Sciences, the students deepen their education in practical employment
for 3-4 years. After this period the students continue their studies for the degree of Master of Military
Sciences. Officers who have graduated from the university are assigned to various wartime and peacetime
tasks in the Defence Forces and the Frontier Guard.
Studies leading to polytechnic degrees are organised as degree programmes, which may include different
specialisation areas. The degree programmes are designed and organised by the institutions and respond to
the needs of the labour market. The Ministry of Education confirms each degree programme, but the
institutions themselves draw up the curricula.
The polytechnic degree programmes consist of basic and professional studies, optional studies, practical
training to promote professional skills and a final project.
The Ministry of Education has usually confirmed the scope of the degree programmes as being equivalent to
210 or 240 ECTS credits (3.54 years of full-time study). The degrees of midwife, musician, music pedagogue,
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maritime engineer and sea captain, however, have a scope of 270 ECTS credits. Full-time students must
complete their studies within no more than one year over and above the standard duration of the studies,
unless the institution makes a specific exception. The scope of polytechnic Masters degrees is 60-90 ECTS
credits. See 6.1.2. and 6.3..
The scopes of degrees in polytechnic adult education are as for young people, but the time spent
completing the studies is usually less, averaging 2.8 years.
In addition to Finish and Swedish polytechnic studies are offered also in other languages in all fields. The
most common language of instruction is English. Polytechnics generally also have language centres that
offer both compulsory and optional language courses in a variety of languages.
Since 1 August 2005, students have had the possibility to complete a polytechnic Master's degree. These
degrees are meant for people who have completed a polytechnic or any other applicable degree in higher
education, and who have a minimum of three years of work experience. Polytechnic Master's degrees should
amount to a minimum of one year and maximum of a year and a half of full-time study (60-90 ECTS). The
degree can be concluded flexibly while working at the same time, and without having to leave the labour
market.
6.12. Teaching Methods
Universities design their own instruction according to national statutes and their own degree regulations.
Results of evaluation projects are frequently used to develop of the instruction. Alongside the traditional
forms of teaching lectures, demonstrations and examinations based on lectures and literature instruction
makes increasing use of other methods, such as essays, projects, seminar and group work. The use of new
information technologies in instruction has also increased. Both polytechnics and universities have set up
partnerships, a virtual university and virtual polytechnic, for supporting and developing the utilisation of ICTs
in teaching and studying.
In recent years, polytechnics have strongly developed their instruction. The aim has been to increase
students independent and self-motivated study. There are various forms of project and teamwork and
studies have also increasingly been transferred outside the institution. The role of the teacher has clearly
become more instructor-oriented. Compulsory practical on-the-job learning, of a minimum of 30 ECTS
credits, enables many students to combine their final project included in the degree programme with hands-
on work experience and to apply their theoretical knowledge in real situations. Topics for final projects come
primarily from real problems in working life and. They are often commissioned by enterprises. Teachers have
full autonomy regarding their teaching, as well as the materials and methods used.
6.13. Student Assessment
At universities student assessment is based on continuous assessment. In most cases, students are assessed
on the basis of written examinations at the end of lecture series or larger study units, but there are also oral
examinations. In addition, students write papers for seminars and other papers. For the Bachelors (Finnish:
kandidaatin tutkinto Swedish: kandidatexamen ) and Masters degrees, (Finnish: maisterin tutkinto,
Swedish: magisterexamen ) students write theses. At art academies, the thesis may take the form of an
artistic production, such as a concert, a play or some other performance, which also includes a written part.
Completed studies are entered into the universitys electronic register.
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The examiner is usually the course lecturer or the teacher responsible for the study unit or module, but the
final responsibility for assessment remains with the subject professor. These are assessed by two or more
teachers or experts appointed by the university or faculty.
University-specific decrees include provisions on legal protection for students, in addition to which
universities usually have more specific regulations concerning examinations, legal protection for students
and the assessment of studies. Students must also be given the opportunity to obtain information on
general assessment criteria and the way they have been applied to them as well as to request correction and,
thereafter, appeal to the relevant facultys (or corresponding units) legal protection board.
Each polytechnic gives regulations and instructions on student assessment in its degree regulations.
Students have the right to know how assessment criteria are applied to them and to see their graded
examination papers or other performance records. A student not satisfied with the assessment may request
correction. The polytechnics also have autonomy in deciding on the assessment of practical training.
6.14. Progression of Studies
University students progress in their studies by completing individual courses and study modules.
The freedom of choice concerning the order of studies varies between different subjects: in some fields,
students are free to plan the sequence of their studies, while the order of courses is defined in more detail in
other fields. For some courses, the student may be required to have completed certain preliminary studies or
received, for example, the grade "good" from earlier studies.
University students may take studies included in the degree programme or other possible studies offered by
the university, or complete studies at other Finnish or foreign universities and institutions of higher
education. Universities have separate agreements on the right to study at these institutions.
Postgraduate programmes, that is, those leading to Licentiate and Doctors degrees, are available for
students with a higher academic degree or a corresponding foreign degree. The prerequisite is usually the
grade "good" in the major subject. The university may also accept a degree taken in another field, if the
person is found to have the knowledge and ability required for doctoral studies. If the institution regards a
degree or study record to be deficient in some respects, the student may have to take complementary
studies before starting the programme.
The target times for university degrees were defined in 2005 in an amendment to the Law on universities
(556/2005). The target time for a Bachelors degree is 2-3 years and 2-3 years for a Masters degree. The
universities are urged to organise the studies so that a full-time student can take the degrees within the
target times. The students can exceed the target times with two years. Acceptable reasons such as parental
leave or military service are not included in the two years. After the two years the students can be granted
the right to complete their studies after the acceptance of a feasible plan for the completion of the degree.
Polytechnic students progress in their studies by completing courses. Each degree programme consists of
core studies (90 ECTS credits) and professional studies (75 ECTS credits), elective studies, practical training to
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promote professional skills (at least 30 ECTS credits) and a final project (15 ECTS credits), which also includes
a maturity test. Studies are compulsory, optional (alternative) or elective (free-choice). After completion of a
polytechnic or another appropriate higher education degree and at least three years of work experience in
their field, students may apply for the right to complete a polytechnic Masters degree. The scopes of
polytechnic Masters degree programmes vary between 6090 ECTS credits.
Failed courses tend to prolong the duration of studies, which will make it more difficult to complete studies
in the required period of time. Some polytechnics allow students to retake a failed course twice, unless
otherwise agreed in special circumstances. Failed courses should, as far as possible, be retaken during the
same term. In order to obtain a degree, compulsory courses must be completed to an acceptable standard.
Studies must be completed within the period of right to study, that is, within no more than one year over
and above the standard duration of studies. The standard duration of studies in years is the total scope of
credits determined in the curriculum divided by 40 credits. Periods of absence will prolong the period of
right to study by a period equivalent to the absence with a maximum permissible period of absence of four
terms, that is, two academic years.
Once students exceed the standard duration of studies, the students will have one year to conclude their
studies. If students fail to graduate within the standard period of study but want to conclude their studies
within the right-to-study period, they will have to draw up personal study plans together with a teacher tutor
or a co-ordinating teacher and send two copies of it to the Head of the Degree Programme for approval.
Such students may apply for continuation of the period of right to study and this may be granted in special
cases, based on an application, for one time for a maximum period of one year, in order for the students to
conclude their studies. If the students fail to graduate during the continuation period granted and want to
conclude their studies, they will need to reapply as a student, using the normal application procedure.
6.15. Certification
Upon completion of all the studies required for a degree, the student may apply for a degree certificate. The
certificate is awarded by the university or faculty and the form of the certificate is decided by the university.
The university must, on request, also provide students with a certificate for the studies they have completed
while still continuing on the degree programme. Students will also receive an appendix of the qualification
certificate (called Diploma Supplement). Each students study credits are registered on the credit record, of
which the student may request a transcript, where necessary. The qualification certificates generally only
contain the average grades for the different subjects as well as the grading for the theses.
In some fields of study, graduates must have authorisation to practise their profession. These fields include
pharmacy, medicine, veterinary medicine, dentistry and psychology, for example. In medicine, dentistry and
veterinary medicine, it is also possible to complete what is known as the professional postgraduate degree,
that is, the Specialists Degree in Medicine, Dentistry or Veterinary Medicine.
University degrees and credits are recognised throughout the country. As a result of their autonomy,
universities themselves decide on the intake of students according to their resources. In terms of
undergraduate education, there are different provisions governing studies or further studies at another
university. The university decides whether studies completed at another institution may be accredited or
compensated in a degree. Where a student has taken his/her Masters degree, (Finnish: maisterin tutkinto,
Swedish: magisterexamen ) in a field other than the postgraduate programme to which he or she applies, the
university may demand that the student completes complementary studies before starting the programme
itself.
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The polytechnics grant students a degree certificate when they complete a degree. On request, students
may also be granted a certificate for the studies they have completed while still continuing on the degree
programme.
On request, polytechnics may also grant a diploma supplement intended especially for international use for
people who have completed a polytechnic degree or studies. The supplement includes the necessary
information on the institution as well as studies and credits referred to on the degree certificate and their
level and status in the education system.
6.16. Educational/Vocational Guidance, Education/Employment
Links
Departments have usually assigned one or more of the teachers, who provide guidance relating to studies.
The writing of theses is also supervised by a teacher. At several universities, students have been assigned a
so-called teacher tutor. In the early stages of studies, the student quite often belongs to a tutor group, with a
senior student of the main subject acting as a "tutor". In addition, faculties or universities have a student
affairs office and larger universities also have a general information service. For the guidance of disabled
students, universities have named either a counselling officer or some other person. In addition, there are
often counselling officers for foreign students. At larger universities, faculties may have their own counsellors
for foreign students.
Over the past few years, the responsibility of universities for job placements for graduates has been
emphasised and this has become one of the performance indicators for universities. Universities have
established counselling and guidance services in order to promote working life relations and job placements.
According to the decree, practical training may always be included in degrees. This is either compulsory or
voluntary, depending on the field. Universities also offer special Masters programmes, which are based on a
Bachelors degree, (Finnish: kandidaatin tutkinto, Swedish: kandidatexamen ) or other suitable degree; they
are usually multidisciplinary and designed to serve new working life needs. In addition, continuing education
centres offer special continuing education programmes in order to meet these new demands and to alleviate
unemployment.
In recent years, polytechnics have developed their own student counselling system. The importance of the
system has grown because of the increased opportunities for individual options. Student organisations have
also developed student tutoring activities.
At the moment all universities are state-owned. The new university legislation will, however, extend the
autonomy of the universities. The universities will be separated from the State and they will have the choice
of becoming either corporations subject to public law or foundations subject to private law. Polytechnics are
either municipal or private.
6.17.1. Private professionally oriented higher education
The Council of State can give permission to a registered Finnish company or foundation to provide
polytechnic education. The prerequisite for the permission is that there is need for the polytechnic education
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in question and that it fulfils the requirements set for polytechnics, for example regarding quality of
operations.
6.18.1. Graduate Schools
At the beginning of 1995 a graduate school system was launched in Finland to activate and to complement
the traditional, researcher education which was based highly on independent research. Most graduate
schools have been set up in co-operation between several universities and research institutes. Most full-time
postgraduate students study at graduate schools. All universities are involved in the graduate school system.
The Academy of Finland supports the graduate schools nominated by the Ministry of Education by funding
researcher training courses as well as domestic and foreign travel by doctoral students.
The graduate schools are linked with centres of excellence in research, high-quality research projects, or
nationally comprehensive and scientifically wide-ranging co-operation networks. In addition to universities,
research institutes and enterprises participate in the programmes. An important part of the instruction,
which is jointly organised, is formed by national and international intensive courses. The graduate schools
offer improved opportunities for full-time study. It is hoped that this intensified researcher training will lower
the age of doctoral candidates, which would, among other things, promote their employment prospects in
the private sector. In 1998 the operations of the graduate schools were evaluated and deemed to be
functioning well.
6.18.2. Open University Instruction
Adult education provided by universities is mainly arranged at universities continuing education centres. In
2007 nearly 83 000 students attended continuing education courses and 73 000 open university, (Finnish:
avoin yliopisto, Swedish: ppen universitetsundervisning ) courses. Each university has a continuing
education centre.
The main purpose of continuing education is to provide academically educated people with an opportunity
to update their knowledge and skills or to acquire new professional skills or qualifications. This education
also focuses on the application of the knowledge obtained through the latest academic research and of the
methods and models based on the most recent scientific ideas. In addition, the provision of education and
training arranged on the basis of labour policy considerations is one of the major tasks of continuing
education centres.
Open university education corresponds with universities undergraduate education in terms of course
contents and requirements. Over 50 per cent of students in open universities are women. There are no
formal admissions requirements in this form of education. Open university education provides forms and
models of study, which diverge from the traditional; the teaching methods applied make it possible to study
irrespective of location. Open university education is provided by continuing education centres, other
university organisations and various adult education institutions. One third of all open university education is
provided in the form of distance learning, which utilises electronic communications complemented by
tutoring to ensure the efficient progress of studies.
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It is not possible to take degrees at the open university, but students, who are subsequently granted the
right to study a corresponding field at a university, are entitled to get credit for the studies they have
completed at the open university.
Vocational specialisation studies are large-scale programs for further education training, based on
polytechnic degrees. Their scope is from 30 to 60 ECTS.
It has been possible to study in open polytechnics since 1997, and all polytechnics present this opportunity.
The studies conducted there are the same studies that are included in the polytechnic degree programme. In
2008 approximately 12 822 students attended open polytechnics.
6.19. Statistics
According to Statistics Finland, a total of 164 068 students attended university education leading to a degree
in 2008. The highest numbers of students were studying in the fields of engineering, natural sciences and
humanities. Of all students, 59 per cent were studying for a lower tertiary degree and 27 for a higher tertiary
degree. A total of 13 per cent of all students were studying at the doctorate or licentiate level.
The proportion of women of all students attending education leading to a university degree was 53 per cent
and their proportion of new students was 56 per cent. In relative terms, the highest number of women
studied in the field of health and veterinary sciences and the lowest in the field of engineering.
In 2008 the number of foreign students attending university education leading to a degree was 6,195. The
number of foreign students has increased by circa 500 students per year in the last few years. Examined by
continent, the highest number of foreign students came from Europe and Asia. The highest numbers of
foreign students were studying in the fields of engineering, humanities and natural sciences.
A total of 38 211 university degrees were attained in Finland in 2008. This was 71 per cent more than in the
previous year and due to the transition to the two-cycle degree structure by the summer of 2008. Of the total
number of degrees, 13 878 were Bachelor-level and 21 825 Master-level degrees. Completed degrees at
licentiate and doctorate level numbered 1 952. Women completed 64 per cent of all university degrees and
54 per cent of the post-graduate degrees of licentiate and doctor. Foreigners completed 1 069 degrees in
Finnish universities (820 in 2007).
Examined by field of education, the largest numbers of degrees in 2008 were attained in humanities, natural
sciences and economics. Women completed 81 per cent of all degrees in humanities; and 51 per cent in both
natural sciences and economics. Only in engineering men were clearly dominant: 76 per cent of all degrees
were completed by male students.
According to Statistics Finland, a total of 132 501 students attended polytechnic education leading to a
qualification 2008 and 135 033 in 2009. The number of new students in polytechnics was 36 999 in 2008 and
38 197 in 2009. A total of 21 812 qualifications were obtained in polytechnics in 2008. The number of
qualifications increased 4 per cent (843 degrees) from 2007 to 2008.

Student intake, number of students and qualifications in polytechnics and universities
123
Polytechnics Universities
Year
S
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e

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t

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s

1996 18 153 42 722 4 580 17 757 140 129 14 865
2000 33 562 114 020 14 178 19 969 157 796 16 845
2005 36 911 132 783 21 397 20 858 176 061 19 176
2006 36 276 132 560 21 006 20 150 176 555 19 410
2007 36 632 133 284 20 969 19 648 176 304 22 310
2008 36 999 132 501 21 812 19 643 164 068 38 211
Polytechnic students and qualifications by educational sector
Educational sector Number of students Qualifications
2006 2007 2009 2006 2007 2008
Humanities and education 1 405 1 359 1 496 283 262 267
Culture 11 844 11 887 12 015 1 850 1 907 1 989
Social sciences, business and administration 26 401 26 282 27 427 4 529 4 232 4 437
Natural sciences 6 920 6 622 6 039 1 004 873 869
Technology, communication and transport 41 007 39 686 40 116 5 402 5 351 5 511
Natural resources and the environment 4 275 4 217 4 367 663 620 629
Social services, health and sport 29 687 30 890 34 810 5 649 5 971 6 541
Tourism, catering and domestic services 8 779 8 829 8 684 1 442 1 391 1 564
Other education 105 81 79 34 - 5
Total 130 423 129 853 135 033 21 215 20 856
21
812

University students, new students, female students and foreign students
124
by educational sector 2008*
Educational sector New students Students
Female
students
Foreign
students
Theology 313 2 807 1 652 46
Humanities 2 658 25 476 19 173 858
Art and Design 405 2 829 1 866 197
Music 163 1 259 733 116
Theatre and dance 76 414 241 20
Educational sciences 1 967 12 727 10 341 212
Sport sciences 151 789 398 59
Social sciences 1 973 17 143 11 370 615
Psychology 159 1 841 1 468 32
Health sciences 394 2 698 2 412 109
Law 527 4 480 2 563 46
Economics 2 597 17 131 7 741 708
Natural sciences 3 178 24 198 10 624 934
Agriculture and forestry 416 3 144 1 833 204
Engineering and architecture 3 731 35 765 7 685 1 704
Medicin 437 7 984 5 012 244
Dentistry 71 818 554 23
Veterinary medicine 55 617 561 13
Pharmacy 329 1 702 1 312 21
Fine arts 43 246 137 34
Total 19 643 164 068 87 676 6 195
*Figures include students in both Bachelor's and Master's degree programmes.
Source: Ministry of Education (KOTA database)

University degrees, gender, average graduation time,
125
teaching staff by educational sector 2008*
Educational sector Degrees/total Degrees/female
Average
graduation
time
Teachers
from basic
budget
funding
Female
Teacher
s
Theology 626 422 7 79 19
Humanities 6 578 5 346 8 900 453
Art and Design 629 454 7 220 81
Music 548 323 9 231 58
Theatre and dance 191 101 6 61 26
Educational sciences 4 455 3 776 6 768 449
Sport sciences 255 138 6 46 14
Social sciences 4 521 3 329 7 554 207
Psychology 480 409 7 81 38
Health sciences 874 806 5 106 81
Law 1 053 682 6 148 43
Economics 5 482 2 793 6 677 257
Natural sciences 5 947 3 056 7 1 078 251
Agriculture and forestry 1 051 624 7 160 63
Engineering and architecture 3 417 831 7 1 186 170
Medicin 1 284 850 7 689 265
Dentistry 106 67 6 90 50
Veterinary medicine 107 99 8 74 48
Pharmacy 484 411 7 97 53
Fine arts 124 58 6 35 10
Undefined 7 505 260
Total 38 212 24 575 7 785 2 896
*Figures include students in both Bachelor's and Master's degree programmes.

Drop-out rates in polytechnics and universities in
126
academic years 2003/2004, 2004/2005, 2005/2006 and 2006/2007
2003/2004 2004/2005 2005/2006 2006/2007

% % % %
Polytech. 8.4 8.7 9.2 9
Men 10.1 10.4 11.2 11.2
Women 6.9 7.2 7.5 7.2
University 4.8 5.4 5.8 5.6
Men 5.5 6.5 6.7 6.6
Women 4.3 4.4 5 4.7

127
7. CONTINUING EDUCATION AND TRAINING FOR YOUNG
SCHOOL LEAVERS AND ADULTS
Adult education policy is designed to provide a wide range of study opportunities for the adult population.
Different institutions arrange a great variety of courses and programmes for adults at all levels of formal
education, and the provision of liberal adult education is extensive.
With the exception of further and specialist vocational qualifications, adult education and training leading to
qualifications is provided free of charge. The government also subsidises other forms of education and
training intended for adults in order to keep student fees at a reasonable level.
The annual number of participates in adult education and training is 1.7 million, which makes half of the
working age population. This is a very high figure in international terms. The aim is to raise the participation
rate in adult education and training to 60 per cent by 2012.
The challenges facing adult education in the future will be to respond to the constant ageing of population
and to growing multiculturalism, to motivate adults to study, to improve the learning-to-learn skills among
the poorly educated and trained, and especially to ensure equity and equality.
The aim of the adult education is to (i) enhance the knowledge and skills of the adult population; and (ii)
increase educational opportunities for groups that are under-represented in adult learning, and to promote
equality and active citizenship.
According to the Adult Education Committee the strategy of adult education and training should be built on
four principles in the future: (i) self-improvement will form part of the lives of a growing number of citizens,
as work communities evolve towards learning organisations; (ii) adult education and training will provide
trained work force for all job categories and all vocations and professions; (iii) adult education and training
will develop teaching and learning methods and content, providing quality opportunities for people to
develop themselves both in qualifying and liberal education; and (iv) adult education and training will
maintain and strengthen participatory democracy, prevent exclusion and support active citizenship.
Adult education and training is provided by some 800 institutions in Finland; some of them are specialised
adult education providers. Adult education is available within the official education system and in liberal
adult education in adult education centres, folk high schools and summer universities. Liberal adult
education does not lead to a qualification but the studies completed in liberal adult education may be taken
into account in preparatory training for competence-based qualification and when making an individual plan
for completing competence-based qualifications.
Adult education also includes staff-development and other training provided or purchased by employers.
Labour market training is financed by the labour administration and mainly intended for unemployed
persons and those aged 20 or over who are threatened by unemployment.
Ammatillisen koulutuksen opetussuunnitelman perusteet. Toinen aste.
128
Ministry of Employment and the Economy
Adult education and training in Finland has expanded and diversified during the last two decades in
particular. Although the educational needs of the adult population have been recognised for over a hundred
years, adult education and training did not become targets of systematic education policy until the 1970s. In
1978, the Government made a decision-in-principle on the planning and development of adult education
and training. The decision was based on the principle of continuing education, which aimed to create a
flexible education system where all citizens would have the opportunity to develop their personalities
through study at all stages of their lives.
Finnish adult education and training has traditionally been divided into two main areas: general adult
education and vocational adult education and training. Earlier, adult education was primarily general or
interest-oriented, the education of the unemployed being an exception. The general adult education
expanded strongly up until the 1970s. Since then, the focus in the development of adult education has
shifted towards vocational adult education and training, although general adult education also plays an
important role in terms of citizens working life skills and use of spare time.
The increased provision of adult education and training has been influenced by changes in society, such as
an increase in the standards required for work assignments, the change in the economic structure and
migration from rural to urban areas. Adult education and training has significantly provided for improving
employment opportunities. Educational provision has increased along with development of financial aid for
adult students.
The Vocational Qualifications Act enacted in 1994 created a new system of competence-based qualifications,
where people may take vocational qualifications by demonstrating their vocational skills in competence tests
irrespective of how they have acquired their skills. At the same time, a uniform quality assurance system was
created for vocational adult education and training.
Polytechnic adult education started gradually alongside education provided for young people. Activities
have expanded on an annual basis as polytechnics have become an established form of operation. As from 1
August 2000, all polytechnics have operated on a permanent basis. Educational provision has increased and
diversified. Adult education is provided on the same degree programmes as education for young people and
it leads to the same polytechnic degrees. In addition, polytechnics offer professional specialisation studies as
a form of continuing education as well as open polytechnic education.
Adult education at universities is provided by their own continuing education centres, the first of which were
founded in the 1970s.
During the last two decades, participation in adult education and training has more than doubled. The
number of students in adult education and training stood at 700,000 (20 per cent of the population aged 18
83) in 1972, one million (26 per cent) in 1980, and 1.6 million, or 44 per cent of the adult population, in 1990.
In 1990, more than three million people participated in adult education or training at some point in their
lives, which equals to 85 per cent of the adult population. The number of those who had never participated
in adult education or training was 0.5 million, or 15 per cent of the adult population.
129
According to a 1995 study on adult education, 1.5 million adults, in other words, about half the population
between the ages of 18 and 64, participated in education or training specifically designed for adults. There
seems to be an increasing concentration of adult education studies among middle-aged females who are
well-educated salaried employees in fairly large businesses or in public administration. Women are more
active than men in both general and vocational studies. However, males have traditionally more in-service
training in terms of training days than females. Many senior citizens also participate in various courses.
According to an adult education survey in 2000 the rate of participation in adult education and training by
persons aged 18 64 years was 54 per cent, 1.8 million people. Women were more active (59 per cent) than
men (48 per cent). Especially active though were men in the age group of 25 to 29 years. As in the study of
1995, participation in adult education was related to previous education attainment and socio-economic
group: three out of four participants had a tertiary degree. The participation in adult education was mostly
related to work or occupation and among those taking part out of general interest the most common
subjects were fine and applied arts, physical education and foreign languages.
There has been an increase in participation in both general adult education and vocational adult education
and training, but the increase since the 1980s has been slightly higher in vocational adult education and
training.
In terms of the participation rate, in-service training is the most extensive form of adult education and
training. According to studies carried out by industrial organisations, companies have started to invest more
in the professional development of their personnel. In all companies, at least half of the salaried employees
participate in some form of training. In every second company, many of the workers are also trained this way.
However, the economic depression of the early 1990s led to reduction in in-service training. The share of
employees participating in in-service training was approximately 41 per cent in 1991-1993. At the end of the
decade this share has varied from 42 to 44 percent. The proportionally biggest groups were male employees
aged 25-34 years and female employees aged 35-44 years.
The number of participants in apprenticeship training, ( Finnish: oppisopimuskoulutus, Swedish:
lroavtalsutbildning) has traditionally been relatively low in Finland, but student volumes have increased
considerably in recent years as a result of increased Government inputs. In 2008 some 69 000 students took
part in apprenticeship training.
Adult employment training (labour market training) is mainly intended for unemployed people. Some
training is also offered to those at risk of losing their jobs and those who are becoming excluded from the
labour market. The proportion of unemployed people in the number of new participants has, however,
continuously increased during the past few years and, due to the economic depression and the difficult
unemployment situation in the early 1990s, the target levels for training increased every year. The amount of
training more than doubled in 19911995. Despite this, demand has been higher than supply in terms of
applications. To give an example, 42 per cent of the applications in 1995 were refused.

130
The focus areas during the Government term of 20072011 include the reform of adult education,
implementing the development programme for liberal adult education, improving apprenticeship training,
enhancing the competence of teaching staff and supporting the employment and integration of immigrants.
The Ministry of Education has recently (August 2007) established a high level Committee to prepare an
overall reform of the vocationally oriented adult education. The Committee encompasses relevant ministries
and stakeholders and education providers of adult education. The reform is included in the Government
Programme and the aim is to look at administration, financing and supply of education and training. Some of
the results of the committee, expected to be available in 2008, have been taken into account in the
preparation of the State budget 2009 and 2010. The committee continues its work until the end of 2010.
Vocationally oriented adult education and training will be reformed by clarifying its administration, funding,
benefits and provision. This reform covers vocational adult training, adult education at higher education
institutions, labour policy training and in-service training. Changes in the world of work and the labour
market, along with ageing demographics, will increase the challenges for adult education and training.
Labour shortages and recruitment problems are on the increase, while the public sector is also undergoing
substantial change. A comprehensive reform of adult education and training will contribute to occupational
mobility and efforts to prolong careers, raise the employment rate and improve productivity.
In August 2008 the Ministry of Education appointed a committee to prepare a national qualifications
framework describing qualifications and other learning. The committee completed its proposal for a national
qualifications framework on 30 June 2009. The proposal places Finnish vocational qualifications at the
following requirements levels of the National Qualifications Framework: vocational upper secondary
qualifications and further vocational qualifications at level 4 and specialist vocational qualifications at level 5.
An individual vocational qualification may be placed at a higher level in an exceptional case, if the
qualification clearly and justifiably has higher requirements than other qualifications of the same type. The
statutes, degrees and instructions concerning qualifications and other certificates will be revised.
The Ministry of Education has appointed a Steering Group in February 2009 for a project, which aims to
develop the vocational qualifications system (TUTKE). The main tasks of the project are: 1) to define the field-
specific needs to increase the flexibility of the vocational qualification system by increasing the number of
modules from which the candidate can choose. The qualifications, from which the modules can be taken, can
be in the same or other vocational field; 2) to estimate whether the hierarchy of the field-specific three
qualification levels (vocational qualification, further vocational qualification and specialist vocational
qualification) is still up-to-date and if not, how it should be changed; 3) to make proposals for the
development needs of the qualification committee system and for the resources which might be needed; 4)
to make proposals for the development needs of the recruitment and assessment skills of assessors in
vocational education and in the competence-based qualification system as well as the resources needed. The
final report will be ready in October 2010.
Performance-based funding will be adopted in vocational further education and training as of 2010. More
focus will be placed on the qualifications awarded as a funding criterion.
Based on the national evaluation (done by the Finnish Education Evaluation Council in 2007) a programme
for developing liberal adult education in 20092012 has been published in 2009. The programme was drawn
up in cooperation with the national organisations in the field. The reform of the financing system and the
legislation needed to develop the mission, prerequisites and structure of liberal adult education will be
undertaken in accordance with the development programme. As a part of the development programme for
liberal adult education the Ministry of Education has appointed a preparatory committee to prepare surveys
and proposals related to the financing of liberal adult education. The group finished its work on 15 March
131
2010. The proposals of the preparatory committee serve as a basis for amending the legislation, funding
system and the maintaining organisation and institutional structure of liberal adult education. Responding to
the educational needs of immigrants, those who need educational rehabilitation, the unemployed and
senior citizens, as well as ensuring the regional availability of education are also emphasised.
The Vocational Education and Training Act (630/1998), effective as from the beginning of 1999, governs the
organisation of curriculum-based upper secondary vocational education and training for both young and
adult students.
The Vocational Adult Education Act (631/1998) stipulates about the upper secondary vocational
qualifications, further vocational qualifications and specialist vocational qualifications taken as competence
tests irrespective of the method of acquiring the vocational skills, as well as for the preparatory training for
these tests. In 2006, changes were made to this Act in regard to preparatory training for competence-based
qualification, individual plans of students, completing qualifications and contracts for arranging competence
tests.
The latest legislation on education also includes the Liberal Adult Education Act (632/1998), according to
which institutions of liberal adult education cover adult education centres, (Finnish: kansalaisopisto/
tyvenopisto, Swedish: medborgarinstitut ) folk high schools,(Finnish: kansanopisto, Swedish:
medborgarinstitut ) study centres, (Finnish: opintokeskus, Swedish: studiecentral ) physical education
centres, (Finnish: liikunnan koulutuskeskus, Swedish: idrottsutbildningscenter ) and summer universities,
(Finnish: kesyliopisto , Swedish: sommaruniversitet ). The Act determines that the purpose of liberal adult
education is to support the development of individuals and the realisation of democracy and equality on the
basis of the principle of lifelong learning.
The 2004 Act on National Certificates of Language Proficiency (964/2004) and the Decree on National
Certificates of Language Proficiency (1163/2004) provide citizens with the opportunity to test their language
skills through language proficiency tests.
Adult education is also provided by universities, polytechnics and continuing professional development
centres. Universities are governed by the Universities Act (558/2009) and the Universities Decree (115/1998)
while Polytechnics are governed by the Polytechnics Act (351/2003) and the Polytechnics Decree (352/2003).
Universities, polytechnics and institutions providing liberal adult education have the freedom, within the
framework of the legislation, to autonomously decide the manner of organising adult education. The
performance of universities and polytechnics is regularly evaluated by the Finnish Higher Education
Evaluation Council (FINHEEC). Institutions providing liberal adult education are evaluated by the Education
Evaluation Council.
Continuing education centres at universities are usually separate institutes, which have their own
regulations.
Decree on National Certificates of Language Proficiency
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Liberal Adult Education Act
Act on National Certificates of Language Proficiency
The task of adult education policy is to ensure the availability and competence of the labour force, provide
educational opportunities for the entire adult population and strengthen social cohesion and equity. Adult
education policy supports efforts to extend working life, raise the employment rate, improve productivity,
enhance multiculturalism and implement the conditions for lifelong learning. In addition, adult education
alleviates the effects of the recession.
Adults can study for qualifications or parts of qualifications in open instruction (such as open university,
(Finnish: avoin yliopisto, Swedish: ppen universitetsundervisning ) and open polytechnic) and attend
training preparing for competence-based qualifications. An important part of adult education consists of
further and continuing training designed to upgrade and update competencies.
General adult education responds to adults' self-development needs, offers learning opportunities catering
for mature learners' own interests and preferences, and develops citizenship skills.
The purpose of vocational adult training is to maintain and enhance competencies and promote
employment.
In language tests, adults can demonstrate their proficiency in nine languages.
Liberal education institutions offer courses in subjects relating to citizenship skills and society and in
different crafts and subjects on a recreational basis. There are advisory organisations which arrange courses
relating to various hobbies.
In Finland vocational adult education is strongly based on the competence test system, within which
competence acquired through various ways is recognised and validated. The competence test is completed
by demonstrating competence required in the profession.
The requirements are outlined in the official requirements of competence-based qualification.
The main principles regarding competence tests are as follows:
1. Cooperation between employers, workers, and education sector when the qualifications framework and
requirements of competence-based qualification are defined and competence tests are organised and
assessed;
2. the independence of a qualification regardless of the way competence has been acquired;
3. completing a qualification or a module demonstrating competence in a test;
4. individualisation of learning and the completing of the qualification.
133
The values underlying the competence test system and the arrangement of the competence tests
emphasise work life-centred professional competence and its assessment, accounting for the needs of the
adult population, industries and work life, perceiving the adult as a learner and an active participant in the
competence based test, promoting equality and adopting a client-based approach.
The Finnish adult education and training system is the result of a historical process. It is not the result of
consistent decisions for effecting structural changes, but each adult education organisation has emerged to
satisfy specific educational needs. Hence, each adult education organisation has its own aims, mode of
operation and target group.
General adult education comprises general upper secondary schools for adults, (Finnish: aikuislukio,
Swedish: vuxengymnasium ) and liberal adult education. General upper secondary schools for adults are
institutions mainly intended for gainfully employed adults, who wish to complete basic education or general
upper secondary education syllabi or parts of these. Liberal adult education offers non-formal (non-
certificate-oriented) studies, which provide adults with opportunities to develop themselves without
qualification- or occupation-specific aims.
Vocational adult education and training can be divided into upper secondary and additional vocational
education and training. The education or training may be either certificate-oriented or non-formal. Upper
secondary vocational education and training is certificate-oriented, whereas additional vocational training
may be either.
Educational institutions and other corresponding education providers involved in adult education and
training may be divided into the following groups:
General and interest-oriented:
General upper secondary schools for adults, (Finnish: aikuislukio Swedish: vuxengymnasium )
Folk high schools, (Finnish: kansanopisto Swedish: folkhgskola)
Adult education centres, (Finnish: kansalaisopisto, Swedish: medborgarinstitut), study centres, and
educational organisations
Physical education centres (Finnish: liikunnan koulutuskeskus Swedish: idrottsutbildningscenter )
Institutions providing basic art education, like music institutions (Finnish: musiikkioppilaitos
Swedish: musiklroanstalt)
Summer universities, (Finnish: kesyliopisto Swedish: sommaruniversitet )
Vocational:
Institutions providing vocational education and training
134
Vocational adult education centres, (Finnish: ammatillinen aikuiskoulutuskeskus Swedish:
yrkesutbildningscentrum )
Continuing education centres of universities
Polytechnics
Home economics counselling organisations
Organisations for crafts and design
Others:
Commercial organisations
No statistics have been collected that would give a picture of the size of adult education institutions.
7.5.1. General Upper Secondary Schools for Adult Students
The term general upper secondary school for adult students refers to institutions providing basic and
general upper secondary education for adults. Upper secondary schools for adults, (Finnish: aikuislukio,
Swedish: vuxengymnasium ) are either separate institutions or adult education units operating linked to
institutions providing education for young people. They also offer the opportunity to complete the
matriculation examination and individual subject syllabi. In addition, it is possible to improve the grades of
subjects completed earlier. There are upper secondary schools for adults in approximately 40 municipalities.
Where required, individual upper secondary schools for adults may also specialise in specific courses or in the
instruction of specific adult target groups. General upper secondary schools for adults also provide other
educational services for a fee.
National Core Curriculum for Basic Education for Adults and National Core Curriculum for Upper Secondary
Schools for Adults were issued in 2004 by the Finnish National Board of Education. They include
recommendations for the curriculum for the teaching of mother tongue to immigrants studying in Basic
Education for Adults. The curricula were adopted nationally in August 2006.
Basic education and general upper secondary education for adults are also organised by some folk high
schools, (Finnish: kansanopisto , Swedish: folkhgskola). Summer universities (Finnish: kesyliopisto,
Swedish: sommaruniversitet ) , specific "summer upper secondary schools and some other educational
institutions may also organise teaching of the basic and general upper secondary education syllabi.
However, the possible accreditation of the courses they provide is decided by the education provider
concerned.
7.5.2. Folk High Schools
There are 88 folk high schools, (Finnish: kansanopisto, Swedish: folkhgskola ) in Finland. They are
national adult education institutions operating as boarding schools. Most of these (82) are privately owned.
Their purpose is to promote the self-motivated education citizens, at the same time emphasising each their
particular set of values and ideology and their own educational objectives.
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In ideological terms, the folk high schools are divided into Grundtvigian (independent) institutions, Christian,
party political and trade unionist institutions and those with some other organisational background. In
addition, there are special institutions for disabled people.
Folk high schools mainly offer general programmes as well as basic and general upper secondary education.
In addition, they organise upper secondary vocational education and training, generally leading to
qualifications in the fields of culture, social welfare and leisure services, as well as additional vocational
training. In terms of quantity, the majority of education provided by folk high schools consists of general,
non-formal studies, which do not lead to any formal qualification. Folk high schools may also arrange open
university, (Finnish: avoin yliopisto, Swedish: ppen universitetsundervisning ) instruction (see 7.5.7. for
summer universities, (Finnish: kesyliopisto Swedish: sommaruniversitet ).
7.5.3. Adult Education Centres
There are 206 adult education centres (Finnish: kansalaisopisto / tyvenopisto, Swedish: medborgarinstitut
) which are mainly municipal institutions of adult education that have been established to meet local
educational and cultural needs. The adult education centres mainly provide courses in art, foreign languages
and practical skills, which do not lead to qualifications. In addition, they also organise social studies and other
general subject studies, some additional vocational training courses and basic education. In addition, adult
education centres organise open university, (Finnish: avoin yliopisto, Swedish: ppen
universitetsundervisning ) instruction in co-operation with universities (see 7.5.7. for summer universities,
(Finnish: kesyliopisto, Swedish: sommaruniversitet ).
7.5.4. Study Centres and Educational Organisations
Study centres, (Finnish: opintokeskus, Swedish: studiecentral ) of which there are 11, are maintained by
educational and cultural organisations and they aim to provide citizens with opportunities for systematic
study by arranging study circles, courses and lectures. In the background of the study centres, there are
various non-governmental organisations, such as trade unions, political parties, producers organisations as
well as Christian organisations. In addition to the study centre activities, cultural activities may be organised.
The study centres and their regional offices organise courses and lectures on shop-steward training, first-aid
skills, voluntary social work, as well as other social and interest-oriented adult education and training. In
addition, the study centres organise study circles, i.e. study in small groups, and they may also arrange
additional vocational training.
7.5.5. Physical Education Centres
Physical education centres, (Finnish: liikunnan koulutuskeskus, Swedish: idrottsutbildningscenter ) are
maintained by support organisations, foundations and other private organisations. These centres are
regional or national boarding schools for children, young people and adults alike. At present, grown-ups
form the largest student group. A total of 14 physical education centres currently fall within the framework
of statutory government transfer. The task of physical education centres is to provide instruction in sports
and physical education and to organise coaching activities. They also function as training centres for athletes.
Physical education centres mainly organise general adult education, although some of them also arrange
upper secondary vocational programmes in physical education and courses leading to qualifications.
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Physical education centres also provide supplementary general and social education as well as
supplementary vocational training. They support widely also different voluntary physical activities.
7.5.6. Institutions Providing Basic Art Education
Basic art education is provided by music institutions, (Finnish: musiikkioppilaitos, Swedish: musiklroanstalt )
and other art institutions.
The biggest educational area is music. Music institutions include music institutes that provide basic
education in music and conservatoires that provide also upper secondary education and training in music.
Music institutions may also provide basic dance education and the conservatoires may provide upper
secondary vocational education and training in dance. In 2009 there were altogether 99 music institutions,
35 of which were private.
Upper secondary vocational education and training in music and dance is provided also by some vocational
institutions.
7.5.7. Summer Universities
Summer universities, (Finnish: kesyliopisto, Swedish: sommaruniversitet ) are usually private organisations,
which are maintained by specifically established associations with members from the regions local
authorities, institutions of higher education, student unions and private organisations. There are 20 summer
universities, and despite their name, they operate all year round. Summer universities operate in about 120
locations. Summer universities are organisations providing education on a regional basis. They provide open
university, (Finnish: avoin yliopisto, Swedish: ppen universitetsundervisning ) education, additional
vocational training, language courses, various general educational and cultural events as well as university
activities of the third age. University students may complete degree studies at some summer universities by
taking examinations and participating in lectures and seminars. Instruction organised at summer universities
is open to all; participants are selected in the order of registration.
7.5.8. Institutions Providing Vocational Education and Training and Vocational
Adult Education Centres
Institutions accredited to provide education may provide upper secondary and additional vocational
education and training for adults. Vocational institutions have established special adult education
programmes or units. The qualifications to be taken are the same in adult education and training as for
young people.
In addition, the theoretical studies in apprenticeship training, (Finnish: oppisopimuskoulutus, Swedish:
lroavtalsutbildning ) are usually organised at vocational institutions or at vocational adult education
centres, (Finnish: ammatillinen aikuiskoulutuskeskus, Swedish: yrkesutbildningscentrum ).
There are 32 vocational adult education centres, most of which are owned by local authorities, with financing
based on sales of services. Education organised by vocational adult education centres consists of adult
employment training (labour market training) as well as additional training and in-service training. The
theoretical studies in apprenticeship training may also be organised at vocational adult education centres.
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The competence test system forms a significant part of adult education. The main bodies are the Ministry of
Education, that gives orders on the qualification system and qualification fees; the Finnish National Board of
Education, which prepares and gives a proposition to the Ministry of Education about the qualification
structure, decides on the national requirements for competence tests, assigns qualification committees,
guides and trains the qualification committees, evaluates the prerequisites of the bodies organising
competence tests, and gives further regulations e.g. about certifications, individualisation and the
practicalities of organising competence tests; National Education and Training Committees issue statements
about the proposals for qualifications frameworks and the requirements of qualifications. The qualification
committees make contracts on the organisation of the competence tests and the grading of initial
qualifications and give qualification certificates. The organisers of education and training plan the tests in
cooperation with representatives of work life, take care of individualisation, are responsible for selecting
and training the persons conducting the assessment of the student in the competence test, organise and
assess the student in the competence test in cooperation with the representatives of work life. The
qualification committee issues and signs the qualification certificates together with the educational
institution.
An electronic student feedback system concerning competence-based qualifications has been developed by
the Ministry of Education and the Finnish National Board of Education. The system has been fully operational
from the beginning of 2009.
The Ministry of Education and the Finnish National Board of Education are national bodies. There are 174
qualification boards, most of which are national.
7.5.9. Specialised Vocational Institutions
Specialised vocational institutions are institutions designated as such by the Government. They are mainly
owned by businesses and operate in the sectors of trade and industry. Some 37 institutions receive state
subsidies. Most of these institutions focus on the training of employees for their respective owner
companies. Most of the training provided by specialised vocational institutions is additional vocational
training.
7.5.10. Continuing Education Centres of Universities
The first continuing education centres were founded in universities in the 1970s. Nowadays all universities
have their own continuing education centres. Commercial services provide most of their financing. In
addition, these centres may have several affiliates operating outside the university town. Continuing
education centres organise vocational continuing education for individuals already holding an academic
degree and provide and co-ordinate open university, (Finnish: avoin yliopisto, Swedish: ppen
universitetsundervisning ) education in co-operation with university departments and different adult
education organisations. In addition to continuing education centres, some universities have separate open
university units.
In 2009 apprenticeship-type training was introduced into continuing education for people with higher
education degrees.
See also 6.18.2.
7.5.11. Polytechnics
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Polytechnic degree programmes may be completed as adult education. The time spent completing a degree
is usually slightly shorter than the corresponding education for young people, since adult students previous
studies and work experience may be accredited.
In addition to degree-oriented education, permanent polytechnics may provide professional specialisation
studies with a scope of 30-60 ECTS credits. In certain circumstances, the Ministry of Education may confirm a
more extensive scope for these studies. The specialisation studies are extensive continuing education
programmes supplementing the degree system, which are provided for people with a university degree, a
vocational post-secondary qualification or a vocational higher education degree, or for others with sufficient
aptitude for study. The polytechnic in question grants certificates to people who have completed the
specialisation studies to an acceptable standard.
In recent years, polytechnics have developed their provision of open education. Open polytechnics offer the
opportunity to study individual study units included in polytechnic degrees. Polytechnic postgraduate
degrees (cf. also 6.1.2.) provide practically oriented education and training aimed at mature students.
Polytechnic master degree programmes (cf. also 6.1.2.) provide practically oriented education and training
aimed at mature students. The Polytechnic Masters degree is of equal level with the University Masters
degree.
7.5.12. Counselling Organisations
The crafts and design as well as home economics counselling organisations are national organisations
operating in the administrative field of the Ministry of Education. Their tasks also include adult education and
training. There are four national organisations: one crafts and design organisation and three home
economics counselling organisations. The activities of the counselling organisations rely on the work of
employees and the voluntary work of their members. In addition to the central organisation, they all have
regional and local offices. However, their activities are not governed by any separate legislation. Important
activities include guidance, counselling and training of adults, young people and entrepreneurs. The crafts
and design counselling organisation focuses on developing and promoting Finnish handicrafts both as part
of the national culture and for profitable employment. The organisation gives basic training in handicrafts to
children and young students as well as additional training in handicrafts for the adult population. The task of
the three home economics counselling organisations is to help promote the economic, mental and material
well-being of homes and families as well as the protection of the environment. In addition, some of them
provide women living in the countryside with additional vocational training in home economics.
In addition, there are other counselling organisations promoting economic activities, which operate under
other ministries and receive public funding for their costs; these include counselling organisations for
agriculture and forestry.
Geographical accessibility of education in Finland is good. The network of various types of institutions
providing adult education of different kinds is comprehensive at all levels of education.
Distances are long in Eastern and Northern Finland. The State gives students extensive aid as regards the
costs of travelling to and from the educational institution. In addition, the institutions may offer lodging
possibilities and there are boarding school type institutions, such as folk high schools that provide adult
education.
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7.7. Admission Requirements
No specific admission requirement have been set for adult education. In general, all students are required to
have completed the nine-year compulsory education. What comes to competence tests, no formal admission
requirements can be set since completing the competence-based qualification is independent of the way
competence has been acquired.
As a rule, the entrance requirement for the applicant to general upper secondary school for adults, (Finnish:
aikuislukio, Swedish: vuxengymnasium ) is to have reached the age of 18. Instruction organised at summer
universities, (Finnish: kesyliopisto, Swedish: sommaruniversitet ) is open to all; participants are selected in
the order of registration.
Each institution providing adult education decides autonomously about the admission requirements, and
there are no national guidelines.
The specialisation studies at polytechnics are extensive continuing education programmes supplementing
the degree system, which are provided for people with a university degree, a vocational post-secondary
qualification or a vocational higher education degree, or for others with sufficient aptitude for study.
Appeal against decisions taken as regard admission to educational institutions is to be made to the
institution in question.
7.8. Registration and Tuition Fees
Initial vocational education and training, funded by the Ministry of Education, is primarily free of charge for
students; in upper secondary schools, (Finnish: lukio, Swedish: gymnasium) and vocational institutions, small
student fees may be charged for a specific reason with permission from the Ministry of Education.
Participation in a test for competence test is subject to a fee. Reasonable charges may be imposed for taking
further vocational qualifications and specialist vocational qualifications.
7.9. Financial Support for Learners
7.9.1. Financial aid for students
Students may receive financial aid. The purpose of the student financial aid is to guarantee equal
opportunity in education by securing the students' income (see 6.8. for more details on financial aid for
students).
7.9.2. Adult education allowance
Adults who are gainfully employed, may be granted study leave. Study leave is a period, during which the
employer has released the employee from carrying out his/her duties according to their terms of
employment for educational or study purposes. The employee, whose full-time employment with the same
employer has lasted at least one year, is entitled to no more than a total of two years of study leave during a
five-year period of employment with the same employer. The employer is entitled to postpone the start of
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the study leave once for a maximum of six months, if granting the study leave at that time would cause
considerable disadvantage to the employers business. In small enterprises, the beginning of the study leave
may be postponed more frequently.
An adult education allowance is available to employees and self-employed persons who have a working
history of 10 years at least and wish to go on study leave at least for two months. The time period for which
allowance is granted is determined by persons working history: every full month at work extends the
subsidy period by 0.8 days. For example a working history of 15 years entitles for a subsidy period of 144
days.
The amount is based on the regular income level prior to the studies. The basic benefit is 500 euros per
month. In addition the student receives, up to a maximum of 2 700 euros, 20 per cent of his/her earlier
earnings, and then 15 per cent of the earnings exceeding that. In addition, the state can guarantee a bank
loan.
7.9.3. Scholarship for Qualified Employee
Scholarship for Qualified Employee is a lump sum payment of 339 which is payable to persons who have
taken a vocational qualification, further vocational qualification or specialist vocational qualification during
the last six months in a competence test. When taking the qualification the person must be at least 30 years
of age but not yet 64 and have been employed by a Finnish employer for at least five years.
7.9.4. Other
Those participating in labour market (mainly vocational) training or employment training purchased by the
labour authorities are paid either a training or employment benefit as well as compensation to cover
expenses for travel, food and accommodation arising during the training. The aim of the training is to
maintain the balance between labour demand and supply and prevent unemployment and labour shortage.
In 1998, training allowance was introduced. It is intended for people, who have been gainfully employed for
at least 10 years and who have been unemployed for at least 4 of the previous 12 months. The training
allowance is the same amount as unemployment benefit and it is payable for a maximum period of 500 days.
The purpose of this benefit is to provide unemployed people with an opportunity for self-motivated
vocational study, to complement their previous skills or to acquire a new occupation.
7.10. Main Areas of Specialisation
For main areas of specialisation, refer to 7.5.
7.11. Teaching Methods
7.11.1. General adult education
Teachers are free to choose the teaching methods they use in order to achieve the objectives set out in the
curriculum or in the framework of the individual study plan to gain the required professional competence in
vocational adult education.
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In general upper secondary schools for adults, (Finnish: aikuislukio, Swedish: vuxengymnasium ) teaching
mainly takes place in the evenings, because it was initially intended for adults studying while at work.
However, day-time instruction has increased. Instruction may also be partially given in the form of distance
education or by applying other special forms of instruction.
At adult education centres, (Finnish: kansalaisopisto / tyvenopisto / kesyliopisto Swedish:
medborgarinstitut / sommaruniversitet ) operate all year round. They provide open university, (Finnish:
avoin yliopisto, Swedish: ppen universitetsundervisning ) education, lectures and seminars, additional
vocational training, language courses, various general educational and cultural events as well as university
activities of the third age.
7.11.2. Vocational Adult Education and Training
Each student is assigned an individual learning plan. It takes into account the vocational skills individual
students have acquired through work experience, previous studies, etc. The qualifications can be taken by
demonstrating ones vocational skills in a competence test, which is usually preceded by preparatory
training.
The competence test system aims at providing adults flexible opportunities and the best possible
circumstances to demonstrate their competence in a competence test and develop and renew professional
competence needed in work life.
The basic principle of individualisation is client-centeredness as regards students applying to competence
tests and the preparatory training and the acquiring of the professional competence. The education provider
is responsible for ensuring that the student receives appropriate training and guidance. Different methods of
guidance may be used.
The education provider is responsible for identifying the previously acquired competencies and other
background factors , identifying the appropriate qualification for the student and the needs for training and
possible need for guidance and support measures. Consequently the cooperation bodies involved in the
guidance and counselling of the student are identified. If it is recognised that the competence-based
qualification is not appropriate for the person, he or she is directed towards an other qualification.
Competence is recognised by using various field-specific methods.
When arranging an individualised competence-based test, the requirements of the qualification, including
the vocational skills requirements, objects of assessment and criteria and the manners of demonstrating
competence, are followed.
A representative of the organiser of competence test and the candidate together make an individual plan for
completing the competence-based qualification and the manner of demonstrating competence. The
qualification committee may approve competence demonstrated earlier as a part of the competence test.
Difficulties in reading or writing must be taken into consideration in organising the competence test.
However, special arrangements should not affect the assessment. The vocational requirements must be the
same for all candidates. Instructions are available for organising competence test for candidates with special
needs and of immigrant background.
When designing the individual plan for acquiring vocational competence and the learning plan, the
students circumstances, competences, identified learning needs and the feasibility of learning on the job are
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taken into account. Furthermore, the appropriate forms of education and training, learning environments
available, and teaching, assessment and guidance methods are mapped-out and agreed upon. The
individualisation process aims at 1) providing the student a self awareness as a learner; 2) guiding the
student in planning appropriate learning paths and choices regarding studies; and 3) guiding the studies
and, if needed, directing the student to other professional support services.
In addition to education designed for individual students, educational institutions organise in-service
training in co-operation with companies and employers. They offer both short courses ranging from a few
days to a week and courses that last several months. Courses take place during the daytime and in the
evenings. Their content and duration are based on contracts.
7.12. Trainers
No official information is available on trainers. The term trainer has been used in connection with informal
courses and further education, especially in private sector education and training and the training market for
the industry. The trainers who supervise the students during their on-the-job learning periods in enterprises
(=workplace instructors) are generally experienced foremen and skilled workers but hold no pedagogical
qualifications. For some years the workplace instructors have been able to participate in two-credit (=3 ECTS)
courses, which are based on core curricula approved by the Finnish National Board of Education.
7.13. Learner Assessment/ Progression
7.13.1. General Adult Education
General upper secondary schools for adults, (Finnish: aikuislukio, Swedish: vuxengymnasium ) are
institutions mainly intended for gainfully employed adults, who wish to complete basic education or general
upper secondary education syllabi or parts of these. At the end of general upper secondary education,
students usually take the matriculation examination (see 5.15.1.).
Liberal adult education offers non-formal (non-certificate-oriented) studies, which provide adults with
opportunities to develop themselves without qualification- or occupation-specific aims.
At open university, (Finnish: avoin yliopisto, Swedish: ppen universitetsundervisning) students may
complete different modules, but they cannot take a degree. However, students may gain the right to study
for a degree after completing usually at least 60 credits worth of studies included on a degree programme at
open university. However, the required number of credits varies by university and subject.
The qualifications in vocational adult education and training are mainly taken in the form of competence-
based qualifications. Adult students may demonstrate their vocational skills in competence tests regardless
of how and where they have acquired the skills. The requirements of the qualifications determine the
vocational skills to be demonstrated in order to acquire the qualification certificate. They also define the
elements constituting the qualification and the methods of demonstrating the vocational skills.
There are three levels of competence-based qualifications: upper secondary vocational qualifications, further
vocational qualifications and specialist vocational qualifications. The upper secondary vocational
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qualifications completed in the form of competence-based qualifications correspond to those taken in
vocational education and training intended for young people. For a vocational qualification, the mature
student demonstrates command of the knowledge and skills required for a given occupation; for a further
qualification vocational the skills required of a skilled worker; and for a specialist qualification the knowledge
and skills needed for the most demanding work assignments in the field.
The further vocational qualifications and specialist vocational qualifications are primarily intended for adults
mainly for people skilled in different fields to demonstrate their practical competence and vocational skills.
Participation in a test is subject to a fee.
Although taking part in competence tests does not require formal preparation, many participants acquire
preparatory training, in which they are provided with individual learning programmes. Upper secondary
vocational education and training provides preparation for upper secondary vocational qualifications and
additional vocational training prepares for further and specialist vocational qualifications.
An upper secondary vocational qualification, further vocational qualification and specialist vocational
qualification give general eligibility for polytechnic and university studies.
7.14. Certification
7.14.1. General adult education
In the general upper secondary education for adults the same certificates are used as for young people (see
5.17.1.).
In the vocational upper secondary education for adults the same certificates are used as for young people
(see 5.17.2.). In further and specialist vocational qualifications the certificates are different and assessment
applies the scale of pass/fail.
7.15. Education/ Employment links
Guidance and counselling is provided flexibly in educational institutions. Guidance counsellors, teachers,
curators and work-place instructors are responsible for guidance and counselling. Employment centres and
apprenticeship training offices help in questions related to vocational choices choosing appropriate
education and training and the organiser of the competence test and other issues related to the studies.

The regulation of private adult education institutions and the financial support that they receive depend on
whether they provide certificate-oriented education or non-formal education.
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Private adult education institutions providing certificate-oriented education are obliged to follow the same
national core curricula and requirements of the competence-based qualifications as educational institutions
owned by local authorities. Education is financially supported by the public authority.
Private adult education institutions providing non-formal education are largely free to decide on their own
educational objectives, contents and methods. The Government only determines general guidelines on the
educational task of these institutions. The financial support given by the public authority for this type of
education is less than the support granted for certificate-oriented adult education and training.
Commercial Organisations
There are about one thousand private commercial training organisations in Finland. They are relatively small
in size, specialised businesses based on the expertise of a few employees, such as driving schools, language
schools and companies providing training in information and communication technology. Private businesses
also organise barber, hairdresser and beautician training as well as masseur training, for example. In addition,
there are private art, music and dance institutions.
Private commercial organisations do not fall within the public system of funding; they are also not permitted
to use the titles of qualifications reserved by the formal education system. Students in the organisations,
however, may take part in tests where they can demonstrate their vocational skills and receive the right to
use the protected qualification title (for competence-based qualifications, see 7.13.2.). The activities of the
commercial organisations are controlled by consumer protection authorities.

7.17. Statistics
Institutions providing adult education and training
Number of institutions providing adult education and
training
1
2004 2005 2006

2007

2008
Number of institutions providing
145
general upper secondary education for adults
2
123 139 139 54 49
Vocational institutions
Vocational institutions 187 182 131 160 152
Vocational special education institutions 13 13 13 12 12
Specialised vocational institutions 42 40 36 37 37
Vocational adult education centres 40 38 34 32 32
Fire, police and security vocational institutions 2 2 2 2 1
Other institutions 20 17 5 7
Polytechnics 31 31 31 30 28
Liberal adult education institutions
Physical education centres 14 14 14 14 14
Folk high schools 87 86 88 89 83
Adult education centres 251 247 240 234 223
Study centres 11 11 11 11 11
Summer universities 20 20 20 20 20
Music institutions 91 91 91 89 89
1 The number does not include continuing professional development centres or open university education
of universities
2 Adults can participate in upper secondary education in general upper secondary schools for adults, in
specific divisions for adults within general upper secondary school, folk high schools and distance education.

Source: Statistics Finland and Finnish National Board of Education
Number of students
1
in adult education not leading to a qualification 20042007
Number of students 2004 2005 2006 2007
Vocational institutions
Vocational institutions 52 091 68 781 79 724 88 472
Vocational special education institutions 2 827 2 758 1 876 4 101
Specialised vocational institutions 207 251 254 391 239 604 211 778
Vocational adult education centres 90 430 88 350 81 578 90 631
Fire, police and security vocational institutions 14 468 12 275 15 801 16 146
Other institutions 28 811 24 599 1 497 1 774
Polytechnics 69 836 81 168 74 547 76 604
Liberal adult education institutions
Physical education centres 124 258 137 657 145 008 149 811
Folk high schools 149 471 150 347 153 073 150 830
Adult education centres 1 108 000 1 093 037 1 079 928 1 093 771
Study centres 296 029 329 054 341 416 288 131
Summer universities 97 557 95 893 95 184 95 263
Music institutions 4 927 2 639 2 176 1 914
1 Number of participants is calculated according to participation; the same participant may have taken part in
several courses.

Number of students in liberal adult education 20042007
Liberal adult education institution 2004 2005 2006 2007
Folk high school 111 783 113 416 114 438 110 819
Adult education centre 621 923 604 127 592 410 600 294
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Physical education centre 79 258 76 183 82 892 95 035
Study centre 192 187 238 354 224 520 180 514
Summer university 35 419 34 852 36 801 36 189
Participation in vocational competence-based qualifications 19952008
Year Number of participants
1995 3 000
1996 4 000
1997 8 000
1998 14 000
1999 24 000
2000 32 000
2001 38 000
2002 41 000
2003 43 000
2004 51 000
2005 58 000
2006 62 000
2007 63 000
2008 65 000
Source: Statistic Finland and Finnish National Board of Education.

147
8. TEACHERS AND EDUCATION STAFF
In the spring term of 2008, there were 41 126 teachers and principals in total within basic education, 7 487 in
general upper secondary education and 14 828 in upper secondary vocational education and training (VET).
At general educational institutions, instruction may be given by
class teachers, who mainly provide instruction for grades 16 in basic education, teaching all
subjects, and who may also give pre-primary education;
kindergarten teachers, who may give pre-primary education in separate pre-primary classes;
subject teachers, who teach one or several subjects in basic education (primarily in grades 79)
and/or in general upper secondary education and who may also work at liberal adult education institutions
(see 7.2.) and as teachers of core subjects in vocational institutions;
special needs teachers and special class teachers, who may provide instruction for children in need
of special needs education;
pupil counsellors and student counsellors, who may offer educational guidance in basic education
and in general upper secondary education.
Teaching staff at vocational institutions may include:
teachers of core subjects;
teachers of vocational studies;
teachers providing special needs education;
student counsellors of vocational institutions.
The principal is often considered a member of the teaching staff. In all types of institutions the principals or
leaders act both as the pedagogical and administrative heads of their institutions.
Polytechnics have teaching posts for principal lecturers, lecturers, visiting lecturers and full-time or part-time
teachers. Education staff also includes for example. student counsellors, special needs assistants, school
psychologists, school public health nurses, school doctors, librarians and administrative staff.
Higher Education Policy in Finland
Opetustoimen henkilstn ammatillisen osaamisen varmistaminen (Osaava)
Teacher Education Development Programme
148
The Competent Teacher 20102020
Hme University of Applied Sciences
JAMK University of Applied Sciences
Local Authority Employers in Finland
North Karelia University of Applied Sciences
Office for the Government as Employer
Oulu University of Applied Sciences
Seinjoki University of Applied Sciences
Tampere University of Applied Sciences
Trade Union of Education in Finland
University of Eastern Finland
University of Lapland
University of Oulu
University of Tampere
University of Turku
University of Vaasa
bo Akademi University
8.1. Initial Training of Teachers
The education of teachers varies according to the level and type of education or institution they want to be
qualified for. In general education class teachers have a Masters degree with a major in pedagogy, whereas
subject teachers major in the subject that they teach. Teachers of vocational studies in vocational education
and training in turn take pedagogical studies after first having completed a degree in the relevant vocational
field. Special needs teachers as well as guidance and student counsellors specialise after having completed
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their teacher education. In higher education, in polytechnics and universities teachers are generally required
to have a post-graduate research degree.
8.1.1. Historical Overview
8.1.1.1. Teachers at General Educational Institutions
Teacher education and training in Finland was established in the late 19
th
century in two main tracks:
teachers for folk schools were trained in teacher training colleges, whereas teachers for secondary schools
were trained at universities. When the folk school and secondary school were abolished in conjunction with
the comprehensive school, (Finnish: peruskoulu, Swedish: grundskola) reform of the 1970s (see 4.1.),
teacher education was also reformed. As early as 1970, the objectives of education for teachers at
comprehensive schools and general upper secondary schools, (Finnish: lukio, Swedish: gymnasium) were
redefined: teacher education was divided into education for class teachers and subject teachers. This division
still applies today. Class teachers mainly work in grades 16 of comprehensive school (primary level),
whereas subject teacher education is mainly for those teaching in grades 79 of comprehensive school
(lower secondary level) and at upper secondary school, but teachers with subject teachers education may
also work in vocational education and training and liberal adult education. Teacher education for both is
provided by university departments of teacher education. The training of kindergarten teachers was
transferred completely to universities in 1995.
8.1.1.2. Teachers at Vocational Institutions and Polytechnics
Education for teachers at vocational institutions and polytechnics has been more varied than that for
teachers at general educational institutions. Generally speaking, teachers have first acquired vocational
education in their own subject field, which has later been complemented by teacher education. Vocational
teacher education (duration of education, for example) was harmonised in 1985. Since 1996, vocational
teacher education has been organised at vocational teacher education colleges operating in conjunction
with polytechnics.
8.1.2. Ongoing Debates and Future Developments
The latest Development Plan for Education and research 20072012 underlines the importance of resolving
how the commitment and motivation to the teaching profession could be taken into account in the
application to teacher education. Further, in the education itself, interaction and communication with the
world of work should be stressed, particularly in vocational teacher education.
The current Government programme in turn emphasises the importance of increasing awareness of gender
equality in education and training. The programme also proposes that gender-sensitivity and awareness
should be included into teacher education. As a result a national research and development programme
coordinated by the University of Helsinki started in autumn 2008. The Equality and gender-sensitivity in
teacher education (TASUKO) programme aims at providing future teachers with more theoretical and
practical information on how they can promote gender equality and how they can act in a more gender-
sensitive way in their work. Within the project curricula and instruction will be developed as well as build a
research programme and integrate research results into teacher education.
The quantitative needs of teachers are anticipated regularly in Finland. The latest anticipation was carried out
in 2007 by a working group set by the Ministry of Education. It was estimated that the intake into class and
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subject teacher education can be reduced to some extent, while the need for, for example, special needs
teachers and guidance counsellors would grow. The working group also recommended that teacher
education should provide the basic knowledge about the management, leadership and development of
institutions. Finally, the group also recommended that research into teacher education should be
strengthened with a special research programme.
As a result of the anticipation the intake into teacher education was increased in 20072009. The aim was to
increase the intake into the study programmes for teachers of mathematics, English as well as special needs
teachers. A continuous challenge has been teacher education in Swedish. There is a serious shortage of
qualified teachers in schools whose language of instruction is Swedish.
Furthermore, a committee set by the Ministry of Education on teacher needs in immigrant education
estimated and anticipated the number of teachers needed in general, vocational and adult education for
immigrants in the period 20072012 and put forward a proposal for quantitative development in response
to teacher needs. The committee proposed that the resources and implementation of teacher education at
universities and polytechnics as well as student selections be developed to widen the opportunities of
persons with immigrant backgrounds to gain teacher qualifications. In addition, the contents and
quantitative needs in in-service training should be made to better suit teachers who teach persons with
immigrant backgrounds.
Statistical data on teachers in Finland was collected in 2008. According to the data, the qualification situation
has improved in 20052008 among teachers in basic education and liberal adult education. The proportion
of fully qualified teachers had increased by 36 percentage points (more detailed data available in 8.7. )
In upper secondary vocational education and training 72 per cent of the teachers were fully qualified. In
most cases the missing qualifications were the pedagogical studies. This is a concern as the need for
teachers of vocational studies is estimated to increase in the near future.
A new collection of statistical data on teachers will commence in March 2010. Further, a new anticipation of
teacher needs will take place in 20102012.
8.1.3. Specific Legislative Framework
The Decree on the Qualifications of Educational Staff (986/1998) came into force on 1 January 1999. It
determines the qualifications requirements for principals and teachers in basic and pre-primary education,
general upper secondary education, vocational education and training, as well as in liberal adult education
and basic art education. The Decree applies to class, subject and special needs teachers as well as to
pupil/student counsellors and pre-primary teachers.
The initial education of comprehensive and general upper secondary school (Finnish: lukio, Swedish:
gymnasium ) teachers is regulated by the Government Decree on University Degrees (794/2004). The teacher
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training schools responsible for the practical part of the teacher training programme operate under
university faculties of education and are governed by the Universities Act (645/1997) and Decree (115/1998).
Universities Decree
Vocational teacher education is regulated by the Act (356/2003) and Decree (357/2003) on Vocational
Teacher Training and the Polytechnics Act (351/2003) and Decree (352/2003).
Act on Vocational Teacher Training
Decree on Vocational Teacher Training
Polytechnics Act
Polytechnics Decree
8.1.4. Institutions, Levels and Models of Training
As part of the structural reform of the universities, a new degree structure was adopted in teacher training in
2005. In conjunction with the reform also the curricula were renewed. The reform will be evaluated in 2010.
Class teacher education is provided by university faculties of education or other equivalent units called
teacher education units. One university may even have two departments of teacher education. Education is
provided by seven Finnish-language universities and by one Swedish-language university. Since 1995,
kindergarten teacher education has also been provided by university faculties of education. Each teacher
education unit has teacher training school(s) for teaching practice, experiments, research and continuing
education. Teacher training schools may have either grades 16 of basic education or grades 79 of basic
education and general upper secondary school, (Finnish: lukio, Swedish: gymnasium )or all of these. They
may also include pre-primary level.
Subject teacher education is provided by university faculties of different subjects. Pedagogical studies are
provided by teacher education units within faculties of education. The periods of teaching practice included
in pedagogical studies are organised at university teacher training schools and at so-called affiliated schools.
Teacher education in art subjects is offered by art academies.
Class teacher and kindergarten teacher education is organised concurrently, that is, the pedagogical training
and subject studies are intertwined. The length of kindergarten teacher education is 3 years and class
teacher education 5 years. In subject teacher education, students usually first apply to study a particular
subject at the relevant university faculty and, after one or two years of studying, they may apply for subject
teacher education. At some universities and faculties, students may also apply directly for subject teacher
education; in such cases, education is provided in co-operation between the department of teacher
education, the relevant subject departments and teacher training schools. The department of teacher
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education is responsible for providing pedagogical studies, whereas subject departments of different
faculties provide education in the teaching subjects. These studies are taken in parallel and in interaction
with each other. The length of subject teacher education is 5-6 years.
Teacher's pedagogical studies have a minimum scope of 60 ECTS credtis while the whole degree is 300 ECTS
credits for class and subject teachers and 180 for kindergarten teachers. In the teacher's pedagogical studies
practical training amounts to 20 ECTS credits for class teachers and subject teachers and 25 ECTS credits for
kindergarten teachers. The pedagogical studies combine theory to practice. Thus the theoretical studies are
complemented by practical training that amounts to 20 ECTS credits for class teachers and subject teachers
and 25 ECTS credits for kindergarten teachers.
The teacher education system is twofold: part of the responsibility for education lies with the faculties of
education, while another part is carried out in co-operation with the faculties of different teaching subjects.
The faculties of education are responsible for providing education for kindergarten teachers, class teachers,
special needs education teachers and student counsellors, as well as for subject teacher education in home
economics, textile work, technical work and, to some extent, music as well. Other subject teacher education
is organised in co-operation between teacher education departments and subject departments and at art
academies.
Since 1 August 1996, Finnish vocational teacher education has been organised at vocational teacher
education institutions operating in conjunction with five polytechnics. In addition, two vocational teacher
training institutions provide education for vocational special needs teachers and student counsellors and
one institution training for driving instructors.
Vocational teacher education in Swedish is provided by the Faculty of Education at the bo Akademi
University, as is other teacher education in the Swedish language (cf. 8.1.4.1.). There are no specific teacher
training schools for vocational teacher education; instead, teaching practice takes place at different
vocational institutions.
In vocational teacher education the pedagogical studies are taken after a professional degree and 3 years
work experience. Thus the students generally either have a bachelors or masters degree as a basis. The
scope of the pedagogical training is 60 ECTS credits of which practical training is 20 ECTS credtis. The basis is
the degree and work experience in the relevant field and pedagogical training of 60 ECTS. The pedagogical
training for vocational teachers combines theoretical studies with practice, comprising basic studies in
education, studies in vocational pedagogy and teaching practice as well as optional studies which can
include studies in adult education or special needs education, for example. There are no specific teacher
training schools for vocational teacher education; instead, teaching practice takes place at different
educational institutions.
8.1.5. Admission Requirements
Applicants for class teacher education are selected on the basis of an entrance examination. The entrance
examination for class teacher education includes a written examination, an aptitude test and interviews.
Some universities also include a group situation and an optional skills demonstration as part of their
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entrance examination. Admission requirements for kindergarten teacher education are mainly as for class
teacher education.
Those wanting to become subject teachers apply to the respective university faculties and departments of
their main subject (such as mathematics), following the usual procedure. Those admitted to a degree
programme and aiming to be subject teachers will then separately apply for subject teacher education.
Admission to subject teacher education is based either on aptitude tests alone, or on aptitude tests and the
applicants study record. Today, several universities have programmes, where people apply directly for
subject teacher education.
If a person does not apply for subject teacher education, s/he can also graduate as a subject teacher by
taking separate pedagogical studies (see 8.1.6.1.) upon completion of an academic degree. In addition, the
applicant must pass the aptitude test. Furthermore, class teachers have a possibility to acquire a dual
qualification, which enables them to teach a given subject in grades 1-9.
Those who have undergone class teacher education or some other appropriate education (at least a lower
academic degree) are entitled to apply for separate special needs teacher studies. An entrance examination
is organised for these applicants. Pre-primary level special needs education and special needs education for
children under school age are available to kindergarten teachers. Special needs teacher education
programmes leading to a Bachelors (Finnish: kandidaatin tutkinto Swedish: kandidatexamen ) or Masters
degree (Finnish: maisterin tutkinto, Swedish: magisterexamen) in education (see 8.1.6.1.) apply the general
university admissions rules and have their own requirements.
Cooperation in the student selection in different universities has been intensified since 2006. The VAKAVA
project aims at creating a common model for all university pedagogical education. A common model would
simplify the admission procedures and increase the co-operation between the universities. A general
objective is to make the student selection more user-friendly. A special aim is also to enhance the
opportunities of those students who have taken their matriculation examination the same year.
People who have the education and work experience required of teachers at polytechnics or vocational
institutions are eligible for vocational teacher education.
Depending on the vocational institution and teaching subject, teachers are required to have either 1) an
appropriate masters degree; 2) an appropriate polytechnic degree; or 3) the highest possible qualification in
their own occupational field, at least three years of work experience in the field and to have completed
pedagogical studies with a scope of at least 60 ECTS credits. Principal lecturers at polytechnics are generally
required to have a licentiates or doctors degree, whereas lecturers are required to have an appropriate
masters degree. In addition, principal lecturers and lecturers are required to complete pedagogical studies
with a scope of 60 ECTS credits within three years of appointment to their posts.
The admission requirements for vocational special needs teacher education as well as for vocational student
counsellor education include qualifications required of vocational institution teachers and at least one year
of teaching experience at a vocational institution.

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8.1.6. Curriculum, Special Skills, Specialisation
Teacher qualifications for general and vocational institutions were harmonised at the beginning of 1999. The
same minimum of 60 ECTS credits of pedagogical studies is required of teachers for all types of educational
institution (basic education, general upper secondary schools, (Finnish: lukio Swedish: gymnasium)
,vocational institutions and liberal adult education institutions), including basic and subject studies in
education, subject didactics and teaching practice.
Pedagogical studies for teachers are completed within university departments of teacher education or at
vocational teacher education institutions in conjunction with the polytechnics. The studies include basic and
subject studies in education, subject didactics and teaching practice. Vocational teacher education is
completed at vocational teacher education institutions. Vocational teacher education studies include basic
studies in education, studies in vocational pedagogy and teaching practice. The institutions have full
autonomy in designing their curricula, which also allows flexibility to changing skills needs. An advisory
board for teacher education has been set in 2008 to anticipate the changes in training needs. Cf. 8.2.10.1.
Vocational teacher education is always completed after completion the of a degree. Teacher education at
universities is usually incorporated into a Masters degree, (Finnish: maisterin tutkinto, Swedish:
magisterexamen) but the pedagogical studies for teachers may also be completed separately after
completion of a degree, with the exception of class teacher education. This is known as separate pedagogical
studies for teachers. The studies are organised so as to allow students to complete them in one academic
year.
Based on the results of the evaluation and anticipation efforts, the Ministry of Education has issued
objectives and recommendations for the development of initial and continuing teacher education and
training. Universities and polytechnics will need to develop their pedagogical studies in such a way that the
studies prepare teachers for work with learners of different ages at different levels of education. During their
studies, teacher students will also have to be able to gain experience of co-operation across institutional
boundaries.
University and polytechnic teacher education will need to reserve sufficient time for teaching practice in
order to include options related to objectives, contents and training places and diversity required for
obtaining extensive teaching qualifications. The development of teaching practice should take account of
the long-term process of becoming a teacher, which requires personal support and guidance.
As most vocational teacher students already work as teachers, the training programmes are more and more
flexible and personalised. Since autumn 2005 one of the vocational teacher education colleges has offered a
virtual teacher education programme.
A new degree structure was adopted in universities, including teacher education, in 2005 to conform to the
Bologna two-cycle structure. In conjunction with the reform also the curricula were renewed. The reform will
be evaluated in 2010.
Class Teachers
Students in class teacher education take the higher academic degree (300 ECTS credits), i.e. the masters
degree, (Finnish: maisterin tutkinto, Swedish: magisterexamen) with education as their main subject.
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According to the relevant decree, students must be provided with the opportunity to complete a masters
degree in the space of five academic years.
Class teacher education consists of basic, subject and advanced studies in education, minor subject studies
and teaching practice. Class teachers may provide instruction in all subjects in grades 16. They may
specialise in teaching one or several subjects in their minor subject studies. Completion of an extensive
course in a minor subject (studies in the teaching subject of at least 60 ECTS credits included in subject
teacher education) will also give eligibility for functioning as a subject teacher in grades 19 of basic
education. The majority of currently graduating class teachers have acquired both class and subject teaching
qualifications.
The masters degree in class teacher education consists of the following study modules:
language and communication studies;
basic and subject studies in education;
advanced studies in education;
minor subject studies;
optional studies.
Teaching practice may be included in basic, subject and advanced studies. Teaching practice consists of an
orientation practicum as part of the subject studies in education and of an advanced practicum. In the
orientation practicum, students familiarise themselves with teaching and pupils in the lower stage of
comprehensive school, (Finnish: peruskoulu, Swedish: grundskola) Students practise in pairs or alone at
affiliated schools or at teacher training schools run by universities. They observe teaching, act as team
teachers and practise teaching. In the advanced practicum, students are trained to teach different subjects,
to plan lessons, to use basic forms of instruction as well as to assess instruction and learning. The purpose is
to broaden the students idea of teaching work and to familiarise them with different methods of carrying
out the duties of teachers. Another aim is for students to find their own ways of functioning as class teachers
and to become capable of developing their instruction and of taking independent, creative and justified
solutions to problems, which may occur in teaching situations. In addition, the objective of the advanced
practicum is to guide students in assessing their own work (reflection) and to support their professional
growth.
Qualified class teachers may continue their studies to achieve eligibility for providing special needs
education, pupil counselling and instruction in specific subjects.
Kindergarten Teachers
Students in kindergarten teacher education complete the lower academic degree, namely the Bachelor of
Education degree comprising 180 ECTS credits. The degree may be completed in three academic years. The
majority of the graduated kindergarten teachers work in day-care centres as teachers and educators of
children under school age.
Studies in kindergarten teacher education consist of the following study modules:
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language and communication studies;
basic and subject studies in education;
studies providing professional skills needed in early childhood education and care and pre-primary
education;
subsidiary subject studies;
optional studies.
The education also includes teaching practice chiefly in different forms of day care and pre-primary
education. Theoretical studies and teaching practice form an integrated whole, which aims to provide the
skills to implement the education process stemming from the childs needs. Research is integrated into the
studies at an early stage.
Qualified kindergarten teachers can continue their studies to become special kindergarten teachers, to
complete a masters degree, (Finnish: maisterin tutkinto, Swedish: magisterexamen) with an orientation to
education or early childhood education and care, or to choose other options provided by universities.
Subject Teachers
The subject teachers degree is a masters degree with a scope of 300 or 330 ECTS credits and it may be
completed in 56 years. The main subject is the subject the student intends to teach. Exceptions are students
selected for subject teacher education in home economics and craft (textile work, technical work): they are
admitted to university faculties of education, where the education mainly takes place. In other subject
teacher education, students are selected to those education units, which teach the relevant fields of science
or the arts. Students aiming to become subject teachers study in accordance with the subject teacher
programme in the faculty of their main subject. The education is organised so that the faculties subject
departments are responsible for providing instruction in the relevant subject, whereas the department of
teacher education is responsible for organising their studies in education. These studies are completed at the
same time and in interaction with each other. Subject teacher education includes 60 ECTS credits of
pedagogical studies. Education for teachers of art subjects is provided by art academies, while pedagogical
studies are jointly organised by university faculties of education and art academies.
People with a masters degree may complete separate pedagogical studies for teachers with a scope of 60
ECTS credits within a teacher education unit. The unit may decide on the extent, to which the individuals
previous studies and teaching experience are to compensate for some studies.
Subject teacher education provides teacher qualifications for basic education and general upper secondary
school, (Finnish: lukio, Swedish: gymnasium ) as well as qualifications to teach general subjects at vocational
institutions and liberal adult education institutions (see 7.2.). At some universities, students may specialise in
adult or vocational education and training in their pedagogical studies. Those studying to become subject
teachers may also qualify as class teachers by completing multidisciplinary studies in teaching subjects. Also,
class teachers have a possibility to acquire a dual qualification during their studies, which enables them to
teach a given subject in grades 19.
Subject teachers may be educated to teach the following subjects:
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religion;
mother tongue and literature (Finnish, Swedish or Saami);
Finnish as a second language;
foreign languages;
history and social studies;
psychology;
philosophy;
ethics (only as a subsidiary subject);
biology;
geography;
mathematics;
physics;
computer studies;
chemistry;
home economics;
textile work;
technical work;
physical education;
music;
visual arts;
health education.
Teaching practice takes place at affiliated schools or at the teacher training schools of universities. The
training includes the following areas:
Teaching observation. Hours reserved for teaching observation are distributed appropriately
between different periods of teaching practice.
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Giving supervised lessons alone and/or alongside other teacher trainees. The number of practice
lessons varies according to the nature of the subjects, the standards of teaching methods, the practice
needed by the trainee and the schools resources.
Subject-didactic group counselling. Group counselling includes discussion, planning and
assessment meetings between instructors and teacher trainees; the purpose is to strengthen the trainees
own identity as a teacher.
In addition, teacher training schools provide all teacher trainees with pedagogical lectures, seminars and
other teaching on schoolwork.
Special Needs Teacher Studies
Since 1995 it has been possible to take a Bachelor of Education (180 ECTS credits) or Master of Education (300
ECTS credits) degree with special pedagogy as the main subject. Special needs teacher studies of 60-75 ECTS
credits can be included into the degree of Master of Education or completed as separate studies after taking
the degree. These studies aim to provide special needs teacher and special class teacher qualifications for
comprehensive schools, (Finnish: peruskoulu, Swedish: grundskola ) A Bachelor of Education degree can be
completed with further studies of 60-75 ECTS credits giving qualifications for early childhood education and
care. These further studies take approximately two terms and also include practical training.
Basic and General Upper Secondary Education Guidance Counsellor Education
People with a masters degree are entitled to apply for separate pupil or student counsellor studies. The
scope of the education is 60 ECTS credits and it provides qualifications to work in pupil/student counselling
assignments in basic education, general upper secondary education, (Finnish: lukio, Swedish: gymnasium )
and vocational education and training.
In student counsellor education leading to a masters degree, (Finnish: maisterin tutkinto, Swedish:
magisterexamen ) the main subject is an educational subject. Pedagogical studies for teachers may be
included in the main subject or completed separately. In addition, the education includes student counsellor
studies with a scope of 60 ECTS credits.
Core Subject Teachers
Teachers of core subjects at vocational institutions and polytechnics have the same education as subject
teachers working within the general education sector (cf. 8.1.6.1. and 8.1.7.1.). However, polytechnic
principal lecturers are required to have a Licentiates or a Doctors degree (cf. 8.1.5.2.).
Vocational/Professional Studies Teachers
Teachers of vocational studies at upper secondary vocational institutions are required to have an appropriate
masters degree or an appropriate polytechnic (bachelors) degree or, in the absence of both, the highest
possible qualification in their own occupational field. Polytechnic teachers are required to have a masters
degree and principal lecturers must have a licentiates or a doctors degree (cf. 8.1.5.2.). In addition, they must
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complete pedagogical studies for teachers with a scope of 60 ECTS credits and have at least three years of
work experience in the field.
Vocational teacher education refers to teacher education for those aiming to teach at polytechnics and
vocational institutions. The scope of vocational teacher education is 60 ECTS credits. The aim is to provide
students with the skills and knowledge to guide the learning of different kinds of students and to develop
their own field of teaching, taking developments in occupations and working life into account. The studies
include basic studies in education, vocational subject pedagogic studies, teaching practice and other studies.
Special Needs Teacher Education for Vocational Institutions
Vocational teacher education colleges offer special needs teacher education with a scope of 60 ECTS credits,
which qualifies teachers to work as special needs teachers at vocational institutions. Most special needs
teachers work at vocational special institutions.
The aim is to train experts who, in addition to their own educational work, can supervise the special
pedagogical work of other teachers and the institution as a whole.
Student Counsellor Education for Vocational Institutions
Vocational teacher education institutions organise student counsellor education with a scope of 60 ECTS
credits, which qualifies teachers to work as student counsellors at vocational institutions.
The students familiarise themselves with the underlying social factors involved in student counselling as well
as with various areas and methods of counselling both within their own institutions and in co-operation with
other organisations.
8.1.7. Evaluation, Certificates
Studies are assessed on the basis of written examinations (lectures and literature) or learning assignments,
using either the pass/fail scale or the scale of excellent, very good, good, satisfactory and sufficient (grades
15, respectively). Teaching practice periods are assessed by marks "pass" or "supplementary work required".
Students receive a degree certificate upon successful completion of all the required studies.
Studies in vocational teacher education are primarily assessed on the principle of pass/fail. Some institutions
also use a five-level scale from 1 to 5.

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8.1.8. Alternative Training Pathways
It is also possible to qualify as a subject teacher by taking separate pedagogical studies for teachers with a
scope of about one year after completion of a masters degree.
Funded by the Ministy of Education, universities also organise additional training programmes for subject
teachers in order to qualify subject teachers. When such training is organised students may apply to these
programmes, the requirement most often being a masters degree and working experience.
In the programme for enlarging teacher education 2001-2009 alternative ways of acquiring teacher
qualifications have been offered, particularly for persons already working as teachers. The alternatives have
also included opportunities for web-based studies.
Vocational studies teachers enter teacher education after completing their initial qualification 8.1.5.2. They
are also required to have at least three years of work experience.
Students may complete the education in one academic year by studying full-time or flexibly as multiform
education in 1 to 3 years and link their studies to the development of their own teaching methods and the
working environment of the institution. Vocational teacher studies generally consist of a fair amount of
distance and on-line learning. Teacher education can also be completed as a completely web-based
programme.
The aim with the flexible study arrangements has been to connect the teacher education with the
development of the teachers own work and the activities of their institution. Students in teacher education
study while working by means of flexible arrangements. The intention is to draw up an individual learning
programme for teacher education together with each student teacher so that the studies build on their prior
learning.
8.2. Conditions of Service of Teachers
The conditions of service for teachers are agreed on in a collective bargaining process and in the relevant
legislation. The subsections below describe the background, developments and the details of the conditions
of service.
8.2.1. Historical Overview
Teachers started to be organised in the late 19
th
century. National teacher organisations were established
according to types of school and soon became pressure groups and assumed the role of promoting their
interests.
Although teachers started to get organised fairly early compared with other groups of civil servants, the
organisations financial operating conditions were insufficient until the end of the 1960s. These financial
troubles came to an end in 1968 as a result of an incomes policy settlement. It was agreed that employers
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should collect trade union membership fees direct from salaries and then pay the organisations concerned.
Membership fees collected direct from salaries created a base for the sound financial standing of the trade
unions.
During the comprehensive school (Finnish: peruskoulu, Swedish: grundskola ) reform at the beginning of
the 1970s, the teacher organisations of general education institutions, originally established separately for
each school form, joined forces to form the Trade Union of Teachers (nowadays the Trade Union of
Education, OAJ). In the 1980s, membership of the Union increased as university lecturers and teachers from
vocational institutions followed suit. When teachers in early childhood education and care also joined the
Union at the beginning of the 1990s, the membership covered almost all branches of education. The
organisation promotes the interests of its member organisations by negotiating the conditions of service
and influencing the preparation of legal provisions. The degree of organisation among Finnish teachers is
very high in international terms. Full-time teachers are members of their respective trade unions almost
without exception.
8.2.2. Ongoing Debates and Future Developments
The Trade Union of Education (OAJ) is concerned about the abilities of the public sector to compete for
competent and well-educated employees. The level of pay for teachers and kindergarten teachers, for
example, is nowhere near in line with the education required for and the responsibility involved in the work.
The salary system for teachers has been reformed in the last few years so as to take into account also the
requirements of the work and the teachers individual competences and performance in their work. There is
also room for local flexibility in the salary system. The Trade Union of Education hopes that employers, that
is, local authorities, would make more frequent use of this opportunity to pay their employees more than the
minimum salaries determined in national agreements. This has actually been done to attract doctors to
health centres, for example. Local sliding pay scales should also be applied to the teaching profession.
The retirement of teachers belonging to the baby boomers generation will make it more difficult to recruit
qualified teachers to schools. The competition for teachers will be tough and the winners will be those
employers who pay attention to the well-being and rewarding of their employees and pay proper attention
to aspects such as continuing teacher training. According to anticipation studies carried out by the Ministry
of Education, the need for new teachers exceeds the number of teachers retiring. There seems to be also an
increasing trend of qualified teachers leaving the professions. The need for teachers will be particularly big in
southern Finland. There is also a need for increasing the training of teachers with an immigrant background.
The economic crisis has also affected teachers in municipalities. To save money several municipalities have
temporarily laid off their staff for a period of time, for example for 12 weeks. These measures have been
widely criticised by the Trade Union of Education and the public. They have been seen to endanger the well-
being and equal opportunities of the children and young people.
8.2.3. Specific Legislative Framework and Future Developments
The status of teachers is regulated by the Act on Local Government Employees Employment Security, the
State Civil Servants Act or the Contracts of Employment Act and the field-specific acts and decrees and, to
some extent, the Local Government Act. The bargaining procedure is governed by acts on collective
agreements for state and municipal civil servants and by the Collective Agreement Act and it has been
agreed in the main contracts of employment between labour market organisations. Furthermore, the local
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authorities have educational regulations and general official regulations. Both state-owned and private
institutions have their own regulations. In addition, there is a decree on teacher qualifications.
There are also valid agreements between the Nordic countries on the common Nordic labour market,
applicable to teachers in basic education, general upper secondary schools (Finnish: lukio, Swedish:
gymnasium ) and vocational institutions. The teacher groups mentioned in the agreements are, under
specific conditions, qualified to work in all the Nordic countries and to enjoy the same benefits and terms as
teachers in the country concerned. In some cases, a teacher may be required to complete certain additional
studies before being granted the qualifications and the qualifications may also be restricted.
Laki kunnallisesta viranhaltijasta
Valtion virkaehtosopimuslaki
Valtion virkamieslaki
8.2.4. Planning Policy
Anticipation of teacher needs has been carried out at least since the 1960s. Anticipation was particularly
active when the comprehensive system of basic education was introduced in the 1970s. Anticipation also
meant that statistical data on teachers had to be kept up-to-date. During most of the 1990s, however, there
was a break in the collection until a regular collection was begun in 1999. This data collection is today done
every 23 years.
At the end of 2001, the Ministry of Education set up a working group to draw up a proposal for quantification
of initial teacher education for 20032008. In carrying out this task, the working group was to anticipate
developments in demand for labour within the teaching field general education, vocational education and
training and adult education and training up until 2015. In 2007 further studies were carried out to
anticipate the changes in teacher needs until 2020 and the need for teachers with immigrant backgrounds.
The mandate was also to investigate what type of organisational structures would support research into
teacher education. A new anticipation project will start in 2010. See also 8.1.2.
8.2.5. Entry to the Profession
In Finland, education providers are responsible for employing their teaching staff. They also determine the
types and number of posts needed. As a general rule, official posts and positions are declared as being
vacant and should be filled by permanent employees wherever possible.
Each local authority, joint municipal authority or private maintaining body may decide which of their bodies
is responsible for appointing new teachers. It may be the education committee or another equivalent
committee, the municipal board, the school board or especially in the case of temporary and short-term
substitute teachers the principal. In state institutions, the power of appointment varies.
When selecting teachers, education providers set the criteria to be observed as part of each selection
procedure. No selection criteria are imposed on local authorities or other education providers separately;
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instead, the aim is to select a person who is both qualified and suitable for each particular assignment.
Teaching qualifications are laid down in the Decree on the Qualifications of Educational Staff (986/1998).
8.2.6. Professional Status
Most teachers (94 per cent) work full time and hold tenured posts as municipal or state officials or
employees. The provisions governing the qualifications required for teacher posts have been laid down in
decrees. Some teachers work part-time. When the total number of lessons amounts to less than 16 per week,
the teacher is considered to work part-time.
8.2.7. Replacement measures
For periods of long-term illness or leave of absence, education providers aim to recruit qualified substitute
teachers. Substitute teachers are either advertised in newspapers or found on lists kept by many
municipalities. Those interested in substitute positions, such as teachers without permanent posts and
students, may sign up to be included on these lists. With replacement measures lasting less than twelve
months, the appointing authority is usually the principal of the institution in question. There is no time limit
for appointing substitute teachers, except in the case of unqualified substitutes. In these cases the maximum
time of appointment is 6-12 months.
In sudden cases of illness, education providers use the same lists, wherever possible. In emergencies, i.e.
sudden and very short-term cases of illness, it is also possible to use other teachers from the school
(preferably teachers of the same subject). In such cases, another teacher will temporarily increase his/her
teaching hours and will receive payment for these extra lessons.
8.2.8. Supporting Measures for Teachers
In problems relating to teaching, teachers may turn to their schools principal or special needs teacher. If a
teacher requires the support of a special needs teacher for an individual pupil for an extended period of time,
s/he will need to apply for this support either before commencement of school terms or teaching periods.
The crucial issue is the pupils needs, which also play a decisive role in making the decision on support from
the special needs teacher. In acute cases, help is available according to each particular situation without the
need for any formal applications.
Disabled pupils are entitled to be assigned a special needs assistant, who helps them cope with their studies.
A special needs assistant may be a personal assistant or may be shared by several pupils. Pupils with mental
problems are also entitled to have a special needs assistant. Special needs assistants have completed
vocational education and training with a scope of 1.5 years. In the classroom, teachers may also be assisted
by special needs teachers, who help pupils with learning difficulties. These pupils may also receive
instruction in their own groups. For a description of education for special needs teachers, see Chapter 8.1.6.2.
Where teachers have personal problems at work, they may turn to occupational health care services. Similar
to other health care, such help is available during working hours and is free of charge.
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8.2.9. Evaluation of Teachers
Neither teachers nor their teaching are evaluated in Finland as such. However, the principal is always the
pedagogical leader of his/her educational institution, thus being responsible for both instruction and
teaching staff. Most schools have a quality system, which includes annual development discussions or
appraisals. These discussions are organised to evaluate the achievement of the objectives set for the
previous year and the teaching staffs objectives or needs for the following year.
8.2.10. In-service Teacher Training
Please refer to subsections for information.
8.2.10.1. Historical Overview
Continuing teacher education was started at the end of the 19
th
century when the University of Helsinki
organised the first summer courses with the aim of consolidating teachers professional skills. Shortly
afterwards, teachers own subject organisations and summer universities (Finnish: kesyliopisto, Swedish:
sommaruniversitet ) also started to provide training. The education was completely self-motivated.
As a result of the comprehensive school, (Finnish: peruskoulu, Swedish: grundskola ) reform (see 4.1.) and
other major changes to the education system, the State started to assume responsibility for in-service
teacher training in the 1970s. Collective agreements and legislation defined the annual training duties of
teachers, ranging from 3 to 5 days depending on the institution.
The responsibility for in-service teacher training has been transferred to the maintaining bodies of
educational institutions as part of the overall decentralisation of administration. These bodies ensure that
teachers participate in in-service training as laid down in legislation and collective agreements (see 8.2.10.2.).
On the other hand, teachers themselves have been given greater responsibility for participation in
continuing education and training. More and more attention is being paid to self-motivated continuing
education and training and local authorities support it within their financial limits. The State is primarily
responsible for education that is important in terms of education policy and which promotes its aims (see.
8.2.10.3.).
A committee was set up in 2008 to support the focus on in-service training for teaching staff and the
development of their conditions of work. The committee aims at anticipating the skills needs of teachers,
follow the development in other countries as well as feed into the discussion on in-service training and
research in the area.
There is a solid and increasing desire in Finland to examine initial and continuing education and training as
an integrated whole in the spirit of lifelong learning. Continuing education provides teachers with
opportunities to complement their skills and knowledge when their job descriptions change and when they
need to update their pedagogical, didactic competence and the contents of their own teaching subjects.
Education providers and teachers are supported by government funding in terms of reforms significant to
education policy. Of the funding, 90 per cent is channelled through the Finnish National Board of Education,
whereas 10 per cent passes through the Provincial State Offices. In-service training for those providing
teacher training is funded directly by the Ministry of Education on the basis of applications from universities.
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There are regional differences in terms of the availability of and participation in continuing education and
training, the participation rate being clearly lower in Northern Finland. The situation is the same in rural
municipalities vis--vis urban municipalities. Surveys indicate that this difference seems to be on the
increase.
State-funded continuing training supports the implementation of educational reforms and ensures
continuing training related to the reforms for all teaching staff. The Ministry of Education has in 2008
appointed an advisory council for the development of continuing training for teaching staff. The councils
task is to anticipate the changes in the learning needs of teaching staff, to follow up on the status of
continuing training and its development needs. It also proposes initiatives for the development of
continuing training. The advisory council is broad-based: it comprises representatives from education
administration, universities and polytechnics, labour market organisations, teacher and student
organisations, municipal organisations, researchers in continuing training as well as regional and local
administration.
In 2008 in accordance with the Government Programme and Development plan for education and research
for 20072012, the Ministry of Education appointed a working group to prepare the requirement to be set
for education providers to ensure that their personnel receive regular continuing education to improve their
professional competence. The working group came up with proposal and recommendations to ensure the
availability of CPD to all education personnel through changes in legislation, increased funding and follow-
up.
The working group proposed changes in legislation to obligate education providers to systematically ensure
that the teaching personnel and personnel employed in the management and support functions of teaching
participate sufficiently in continuing education organised for them. The intention is not to legislate on the
quantitative obligation but that the education requirements would be dictated by professional competence
and the demands of the job description. The proposed legislation is due to enter into force in January 2011.
The working group also proposed that a new fixed-term national OSAAVA programme be set up. The
programme would support the obligation of education providers to see to the continuing education of their
education personnel and to ensure staff opportunities to improve their professional competence. The
Ministry of Education has allocated an extra 8 million euro for CPD for education staff for the year 2010. The
plan is to increase this funding in the following years. The programme is foreseen to continue until 2016. The
national objectives for the programme have been drawn up by the advisory board for the development of
continuing training for education personnel.
The objective of the OSAAVA programme is to activate educational institutions at all education levels, except
higher education, to develop the competences of their staff. Central are the development of educational
staff, particularly the competences of leadership in general education, teaching staff 55+ as well as the
participation of persons who have not participated at all or infrequently in CPD, for example due to
insufficient regional supply of education or long distances.
The programme focuses on developing individuals, working communities and exchanging good practices.
In the development of individuals, the training of leaders and mentoring for new teachers are prioritised. In
the development of working communities the priority is on supporting networking of educational
institutions to create models and action plans to support competence development. Working communities
will also be supported when they organise CPD to promote quality assurance and the use of national quality
criteria, well-being at work and ICT. In addition to regional networking among education providers, the
programme encourages to include also other stakeholders, such as enterprises. National seminars will be
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organised to encourage the exchange of good practice. The employers can also get support for assessing the
competence needs of their staff as well as for drawing up CPD and development plans for their institutions.
For monitoring the continuing education CPD will be included in the teacher data collection
commissioned on a regular basis. Also an evaluation of the continuing education of personnel in the
education sector may be commissioned in 2014.
Opetustoimen henkilstn ammatillisen osaamisen varmistaminen (Osaava)
8.2.10.2. Specific Legislative Framework
There is no specific legislation governing continuing teacher education and training. The obligation to
participate in in-service training is partly defined in various statutes and partly in collective agreements.
Teachers are obligated to participate in in-service training for one or five days a year according to the
relevant statutes and collective agreements. Teachers have the right to participate in this obligatory training
with full salary benefits. On the other hand, employers have the right to assign all full-time teachers to
training. Employers also decide which training programmes and forms of education can be accepted as in-
service training conforming to the collective agreement.
8.2.10.3. Decision-Making Bodies for Continuing Teacher Education
Continuing education and training have been divided into the following forms on the basis of the
responsible decision-making bodies:
Self-motivated continuing teacher education. Teachers have the responsibility and power of decision for
participating in the education and they may receive support from society in the form of various study grants.
Teachers especially favour continuing education that helps them update their professional knowledge in
their own subject or field of vocational education and training. The employer decides on the participation in
education during working hours.
In-service training at educational institutions, which is the responsibility of the maintaining body of the
institution. The primary legal responsibility for in-service teacher training rests with the maintaining body of
the educational institution, usually the local authority. The maintaining bodies also receive state support for
training costs within the framework of state subsidy. The aim is that the maintaining bodies of educational
institutions use at least 1 per cent of their salary expenditure on teaching staff for in-service training.
Education that is important in terms of education policy. The State, primarily the Ministry of Education, is
responsible for controlling and financing this education. This type of education promotes the practical
implementation of the objectives defined in Parliament and Government decisions and in the target
outcome negotiations between the Ministry of Education and the Finnish National Board of Education (See
2.5. ). The state-funded in-service training for 2010 is expected to
promote the functionality of the education system
support national education and training policy
provide competence needed in reforms
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apply models and information acquired through research
promote national and regional cooperation with the world of work
ensure the availability of in-service training for education personnel in the different phases of
their careers
improve participation rates and accessibility to in-service training
promote operating models that support the development of the working communities
increase, work placements and other flexible, collegial and individualised opportunities for
learning
strengthen the link between operational development and research and evaluations
increase the use of ICT
The budget for 2010 is nearly 10 million euro. The number of teaching personnel taking part in this training
varies between 22 000 and 25 000 persons per year. In 2010 a separate in-service training programme has
been set up for leaders in education and training. The priorities include for example training for new or
aspiring leaders and mentoring. Nearly 1.5 million euro has been allocated to this training. See also 8.2.10.1.
In-service training for teacher trainers at universities receives appropriations from the Ministry of Education
on the basis of applications from universities. The priorities in terms of continuing education for teacher
trainers include degree structure reform, curricular reform, development of guidance in teaching practice,
special needs education and immigrant education.
8.2.10.4. Types of Institutions
Continuing teacher education is organised by state-owned training centres, university continuing education
units, vocational teacher education colleges, university departments of teacher education, teacher training
schools, summer universities, (Finnish: kesyliopisto, Swedish: sommaruniversitet ) and various private
organisations. Continuing education is largely based on the logic of supply and demand. The number of
applications for continuing education programmes focusing on the priorities of education policy is
considerably higher than the capacity for funding such programmes.
8.2.11. Salaries
Teachers salaries are agreed nationally as part of collective agreements for state and municipal civil servants
for the educational sector, which are concluded at intervals of 13 years. A new salary system has been
implemented for education staff since 2007. The aim of the new system is to improve the performance of the
municipalities, motivate staff and to ensure the competitiveness of municipal salaries. Earlier salaries were
based on the number of teaching hours and years of service. In the new system the salaries are based on the
tasks and their requirements and the results of the work, the professionalism of the staff and work
experience. In addition a bonus can be paid based on the result of the institution. Extra duties, such as being
responsible for the language laboratory, are also compensated.
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Finnish municipalities have been divided into two financial capacity classes according to the cost of living;
salaries in the first financial capacity class, including major cities and remote areas, are about 3 per cent
higher. Years of service in public administration and teaching experience lead to increments.
The average salary of class teachers was ca. 3 150 euros in 2008. The average salary of basic education
subject teachers was ca. 3 500 euros and of upper secondary teachers 3 900. Principals in basic education
earned ca. 4 400 euros and principals of upper secondary schools 5 200 on the average in 2008. In vocational
upper secondary education the average full-time teacher salary was ca. 3 500. The average monthly salary in
Finland was ca. 2 700 euros in 2008.
Principals salaries vary according to the type and size of the institution. Salaries may also be affected by
merits such as a higher academic degree, licentiate or doctors degree.
8.2.12. Working Time and Holidays
In addition to teaching, the tasks of teachers include planning of instruction and pre- and post-class work.
Furthermore, the schools internal development tasks and co-operation with colleagues, homes and other
partners, such as staff in pupil welfare services, social welfare services, the local family counselling clinic, the
police, business life, etc., form an integrated part of teaching work. By virtue of the reforms of school
legislation, effective as from 1999, pupil assessment has been complemented with tasks related to the
evaluation of education. These tasks are the responsibility of all education providers, all educational
institutions and all teachers.
Most teachers working hours are based on teaching duties. Teaching duties vary between 16 and 24 weekly
lessons according to the type of institution and subject. At vocational institutions, the teachers commonly
have an annual teaching duty of 798 lessons. In some vocational fields the teachers have overall teaching
hours.
Some teachers and most principals follow overall working hours. Overall working hours primarily refer to the
public administration office hours (8.00 a.m.4.15 p.m.). These are deviated from according to the grounds
stipulated in collective agreements, in other words, overall working hours are followed where applicable,
bearing in mind the special nature of teachers and principals work.
There are 185190 school days in a year. Teachers are not obligated to be at school on those days when they
have no lessons or other particular duties. Teachers are also not required to work without a specific reason
during school holidays.
In general education, the school year begins in August (the starting date may be defined at the municipal or
even institutional level) and ends on the last working day of week 22. At vocational and adult education
institutions, the dates often differ from those mentioned above and the school year may be somewhat
shorter.
Teachers may usually take their holiday when their pupils are on holiday. There is no defined annual leave,
except for at those institutions, which follow overall working hours. The annual leave of teachers who have
overall working hours is determined as the annual leave of civil servants. At all schools principals have annual
leave as other civil servants The maximum leave is 38, 28 or 23 working days, depending on years of service.
The principal or civil servant is entitled to a full leave is he or she has been in service a full year, from 1 April to
31 March.
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8.2.13. Promotion, Advancement
Teachers do not really have opportunities to advance their careers by applying for a position higher up the
salary scale, for example, unless they decide to apply for a principals post. The amount of a teachers
teaching duties and the possibility to accumulate extra hours has an impact on the salary. Employers also
have the opportunity to pay a personal bonus on the basis of the outcomes of individual teachers work. Due
to the restrictive economic situation faced by local authorities, however, such bonuses are not very widely
used.
8.2.14. Transfers
Teachers are free to apply for teaching posts in the municipality or school of their choosing. Teachers are
municipal civil servants which means that the local authority may, in principle, decide to transfer them to
another school within the municipality, if they do not have enough teaching hours at one specific school, for
example.
The possibilities of teachers to transfer from one educational institution to another depend, more than
anything else, on the type of teacher education they have completed. The possibilities for professional
mobility are best for subject teachers, who may teach in basic education, general upper secondary schools,
(Finnish: lukio, Swedish: gymnasium ) vocational institutions and general adult education institutions.
Likewise, the possibilities for mobility are good among those class teachers who have obtained subject
teaching qualifications in a specific subject. Conversely, pre-primary teachers for six-year-olds and class
teachers in basic education cannot work as teachers in higher levels of education unless they have
completed sufficiently extensive additional or subsidiary subject studies. Teachers of vocational subjects may
work at vocational institutions, polytechnics or vocational adult education centres, (Finnish: ammatillinen
aikuiskoulutuskeskus, Swedish: yrkesutbildningscentrum )
Certain university and polytechnic posts require teachers to hold a licentiate or a doctors degree. For this
reason, teachers from other institutions rarely work as university teachers. On the other hand, university
teachers do not the have formal qualifications needed to teach at primary and secondary level institutions,
unless they have completed the pedagogical studies for teachers, which are not required of university
teachers. The pedagogical studies with a scope of 60 ECTS credits (cf. 8.1.6.1.) are part of all teacher
education and they are equivalent in that they provide pedagogical qualifications to teach at any type of
institution.
The conditions of teachers service and pay are determined by the collective agreement for state and
municipal civil servants, which is the same for all teachers teaching the same subjects and working at the
same level of education throughout the country. It is possible to agree locally on certain increments, which
do not follow teachers when they change employers.
8.2.15. Dismissal
A teacher may be dismissed for economic or productive reasons, if his/her workload decreases significantly
and permanently. However, dismissal on the grounds of economic or productive reasons is only possible if
the employer is unable to offer the teacher another job or train him/her for a new position.
A teacher may also be dismissed if s/he is unable to carry out his/her duties adequately or if s/he
continuously neglects them, or for another legitimate reason. The reason may not be illness (unless the
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persons working capacity is significantly and permanently reduced), pregnancy or childbirth, or
participation in industrial action decided by the trade union, political or religious opinions, social activities or
membership of associations.
The term of notice for holders of tenured posts depends on the duration of service. A teacher holding a
tenured post in the service of a local authority and a permanent hourly paid teacher may be dismissed in
accordance with the term of notice varying between 1 and 6 months, depending on the duration of service.
A temporary employee (substitute teacher, temporary holder of an unfilled post) may be given with 14
calendar days notice. A temporary contract of fixed duration may be terminated with 30 days notice. For
state employees, the corresponding terms of notice are 26 months for permanent and 30 days for
temporary employees under contracts of fixed duration. In the private sector, the term of notice is, according
to the collective agreement, 16 months depending on the duration of employment. The service ends
without notice at the end of the month when the employee reaches retirement age (at present 65 years for
most teachers).
8.2.16. Retirement and Pensions
Retirement is at 65 years of age for those who entered service on or after 1 January 1993. For those who were
employed before that date, retirement age alternates between 60 and 65 years. The pension replacement
rate for those employed on or after 1 January 1993 is no more than 60 per cent of the salary. For those
employed before that date, the replacement rate alternates between 60 and 66 per cent.
8.3. School Administrative and Management Staff
Pre-primary Education
Pre-primary education is either provided in conjunction with basic education or at day-care centres.
Responsibility for the operations of a day-care centre lies with the head of the day-care centre, who is
assisted by a deputy head, where necessary.
Basic Education and Upper Secondary Education and Training
Responsibility for the operations of comprehensive schools (Finnish: peruskoulu, Swedish: grundskola ) and
upper secondary schools, (Finnish: lukio, Swedish: gymnasium ) rests with principals (headmasters), who are
assisted by vice principals (vice headmasters, deputy principals, deputy headmasters). In addition, vocational
institutions also have heads of departments (heads) responsible for the running of different
departments.Higher Education
Rectors (principals) and vice rectors (vice principals) are responsible for the operations of universities and
polytechnics. Some universities are run by chancellors. Deans run and supervise the operations of their
respective university faculties and chair the faculty council. University departments and different educational
units or functions at polytechnics are run by directors or heads.
8.3.1. Requirements for Appointment as a School Head
School heads are generally required to hold a higher academic degree and teaching qualifications for the
level of education in question. In addition, they are required to have appropriate work experience and the
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Certificate in Educational Administration or sufficient knowledge of educational administration. The
Development plan for education and research for 2007-2012, stresses the importance of knowledge of
leadership and development of educational institutions as part of teacher education.

8.3.2. Conditions of Service
See 8.2.11. and 8.2.12..
8.4. Staff Involved in Monitoring Educational Quality
Inspection activities were discontinued in Finland in the early 1990s. Education providers are themselves
responsible for evaluating the education and/or training that they provide and for participating in national or
international evaluation work. Instead of specialised staff, evaluation is carried out jointly by school
management and teaching staff.
8.4.1. Requirements for Appointment as an Inspector
There are no inspectors in Finland. Cf. 8.2.4. above.
8.4.2. Conditions of Service
There are no inspectors in Finland. Cf. 8.2.4. above.
8.5. Educational Staff Responsible for Support and Guidance
Pupil or student counsellors help pupils or students to choose courses and subjects and with any possible
learning problems, for example. A considerable part of their work involves co-operation with
pupils/students, teachers, staff in pupil/student welfare services and parents. At comprehensive schools,
(Finnish: peruskoulu, Swedish: grundskola ) pupil counsellors also deal with contacts with working life by
organising study visits and workplace guidance periods for pupils.
Higher Education
The duties of counselling officers/student advisors include providing advice on practical matters related to
studies. Teacher tutors tasks, in turn, include provision of advice and support for students, etc.
8.6. Other Educational Staff or Staff working with Schools
Pre-primary Education
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Practical childrens nurses/kindergarten practical nurses/practical nurses working in the day-care centre
participate in care and educational duties together with kindergarten teachers and other staff. In addition,
day-care centres have kitchen personnel responsible for catering.

Special needs assistants may be employed by a local authority, a school, a special class or for one or more
pupil with severe disabilities. The nature, duties and operational priorities of individual special needs
assistants vary according to their assignments.
Student welfare officers, in turn, help pupils with problems relating to growth and development or difficulties
at school. Typical situations requiring a student welfare officers attention include truancy, bullying and
problems caused by changing schools or classes. School psychologists deal with learning and adjustment
problems at schools. Their duties are divided between determination, treatment and prevention of problems
and provision of consultancy for teachers. Psychologists contribute to charting and improving the
circumstances of individual pupils experiencing school-related and interpersonal difficulties in co-operation
with teachers, parents and pupils themselves. Most school psychologists work at more than one school.
According to the Primary Health Care Act (66/1972), each local authority is required to maintain school
health care services. For this purpose, schools have school public health nurses and school doctors. School
doctors usually hold their surgeries on certain days each week or month.
Comprehensive schools may also have club instructors to organise extracurricular activities.
School secretaries (office secretaries, school clerks, office clerks) deal with office duties relating to school
operations. Their job descriptions may also include different tasks related to pupil welfare services and staff
administration. The duties of study advisors working at vocational institutions include providing information
on education and training and producing related publications, participating in the organisation of student
admission procedures and preparing study affairs for decision-making bodies, carrying out different types of
surveys and setting up initiatives, providing advice for international students, etc. Course secretaries
(education secretaries) communicate information between teachers, students and education planners. To
some extent, they may also participate in planning education and training, as members of different working
groups that plan education and training, for example. Their work often involves provision of information and
related publishing activities.
Workplace instructors are workers in an enterprise, who are responsible for the students, who are completing
their compulsory six-month on-the-job learning period in vocational upper secondary education and
training.
PC support specialists (often working part-time at comprehensive schools and general upper secondary
schools) are responsible for the functionality and safety of computers (PCs, networks) and peripherals in
everyday operations.
Schools may also have librarians responsible for running the school library.
School attendants (caretakers) look after the order and tidiness of school areas and facilities. In many cases,
their duties also include simple property maintenance and repairs. Schools also have personnel responsible
for cleaning and catering.
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Higher Education
Assistants are on the research and teaching staff of universities and they carry out their own research projects
and teach. Universities also have researchers. In addition, universities have departmental secretaries, whose
job descriptions vary from administrative duties to general educational guidance and teaching.
Several titles used by polytechnics are used in business and other organisations. Some terms used by
universities are also used in polytechnics. The following titles are specific to polytechnics: director of field of
study, head of study, coordinator of field of study, head of degree programme, director of school/campus/division,
dean of school/campus/division and principal lecturer.
8.7. Statistics
Teachers in basic education (%) by age group and teaching post, spring 2008
Teaching post Age group
40 4044 4549 5054 5559 60
Principals 9.7 16.1 19.7 21.8 24.5 8.2
Permanent teachers in lower secondary education 30.9 15.1 14.0 15.2 17.6 7.2
Class teachers and pre-primary teachers 38.0 17.5 15.2 14.1 11.5 3.7
Special class teachers and special needs teachers 32.2 17.5 16.8 16.8 12.0 4.7
Immigrant teachers 36.7 18.0 16.4 13.3 8.6 7.0
Full-time teachers 51.2 14,7 11.7 9.9 7.7 4.8
Part-time teachers 41.8 13.1 15.8 13.1 9.9 6.3
Total 35.5 16.4 14.8 14.6 13.5 5.2
Teachers in general upper secondary education (%) by age group and teaching post, spring
2008
40 4044 4549 5054 5559 60
Principals 7.0 14.0 15.2 17.6 24.8 21.4
Permanent teachers 26,5 15.8 14.3 13.9 14.3 15.2
Immigrant teachers 0 100.0 0 0 0 0
Full-time teachers 55.8 14.3 11.7 6.8 6.2 5.2
Part-time teachers 48.3 13.4 14.2 9.5 7.3 7.3
Total 30.5 15.4 14.0 12.9 13.4 13.8
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Teachers in vocational upper secondary education (%) by age group and teaching post,
spring 2008
40 4049 50-
Principals, directors 7,6 20.5 71.9
Heads of departments etc. 8,1 38.1 53.8
Permanent teachers 10,6 28.7 60.7
Full-time teachers 29,4 37.7 32.9
Part-time teachers 37,2 31.8 31.0
Special needs teachers 12,1 37.0 51.0
Guidance counsellors 15,4 35.1 49.5
Other/unknown 20,1 32.6 47.4
Total 19,3 33.1 47.4
Proportion (%) of qualified teachers in 1999, 2002, 2005 and 2008
Type
1999 2002 2005
200
8
Basic education: full-time teachers (excluding school heads) 90.0 88.3 86.4 89.4
Basic education: part-time teachers 19.0 18.0 18.4 27.3
Basic education: school heads 97.9 98.6 97.9 99.2
General upper secondary education: full-time teachers (excluding school
heads)
94.2 94.0 94.2 96.0
General upper secondary education: part-time teachers 27.4 28.9 38.2 45.8
General upper secondary education: school heads 97.7 97.2 98.6 98.7
Vocational upper secondary education and training: full-time teachers N/A 76.8 75.2 73.8
Vocational upper secondary education and training: part-time teachers N/A 30.6 32.2 52.8
Vocational upper secondary education and training: school heads N/A 90.8 97.2 93.0

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9. EVALUATION OF EDUCATIONAL INSTITUTIONS AND
THE EDUCATION SYSTEM
In the field of education the transition from norm-based management and inspection to management by
information has led to a greater need of evaluation data. The main objective of evaluation is to develop
education and support learning, to be part of the quality assurance processes for education and to provide
data and information for evidence-based planning, policy decisions and performance-based steering locally,
regionally and nationally. Information is also used for international reviews.
Evaluation plays a significant part in the educational management system in Finland. The current legislation
introduced in 1999, and even some activities implemented prior to that, aimed at delegation of decision-
making powers closer to the local authority. Hence, local educational administration has an imperative role
in how education is provided, organised and how local curricula are designed and implemented. The 1999
educational legislation strengthened the importance of evaluation as a tool for managing education.
Education and training providers have a statutory duty to evaluate their own activities and participate in
external evaluations.
Evaluation of basic, general upper secondary, vocational upper secondary, basic education in the arts,
vocational adult education and liberal adult education is stipulated in the respective acts. For external
evaluation of education (higher education excluded) there is the Finnish Education Evaluation Council, which
is an independent body under the Ministry of Education organising evaluation in a network of cooperation
with universities, the Finnish National Board of Education and other experts of evaluation.
The Decree on the Evaluation of Education (150/2003) stipulates about the objectives, principles of conduct,
division of labour and cooperation, the functions, composition, sections, meetings and the Secretariat of the
Education Evaluation Council.
Evaluation of higher education is stipulated in respective legislation: the Universities Act (645/1997) and the
Act on Polytechnic Studies (351/2003). Accordingly, their evaluation is the responsibility of the Finnish
Higher Education Evaluation Council, which is an independent expert body under the Ministry of Education.
Accordingly, the Decree on the Higher Education Evaluation Council (1320/1995) stipulates on its duties,
responsibilities, composition, sections, meetings and Secretariat.
The Decree on the Finnish National Board of Education (805/2008) stipulates that the FNBE is responsible for
the evaluation of educational outcomes in education from pre-primary to adult education.
The only standardised high-stake assessment is the Matriculation Examination at the end of general upper
secondary education. Prior to this Matriculation Examination, no external national tests or exams are
required.
Koulutuksen arviointisuunnitelma 2009-2011
Academy of Finland
Government Institute for Economic Research
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Higher Education Evaluation Council
Institute for Educational Research
National Institute for Health and Welfare (THL)
Research Unit for the Sociology of Education (RUSE)
Statistics Finland
The Research Institute of the Finnish Economy
The systems used for regulating and managing education changed dramatically during the 1990s. Finnish
education policies underwent a significant process of expansion from the 1960s to 1990s, and that period
also saw many structural reforms of the education system. That was the golden era of faith in central
planning. All social policy sectors favoured a step-by-step planning approach and a decision-making
hierarchy based on this. A strong centralised management system was required for the reforms to be
implemented and the objectives to be attained.
Several characteristics of the education policies of 1960 to1990 supported the idea of centralisation. In order
to promote equal opportunities in education, public resources had to be allocated purpose-oriented.
Centralised management system was justified by saying that it would rationalise and strengthen the
implementation of large-scale social policy reforms. Educational objectives, curricula and methods of
management organisation were regulated nationally in a uniform manner.
Resulting from 1991 central administration reform, the responsibility for providing education was transferred
almost entirely to the local authorities, mainly the municipalities. Today, a 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. Universities were managed by the State.
As for the educational administration, the historical background of evaluation can be found in the work
carried out by inspectors of primary school education. Their work was to ensure that regulations were
observed; besides, inspections were to give guidance and counselling and make proposals for
improvements. Inspections were carried out by the Departments of Education of the Provincial
Governments. Provincial inspectorates were transformed to planning units in 197285. The 11 Provincial
State Offices played a key role in the implementation of large-scale reforms. Their main task was to
coordinate local education plans and arrangements as well as to conduct some type of school inspection.
The inspectorate system in education was abolished in Finland in 1991. During the 1990s, the Provincial State
Offices tasks were gradually reduced. They lost their inspection duties as well as detailed administrative
authority.
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The current educational legislation was introduced in 1999 and that stipulated about the evaluation of basic,
general upper secondary, vocational upper secondary, basic education in the arts, vocational adult education
and liberal adult education, and since then, education and training providers have a statutory duty to
evaluate their own activities and participate in external evaluations.
In 2009 the acts of basic education, general upper secondary education, vocational upper secondary
education as well as adult education were amended to make the organisation and responsibilities of national
evaluations clearer. The new paragraphs came into force at the beginning of 2010. According to the
amendments the Finnish education evaluation council acts as an independent expert organisation under the
Ministry of Education for external evaluations. The Finnish National Board of Education is responsible for
national assessments of learning outcomes. The Ministry of Education draws up the evaluation plan for
external evaluations and assessments of learning outcomes. Responsibilities, assembly, organisation of
activities and preparation of issues of the Finnish Education Evaluation Council as well as the content of the
evaluation plan are regulated by a decree.
Evaluation of higher education is regulated by the Universities Act (645/1997) and the Act on Polytechnic
Studies (351/2003).
The evaluation function of the Finnish National Board of Education was amended in 2003 in the Government
Decree on Evaluation of Education (150/2003), which led to the establishment of the Education Evaluation
Council attached to the Ministry of Education. Further, the decree stipulated that the evaluation of education
be organised by the Council through a network of universities, the Finnish National Board of Education and
other expert bodies within evaluation.
According to the Evaluation plan for 20092011 the focus of higher education evaluations is in auditing the
quality assurance systems. The Higher Education Evaluation Council will audit all higher education
institutions before the end of 2011. The auditing is directed at the quality assurance systems of higher
education institutions as well as the quality assurance of central activities of the higher education
institutions. The first round of audits is free of charge for the institutions. Later the higher education
institutions can commission audits from the Higher Education Evaluation Council or other reliable evaluators
at their own expense.
According to the Ministry of Educations Development Plan for Education and Research for 20072012,
measures will be taken to increase international cooperation and the comparability of evaluations within
higher education institutions. Evaluations by field and discipline will be continued to enhance the quality
and effectiveness of education and research.
FINHEEC is undergoing an ENQA-coordinated external review in 2010 to renew its full membership in the
ENQA. The following documents were gathered for the External review panel. The panel will conduct its site-
visit to FINHEEC in May 2010. The ENQA Board will make the final decision on the result of the review in
September 2010.
9.3. Administrative and Legislative Framework
The Parliament passes legislation concerning education and research and determines the basic lines of
education and science policy. The Government and the Ministry of Education, as part of it, are responsible for
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preparing and implementing education and science policy. The Ministry of Education is responsible for
education financed from the state budget. The Government adopts a development plan for education and
research every four years.
The Finnish National Board of Education implements the political decisions and provides information and
data for the policy-making. Local decisions are made by the local political bodies, in most cases the elected
municipal councils.
The evaluation of education is mandatory and concerns all areas of education. It is stipulated in the Basic
Education Act, General Upper Secondary Schools Act, Vocational Education and Training Act, Vocational
Adult Education Act, Liberal Adult Education Act and Act on Basic Education in the Arts enforced 1 January
1999 and evaluation paragraph amended in 2009 (see Chapter 9.1.). Evaluation of higher education is
stipulated in the Universities Act (1997) and the Act on Polytechnic Studies (2003).
The Act on Higher Education Evaluation Council was issued in 1995 (1320/1995). In 2003 a Government
Decree on Evaluation of Education (150/2003), was issued which led to the establishment of the Education
Evaluation Council attached to the Ministry of Education.
According to the university legislation the universities shall assess their education, research and effectiveness
of these. The universities shall also take part regularly in external evaluations of their activities and quality
assurance systems. They are obliged to publish the results of evaluations they have organised.
The Ministry of Education will prepare a national evaluation plan at regular intervals. Priorities for the
external evaluation of education include the effectiveness, quality, efficiency and economy of education.
Special targets for monitoring include the impacts of the municipal and service structure reform. The
Ministry of Education decided in October 2008 on the National Evaluation Plan of Education 20092011. The
Plan will be revisited in 2010 as needed.
There is no separate inspection for schools in Finland. The steering of the education is decided by the
Government and the Ministry of Education. However, many things have been entrusted to the providers of
education. Their activities are steered through the national core curricula and objectives laid down in
legislation. Feedback concerning the operations of the education system is collected by means of statistics
and evaluations. The information thus gained steers education.
The only standardised high-stake assessment is the Matriculation Examination at the end of general upper
secondary education. Prior to this Matriculation Examination, no external national tests or exams are
required.
The Finnish evaluation system builds on the following
- Local evaluations conducted in municipalities and educational institutions. Education
providers obligation to evaluate their education and its effectiveness and to participate in external
evaluations is based on educational legislation. Evaluation primarily stems from the educational objectives of
the municipality, which must be based on national objectives. Evaluation may focus on the accessibility of
education, the financial accountability of educational institutions and the realisation of the objectives of
municipal policies on education and culture, as well as on the differences between various educational
institutions. At an institutional level, the evaluation targets include the achievement of objectives, the
completion of pedagogic and curricular reforms and the use of resources.
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- At regional level, the monitoring of education is partly carried out by the Regional State
Administrative Agencies (AVI). Regarding the equitable access to education, regional evaluation targets
include the serviceability of the network of educational institutions and the satisfaction of the needs set by
demand for education. The regional level supports the acquisition of information required for national
evaluation. The function of monitoring and assessing the implementation of educational and cultural
services in municipalities is based on the Act on regional administration (2009/896).
- National level evaluation system comprises of (i) an assessment system of learning outcomes;
(ii) production of indicators; and (iii) variable evaluation projects (reviews of education or thematic reviews).
Evaluation is used to collect data in support of education policy decisions and as a background for
information- and performance-based steering and evidence-based decision-making. Evaluation findings are
used in the development of the education system and the core curricula and in practical teaching. They and
international comparative data also provide a tool for monitoring the realisation of equality and equity in
education.
- International cooperation in evaluation, where the quality of national evaluation systems will
be developed, thus securing a high quality of education in the European framework.
Decisions regarding directions and financing of national evaluations will be taken by the Ministry of
Education. The Finnish Education Evaluation Council based in Jyvskyl is tasked to (i) assist the Ministry of
Education and to support education provides in matters concerning educational evaluation; (ii) make an
action plan for external educational evaluation in accordance with the guidelines and financial resources set
by the Ministry of Education; and (iii) make proposals for the development of educational evaluation and to
promote educational evaluation research and co-operation.
Publicity of evaluation outcomes
The obligation to evaluate implies that the essential outcomes of an evaluation need to be published. The
responsibility to publish the main findings lies with the education provider as it comes to self-evaluation and
in case of external evaluation, with the body that conducted the evaluation.
Obligation to publish the essential outcomes only concerns the evaluation referred to in the legislation. For
example, summaries made in conjunction with student assessments are not evaluation meant in the
respective Acts and hence, results not to be publicised.
Furthermore, there has been much discussion to what extent the evaluation results should be public or not.
The Parliamentary Education and Culture Committees viewpoint is that making the results public must not
result in ranking lists. Neither must it place schools, teachers and students at a disadvantage by implying that
their level is poor based on a one-sided basis. Rather, often the general principle on how the results should
be used is that of the positive discrimination; those with weaker results receive more support.
Polytechnics Act
Decree on the Finnish Higher Education Evaluation Council
Decree on the Finnish National Board of Education
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Act on Basic Education in the Arts
Liberal Adult Education Act
Basic Education Act
9.4. Evaluation of Schools/Institutions
The evaluation of education is compulsory by law and concerns all areas of education. It is stipulated in the
educational legislation enforced on 1 January 1999, in the following acts; Act on Basic Education (628/1998),
Act on General Upper Secondary Schools (629/1998), Act on Vocational Education and Training (630/1998),
Act on Vocational Adult Education (631/1998), Act on Liberal Education (632/1998) and Act on Basic
Education in the Arts (633/1998).
Basic Education Act, chapter 5, section 21 defines educational evaluation as follows:
The purpose of educational evaluation is to ensure that the intent of this law is manifested in practice and to
support the development of education and to improve the conditions for learning. The education provider is
to evaluate the instruction provided as well as its effectiveness and also to participate in external evaluation
of its educational activities, according to what is said in paragraph 3. The National Board of Education,
according to the guidelines set by the respective Ministry, takes care of the development of evaluation as
well as the implementation of external evaluations. The Ministry can assign an individual evaluation to be
made by some other body than the National Board of Education. The essential outcomes of an evaluation
need to be published.
The education providers are obliged by law to conduct evaluations and to take part in external evaluations.
Both education providers and schools are required to have a plan for evaluation and development. The aims
of evaluation are generally written into the local/school curriculum or the annual plan; in vocational
education also into the planning documents of the schools, into a separate evaluation system or into the
strategic development plans of the providers. The providers have the autonomy to decide on the objectives
by themselves.
There are no national directives regarding the methods of internal evaluation; as an example, education
providers may order external evaluations instead of conducting them by themselves. Though an option,
external evaluations are not ordered by the education providers that often. External evaluations are slightly
more common in vocational education. In basic education external evaluations, as a rule, are sample-based
assessments of learning outcomes, implemented by the FNBE and conducted in conjunction with the
national evaluations, in cases where the education provider does not fall into the sample and is willing to
finance an external evaluation.
Growing shares of education providers have some system of evaluation to underpin their work. A system of
evaluation refers to a set-up, where reliable information, that is analysed, interpreted, and reported on to
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support decision-making and the development of education, is gathered systematically. The evaluation
system to be adapted should primarily be officially approved by the education provider or a school body.
The administrative and teaching staffs of the individual schools generally take part in the development of
appropriate evaluation systems and in the evaluation itself. In vocational education and training, the
importance of the student and of working life is emphasised.
In general education, most common methods are different types of queries, assessments of learning
outcomes (often combined with external evaluations and student assessments), written materials, work,
action and financial plans of the schools, financial statements and (annual) reports. School reviews, audits
and interviews play a minor role.
The legislation on VET gives the education providers a great deal of freedom in deciding on the measures
concerning their education provision, use of public funding and quality management. The legislation obliges
the providers to evaluate their education and its effectiveness as well as participate in external evaluations.
This means that the education providers need to have their own operating system that contains relevant and
functional Quality Management measures.
Evaluation supports VET providers continuous improvement and results-oriented performance. Through
evaluation, providers obtain information about major strengths and development needs. VET providers
monitor, assess and analyse results achieved systematically through means such as various surveys,
quantitative indicators and self-evaluation. In vocational education and training data and information are
most often collected through queries, assessments of learning outcomes and different types of written
materials. External evaluation of the operations is mostly carried out on a frequent basis (as an example, once
every three years). Internal audits, benchmarking and peer reviews are other methods employed in
evaluation.
Part of the evaluation systems used in vocational education, and in adult liberal education, are based on
ready-made models, of which the one used for awarding the quality price criteria in Finland, the education
evaluations model of the NBE (1995; 1998) and combinations of these are those that are the most frequently
employed.
Both in general and vocational education, the providers emphasise more evaluating efficiency than
effectiveness and economy. In pivotal areas, the main topics for the evaluation are the teaching
arrangements, human resources, and the culture of leadership. Effectiveness is mainly focused on assessing
learning results. Specific economic considerations are the extent of educational resources, how they are
focused and effectively used.
The results of the evaluations are generally reported back to the administrative and teaching staffs of the
schools and the local bodies in charge of education. Accountability to the pupils/students and their
parents/guardians is not necessarily taken sufficiently into account.
The results of the evaluations are used particularly for the management of education (the identification of
the needs for developing activities, the shaping of a systematic view of the current situation of education,
and developing a proactive way of thinking and better evaluation skills), the development of teaching
methods, the definition of aims (increased goal-orientedness, the clarification of basic duties and the
promotion of the means of attaining the set educational objectives), the development of cooperation, (the
internal and external action milieus and the development of information systems along with novel avenues
of disseminating information), the construction and development of an action network and the promotion of
educational and gender equality.
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Higher education
In higher education the universities and polytechnics themselves have the primary responsibility for the
quality of education they organise. They are responsible for evaluating their operations, quality assurance as
well as the developing their quality assurance systems. The Finnish Higher Education Evaluation Council
(FINHEEC) is an independent institution working in conjunction with the Ministry of Education. Its aim is the
long-term development of higher education through evaluations. FINHEEC supports higher education
institutions in designing their own quality assurance and evaluation systems and produces national data for
international comparison of institutions of higher education.
9.5. Evaluation of the Education System
9.5.1. Evaluation at National Level
National evaluation system is concerned with the attainment of the objectives set in legislation, education
policy and national core curricula. Central objectives of evaluation are to develop education and training, to
support learning and quality assurance and to provide information for the evidence-based planning and
policy-making at local, regional and national levels and for international comparison.
Provisions on evaluation of basic education, general upper secondary education, vocational education and
training, vocational adult education, liberal adult education and basic education in the arts are issued in the
legislation as described in the chapter on Administrative and Legislative Framework (see 9.3.). For external
evaluation there is the Finnish Education Evaluation Council under the Ministry of Education. This is an
independent body that organises and coordinates the national evaluations in a network of universities, the
Finnish National Board of Education and other experts of evaluation.
Provisions on evaluation of higher education are issued in respective legislation. Accordingly, their
evaluation is the responsibility of the Finnish Higher Education Evaluation Council, which is an independent
expert body assisting universities, polytechnics and the Ministry of Education. The Council is attached to the
Ministry.
The aforementioned Councils are appointed for a fixed period of time. Terms in office of both of these
Councils are terminated end of 2009.
As defined in the Ministry of Educations Development Plan for Education and Research for 2007-2012,
priorities of external evaluation are effectiveness, quality, efficiency and economy of education. At the
beginning of their term in office, the Finnish Education Evaluation Council and the Finnish Higher Education
Evaluation Council define the strategies and broad lines of their actions. Annual discussions are held with the
Ministry of Education. Needs of the education provided in Swedish are taken into account.
The Finnish National Board of Education is responsible for conducting national assessments of learning
outcomes across all education from pre-primary to adult education (higher education excluded). The aim of
these evaluations is to provide information on how well the aims set in the national framework curriculum
have been met. The results are used in developing national core curricula, and planning for continuing
training for the teachers.
9.5.1.1. National Evaluation of General and Vocational Education
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National evaluations are conducted according to the needs in the education sector and the policy focus. The
results are utilised in (i) evaluation of state of education (sector); (ii) development of teaching, student
assessment and national core curricula; and (iii) assessment of educational equity.
Practically in all evaluations a report is published and the schools and providers concerned are given feed-
back, often accompanied with a comparative description of the situation of the unit in question compared to
the national average.
The Finnish Education Evaluation Council
The Finnish Education Evaluation Council serves as an expert body for educational evaluation in connection
with the Ministry of Education. The Council oganises and coordinates evaluation of education. It is tasked to
(i) assist the Ministry of Education and to support education provides in matters concerning educational
evaluation; (ii) make an action plan for external educational evaluation in accordance with the guidelines and
financial resources set by the Ministry of Education; and (iii) make proposals for the development of
educational evaluation and to promote educational evaluation research and co-operation.
The Ministry of Education has commissioned the Finnish Education Evaluation Council to carry out a project
for the purpose of evaluating the functionality of the national core curriculum of pre-primary and basic
education. The project will be carried out during 20092010.
The object of this evaluation project is the curriculum system of pre-primary and basic education and the
distribution of lesson hours in basic education. More particularly, the evaluation focuses on the suitability,
steering quality and applicability of the curriculum system and the distribution of lesson hours.
Decisions on further evaluations will be taken annually by the Ministry of Education.
The learning outcomes throughout the educational system from pre-primary to adult education (higher
education excluded) are assessed by the Finnish National Board of Education. The purpose of these
assessments is to examine, as diversely and reliably as possible, the extent to which objectives set in the
national core curricula are achieved. Another aim is to investigate achievement of educational equality in
Finland.
The information for evaluations is mainly collected using stratified random sample based surveys, tests
and/or national statistical sources.
Education providers can commission the FNBE to carry out evaluations when they are not included into
national assessments. The education providers pay for this service. In addition to the sample schools, the
analysis also includes the learning outcomes of pupils at those schools that have ordered the assessments.
The actual assessment reports, based on revised data concerning the key results for the whole country, are
normally published approximately one year after the respective test dates. The reports are submitted to the
Minister of Education, universities, the schools participating in the assessments and other parties involved.
Complete reports can be purchased from the Finnish National Board of Education; summaries are published
on the web site of the FNBE.
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The assessments of learning outcomes are mostly conducted in the 6th and 9th grades on a regular basis in
mathematics and in mother tongue and literature. Ongoing assessments in basic education are arts and
crafts subjects, cross-curricular themes and mother tongue. In vocational education and training the ongoing
projects concentrate on construction, agriculture, hair-dressing and electrical and automation technology.
Quality in VET is assured and developed in many ways. The national quality management system in Finland
comprises of the quality management of education providers, the national steering of VET and external
evaluation. The international and European policies and systems, such as the Common Quality Assurance
Framework (CQAF) have more and more influence on the development of quality management both at
national and at provider level. In 2008 the Finnish National Board of Education launched the Quality
Management Recommendation for Vocational Education and Training. It is a handbook designed to serve as
a strategic tool for developing quality management among all types of VET providers organisations, their
units and forms of action. The recommendation also supports quality management practice.
One of the biggest reforms carried out in VET in Finland in recent years has been the introduction of skills
demonstrations into all vocational qualifications in 2006. The skills demonstrations tie up with the VET
reform in 1998, in which a major change was the introduction of systematic work-based learning and
enhancing the collaboration and dialogue with the world of work.
The world of work is closely involved in skills demonstrations, in the planning of the tests, their
implementation and assessment. The joint assessment of the skills demonstrations by the teachers,
representatives from enterprises and the student ensure the validity and reliability of the tests in relation to
the set objectives and the level of proficiency required by the labour market. The joint assessment also
supports the interpretation of the assessment criteria and strengthens the commitment of the different
parties already from the onset, when the skills demonstrations are planned.
A national system of evaluation for skills demonstrations is being developed by the Finnish National Board of
Education, based on a pilot carried out in 2002-2008. The evaluation will be an integral element of the
regular institution activities, rendering feedback at regular intervals, supporting and guiding self-evaluation.
The evaluation system was tested with four vocational qualifications and will gradually be enlarged to cover
all 53 vocational qualifications by 2011.
9.5.1.2. National Evaluation of Higher Education
According to legislation, higher education institutions have the primary responsibility for the quality of the
education they provide and its enhancement. They are responsible for evaluating their operations, for
quality assurance and for developing quality assurance systems.
Institutions of higher education are assisted in their evaluation work by the Finnish Higher Education
Evaluation Council, which is an expert body organising and conducting evaluations. The Evaluation Council
is independent of both the educational administration and institutions of higher education; the
establishment of the Evaluation Council and the separation of evaluation activities from the direct operations
of the Ministry of Education have included the idea of independence of evaluations.
The duties and policies of FINHEEC are governed by Decrees 1320/1995 and 465/1998 (amendments). Under
Decree 548/2005, FINHEEC is also in charge of the evaluation of HEIs in the autonomous province of land.
FINHEEC makes recommendations to the Ministry of Education concerning centres of excellence in higher
education based on proposals submitted by the universities and polytechnics. The evaluation of research is
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the responsibility of the Academy of Finland, which designates centres of excellence in research. Centres of
excellence in artistic activities are nominated by the Arts Council of Finland.
The duties and responsibilities of the Finnish Higher Education Evaluation Council FINHEEC are the following:
Assisting institutions of higher education and the Ministry of Education in evaluation.
1. Conducting evaluation for the accreditation of the polytechnics.
2. Organising evaluations of the activities of higher education institutions and evaluations
related to higher education policy.
3. Initiating evaluations of higher education and promote its development.
4. Engaging in international cooperation in evaluation.
5. Promoting research on evaluation of higher education, and
6. Evaluation and recognition of professional courses offered by higher education institutions,
and keeping a registry of them.
The performance agreements of the universities (for details, see 2.8.4.) include the objective that they will
organise the evaluation of their own operations as an integrated part of their activities and launch regular
evaluations. The quality of operations will be rewarded with performance-based funding to be allocated
annually. The intention is to continue the development of the performance criteria as a co-operation effort
between the Ministry of Education and the universities.
Universities are currently developing their quality assurance systems in order to enhance quality and
improve international comparability. Steps will be taken to develop quality assurance indicators for higher
education. Audit mechanisms of Quality Assurance systems will be designed.
9.5.2. Evaluation at Regional and Local Level
The municipalities are responsible for the provision of the basic services which are the most important for
the citizens. They also monitor and evaluate the accessibility and quality of the services. Basic services
primarily include services which concern large groups of people and have an impact in the citizens' daily
lives, and the lack of which would cause significant problems. The regional evaluation of basic services is one
of the essential statutory tasks of the Regional State Administrative Agency (AVI), as stipulated in the Act on
the Regional State Administration. The aim is to establish the accessibility and quality of basic services within
the administrative region. The evaluation conducted by the Regional State Administrative Agencies supports
national development goals and complements municipal evaluations. It also serves the municipalities in the
development of basic services. The services to be evaluated are determined each year by the ministries
steering the Regional State Administrative Agencies. The results of the evaluations conducted by the
Regional State Administrative Agencies are published in a report, and they are widely discussed with various
co-operative partners. The reports are published annually in early April.
At the local level, education providers obligation to evaluate their education and its effectiveness and to
participate in external evaluations is based on educational legislation. Evaluation primarily stems from the
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educational objectives of the municipality, which must be based on national objectives. Evaluation may
focus on the accessibility of education, the financial accountability of educational institutions and the
realisation of the objectives of municipal policies on education and culture, as well as on the differences
between various educational institutions (cf. 9.4.).
9.6. Research into Education linked to the Evaluation of the
Education System
The support structures and databases relevant to the research into education are presented in the following.
This covers a range of databases and registers that may be utilised in evaluation and research of education.
9.6.1. Databases and Registers supporting the Evaluation and Research of
Education
The following sections describe statistics compilation, databases and registers supporting the evaluation and
research of education. These are mainly compiled and maintained by three bodies: Statistics Finland, the
Ministry of Education and the Finnish National Board of Education. Research institutes also produce
information on education and the education system. Notable is that the knowledge base on education has
developed strongly over recent years.
Statistics Finland
Statistics Finland is a Government agency that operates administratively under the Ministry of Finance, but is
fully and independently responsible for its activities, services and statistics. Statistics Finland's task is to
compile statistics and reports concerning social conditions; to collect and maintain data files on society; to
provide information service and promote the use of statistics; to conduct studies and surveys related to
statistics compilation and develop statistical methodology; to develop the national statistical service in co-
operation with other Government officials; to co-ordinate the national statistical service; and to participate in
and co-ordinate Finland's international statistical co-operation.
Basic information on education and students is collected by Statistics Finland. This information is utilised by
the Finnish National Board of Education in its databases and communications to the general public and by
the Ministry of Education in the performance management of different sectors.
The statistics produced by the Statistics Finland within the scope of education describe the entire education
system from pre-primary to adult education. As to the data collection, notable is that the Statistics Finland is
to a large extent supported by the Finnish National Board of Education: cost-related data and information
concerning student admissions fall under their remit. The Register of Completed Education and Degrees as
well as student flow statistics are examples of provisions established for statistical purposes in the education
sector. Other examples of the Statistics Finlands production are
Statistics concerning the education system contain the statistical data on the education
providers, educational institutions, personnel, students and qualifications, finances relating to education,
applications and admissions to education and training (from pre-primary to adult education), progress of
studies and transitions to further education and work.
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The statistics on the educational structure of the population describe the post-comprehensive
school educational qualifications and degrees attained by the population aged 15 and over. Besides diverse
data describing education, the statistics contain information on the age, gender, native language, nationality
and migration of obtainers of educational qualifications and degrees. The data are based on Statistics
Finlands Register of Completed Education and Degrees. Completers of education and degrees are classified
by level of education according to the latest/highest vocational qualification. In accordance with the
Statistics Act, the personal data from which these statistics are compiled are confidential. As a rule, the
statistics produced from them are public.
Statistics Finland's Classification Services maintain and publish national classification
recommendations. Several of them are based on international standards confirmed by EU directives. Use of
classification recommendations improves the comparability of statistical information produced at different
times and in different areas.
The Ministry of Education leads the production of data and information needed for educational policy
planning and decision-making. The information systems of the Ministry of Education include: (i) statutory
government transfer system, which is maintained by the Finnish National Board of Education. It is used for
the budgetary preparations, development of education, preparation of decisions on government transfers
and authorizations to provide education; (ii) information system for strategic planning, containing data,
prognoses based on qualitative and quantitative foresight and planning documents serving strategic and
futures planning; (iii) the universities database KOTA, maintained by the Ministry of Education that describes
the operations of universities (scientific universities and art academies) and contains data on universities
both by institution and by educational field since 1981; and (iv) the polytechnics database AMKOTA, which
serves the decision-makers and interest groups through production of key information on the operations of
the polytechnics.
St at ut or y gover nment t r ans f er s s ys t em
The Ministry of Education is responsible for the statutory government transfers. The Ministry has mandated
the Finnish National Board of Education to maintain a system for data collection and financial services to
support the statutory government transfers. (see below).
I nf or mat i on s ys t em f or s t r at egi c pl anni ng
This information system contains data, prognoses and planning documents serving strategic and future
planning. The most important prognoses based on qualitative and quantitative foresight are those
concerning the long-term occupational structure and the need for trained labour force, as well as
educational qualifications and the educational structure of the population.
Uni ver s i t i es dat abas e ( KOTA)
The universities KOTA online service that is maintained by the Ministry of Education offers statistical data on
universities and fields of education from 1981 onwards. KOTA database was designed as an instrument for
planning and steering. The database is used by the Ministry of Education and the universities to produce the
information they need for annual planning and monitoring. The institutions themselves update the
information directly into the database each calendar year.
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Pol yt ec hni c s dat abas e ( AMKOTA)
The polytechnics database AMKOTA serves the decision-makers and interest groups by producing key data
on the operations of the polytechnics. The database contains information both by institution and by
educational field. The contents of the database build on data and information collected through decision-
making, performance agreements, joint application system, student selection and financial services. Data
and information are produced by the polytechnics, Statistics Finland, the Finnish National Board of Education
and the Centre for International Mobility CIMO. The data are used in the development, monitoring,
evaluation and steering of the polytechnics.
The Finnish National Board of Education is the national body responsible for the assessments of learning
outcomes in education and training. The FNBE coordinates information tools and services; produces
indicators in education; provides quantitative and qualitative foresight data and supports regional foresight;
collects financial data through the statutory government transfer system; and provides systems and registers
for student admissions, and national electronic application systems based on these. The FNBE is an active
partner in the international production of indicators, and the utilisation of the results that are used in
developing the national education system. Further responsibilities incorporate provision of reports on the
state of education, and production of information on education to support international cooperation.
St at ut or y gover nment t r ans f er s s ys t em
Educational and cultural provision is funded as part of the statutory government transfer system for local
authorities, joint municipal authorities and private providers (in case accredited by the Ministry of Education).
Financing of educational and cultural provision is based on calculations made up of financial and functional
data collected from the providers. The system covers state, municipal and private educational services, as
well as cultural, leisure and recreational functions falling under the administration of the Ministry of
Education, as stipulated in the Act on Financing of Educational and Cultural Provision (635/1998).
The Ministry has mandated the Finnish National Board of Education to maintain a system for data collection
and financial services to support the statutory government transfers. Services for financial data operations
are procured from the Tampere University Computer Centre. Statistics Finland covers part of the data
collection.
Statutory government transfers system is used to prepare decisions on government transfers within
education (see 2.8.). The system also caters for the financial transfers to the education providers, collection of
data on pupils/students and expenditure of education, evaluation and reporting on the financial and
efficiency accountability of the educational institutions, their financial inspection and further development
of financial systems. Similarly, the system is also applied within cultural provision of the municipalities.
Res ear c h dat abas e ( KOTU)
The research database KOTU maintained by the Finnish National Board of Education contains information on
education research carried out in Finland since 1991. The database covers research pursued in Finnish
universities, polytechnics, and research and development centres. The KOTU registers allow browsing the
research reports, main findings, researchers and the research institutions, KOTU exists also in English.
El ec t r oni c appl i c at i on s ys t ems ( yht ei s haku)
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The Finnish National Board of Education maintains application systems that are national and electronic to
support the selection of students to 1) upper secondary education, both general and vocational; 2)
universities; 3) polytechnics; 4) polytechnics/adult education; 5) polytechnics/vocational teacher education;
and 6) polytechnics/programmes conducted in English.
Designing public sector e-services is part of the enhancement of the information society development in the
public administration. Citizens readiness to use technology and e-services, based on good basic education,
is at a high level in Finland.
Reasons behind the development of electronic student admission systems within education are diversified.
To name some, minimising administrative burden, time and cost savings, easy availability of services and
information on education on offer (irrespective of time and place), systems directing the user, exact and
relevant information only, reduced occurrence of errors, timely and expeditious availability of information
are cardinal.
Furthermore, national electronic systems ensure that all applications are processed equally and impartially
and due processes of law are applied.
The electronic application systems have been launched gradually: development started with the joint system
for polytechnics, which opened in 2003 and continued with that for the upper secondary education in 2008.
The timetables of the application systems have been synchronised so that the application period to all levels
starts simultaneously in 2010.
The electronic systems became immediately the prevalent means of application; in all fields of education
they have been launched thus far, applications are submitted electronically almost to 100 per cent.
Traditional paper form is still available for those who prefer that.
www.haenyt.fi (system for electronic application to upper secondary level education)
www.studieval.fi (system for electronic application to upper secondary level education, in Swedish)
www.amkhaku.fi/ (system for electronic application to polytechnics)
www.yhansokan.fi (system for electronic application to polytechnics, in Swedish)
www.admissions.fi/ (system for electronic application to polytechnics/programmes conducted in English)
www.opekorkeahaku.fi (system for electronic application to polytechnics/vocational teacher education)
www.yliopistohaku.fi (system for electronic application to universities)
www.universitetsansokan.fi (system for electronic application to universities, in Swedish)
Sys t ems and r egi s t er s s uppor t i ng nat i onal el ec t r oni c appl i c at i ons
The six national electronic application systems are based on student admission systems and registers that are
available to the educational institutions and authorities. These systems provide educational institutions with
information on applicants required for student selection.
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The student admission system for the upper secondary level, both general and vocational (KOULUTA) is
maintained by the Finnish National Board of Education.
The admission system for polytechnics (AMKYH), polytechnics/adult education (AKYH),
polytechnics/vocational teacher education (AMKOPE) and polytechnics/programmes conducted in English
(VKYH) are run by the Finnish National Board of Education and partially by the polytechnics. The
polytechnics applicant and study place (AMKOREK) is also maintained by these two parties to administer
student registers of higher education, concerning the regulation on study places (the principle of one study
place at a higher education institution starting the same academic year is applied in Finland).
The joint application system to the universities is supported by a student admission system (YSHJ) that is
maintained by the Finnish National Board of Education and the universities. The YSHJ links tightly with the
universities applicant and enrollment register (HAREK), which is run by the Finnish National Board of
Education and the universities to administer student registers of higher education, concerning the regulation
on study places (the principle of one study place at a higher education institution starting the same
academic year is applied in Finland) (see 6.6.1.). The HAREK register contains information on education on
offer, applicants, applications, admittance, acceptance of the study place and enrolment to the university.
Results on matriculation examinations since 1990 may be retrieved from the HAREK register for the selection
purposes.
The student admission system KOULUTA for the upper secondary level, both general and vocational is made
up of two parts: one that is public and contains information on educational institutions and education and
training they offer; the other part serves the selection purposes and is accessible for the authority only.
Though principally designed for the purposes of the secondary level education, the KOULUTA system
interlinks with the systems of higher education.
For a joint application round for the secondary level selections, the education providers enter the personal
data (like names, ID numbers, and addresses) on their 9th (and 10th) grade completers into the KOULUTA
system; marks and grades are added once available. Likewise, the data of those applying to vocational
education and training or polytechnics after the completion of general upper secondary education are
entered.
As a next step, the secondary level institutions are informed, through the student admission system, about
those who have applied. Information is then used for any optional entrance, aptitude and language test that
may be required and organised by the secondary level institutions. Student selections are based on the
criteria the Ministry of Education has established. Education providers decide upon further requirements for
admission and optional entrance, aptitude and language tests.
After having processed the applications through all required phases, the KOULUTA system produces
information on those who have been selected and enables communication on the selections to those who
have been admitted. Within secondary education, after the final selections have been completed by the
educational institutions, the applicants are informed about the results. The student admissions system
KOULUTA produces the admittance/rejection letters which are then delivered by traditional mail to the
applicants.
The registers supporting the admissions to the polytechnic studies: polytechnics (AMKYH),
polytechnics/adult education (AKYH), polytechnics/vocational teacher education (AMKOPE) and
polytechnics/programmes conducted in English (VKYH) are designed to alleviate the administrative burden,
to unify the procedures, and to increase the transparency of enrolment processes. Equality and impartiality
will be enhanced and due processes of law are applied.
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The systems and registers support the joint electronic applications for polytechnic studies centrally through
offering access to the information on education on offer, registering data and information about the
applicants, their grades and their applications with prioritised choices. Completing the filling up of the forms
enables the applicant to receive confirmation about a successful application per email. Completion initiates
the processing of the applications for pre-selection once the application round is over, listing the applicants
that qualify for entrance examinations, computing the points, and produces the proposals for final
selections. The polytechnics as responsible education providers utilise the information the system provides
them with in their endeavour to select their students.
Beyond the completion of the application round, the universities will continue autonomously with handling
the processing of the applications to the universities as they have the main responsibility for their student
admissions. Entries to the register supporting university admissions (YSJH) will be transferred to the
universities own systems after the application round is closed. Upon processing all applications, the final
results will be transferred to the HAREK register.
In addition to the function that the student admission systems and registers support the joint application
systems established electronic, the data and information available in the registers allow for compilation of
statistics on students seeking study places, and on those who have been admitted.
Statistics may be used for planning, evaluation and development of education. Statistics compiled on data
and information collected into the registers is handed over to the Ministry of Education and Statistics
Finland. It is to a large extent utilised by them and the Finnish National Board of Education.
Information on those admitted to education is submitted to Kela (the Social Insurance Institution of Finland
that is the provider of social security benefits for all residents of Finland) for decision-making regarding
financial aid and other assistance for students. Information on those who admitted but were rejected is
transferred to the Office of Employment and Economic Development, which will use it in determining about
unemployment benefits (by rule, youth below 25 years of age are entitled to unemployment benefits only if
they have applied to a certain number of educations either at the secondary level or the polytechnics).
Data even provide annual statistics that allow follow-up of time series by person. These may be valuable data
and information for educational research but based on strict legislation concerning registers on personal
data, person-related follow-up is only allowed for research pursued by the Ministry of Education, the Finnish
National Board of Education or research institutions contracted / research financed by the Ministry.
Polytechnics Act
Asetus ammatillisen koulutuksen ja lukiokoulutuksen yhteishakujrjestelmst
Asetus ammattikorkeakoulujen yhteishakujrjestelmst 353/2003
Asetus ammattillisen koulutuksen ja lukiokoulutuksen yhteishausta
Laki opiskelijavalintarekisterist ja ylioppilastutkintorekisterist
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Universities Decree
www.koulutusnetti.fi (student admission system for the upper secondary level, both general and vocational)
www.studieinfo.fi (student admission system for the upper secondary level, both general and vocational, in
Swedish)
Voc at i onal qual i f i c at i ons dat abas e ( AMTU)
The vocational qualifications database AMTU supports the Finnish National Board of Education in decision-
making, dissemination of information and monitoring the competence-based vocational qualifications
system (see 5.5.2.). The AMTU system contains information on qualification committees, institutions
accredited to receive skills demonstrations within the competence-based vocational qualifications system,
vocational qualifications on offer and the requirements of competence-based qualification. The AMTU system
utilises the data and information of the institution database (KOULUTA). The Provincial State Offices and the
labour administration may also utilise the information in the AMTU database.
WERA
The Finnish National Board of Education maintains a statistical information reporting service WERA. It
provides statistical information on education and other issues related to education. WERA is available
through the internet. The aim of WERA is to support and serve the planning and decision making in
education on local and national level. The statistics are based on data and information collected by the
Statistics Finland and the Finnish National Board of Education.
St udent f eedbac k dat a s ys t em AI PAL
In 2008, an electronic student feedback system AIPAL concerning competence-based qualifications was
taken into use. In this on-line system, adult students may give feedback on the training they have received.
The feedback is used by the national authorities and education providers for follow-up and evaluation of
vocational adult education and training.
Sys t em of eval uat i on f or s ki l l s demons t r at i ons
From August 2006, skills demonstrations were incorporated into all qualifications completed in VET. A
national system of evaluation for skills demonstrations is being developed by the Finnish National Board of
Education, based on a pilot evaluation carried out in 2002-2008. The evaluation will be an integral element of
the regular institution activities, rendering feedback at regular intervals, supporting and guiding self-
evaluation. The evaluation system has now been piloted with four vocational qualifications and will be
enlarged to cover all 53 vocational qualifications by 2011.
Once the system is fully operational, the education providers submit information on-line on the evaluation
results of the skills demonstrations (learning results) as well as other relevant information on their conduct
such as the persons involved in the evaluation, where the demonstration took place, who took part in the
assessment etc. The Finnish National Board of Education is responsible for the development of the system,
collection of the learning results and background information, analysis and reporting. Education providers
will be given feedback on their results.
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The Centre for International Mobility CIMO
The Centre for International Mobility CIMO has been tasked to provide statistics on international student and
teacher mobility within secondary level (vocational) and higher education. CIMOs compilation of statistics is
based on the data collected by Statistics Finland and partly by CIMO themselves. Data collected is entered
into the Ministry of Education databases (KOTA for universities, AMKOTA for polytechnics; cf. above),
published on CIMOs web site and diverse printed reports.

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10. SPECIAL EDUCATIONAL SUPPORT
In Finland education is compulsory for the whole population. With the help of school integration, Finland is
reaching a state of educational inclusion which means that all students will go to the same school together
and that everyone will be accepted and respected.
Vammaisten opiskelijoiden valmentavan ja kuntouttavan opetuksen ja ohjauksen opetussuunnitelman
perusteet 2000 Ministry of Education
Compulsory Education and Basic Education
Development of special needs education at Finnish folk schools within the parallel school system prior to the
introduction of the uniform comprehensive school, (Finnish: peruskoulu, Swedish: grundskola) system can
be divided into four periods. The first period covers the establishment of special needs education from the
1840s until the Compulsory Education Act came into force in 1921. Initially, special needs education focused
on arranging instruction for pupils with sensory disabilities. The first schools for people with hearing
impairments, visual impairments and motor impairments were established in the 1840s, the 1860s and the
1890s respectively. When it was stipulated that folk education was the obligation of local authorities in 1866
and when it subsequently became compulsory, many disabled children were excluded from school during
these reforms. Education for disabled people was provided in the form of philanthropic activities of
individuals and charitable organisations.
The second period ranges from the time when the Compulsory Education Act came into force in 1921 until
the end of the Second World War. The Compulsory Education Act stated that the children of Finnish citizens
were considered to be subject to compulsory education, except for those children with intellectual
disabilities, who were exempt from compulsory education.
The third period starts at the end of the Second World War and runs through to the unification of education
and the launch of comprehensive schools in 1972. The post-war period witnessed the development of care
for the disabled. In addition to medical care and rehabilitation, the field of vocational rehabilitation was also
being developed. The quantitative increase in special needs education and specialisation in its different
sectors occurred between the 1940s and the 1960s. New forms of education emerged alongside adjusted
instruction, such as instruction for maladjusted pupils and part-time special needs education not tied to year
classes.
However, the medical approach prevailed in the provision of education for children with special needs.
Deviation was, above all, considered from the perspective of physical and functional disability. Pupils with
special needs were seen as being different from other pupils to such an extent that their education could not
be organised in conjunction with mainstream education. In addition, the special needs of different groups
were so varied that, in order to answer their needs, these children were segregated into groups that were as
homogeneous as possible in terms of instruction. As this way of thinking was prevalent at that time, special
needs education remained highly differentiated and segregated.
From the early 1970s, the principle of normalisation and the philosophy of integration came strongly to the
fore in the education of pupils in need of special support. The aim of the principle of normalisation is that the
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lives of disabled people would be as normal as possible. Integration is considered to be the means of
implementing this normalisation. The objective was perceived to be social integration, in other words, the
opportunity for pupils with special needs to participate in regular instruction in the school they would attend
without their disability.
In the context of special needs education, integration means the aim to implement special needs education,
as far as possible, in connection with and integrated into mainstream educational services, such that whole
age groups attend compulsory school. In each case, the same school is thus able to take the individual
educational needs and capabilities of learners into account.
The integration approach also supports the principle of equality that was to be implemented in connection
with comprehensive school reform. The aim is to establish compulsory school as a school common to all
children. The Comprehensive School Committee that planned the comprehensive school already dealt
broadly with the instruction of pupils with special needs in mainstream schools. The Committee stated that it
would be possible to offer instruction for several special needs groups in mainstream teaching groups, at
least in the upper grades of comprehensive schools relatively often.
Integration has been promoted in basic education since the 1970s. An important legislative reform was the
new Comprehensive Schools Act passed in 1983, which enabled a better starting point for the development
of the integration process. According to the Act, no child was allowed to be exempt from completing
compulsory education any longer. Another important factor for the promotion of integration was the new
comprehensive school national core curriculum issued in 1985; it raised the issues of differentiation and
individualisation of education and, where necessary, the provision of special needs education and the
individualisation of education and the syllabus. In terms of promoting integration, it was important that
education and the syllabus were to be individualised according to individual childrens age and learning
abilities so as to enable special needs education curricula to also be used in conjunction with mainstream
education. Education for children with minor intellectual disabilities was initiated within folk schools in the
form of special school instruction. In 1985, integrated instruction for children with medium and severe
intellectual disabilities was transferred from social administration to educational administration. The
instruction of children with the most severe intellectual disabilities, which had long been organised as part of
special care for intellectually disabled people within the social administration, was transferred to be provided
by comprehensive schools as from 1 August 1997, as was the instruction provided by reform schools from 1
August 1998.
The fourth period of special needs education started in the 1990s. In 1995, the status of special needs
education was evaluated nationally. The conclusions of the evaluation formed the basis for national
development measures implemented in subsequent years. The aim was to reform the operating culture,
organisation of education and joint steering by supporting regional and municipal integration of service
systems.
The comprehensive reform of school legislation in 1998 and the new Basic Education Act (628/1998) aim to
guarantee educational equality and equal educational services for all those subject to compulsory education.
The old disintegrated legislation based on institution forms has been replaced by more concise and
centralised legislation based on the objectives and contents of education, levels and forms of education and
the rights and responsibilities of students.
As the institutional regulation based on forms and groups of educational institutions has been abolished,
legislation is now equally applicable to education provided by the State, local authorities, joint municipal
authorities, private organisations and foundations. Its scope of application covers all education irrespective
of students age and the method or venue of provision.
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National steering has been relieved and local decision-making powers have been increased. There has been
deregulation of the organisation of activities both in legislation and in lesser regulatory decisions. In
addition, the number of administrative decisions has decreased. Separate systems of funding have been
combined and their cost-based criteria have been replaced by criteria based on calculations. On the basis of
the new statutes and regulations, educational institutions and their maintaining bodies have more
independence in deciding on their activities within the framework of national objectives.
According to the new steering culture, regulation concentrates on those issues that are essential in terms of
educational outcomes and require national coherence, assuring the quality of education and continuous
evaluation. At the same time, the objectives concerning education are being clarified and specified and
sufficient equality is guaranteed in education throughout the country. The aim is to promote the practical
realisation of the principle of lifelong learning.
Vocational Special needs education and Training
Vocational education and training for those in need of special needs education started in the late 19
th

century, when education for blind and intellectually disabled people was initiated at special institutions
established for them. Vocational education and training for those with hearing impairments started at the
beginning of the 20
th
century and an act on education for these people was passed in 1944. The Act on
Vocational Schools for the Hearing and Visually Impaired was passed in 1971. In the 1940s and 1950s, several
vocational special institutions were established for people with motor impairments and respiratory diseases.
During the 1970s, vocational special needs education and training was expanded to cover all vocational
institutions. It was mainly given to those student groups, who had received special needs education at
comprehensive schools. According to the education policy definitions, vocational education and training for
those in need of special support was to be provided by regular institutions as far as possible, thus realising
the principle of integration. The statutes governing vocational special needs education and training and
vocational special institutions were incorporated into the Vocational Education and Training Act in 1987 and,
subsequently, in the decrees regulating vocational education and training. A new decree on vocational
special institutions was issued in 1989. At present, vocational special needs education and training is
governed by a separate Act (630/1998), effective as from 1 January 1999, and a Decree (811/1998) and its
amendment (1139/1999), passed by virtue of this Act, which have repealed the above-mentioned statutes.
As a result of legislative amendments in 1970, provision of post-compulsory special needs education has
been assigned to vocational education and training. The 1987 legislative amendment improved
opportunities for vocational special needs education and training to also provide instruction for those young
people with the most severe disabilities, allowing selection of students, who were no longer expected to find
placements on the open labour market; instead, sheltered work was also deemed to be acceptable
employment. The criteria for student admissions under the new legislation no longer include finding
employment. Nevertheless, it is not possible to admit those people, whose illness or disability will obviously
form an obstacle to participation in education and training.
This provision applies to qualification-oriented education and training in particular, whereas preparatory and
rehabilitative education and guidance allow the creation of very individual educational objectives and
learning environments, which means that participation in such education is possible for almost all students.
Finnish education policy definitions expect all young people completing comprehensive school to continue
studying at upper secondary level. Since it is the task of vocational education and training to also provide
special instruction, students admitted to such education and training have been very different.
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Consequently, in the 1990s, special needs education and training developed considerably and the number of
students receiving special instruction increased.
Basic Education Act
The new Strategy for special needs education and inclusion sets goals for the development of inclusion in all
schools providing basic education. Measures following the strategy have been taken with the Ministry of
Education granting a specific subsidy to develop teaching methods and the administrative practices of the
education providers. Municipalities are also supported through teachers in-service training programs,
action research and the extensive development work (KELPO) coordinated by the Finnish National Board of
Education. Adopting the strategy requires changes in the Basic Education Act and Decree and the National
core curricula for Basic education and Pre-primary education. The aim is to implement the changes so that
they come to force in schools in the autumn of 2010.
In terms of provision of education, an important document is the Development Plan for Education and
Research for 20072012 drawn up by the Ministry of Education, which sets out the key contents and
measures for national development over the coming years. These concern the provision of both mainstream
and special needs education as a whole, because special needs education is being developed as an integral
and natural part of mainstream education. Education providers are required to draw up their local
development plans on the basis of the national plan in such a way that the development plan for special
needs education is included in the overall plan. The plans may also be regional and sub-regional. The starting
points for planning include guaranteeing the achievement of basic educational security, prevention of social
exclusion, early intervention and fundamental educational rights for all people at all levels of the education
system.
The possibilities of different students, different disability groups and those with different linguistic or cultural
backgrounds will be improved by supporting free education.
To prevent social exclusion and improve the efficiency of the educational system, the passing rate at all
educational levels is to be improved and the rate of dropping out is to be reduced. In order to reduce
dropping out, guidance counselling is to be developed, as well as training-related communications and
counselling, student selections, the study grant, individualisation of studies, study monitoring systems,
cooperation between the home and school and the school and student healthcare. Flexible operations in
basic education and controlling and preparatory vocational basic education are to be stabilised. The
emphasis on the passing rate is to be increased in the funding of vocational education and higher
educational institutes. Comparisons of the results of vocational education organisers, higher educational
institutes and their units will be published.
The position and tasks of the states special schools and reform schools are to be identified. The position of
special teaching in Swedish is to be secured. The efficiency of the actions to organise teaching for children
and young people relocated by virtue of the Child Welfare Act is to be improved as required by the Basic
Education Act.
Procedures will be directed to support the early recognition of learning and adjustment problems and the
development of teaching arrangements.
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In pre-primary and basic education, students have the right to receive the support services and student
healthcare required by participation in education free of charge. There have been defects in the availability
and quality of the support services required by the organisation of student healthcare and teaching, and the
point of emphasis on healthcare work has been excessively in repairing activities.
Special education will be developed so that students in need of special support will mainly be studying with
other students in the same learning environments. The organisation of education for the seriously disabled
will be focused on vocational special educational institutions.
The starting point of the recommendations for prison education approved by the European Councils
Committee of Ministers in 1990 is that the right for education is constitutive and an important part of the
development of the society and individuals. The prisoner regulations approved by the European Councils
Committee of Ministers in 2006 emphasise the education of young prisoners and prisoners who have special
needs.
Vocational education of prisoners will be developed by increasing the vocational educational selection
aimed at prisoners and making it more versatile and by increasing the cooperation of those involved in
organising vocational education.
The needs to develop the control system caused by the state grant reform must be identified. The changes
required are to be made within operational legislation. It must be ensured that the different condition and
service need factors of municipalities are taken into account in the reform and that the operational
requirements of private institutions are secured. Financing for special education, hospital education and
education for the disabled, reform schools and children taken into custody must be secured.
10.3. Definition and Diagnosis of the Target Groups(s)
There are certain disability or difficulty in accordance with which pupils and students may be classified as
belonging to an in need of special support category. They are the following.
Mild mental impairment (MIMI). Education for children and young people who need adjustments to the
curriculum and extra support. Adjustments may concern all or only some subjects. These students have been
transferred to special needs education and an IEP (Individual Education Plan) has to be drawn up for them.
Moderate or severe mental impairment. Education for mentally disabled students needing adjustments to
the curriculum and extensive support or education with a curriculum based training for everyday activities.
The most severely mentally handicapped students have a curriculum with five function areas: motor skills,
language and communication, social skills, daily living skills and cognitive skills. These students have been
transferred to special education and an IEP has be drawn up for them.
Hearing impairment (HI). Education of the hearing impaired. Includes deaf and partially hearing students,
who have been transferred to special needs education and an IEP has be drawn up for them.
Visual impairment (VI). Education of the visually impaired. Includes blind and partially sighted students,
who have been transferred to special needs education and an IEP has be drawn up for them.
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Physical and other impairment (POHI). Education of the disabled (physical disabilities, neurological
disabilities, developmental disorders). The students have been transferred to special needs education and an
IEP has be drawn up for them.
Autism and Asperger's syndrome. Education for students with autism and Asperger's syndrome. Children
and young people with a moderate or severe developmental disability based on complex impairments of the
central nervous system. The students have been transferred to special needs education and an IEP has be
drawn up for them.
Dysphasia. Dysphasia means special difficulty in language development. It can appear as difficulty to
comprehend and/or to produce speech, as learning problems at school (reading, writing, maths) and it can
also be accompanied for example by clumsiness, sensitivity of emotional life, or difficulties in concentration.
The students have been transferred to special needs education and an IEP has be drawn up for them.
Emotional or social impairment (EI). Students with serious emotional and/or behavioural problems; they
have been transferred to special needs education and an IEP has be drawn up for them.
Other impairment. Metabolic or nutritional disorders including abnormal development and maturation,
gluten intolerance, diabetes, epilepsy, malnutrition or other impairments which are not defined in other
categories. Education is provided according to the general education curriculum or students are transferred
to special needs education and an IEP has be drawn.
10.3.1. Separate education
The first alternative for providing special needs education is to include pupils with special education needs in
mainstream classes and, when necessary, provide special needs education in small teaching groups. Only
when this is not feasible is the second alternative considered: the provision of special needs education in a
special group, class or school.
An official decision needs to be made if a student is transferred to special needs education. The decision is
based on a statement by a psychological, medical or social welfare professional, with the mandatory hearing
of the guardians. The statement is required to take into account the possible retransfer to general
instruction. The reason for the transfer can be one or more learning disabilities, handicap, illness, delayed
development, emotional disorder or other comparable reasons.
The state-owned special schools
The state maintains eight special schools providing comprehensive school, (Finnish: peruskoulu, Swedish:
grundskola ) education. These schools are primarily intended for pupils with hearing or visual impairments or
with a physical or other impairment.
10.3.2. Mainstream education
The objective of special needs education is to help and support pupils in such a way as to give them equal
opportunities to complete compulsory schooling in accordance with their abilities and alongside their peers.
The first alternative for providing special needs education is to include pupils with special educational needs
in mainstream classes and, when necessary, provide special needs education in small teaching groups.
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Remedial teaching
Students who are lagging behind in their studies may be given remedial teaching. This involves student
welfare services and educational guidance and cooperation with guardians.
Part-time special needs education
Students may receive part-time special needs education by a special needs education teacher if they have
minor difficulties in learning or adjustment. The student may have an individual learning plan if required.
The individual study plan includes a plan on arranging education, whether it is integrated, partly integrated
or a special class, the goals, contents, support and principles of assessment. The student may complete his or
her studies following the general or an adjusted syllabus, in one or more subjects. Consequently pupil
assessment will be based on the criteria of the general syllabus or an individual syllabus.
In vocational education and training, students with special educational needs are integrated in the
mainstream education if possible, or in special needs groups or both.
In the case of students with severe disabilities, vocational special education institutions, provide training and
rehabilitative instruction and guidance. Vocational special needs education can be also provided in
apprenticeship training, (Finnish: oppisopimuskoulutus, Swedish: lroavtalsutbildning).
10.4. Financial Support for Pupils' Families
Each local authority is responsible for providing education according to the following principles. Pupils in
need of special support have the right to receive both their education and the interpretation and assistant
services, teaching and pupil welfare services (including the services of the school doctor and psychologist,
therapists and social and health care) and any special aids required for participation in education free of
charge. In addition, textbooks and other learning materials, tools and work materials, school transport and
daily school meals, accommodation and full board, as well as treatment of injuries sustained in accidents at
school or during travel to school, are also free of charge for all pupils in special needs education.
In addition, the State supports local authorities by granting them increased state subsidies to assist with
provision of special education (see 2.8.2.)
All students in vocational education and training are entitled to receive instruction free of charge, free daily
meals every school day and free accommodation in a hall of residence assigned by the educational
institution. Disabled students are entitled to receive assistant services, other student welfare services and any
special aids required for studying. Some services are offered by the educational institution, whereas others
are organised as services provided by the students municipality of residence in accordance with the Act on
Services and Assistance for the Disabled (380/1987).
Students in special needs education and training may also be provided with free textbooks and other school
supplies, weekly transport to home as necessary for those in school accommodation, full board in a hall of
residence or in some other form of accommodation and personal work equipment. These services are
commonly available at educational institutions that are assigned a special role related to provision of special
needs education and training.
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The General Upper Secondary Schools Act (629/1998) provides that students with disabilities and those in
need of special support for some other reason are entitled to assistant services, other teaching and student
welfare services and special aids, as required in their studies.
Act on Services and Assistance for the Disabled
10.5. Special Provision within Mainstream Education
According to the Constitution of Finland, everyone is equal before the law. No one may, without a valid
reason, be treated differently from other people on grounds of sex, age, origin, health, disability or any other
reason that concerns his/her person. Children are to be treated equally and as individuals and they are to be
allowed to have an influence on issues affecting themselves to a degree corresponding to their level of
development. Everyone also has the right to basic education free of charge. Everyone is to be guaranteed an
equal opportunity to receive education in accordance with their abilities and special needs and to develop
themselves without being prevented by economic hardship. Furthermore, the Constitution also provides
that the support services needed in special needs education are to be available to everyone, who cannot
obtain the security, indispensable subsistence and care required for a life lived with dignity. The public
authorities must guarantee everyone adequate social, health and medical services and promote the health of
the population. In addition, the public authorities are to support families and others responsible for
providing for children so that they can ensure the well-being and personal development of children.
According to the Basic Education Act (628/1998), all education must comply with national core curriculum.
Instruction is to be organised so as to meet the age level and abilities of pupils and so as to promote pupils
healthy growth and development. Instruction is to be conducted in co-operation with pupils homes.
The National Core Curriculum for Basic Education is the national framework covering both mainstream and
special needs education and it is used as the basis for drawing up local curricula (see section 4.4. ) lays down
provisions on the national objectives of instruction and the allocation of lessons in basic education as well as
on pupil counselling. The provisions are equally applicable to both mainstream and special needs education
in the following respects. The Decree also provides that pupils with a special needs education decision may
be provided with education in derogation of the national allocation of lessons, where it is justified
considering the pupils learning abilities, by virtue of Section 18 of the Basic Education Act (Government
Decree 1435/2001, Section 9(1)). This may mean, for example, that a pupil may study only one foreign
language or the other national language. Those pupils falling within extended compulsory education do not
have to study either of these languages (Government Decree 1435/2001, Section 9(2)). During the time when
they are not involved in such instruction, pupils are to be taught other subjects. Pupils with the most severe
disabilities may be provided with education organised into functional domains instead of regular subjects.
The objective of special needs education is to help and support pupils in such a way as to give them equal
opportunities to complete compulsory schooling in accordance with their abilities and alongside their peers.
The starting point is to assess each pupils strengths and his/her individual learning and development needs.
Education is required to promote pupils initiative and self-confidence. Special needs education calls for
decisions to be made concerning the study place, time and facilities and different functions as well as the
allocation of resources to implement these decisions.
The primary goal is for every pupil to achieve the objectives of the mainstream basic education syllabus. If an
individual pupil cannot achieve such objectives, the pupils syllabus can be individually tailored.
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Individualisation may apply to certain subjects or to the entire syllabus. Individualisation means determining
the pupils target level according to his/her abilities, i.e. tailoring the syllabus to suit individual abilities. The
primary alternative preferable to exempting a pupil from completing the syllabus of a particular subject is
individualisation. Exemption from studying a particular syllabus must be for very valid reasons. Pupils
exempt from studying a particular subject must be provided with instruction in some other subject or
supervised activities so as not to reduce the number of weekly lessons per year set for the grade in question.
Instruction for pupils admitted or transferred to special needs education is usually organised either within
general or extended compulsory education as determined in the decision concerning admission or transfer
to special needs education.
Pupils with minor learning or adjustment difficulties, such as difficulties with speech, reading or writing,
difficulties in a subject or in adjusting to school, are provided with special needs education in conjunction
with mainstream education. In such cases, only some education is provided as special needs education (part-
time special needs education) by exploiting teaching and support measures. Part-time special needs
education is provided by special needs teachers.
According to the Basic Education Act, special needs education is to be provided primarily in conjunction with
mainstream instruction. If a pupil cannot be provided with instruction in a regular teaching group due to
disability, illness, delayed development, emotional disorder or for some other similar reason, s/he must be
admitted or transferred to special needs education. In such cases, special needs education may also be
provided in a special class or at some other appropriate venue. Instruction is given by a special class teacher.
The Basic Education Act states that members of bodies responsible for the provision of education,
educational staff and student teachers may not, without permission, disclose any information they have
obtained in the course of carrying out their duties concerning the personal affairs and financial situation of
pupils or their family members. According to the Act, education is public and education providers have the
right to obtain the statistical data and other similar information required for the planning and provision of
education from the State and municipal authorities when performing their duties. However, the provision
governing the confidentiality of information about a pupil must be observed when dealing with information
concerning individual pupils.
Furthermore, according to the Act on the Openness of Government Activities (621/1999), those employed by
an authority and those in a position of trust may not disclose secret content or information in a document,
which is covered by a duty of non-disclosure provided by law. Such information includes, for example,
psychological tests, results of an aptitude test, documents concerning pupil welfare services and a pupils
exemption from instruction, performance in school tests, certificates and other documents, which contain
information concerning the verbal assessment of a pupils personal qualities, such as curriculum-based and
individual plans.
Provision of vocational education and training is mostly governed by the same provisions as basic education.
An important difference in comparison with basic education, however, is that education providers are
entitled to select students. Furthermore, post-basic education is not compulsory for young people either.
Special instruction within vocational education and training should primarily be provided in connection with
regular instruction or in separate groups or both. Vocational special institutions, in turn, are responsible for
providing education and training for students with the most severe disabilities.
Vocational education and training are provided in the form of special needs education and training for
students who need special educational and student welfare services due to disability, illness, delayed
development, emotional disorder or some other similar reason. It is the task of each education provider to
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determine how to define which students are in need of special needs education and training and how to
draw up individual education plans for them. Special needs education and training may deviate from the
general provisions governing vocational education and training as determined in the relevant national core
curriculum. The duration of studies and study arrangements may be adjusted where a students state of
health or previous studies dictate accordingly.
The 1998 legislative amendments introduced on-the-job learning and the appreciation and priority of
learning by doing to the sphere of vocational education and training. These changes have promoted the
provision of special needs education and training, as special needs education has traditionally intensified
learning by emphasising practical skills and activities.
The National Core Curriculum for Upper Secondary Schools emphasises the fact that the purpose of special
support is to help and support students so as to guarantee them equal opportunities to complete their
upper secondary school, (Finnish: lukio, Swedish: gymnasium) studies. Once a students learning difficulties
have been identified, planning and implementation of support measures are started immediately, taking into
account the information acquired on the students study performance and their needs for support during
basic education. The local upper secondary school curriculum will determine how instruction and support
measures for special needs students are to be organised.
Polytechnics receive extra funding for disabled students in order to organise the teaching and support
services they need. The unit cost per student in polytechnics is increased by 50 per cent for each disabled
student.
Universities have special counselling and other services for disabled students. They help these students with
their studies and examinations, taking any disabilities into account.
Basic Education Act
10.5.1. Specific Legislative Framework
Special needs education is provided in all stages of education from pre-primary education to upper
secondary education and training. The provisions governing special needs education are included in the
Basic Education Act (628/1998) and Decree (852/1998) and in the General Upper Secondary Schools Act
(629/1998). In addition, provisions for issues related to the organisation of special needs education have
been laid down in the Act on Childrens Day Care (1290/1999), the Act on Childrens Home Care and the
Private Care Allowance (1291/1999), the Act on Client Fees in Social Welfare and Health Care (1292/1999), the
Vocational Education and Training Act (630/1998) and Decrees (811/1998 and its amendment 1139/1999),
the Act on the Financing of Educational and Cultural Provision (328/2000), the Act on the Openness of
Government Activities (621/1999) and in the Government Decree on the Evaluation of Education (150/2003).
The provisions for support services to be arranged for disabled people have been laid down in the Act
(380/1987) and Decree (759/1987) on Services and Assistance for the Disabled. The provisions governing the
elaboration of personal study and rehabilitation plans and their content have been set out in the Decree on
the Amendment of the Rehabilitation Allowances Decree (726/1999).
Education Evaluation Decree
Asetus sosiaali- ja terveydenhuollon asiakasmaksuista
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Asetus vammaisuuden perusteella jrjestettvist palveluista ja tukitoimista
Act on Children's Day Care
General Upper Secondary Schools Decree
Basic Education Act
10.5.2. General Objectives
The right of everyone in need of support to instruction is acknowledged in education. This also applies to
those with the most severe disabilities. In terms of disabled people, the exercise of their rights requires that
they have effective education at mainstream schools and that special needs education is provided where
necessary. Each child and young person with learning difficulties enjoys equal opportunities to pre-primary,
basic and additional education and to upper secondary education in an integrated environment as an
integral part of the regular education system. In addition to education, all learners are also entitled to the
health care and rehabilitation services they need, guidance to upper secondary school, (Finnish: lukio,
Swedish: gymnasium) and vocational upper secondary education and training, recreation and other
services, which assist them to develop their skills and abilities as far as possible and precipitate their
placement in society.
10.5.2.1. General Objectives in Pre-primary, Basic and Extended Compulsory Education
Instruction is organised in accordance with the pupils age level and abilities and in co-operation with their
homes. The education and instruction pay special attention to inspiring and supporting pupils own initiative
and self-confidence. The objectives of instruction and rehabilitation form an integrated whole, including
development, guidance and support services, which the education provider must guarantee. All this
information is recorded in the pupils individual education plan.
See General objectives of pre-primary and basic education 3.4. and 4.4.
Education will support and monitor physical, psychological, social, cognitive and emotional development
and prevent any difficulties that may arise. These provisions are also applicable to pupils in need of special
needs education. The provisions help to guarantee equal opportunities for pre-primary children to learn and
start school.
If 10-year compulsory education is not possible due to disability or illness, compulsory education will start
one year earlier than for other pupils and it will last eleven years. Within this system of extended compulsory
education, pre-primary education may take one or two years. If the parent or guardian so wishes, the
extended compulsory education can start at the age of five on a voluntary basis. In such cases, pre-primary
education lasts two years and the second of these, i.e. the year when the child becomes six years of age, is
part of compulsory schooling.
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A child may also begin basic education one year later than stipulated, if it is deemed appropriate for the child
on the basis of psychological or, where necessary, medical examination. This means that the child will start
school during the year when s/he turns eight.
Young people who have completed the basic education syllabus may be provided with additional education
lasting one extra school year in accordance with the Basic Education Act. Additional education is open to
young people who have received their basic education leaving certificate in the same or previous year. No
national lesson allocation or syllabus has been determined for additional education. The curriculum for
additional education may include the core subjects common to all pupils as part of the basic education
syllabus, elective subjects within basic education, other subjects and subject groups conforming to the role
of basic education, vocational orientation studies and periods of workplace guidance.
In special needs education, the general objectives and core contents of education and the subjects are the
same as in basic education. Instruction in special needs education may be based either on the general
syllabus or on individual syllabi. Individualisation of the syllabus is determined in the individual education
plan (IEP). In extended compulsory education subjects can be grouped into subject modules. Instruction for
the most severely disabled does not follow any division into subjects, but syllabi consist of functional
domains, which are motor skills, language and communication, social skills, activities of daily living and
cognitive skills.
A pupils study may also be partly arranged in a different way to the provisions of the Basic Education Act,
where such pupils already have the knowledge corresponding with the basic education syllabus in some
respects, where the completion of the basic education syllabus would be unreasonable in some respects,
bearing in mind the pupils conditions and previous studies, or where it is justified for reasons related to the
pupils state of health.
Basic Education Act
10.5.2.2. General Objectives in General Upper Secondary Education
The purpose of special support at upper secondary school, (Finnish: lukio, Swedish: gymnasium) is to help
students to complete their upper secondary school studies and to provide them with an opportunity to sit
the matriculation examination. In its Regulation dated 22 September 2000, the Matriculation Examination
Board issued instructions for completion of the matriculation examination, including instructions for
students with dyslexia or other disabilities or illnesses. Every year, about 1 200 candidates present the Board
with a medical certificate, requesting relaxation of the terms of completion of the matriculation examination
or exemption from completion of a specific part of the examination, such as deaf students requesting
exemption from listening comprehension tests.
10.5.2.3. General Objectives in Vocational Upper Secondary Education and Training
The objectives of vocational special needs education and training are the same as for other forms of
corresponding vocational education and training. The aim is that students obtain vocational qualifications,
which help job placements and success at work and that students may complement their qualifications with
further studies in their own field. A further aim is that students develop the basic skills and knowledge
necessary for all members of society and improve their life management skills. The educational institution
draws up an individual education plan for each student, allowing for the students individual needs.
Legislation makes it possible to deviate from general statutes in accordance with individual students
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abilities, for example if completion of studies proves to be unreasonable for a student in some respects
because of his/her circumstances or for valid medical reasons.
A further objective of upper secondary vocational education and training provided for disabled students is to
co-operate with providers of rehabilitation services in order to promote students overall rehabilitation,
which is always based on individual starting points. Rehabilitation takes account of students personal
situations, health-related factors and vocational objectives. This is of particular importance when a student
has lost his/her previous occupation as a result of becoming disabled and is receiving education for a new
occupation due to the change in his/her circumstances.
10.5.3. Specific Support Measures
The planning, provision, evaluation, monitoring and development of special needs education are included in
the overall plan for the development of education and the curriculum drawn up by each education provider
on the basis of the relevant National Core Curriculum and they are carried out in co-operation with those
responsible for mainstream education. In vocational education and training the curricula of the education
providers define the organisation of special needs education and the co-operation within the institution. The
responsibility for arranging the rehabilitation and support services related to special needs education rests
jointly with the educational and social administrations and the health care services of each local authority.
Each pupil of compulsory school age has the right to receive remedial instruction and special needs
education, where necessary. 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, (Finnish: peruskoulu, Swedish: grundskola )
A psychological, medical or social examination of a pupil and his/her growth environment may be
conducted as early as during early childhood education and care and also, where necessary, later during pre-
primary and basic education. In addition it is possible to obtain statements from different therapists (such as
occupational therapists, speech therapists or physiotherapists), other experts (psychologists, doctors) and
the childs teachers (such as a special needs teacher specialising in speech, reading and writing).
The decision on the transfer to special needs education is made by the school board of the pupils
municipality of residence. According to the Basic Education Act, admission or transfer of pupils to special
needs education always require consultation with their parents or other guardians. Where the decision on
transfers to special needs education is made against the consent of a parent or guardian, the parent or
guardian may appeal against the decision to the Provincial State Office.
Each pupil admitted or transferred to special education is to be provided with an individual education plan
(IEP), which is based on the curriculum and enables individualisation of the general syllabus.
Students in need of special support may apply to ordinary vocational institutions within the national joint
application system (Finnish: yhteishakujrjestelm, Swedish: gemensam elevanskan) or through the related
flexible application procedure. They may also apply to educational institutions with special educational tasks
directly or, in some cases, through the joint application system. Pupil counsellors in basic education and
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student counsellors in vocational education and training aim to find a suitable place for each student
according to the students wishes.
In vocational education and training, students in need of special educational or student welfare services are
provided with instruction in the form of special needs education and training. An individual education plan is
to be drawn up for each student receiving special needs education and training. This plan must set out
details of the qualification to be completed, the national core curriculum or the requirements of the
competence-based qualification observed in education and training, the scope of the qualification, the
individual curriculum drawn up for the student, grounds for providing special needs education and training,
special educational and student welfare services required for studying as well as other services and support
measures provided for the student. Each education provider is responsible for organising special needs
education and training and services for students in special needs education and training.
10.5.3.1. Curriculum, Subjects
The Government decides on the general national objectives of education and on the distribution of lesson
hours for instruction in different subjects and subject groups and for pupil counselling (time allocation).
The Finnish National Board of Education decides on the objectives and core contents of different subjects,
thematic subject modules and pupil counselling (national core curricula). Each student admitted or
transferred to special needs education and training must be provided with an individual education plan,
which derives the objectives and contents of education and training, student assessment and support
services directly from the curriculum as determined by the Finnish National Board of Education in the
national core curriculum.
The new Core Curriculum for Pre-school Education was issued in December 2000.
The Finnish National Board of Education revised the national core curricula for basic and additional
education and for instruction preparing for basic education (for immigrants) (National Core Curriculum for
Basic Education 2004). All these national core curricula determine the national objectives and core contents
of basic education. Curriculum for basic education includes two general syllabi; one of these is divided into
subjects, while the other is based on functional domains. Instead of following the subject-based curriculum,
the most severely disabled and ill pupils may study in accordance with functional domains: motor skills,
language and communication, social skills, activities of daily living and cognitive skills.
The implementation of special needs education calls for the planning of a methodically integrated whole.
Therefore, each pupils individual education plan must include a description of the pupils performance level,
interaction skills and personal interests and hobbies in different learning environments. It must also include
short- and long-term objectives, methodical solutions to attain these objectives, a list of interpretation and
assistant services, teaching and pupil welfare services and special aids required for participation in education,
information concerning the start time and duration of the use of services, the service providers and their
division of work and responsibilities. In terms of the monitoring of education, the plan must include the
principles for monitoring and assessing the pupils progress. The monitoring of the achievement of the
objectives, the assessment and the specification of the plan are ongoing activities.
Teachers draw up individual education plans for individual pupils so as to provide pupils parents or other
guardians and other experts with the opportunity to participate in the preparation of the plan. The plan is to
be drawn up in multidisciplinary co-operation giving due consideration to the pupils learning difficulties.
Where necessary, the preparation work also involves other members of the school community and experts
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from social and health care services, youth work and day care. In addition to the objectives and contents of
education and rehabilitation, this co-operation is to include the selection of teaching methods, the planning
of pupil welfare services, the provision of support services and monitoring and assessment measures, as well
as workplace guidance and counselling for further studies for pupils in higher grades.
All national core curricula governing vocational education and training were reformed in 19992002 in
accordance with Government Resolution 213/1999. This reform combined the national core curricula for
young peoples upper secondary education and training with the requirements of competence-based
qualifications intended for adults. These determine the objectives and assessment criteria of upper
secondary vocational qualifications and their respective study programmes. In addition, they also include
provisions for organising education, training and guidance in general and specifically in terms of special
needs education and training. They also determine the core contents of studies at the excellent level of the
grading scale and the assessment criteria for the satisfactory level. Assessment in special needs education
and training observes the same principles as applied in other cases. Where a student does not attain the
objectives required for the satisfactory grade, instruction will be adjusted and assessment is performed in
proportion to the adjusted objectives. Assessment criteria are also drawn up for adjusted objectives and the
grading scale is as applied generally. A note on the adjusted objectives will be included on the qualification
certificate.
Individual education providers are required to determine the principles of special needs education and
training in their own curricula, including objectives, implementation, teaching methods, support and special
services, expert services, co-operation partners and responsibilities. Educational institutions are required to
reserve sufficient resources for special needs education and training and special needs education and
training must promote the learning of students in need of special support. In their own curricula, education
providers determine the ways in which students are appointed to special needs education and training and
how special needs education and training are to be organised. Each student is provided with his/her own
individual education plan on the basis of the relevant national core curriculum.
Special needs education and training pay special attention to the transition from basic education into
vocational education and training and co-operation related to this transition point is carried out by special
needs teachers, pupil/student counsellors and pupil/student welfare staff at the comprehensive school,
(Finnish: peruskoulu, Swedish: grundskola) and the vocational institution.
10.5.3.1.1. Pre-primary and Basic Education
Provision of special needs education must always ensure that the interpretation and assistant services
required for participation in education, as well as other teaching and pupil welfare services, rehabilitation
needed in connection with special needs education and the development, guidance and support tasks
related to instruction have been organised and that special aids have been acquired.
The National Core Curriculum for Basic Education forms the basis for local, i.e. municipal and/or school-
specific, curricula for special needs education. According to the provisions of the national core curriculum,
education providers are to draw up a curriculum including two general syllabi one divided into subjects and
the other based on functional domains. The curriculum is then used to determine syllabi for each pupils
individual plans. Pupils following the syllabus of mainstream education may be provided with a childs pre-
primary education plan and an individual study plan for basic education. Each pupil admitted or transferred
to special needs education must be provided with an individual educational plan (IEP).
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Individual educational plans are drawn up so as to enable assessment and monitoring of pupils learning
processes, rehabilitation and achievement of their individual educational objectives. Each plan must include
the following information as required to individualise instruction provided for the pupil:
a description of the pupils learning abilities and strengths, special needs related to learning and the
needs to develop teaching and learning environments as required by these;
long- and short-term objectives for instruction and learning;
the numbers of weekly lessons per year included in the pupils study plan;
a list of those subjects where the pupils studies differ from syllabi for regular instruction;
the objectives and core contents of those subjects where the pupil follows an individual syllabus;
principles for monitoring and assessment of the pupils progress;
interpreting and assistant services, other teaching and pupil welfare services, communication
methods and special aids and teaching materials required for participation in education;
a description of the provision of instruction for the pupil in conjunction with other education and/or
in a special needs education group;
people participating in organisation of the pupils teaching and support services and their areas of
responsibility;
monitoring of the implementation of support services.
According to the decision governing lesson allocation, pupils in special needs education may study either
the other national language or a foreign language. Pupils in extended compulsory education do not have to
study the other national language and a foreign language at all. In such cases, pupils must be taught other
subjects from the curriculum instead of languages. Within extended compulsory education, such as
instruction for pupils with visual, hearing, motor and intellectual impairments, subjects may be combined
into subject modules.
Instead of subjects, instruction for the most severely disabled is divided into functional domains, which are
motor skills, language and communication, social skills, activities of daily living and cognitive skills. The
functional domains are further divided into sub-domains.
According to the Basic Education Decree, the number of weekly lessons in special needs education is
generally the same as in the corresponding year class in mainstream education.

10.5.3.1.2. General Upper Secondary Education
According to the National Core Curriculum for Upper Secondary Schools of 2003, each upper secondary
school, (Finnish: lukio, Swedish: gymnasium ) curriculum will determine the teaching and educational work
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of the upper secondary school in question. Based on the curriculum, each upper secondary school will draw
up an annual plan for the practical organisation of education for every school year. Each student will draw up
his or her own individual study plan on the basis of the upper secondary school curriculum and the annual
plan. Instruction must be organised in a flexible manner by providing students with special support as
required. The curriculum must be drawn up so as to provide students with an opportunity to make individual
choices, also taking advantage of instruction offered by other education providers. Each upper secondary
school curriculum will be drawn up in co-operation with interest groups with a view to ensuring the high
standard of general upper secondary education, its relevance to society and commitment from the
community as a whole to the jointly determined objectives and procedures.
10.5.3.1.3. Vocational Upper Secondary Education and Training
The starting points for vocational special needs education and training include the field-specific national
core curricula and the curricula of the education provider. The national core curricula confirmed by the
Finnish National Board of Education set an obligation on the provision, objectives and student assessment in
special needs education. Objectives and contents are, as far as possible, the same as for other students. The
objectives may, however, be adjusted. An individual educational plan is drawn up for each student.
As from the beginning of 1999, a new form of education was incorporated into the Vocational Education and
Training Act (630/1998): the rehabilitative instruction and guidance for the disabled. Different types of
preparatory and rehabilitative instruction had been available at educational institutions before, but now its
scope, objectives and content were defined more precisely. This education may be provided by all vocational
special institutions and, with permission from the Ministry of Education, by certain other providers of
vocational education and training.
Preparatory and rehabilitative instruction and guidance provide students with daily living skills clarify their
future plans and support future placements in education or work. This type of instruction and guidance may
prepare for upper secondary vocational education and training or for working and independent living.
Education preparing to upper secondary vocational education and training improves the basic skills and
knowledge needed in vocational education and training and familiarises students with different fields of
education and suitable occupations. This education takes from 6 months to one year or even two years in
special cases. Education preparing for work and independent living is practically oriented education at
special institutions intended for students with more severe disabilities. Its duration varies between one and
three years, depending on individual needs. Rehabilitation and orientation and guidance for independent
living form an essential part of both types of preparatory education.
10.5.3.2. Age Levels and Grouping of Pupils
A child has the right to pre-primary education one year prior to the commencement of compulsory
education, i.e. in the year of his/her sixth birthday. Extended compulsory education starts when a child is six
years old and lasts 11 years. A pupil in extended compulsory education may start pre-primary education in
the year of his/her fifth birthday, if the parents or other guardians so choose. Depending on his/her needs
and abilities, a pupil in need of special support may be placed in both mainstream and special needs
education groups during pre-primary and basic education. Pre-primary education may also be provided
within the day-care system.
Post-basic education is considered to be the right of the relevant age group as a whole and, in practical
terms, more than 90 per cent of young people continue their studies either at general upper secondary
schools, (Finnish: lukio, Swedish: gymnasium ) or in upper secondary vocational education and training.
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Vocational institutions provide special needs students with qualification-oriented education and training
with a scope of 120 credits. The duration of education and training may be extended by one year and, in
special cases, even longer. If a student is not admitted to or is not yet mature enough to go into vocational
education and training, s/he may participate in additional education for one extra school year provided
within basic education or in preparatory education and guidance provided within vocational education and
training, which may be 2040 credits in scope, or 80 credits in special cases. Upon completion of these
studies, students usually apply for upper secondary education and training. If a student is very severely
disabled and education and training leading to an upper secondary vocational qualification is not a
purposeful objective, the student may participate in education and guidance preparing and rehabilitating for
work and independent living with a scope of 20120 credits, as determined for each individual student.
10.5.3.3. Teaching Methods and Materials
In special needs education, children's parents or other guardians, teachers and pupil counselling and
pupil welfare staff and experts from school, i.e., social administration, health care and youth services work
together. Parents or guardians knowledge and experience of their children is incorporated into instruction
and the learning processes and overall rehabilitation of pupils are supported in many different ways. The
objectives and contents of education, the interpretation and assistant services, teaching and pupil welfare
services and special aids required for participation in education as well as teaching methods and learning
materials are recorded on each pupils individual educational plan. In connection with special needs
education, pupils are provided with educational guidance and rehabilitation to support their development
and placement in further studies, society and working life as equal members of society.
The realisation of the individual educational plans is evaluated and monitored regularly in the transition
points of education in particular, as pupils move from early childhood education and care to the school
system, from one grade or school to another during basic education and from basic education to upper
secondary level. In these cases, the responsibility for ensuring that activities comply with the plans rests both
with the sending and the receiving educational institution. In a transition point, the sending institution
provides the receiving institution with the necessary information for provision of education on the pupils
previous studies so as to allow the information included on the individual education plan to be exploited in
planning and implementing education and support services for the pupil.
According to all National Core Curricula starting with pre-primary education, working methods must also
promote development of study skills. Working methods also need to support pupils receiving special
support and provide opportunities for creative activities, experiences and play as appropriate for different
ages. In special needs education, teaching and working methods are selected using the same general criteria
as for teaching other pupils, but the teacher must also take into account each pupils learning difficulties and
select working methods in accordance with pupils way of learning. The criterion for selecting working
methods is that they will take account of the process-like and goal-oriented nature of learning and inspire
the desire to learn.
10.5.3.4. Pupil and Student Assessment
The roles of pupil assessment are to guide and encourage pupils in need of special support in their studies
and to describe how each pupil has achieved the objectives set for them. The curriculum is required to
determine the general and subject-specific criteria for assessment. In addition to reports and certificates,
pupils and their parents or guardians must also be provided with sufficient and diverse assessment feedback
on progress, strengths and those areas of learning that should be supported and developed.
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Assessment of pupils within extended compulsory education is based on the mainstream curriculum for
basic education or on individual syllabi, as determined in each pupils individual education plan. Assessment
of a pupil whose instruction is based on functional domains is based on individual objectives set in the
pupils individual education plan. Pupil assessment focuses on progress in each functional domain. The
functional domains to be assessed are motor co-ordination, language and communication, social skills,
activities of daily living and cognitive skills. Assessment must be based on the pupils growth and learning
process, its starting points and objectives. Assessment of learning must take any obstacles to learning caused
by the pupils disability or illness into account.
It is important for pupil assessment to guide and encourage pupils studies and develop their capabilities for
self-assessment. The learning, schoolwork and conduct of the pupils are assessed diversely. When special
education is provided in accordance with an individualised syllabus, pupil assessment is conducted taking
individual objectives into account. This is then indicated on the report or certificate for the subject(s) studied
in accordance with an individualised syllabus. The adjustment of curricular objectives and contents is an
ongoing process based on pupils progress and feedback received in assessment.
The primary measure in cases where pupils have major learning difficulties is to individualise syllabi. It is only
possible to exempt pupils from completing a syllabus for very valid reasons.
As for other pupils, assessment of pupils in need of special support is divided into continuous assessment
and final assessment, which have different roles. The role of continuous assessment is to guide and
encourage studies and to describe how well the pupil has achieved the objectives set for growth and
learning. The role of assessment is to help pupils to form a realistic idea of their own learning and
development, thus promoting the growth of their personality. The role of final assessment is to determine
how well the pupil has achieved the objectives of the basic education syllabus in different subjects upon
completion of studies.
Assessment must be carried out using methods that will enable pupils to demonstrate their skills and
knowledge in the best possible way. The principles of assessment of pupils admitted or transferred to special
needs education are determined in each pupils individual educational plan. If a pupil follows mainstream
curriculum for basic education, the pupils achievements will be assessed in relation to the objectives of the
general syllabus and to its descriptions of good performance. If a pupils individual educational plan
determines that the pupil will follow an individualised syllabus, the pupils achievements will be assessed on
the basis of individual objectives set for him- or herself. Verbal assessment may be used in assessment of all
subjects studied in accordance with individual syllabi in all grades.
In vocational education and training, students are awarded a qualification certificate once they have
obtained acceptable grades in all study modules in accordance with either general or adjusted objectives. It
is also possible to receive a separate certificate for completed studies. Free-choice studies may, with the
consent of the student, be given a pass mark without indicating a grade.
Assessment in vocational education and training is required to support the development of the positive self-
concept and growth of students as competent people. Assessment must be based on the students own self-
assessment and assessment discussions between individual students, teachers and on-the-job instructors.
Student assessment is qualitative, which means that students competence must be compared with the
objectives of the study modules and with the assessment criteria drawn up on the basis of these. In cases
where instruction is adjusted, this requires new adjusted objectives to be drawn up for each study module
on the basis of these criteria. Competence may also be shown through skills demonstrations and
determination of the final grade for a study module emphasises assessment of competence shown at the
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final stage. Learning difficulties must be taken into account in the demonstration of competence and the
assessment method best suited to each individual student must be applied.
10.5.3.5. Progression of Studies and Pupil/Student Counselling
Promotion in special needs education follows the same general principles as other education. Any pupils,
who have received a numerical or verbal assessment in all assessed subjects and have completed the grade
to an acceptable standard, are promoted to the next grade.
10.5.3.6. Educational/Vocational Guidance, Education/Employment Links
Pupil counselling and educational guidance continue consistently for the whole period of basic education.
The role of pupil counselling is to help pupils to design their own individual study plans. Continuity is
guaranteed through co-operation between all teachers participating in guidance throughout each pupils
educational pathway and in the transition points of studies. The principles of guidance activities and the
division of work between different participants must be determined in the curriculum. It is the task of all
teachers to guide pupils in studies in different subjects and to help them develop their learning to learn skills
and learning abilities as well as to prevent the emergence of problems related to studies. Each teacher is also
responsible for supporting pupils personal growth, development and inclusion.
All pupils and their parents or other guardians are entitled to obtain information on working methods and
options in basic education and their significance to each pupils learning and future. In addition to preventive
efforts, guidance provided at school should also provide specific support for those pupils with difficulties
related to studies or who are facing the risk of exclusion from education, training or working life after
completion of basic education.
At upper secondary school, (Finnish: lukio, Swedish: gymnasium ) student counselling and educational
guidance form an integrated whole, which aims to support students at different stages of their upper
secondary school studies and to develop their capabilities to make choices and solutions concerning
education, training and future career. The role of counselling and guidance is to promote equality and
students well-being and to prevent social exclusion. The main responsibility for practical organisation of
student counselling is vested in the student counsellor. The task of each teacher is to guide students in
studies in the subject that he or she teaches and to help them to develop their learning-to-learn skills and
capabilities for learning.
Students in vocational education and training progress in their studies in the same way as in other forms of
education. Vocational education and training are characterised by instruction divided into study modules
and units instead of being tied to year classes or grades. All vocational qualifications include at least 1.5
credits of student counselling. In addition, all students have the right to receive sufficient personal and other
educational guidance as required. Each vocational institution is required to take special care of counselling
and guidance for those students with learning difficulties, absences from school or problems with life
management. In particular, employment opportunities of special needs students are developed in co-
operation with local employment offices, business life and municipal health care and social services.

10.5.3.7. Certification
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At the end of each school year, pupils receive a report, which includes their study programme and an
assessment on how they have achieved the objectives set for them in each subject or subject group and,
where necessary, also in subject modules in extended compulsory education, or in each functional domain,
as well as an assessment of their conduct. The assessment may be given in a numerical and/or verbal form.
For pupils who have individualised syllabus, the assessment may always be entirely verbal.
Certificates awarded to pupils in need of special support may use numerical assessment in grades 17, while
verbal assessment may be used in all grades for those pupils who have individualised syllabus. Provisions on
confidentiality require that a pupils certificate may include no information concerning verbal assessment of
personal qualities. However, if a certificate contains any such information, it may only be given to the pupil or
his or her parent or other guardian.
Where a pupils individual educational plan (IEP) determines that the pupil will follow individual syllabi, each
numerical grade and verbal assessment will show an asterisk (*). The fact that the pupil has studied the
subjects marked with asterisks (*) in accordance with the individual syllabi determined in the personal plan
will then be indicated in the "Further information" section on the certificate.
Basic education leaving certificate
The role of the final assessment of a pupil in need of special support is to determine how well the pupil has
achieved the objectives of the basic education syllabus in different subjects or functional domains upon
completion of studies. Final assessment must be nationally comparable and must treat pupils equally. Final
assessment in each common subject must be based on the pupils competence in the final grades (89) of
basic education. Within extended compulsory education, verbal assessment may also be used on final
certificates.
Where a pupils individual educational plan determines that the pupil will follow an individual syllabus in one
or more subjects, the pupils achievements will be assessed on the basis of the individual objectives set for
him or her in the personal plan. In such cases, the pupils skills and knowledge will be assessed in relation to
achievement of the individual objectives set for him/herself.
The final assessment of pupils receiving instruction divided into functional domains is based on the
objectives set in their individual educational plan.
Where a pupil follows individual syllabi, the final assessment may also be verbal. On the leaving certificate, it
is also possible to use numerical assessment for these subjects. Both the numerical grade and the verbal
assessment will show an asterisk (*). The fact that the pupil has studied the subjects marked with asterisks (*)
in accordance with the individual syllabi determined in the personal plan will then be indicated in the
"Further information" section on the certificate. Final assessment of pupils following instruction according to
functional domains is verbal.
Compulsory education has been completed once the whole basic education syllabus either general or
individual has been completed.

10.5.3.8. Teachers and Other Staff
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Special needs education is provided for pre-primary pupils by special kindergarten teachers, part-time
special needs education for pupils in mainstream basic education is provided by special needs teachers,
while pupils admitted or transferred to special needs education are taught by special class teachers.
Vocational special needs teachers work at both mainstream vocational institutions and vocational special
institutions.
In addition to special needs teachers, educational services also employ special needs assistants, educational
guidance and student welfare officers, psychologists, doctors, pupil and student counsellors and various
therapists. State-owned special schools and vocational special institutions also have social workers, nursing
and accommodation staff and other staff to cover school transport, for example.
The departments of teacher education and continuing education centres of universities and the Finnish
National Board of Education provide teachers with further and continuing education and training every year.
10.6. Separate Special Provision
Special needs education is provided for pupils during pre-primary, basic and additional education and for
students at upper secondary schools, (Finnish: lukio, Swedish: gymnasium ) and in vocational education and
training. Special needs education is mostly organised in conjunction with mainstream schools, but there are
still some special schools, most of which are small schools with 50 or less pupils.
Pre-primary, basic and additional education is also provided for pupils with severe multiple disabilities by
seven special schools maintained by the State. The state-owned special schools are national development
and service centres, which provide expert services for municipal and other schools and temporary education
and rehabilitation for pupils of compulsory school age, in order to support their studies. The schools may also
provide rehabilitation for disabled people under compulsory school age and those who have completed
comprehensive school, (Finnish: peruskoulu, Swedish: grundskola) The tasks of state-owned special schools
are to develop basic education and the related rehabilitation, curricula, teaching and rehabilitation methods,
teaching aids and learning materials; to provide guidance and information services for pupils at other
schools, their parents or other guardians, teachers and other staff; to steer the preparation of education and
rehabilitation plans; and to promote the transition of pupils into further study, working life and society.
In addition, basic education is provided by seven state-owned reform schools for children and young people,
who are placed at these schools and suffer from severe emotional disorders or social maladjustment. Some
education at reform schools is provided in the form of special needs education.
Each local authority is obligated to provide a pupil at a hospital located in the municipality with education as
far as possible, bearing in mind his/her health.
In accordance with the principle of equality, vocational special needs education and training are primarily
provided in regular vocational institutions with all other students. Twelve education providers have a special
educational task to attend to the provision of special needs education and training and the development,
guidance and support tasks related to instruction. They provide special facilities and services to promote the
vocational education and training of students in need of special support. The education and training are
intended for students with the most severe disabilities or chronic illnesses, but students with no such
disabilities are also admitted to free student places.
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10.7. Special Measures for the benefit of immigrant
Children/Pupils and those from ethnic minorities
10.7.1. Pre-primary Education
Education for immigrant children of pre-primary age (6 years) may be organised in conjunction with other
pre-primary education, in the form of preparatory instruction for basic education or as a combination of
these. Government funds based on the number of participants and unit cost set by the Government are
made available to education providers (municipal and private) for arranging preparatory instruction.
Instruction follows the general educational and learning objectives of pre-primary education (as outlined in
the Core Curriculum for Pre-school Education 2000), while taking into account childrens backgrounds.
Instruction aims to support development of the Finnish (or Swedish) language and also that of childrens
own native language and to provide immigrant children with the opportunity to grow into two cultures.
Immigrant pupils of pre-primary age can be integrated into basic education groups teaching their respective
native languages or Finnish (or Swedish) as a second language.
10.7.2. Basic Education
All government funding mentioned here is available for both municipal and private education providers.
(Only 0.7 per cent of pupils in basic education attend private schools.)
Instruction for immigrant children who have recently arrived in Finland may be arranged in preparatory
teaching groups, if possible, or integrated into mainstream education, with support provided according to
the childrens needs. Such support usually requires flexibility in the organisation of instruction, and the law
allows special arrangements for instruction in religion and the other national language as well as for pupil
assessment (see below).
According to the Basic Education Act (628/1998), local authorities and other bodies authorised to provide
education may arrange preparatory instruction for basic education. This is designed to provide a transition to
basic education, focusing on Finnish culture, the various subjects of basic education, Finnish (or Swedish) as
a second language and the mother tongue of the pupil. Instruction is intended for immigrant children from
the age of six and for those in compulsory education. The minimum amount of preparatory instruction
provided for six-to-ten year olds is 450 hours, while the amount for older pupils is 500 hours. Pupils can
already be integrated into Finnish- or Swedish-speaking classes during preparatory instruction, as
appropriate (such as sports, music or arts). The National Core Curriculum for Basic Education (Regulation
1/011/2004) defines the criteria for preparatory instruction for basic education. Government funds based on
the number of participants and unit cost set by the Government are made available to education providers
(municipal and private) for arranging preparatory instruction.
Immigrant pupils in basic education whose knowledge of the Finnish (or Swedish) language is not at the
level of their mother tongue follow the syllabus of Finnish (or Swedish) as a second language. Immigrant
pupils generally study Finnish (or Swedish), and literature in mainstream classes as well as in separate groups
of their own. The latter may be funded by a separate subsidy from the Government.
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The Basic Education Act entitles all pupils to remedial instruction; this also applies to immigrant pupils. In
addition, extra funding may be provided for remedial instruction for immigrant pupils. Immigrant pupils,
who have been in the country for less than four years, may be given remedial teaching in their mother
tongue in various subjects. Those who have been in the country longer and pupils in pre-primary education
may also participate, but no extra funding is made available for them.
In basic education, the state subsidy for remedial teaching provides a maximum of one weekly lesson per
school and a half a lesson every two weeks for each pupil entitled to remedial teaching; this subsidy covers a
maximum of 86 per cent of calculated costs.
The background of the pupil and his/her improving command of Finnish/Swedish are taken into account in
assessment of other subjects. Versatile and flexible methods of assessment are used to reduce the impact of
possible deficiencies in the Finnish/Swedish language. Assessment of immigrant pupils may be verbal
throughout basic education, with the exception of the final assessment.
Instruction in Pupils Native Language, Own Culture and Religion
Instruction in pupils native language is usually organised with the help of a separate government subsidy.
Instruction can also be arranged in some other way, normally using special resource hours (two weekly
lessons for each group). It is not mandatory for the education provider to arrange teaching of immigrant
pupils native languages. However, 77 municipalities did so in the autumn term of 2004, with 45 different
languages being covered in all. A specific government subsidy is granted for arranging instruction in
immigrant pupils native languages. Immigrant pupils in basic education may study their own native
language as their first language within the schools normal curriculum (the National Core Curriculum for
basic education, Regulation 1/011/2004). However, this form of instruction is only available in a few schools
at the moment.
To qualify for the government subsidy, there must be a minimum of four pupils per group at the beginning
of the term. Pupils in the group may be drawn from different grades in different municipalities, from private
as well as state schools and from pre-primary education. The government subsidy provides two weekly
lessons for each group. It covers no more than 86 per cent of calculatory costs.
The Basic Education Act also allows education to be carried out, wholly or in part, in the native language of
the immigrant pupil. Some local authorities have offered either bilingual or own-language education in
Arabic, Somali, Russian, Vietnamese and Estonian.
Instruction in religion is arranged in accordance with the religion of the majority of the pupils. Pupils not
belonging to this religious community are entitled to instruction in their own religion if their
parents/guardians so wish, and if there are three or more pupils of the same religion to form a group. If
instruction in a pupils own religion is not available, the pupil must be provided with some other form of
instruction or supervised activities.
The law dictates that local authorities are obliged to organise basic education free of charge for school-aged
children living within their respective areas. In addition to instruction, other school services, including
learning materials, daily meals and school health care, are provided free of charge. Pupils of immigrant origin
have equal access to these services.
A free meal is served to all pupils in pre-primary and basic education. Special diets can be arranged for
reasons of personal conviction, religion, allergies, etc.
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Basic Education Act
10.8. Statistics
According to Statistics Finland, in autumn 2008, a total of 47 178 comprehensive school (Finnish:
peruskoulu, Swedish: grundskola) pupils, or 8.4 per cent of all pupils attending comprehensive school, had
been transferred to full-time special education. Although the total number of pupils attending
comprehensive school diminished, the number of transfers to special education went up by 2.4 per cent
from the previous year. The number has now been growing for more than a decade. In the 2006-2007
academic year, comprehensive school pupils attending part-time special education numbered 128 600. The
share of pupils attending part-time special education among all comprehensive school pupils was 22.2 per
cent.
Pupils admitted or transferred to special needs education in basic education according to type of
provision 20042008
Provision of special needs education 2004 2005 2006 2007 2008
Wholly integrated into mainstream education 8 718 10 184 11 580 12 169 13 147
Partly integrated into mainstream education 8 144 8 931 10 441 10 957 11 424
Special class /Special group 22 936 23 663 22 678 22 959 22 607
Total 39 798 42 778 44 699 46 085 47 178
Number of pupils in basic education 593 148 586 381 578 918 570 689 561 061
Proportion of pupils transferred to special needs
education
6.7 7.3 7.7 8.1 8.4
Students in vocational special needs education and training by educational sector 20032008
Educational sector 2003 2004 2005 2006 2007 2008
Humanities and education 31 53 102 151 188 214
Culture 668 734 865 888 988 943
Social sciences, business and administration 948 1 042 1 152 1 214 1 197 1233
Natural Sciences 331 412 517 552 572 546
Technology, communication and transport 5 628 6 233 6 841 7 241 7 515 8 027
Natural resources and the environment 602 703 816 890 931 1 002
Social services, health and sports 518 680 844 1 005 1 063 1 304
Tourism, catering and domestic services 2 315 2 594 2 808 2 977 3 004 3 193
Total 11 041 12 451 13 945 14 918 15 458 16 462
Proportion (%) of students in vocational
6.3 5.4 5.7 5.8 5.8 6.3
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11. EUROPEAN AND INTERNATIONAL DIMENSIONS
IN EDUCATION
Internationalisation is one of the main themes in education since late 1980s. International dimensions were
taken more strongly into the educational programmes in the 1990s and even with an accelerating pace since
1995 when Finland joined the European Union. Finnish education encourages students to face global
changes and to understand their reasons and impacts and to become active citizens of Europe and more
globally. Economic globalisation, mobility of people, goods and capital, border-crossing and even global
environmental risks along with increasing cultural diversity challenge Finnish education system at all levels
in terms of contents of education, operations and activities of educational institutions and means for
mobility. Educational programmes through all levels of the education sector contain elements supporting
internationalisation. Moreover, education system provides students with a variety of possibilities to study
outside Finland and to gain knowledge of other languages, cultures and societies. Finnish higher education
institutions should increase their international cooperation through the implementation of the new
Internationalisation Strategy for Finnish Higher Education Institutions 2009-2015 which, for example,
encourages the institutions to include an internationalisation module in all higher education degrees by
2015.
The Ministry of Education is the main national body responsible for European and international dimensions
in education. Institutions of higher education are responsible for their activities; in their internationalisation,
they are highly informed by the above mentioned Internationalisation Strategy. The Finnish National Board
of Education is the agency in charge of the design of national core curricula and the development of
education. The Centre for International Mobility CIMO (established in 1991) works under the auspices of the
Ministry of Education to support internationalisation and mobility across all levels from pre-primary to higher
education and even exchange programmes of civil service. A large spectrum of national, bilateral and
multilateral programmes and initiatives ranges from Nordic cooperation to international training
programmes and scholarship schemes.
Korkeakoulujen kansainvlistymisstrategia 2009-2015
Centre for International Mobility (CIMO)
Eurydice Finland
Asetus Kansainvlisen liikkuvuuden ja yhteistyn keskuksesta CIMOsta
Act on the Centre for International Mobility

220
The influence of Germany on Finnish cultural and educational life was significant until World War II. German
was the dominant foreign language in Finnish grammar schools, the model for which came from Germany.
After World War II, the emphasis changed. The influence of the Soviet Union permeated some sectors,
especially politics and economy. Cooperation and exchanges with Soviet educational authorities emerged,
but such efforts were formal and hardly had any impact on the daily lives of schools. However, Finnish
students, especially those of linguistic studies, often took some time to conduct studies in the Soviet Union.
Studying medicine in the neighbouring country also gained popularity.
English quickly took the lead as the first foreign language taught at school. Student exchanges, teacher
mobility and scholars concentrated mainly on the United States.
Finland joined the European Union in 1995. Prior to that, as a member of the European Free Trade
Association (EFTA), Finland became eligible to participate in the education programs of other EU member
states. The programs instantly proved popular. Finnish education institutions have been increasingly active
in EU educational exchange programs, including Socrates, Leonardo da Vinci, and Erasmus that bring pupils,
students, teachers, and experts together to work on a common project.
Finlands geographical position emphasises the significance of the Nordic countries, the neighbouring areas
of Russia and the Baltic states. The Nordic countries present an important cultural environment for Finland:
Denmark, Finland, Iceland, Norway, and Sweden form quite a uniform region in terms of historical heritage
and culture. Within this region, true forms of co-operation (such as common labour market and the
minimisation of border formalities as early as the 1950s) have long been well developed. Relations with
Russia have always been important to Finland and, now that the Finnish-Russian border is also part of the
border line between the EU and Russia, relations with Russia and knowledge of the Russian language and
culture also present an essential part of the European dimension that needs to be reflected in education.
Finnish society is in transition demographically and culturally. Faced with globalisation and the increased
internationalisation of its economy and trade, the Finnish society is becoming more culturally diverse and
complex. This creates challenges to education. Predominant values of basic education incorporate equity
and equal opportunities for good education for all, including everyone living in Finland. The inclusiveness of
the Finnish education means that basically all children will be mainstreamed in the same schools. There are
no special schools or classes for immigrants or non-Finnish speakers. The curriculum needs to put increasing
emphasis on cultural diversity, to develop tolerance and mutual respect among people, and to teach future
citizens how to care better for our environment for sustainable development.
Internationalisation of higher education and research advanced swiftly in the 1990s, as part of the
accelerating globalisation. Finland has been active in the European cooperation of higher education and
research. Finland has gained major financing through the EU programmes of education and research.
Erasmus programme, established in 1987, has been a success. Student mobility from Finland has increased
considerably and the number of those foreigners conducting post-graduate studies in Finland has grown in
all areas of sciences.
Internationalisation has long been a central part of the development strategies of polytechnics and
universities. Finland is committed to adopt the overarching framework for qualifications in the European
Higher Education Area EHEA to remove barriers to mobility by 2010; work started in 2007. Further, the offer
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on programmes conducted in English is continuously been enlarged and cooperation supporting the
internationalisation reinforced.
The major agency supporting internationalisation of education, youth affairs and mobility across all levels
from pre-primary to higher education and even exchange programmes of civil service, the Centre for
International Mobility (CIMO) was established in 1991, under the Act 238/1991 and Decree 239/1991,
amended with the Decree 81/2000. The latest Act 951/2008 became effective as of 1 January 2009. The
establishment in 1991 was a result of a merger of international affairs formerly handled by various ministries
(scholarships in the Ministry of Education, mobility and exchanges in the Ministry of Labour and international
exchanges of experts in the Ministry of Trade and Industry).
Through joining the EEA in 1992, Finland got access to the Erasmus Programme; CIMO was assigned the
National Grant Awarding Authority. In 1993, by a Ministry of Education order, the Baltic Programmes and
exchange programmes with Russia and Eastern Europe were moved to CIMO from the Institute for Russia
and Eastern Europe. Youth for Europe Exchange Programme was opened for Finland in 1994; CIMO again
assigned as the national authority. With Finland's membership in the EU in 1995, Finland got full
participation in the community programmes. Two national agencies were set; the Finnish National Board of
Education assumed the responsibility for the Leonardo da Vinci Programme and CIMO for the rest of the
programmes. In 2004 the Leonardo Unit was transferred to CIMO.
Today, CIMO administers scholarship and exchange programmes and is responsible for implementing nearly
all EU education, training, culture and youth programmes at national level, not to forget the Nordic
cooperation. CIMO also promotes and organises international trainee exchanges. In addition, CIMO advances
teaching of Finnish language and culture in universities abroad and arranges summer courses in Finnish
language and culture for international students. CIMO is actively involved in activities of many international
organisations, such as ACA (Academic Cooperation Association); EAIE (European Association for International
Education) and NAFSA (Association for International Educators). CIMO also cooperates with similar
organisations in many other European countries. CIMOs sister organisations are members of ACA. A new
area of cooperation is the North-South-South Higher Education Institution Network Programme with the
Ministry for Foreign Affairs.
Globalisation has brought along a migration between and diversity within nations that is unforeseen in its
dimensions and pace. Diversity is a fact within most classrooms today, to the extent that some even have a
majority of students with foreign backgrounds.
The Governments Development Plan for Education and Research for 20072012 considers
internationalisation of educational systems and international research cooperation as central factors for
success in global competition.
The EU Lifelong Learning Programme and the Lisbon Strategy form an important frame of reference for
international cooperation in education.
In the last few years Finland has worked to develop its National Qualification Framework (NQF) in line with
the European Qualifications Framework (EQF) and to facilitate the introduction of the European Credit
Transfer System for Vocational Education and Training (ECVET).
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The first proposal for a National Qualification Framework was published in August 2009 and the consultation
phase was initiated. The Ministry of Education will present the statutes relating to the national framework in
the summer of 2010. The Ministry is further responsible for the drafting and presentation of the legislative
amendments and for hearing the opinions of the other ministries and stakeholders in the drafting stage of
the legislation. The legislative changes will be confirmed in the autumn of 2010.
The ECVET system has been tested in Finland in several FINECVET projects. The importance of the
introduction of ECVET is also reflected in the funding that has been allocated to in-service training of
teaching staff. For example in 2010 some 25 per cent of the total funding for state-funded in-service training
will be targeted at training related to ECVET.
In June 2009 the Ministry of Education appointed a working group to prepare a national strategy for
exploring the possibilities of exporting Finnish educational expertise. The working group reports that there
appears to be a great demand for Finnish educational expertise abroad, but Finnish educational institutions
have been unable to meet the demand. This is due to insufficient resources and restrictive legislation,
particularly with respect to higher education institutions. The objective of the strategy is to increase the
share of education in the export of services and make Finland one of the leading countries regarding the
quality of education by 2015. In order to succeed the following has been pronounced:
educational expertise should be included in various fields of exports
various expertise areas should be combined and offered to select fields and clients
development of educational services and products should be focused on and encouraged by the
Government
the quality of exports should be maintained high and evaluated using similar standards
cooperation of various actors, especially higher education institutions, and a client-oriented
approach should be enhanced by establishing a Finnish business cluster to promote the export of
educational expertise and seek new business opportunities.
General Education
In general education, the objective is to increase cooperation and mobility between schools and educational
institutes and improve the standard of education. Good and versatile linguistic skills form the basis of
international competence and this shall be laid in general education. In line with the present Governments
Development Plan for Education and Research for 20072012, the following is emphasised.
The number of schools and educational institutes participating in European educational
cooperation projects through the Comenius programme will be increased to 500 projects. The share of
language projects included in the Comenius programme is to be increased to 25 per cent from the
programmes national budget. The number of assistant Comenius teachers coming to Finland is to be
increased. The objective of having centralised operations is to increase the number of Finnish participants.
The linguistic selection of schools and educational institutes is to be identified, as well as the
realisation of continuing linguistic studies. Language immersion is to be advanced in schools.
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Measures to improve the versatility of language programmes within schools and to develop the
quality of language teaching will be directed.
The appeal of rare foreign languages is to be increased through club activities and by developing
cooperation between schools, cultural centres and organisations. Language education will be integrated in
operational contents in early childhood education, pre-primary education and initial education, where
applicable.
The Nordic upper secondary school cooperation agreement is to be utilised more widely.
Learning environments, teaching methods, working methods, teaching materials and tools suitable
for language competence and teaching are to be developed.
The possibility of giving extra points in student selection for students who have completed exams in
accordance with the long syllabus of rare languages in the matriculation examination and who will apply to
study these languages at a university will be identified in cooperation with universities. At the same time, the
possibility of considering Finnish/Swedish as a second language exam equal to the mother tongue exam
when applying to a university.
Vocational education and training
European cooperation in secondary level vocational education has increased through the Copenhagen
Process. The objective of European cooperation is to improve the performance and quality of vocational
education and increase the appeal of vocational education and the comparability of vocational competence
in Europe; thus advancing the mobility of those in vocational education and those who have completed a
vocational degree are key measures.
The quality assurance of vocational education is being strengthened using the Common Quality Assurance
Framework (CQAF). A quality management recommendation for vocational education and training, based on
the CQAF, was published in 2008.
International cooperation related to developing vocational education will be continued as outlined below.
The mobility of students, graduates and teachers within vocational education will be increased. In
addition, the possibility of receiving international peer learning for education organisers will be advanced.
The objective is to increase annual mobility by 30% during the plan period 2007-2012. Special attention will
be paid to teachers' international work periods.
European cooperation in vocational education is to be actively participated in, as well as the
definition and execution of the objectives of the Copenhagen Process. The introduction of the European
Credit Transfer System for Vocational Education and Training (ECVET) is to be prepared for.
Cooperation related to vocational education is to be increased with countries outside the European
Union.
In 2009 the Finnish National Board of Education (FNBE) conducted a study on the present state of
internationalisation in Finnish vocational institutions. The study presents various recommendations for
improving vocational institutions' and education providers' international activities and planning in the
future, such as:
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the content of strategy documents for internationalisation should better match real life situations,
practical goals and actions
the focus on the growth of international activities should not downplay the importance of the
content and quality of international activities
internationalisation should not be measured only by the increase of outward mobility; also inward
mobility and home-based internationalisation promoting multicultural Finland should be emphasised
improvement of the quality of mobility programmes; for example, the feedback channels for
students having attended exchange programmes should be developed
the recognition and record-keeping of the students' acquired skills and international experiences
should be developed
vocational institutions should be further assisted in internationalisation by the FNBE and Centre for
International Mobility (CIMO).
Higher education
According to the Governments Development Plan for Education and Research for 20072012, the points for
emphasis for the international operations of higher educational institutes include student, teacher and
researcher mobility, international research and development projects and the development of joint and
double degrees.
The reforms and mergers concerning higher education aim at improving the attractiveness of Finnish higher
education internationally (see 6.2.). The Aalto University, which started operations in January 2010,
announced as its goal to be one of the leading institutions in the world in terms of research and education in
its own specialised disciplines.
With regard to student exchange within higher educational institutes, Finland is an attractive destination and
the objective is to increase the share of foreign students and personnel. The expansion of the recruitment
base for researcher education will particularly be invested in. In addition, support measures will be carried
out to commit foreign students and researchers to Finland.
Language teaching within higher educational institutes will face two types of challenges. Finnish higher level
students and staff must be provided with sufficient linguistic skills for international cooperation in studies
and working life. The linguistic skills of the teaching staff must be sufficient for continuous teaching in a
foreign language.
Foreign students coming to Finland must be provided with a sufficient amount of Finnish and Swedish
studies so that they can be employed at the Finnish labour market.
The Ministry of Education together with universities, polytechnics and interest groups has prepared a
national internationalisation strategy for higher educational institutes. The Strategy 20092015 has been
effective as of 1 January 2009. Altogether five primary aims for internationalisation are pronounced:
A genuinely international higher education community; staff of higher education institutions should
increase their international connections and cooperation and encourage students' internationalisation
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Increasing the quality and attractiveness of higher education institutions; talented non-Finnish
students and researchers are encouraged to come to, and stay in, Finland due to the high quality education
and research opportunities
Promoting the export of expertise; Finnish higher education institutions will be reliable and
attractive cooperation partners and Finnish expertise will be a nationally significant export
Supporting a multicultural society; immigrants, exchange students and researchers in higher
education institutions will be considered a resource in promoting internationalisation
Promoting global responsibility; expertise of higher education institutions will be used for solving
global problems and their activities are ethically sustainable and support students to understand the global
effects of their activities.
Increasing the Quality and Effectiveness of the Management of Internationalisation
Korkeakoulujen kansainvlistymisstrategia 2009-2015
11.3. National Policy Guidelines/Specific Legislative Framework
The educational legislation remains mostly silent on the international dimensions of education. Only the
Government Decree on Basic Education 1435/2001 lays down objectives of basic education, including the
stipulation that pupils are educated to be responsible and co-operative and to act in a way that aims at
tolerance and trust between groups of people, peoples and cultures.
The core curricula defined by the Finnish National Board of Education set some objectives for the
internationalisation. The goal is to help the pupil to understand the essence of the Finnish and European
cultural identities, discover his or her own cultural identity, and develop capabilities for cross-cultural
interaction and internationalism.
The Ministry of Education launched its Programme for Global Education (Global Education 2010) in 2007. The
programme outlines the development of global education in Finland and sets altogether seven national
objectives for global education: (1) including global education in the foremost educational, cultural and
social policy lines; (2) expanding global education in formal education; (3) supporting research and higher
education relating to global education; (4) supporting international activities of civic organisations; (5)
building up partnerships between the public administration, businesses, the media and civil society; (6)
increasing resources needed for this; and (7) monitoring systematically and evaluating analytically the
success of global education in Finland.
Following the principles of the above-mentioned programme, the Ministry of Education has also launched a
programme called Education for Global Responsibility (20072009) which aims to improve the quality and
effectiveness of global education in Finland. In 2009 a report was published, which evaluated the importance
of including the idea of global responsibility in education. The report notes, for example, that (1) global
responsibility should be seen as part of the quality of education, (2) it should be included in the curricula and
adapted by higher education institutions, (3) teachers should be able to convey the idea of global
responsibility to pupils/students, (4) indicators measuring global responsibility should be developed, and (5)
a portal, in which data concerning the education for global responsibility can be compiled and disseminated,
should be established.
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The role of the EU is to contribute to high-standard education by encouraging the Member States to
cooperate and exchange information and by supporting and supplementing national action, where
necessary. At present the EU cooperation focuses on the European dimension in education, student and
teacher mobility and cooperation between educational institutions.
UNESCO is one of the most important international organisations for the Ministry of Education. UNESCO has
a number of conventions and recommendations which are binding to the member states. The work forms
include research programmes, expert meetings and ministerial conferences. UNESCO provides expert
assistance, organises international campaigns, compiles statistics and documents, and produces
publications. Finland is involved, for example, in UNESCO's Education for All (EFA) process and Associated
Schools Project Network (ASP).
Education and education policy are the cornerstones of OECD activities. Finland participates actively in
educational reviews organised by the OECD, which is one of the leading organisations in global educational
cooperation.
In Finland, the Parliament passes legislation concerning education and research and determines the basic
lines of education and science policy. The Government and the Ministry of Education, as part of it, are
responsible for preparing and implementing education and science policy. National arrangements and
decisions are informed and influenced by policies and objectives jointly formulated in the European Union,
the Council of Europe, the OECD and the UN and in Nordic cooperation.
In 2002 the EU launched the Copenhagen Process in order to enhance the quality and attraction of
vocational education and to promote mobility among vocational students and graduates. The Copenhagen
process is an integrated part of the Lisbon strategy in which vocational education and training (VET) must be
developed to play its active and key role in furthering lifelong learning policies and supplying the highly
skilled workforce necessary to make Europe one of the most competitive and dynamic knowledge-based
economies and societies in the world. The overall lines of Finnish education and science policy are in line
with the EU Lisbon strategy.
In higher education the main EU forum is the Bologna Process, in which the aim is to improve the
competitiveness and attraction of European higher education vis--vis other continents. The purpose of the
Bologna process is to create the European higher education area by making academic degree standards and
quality assurance standards more comparable and compatible throughout Europe.
The EU has also created various tools for removing obstacles to mobility, for instance by promoting the
transportability of degrees and qualifications for study or work purposes. Matters relating to the recognition
of diplomas and certificates are handled by the Competition Council. At the national level, the Ministry of
Education is responsible for preparing Community law on recognition of diplomas. The National Board of
Education provides information and guidance relating to recognition and equivalence of degrees.
Finland has been active in developing and adopting European models and tools such as the European Credit
Transfer System ECTS along with the Bologna Process, and the European Qualifications Framework for
lifelong learning (EQF) to reinforce cooperation in vocational education and training in line with the
Copenhagen Process. Finland is active in utilising the EUROPASS, which has been adopted across all levels of
vocational qualifications (initial, further, specialist). This is linked to the development of other initiatives in
the fields of transparency of qualifications credit transfer (ECTS-ECVET) and quality assurance (ENQA -
ENQAVET) where Finland plays a dynamic role.
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Finland has been estimated to be in the top 10 among the countries utilising the Europass Curriculum Vitae
and the Language Passport, as a result of the active role of the educational institutions promoting the use of
the Europass.
Other policies and plans steering the internationalisation of education are the development plans and
strategies designed by the regions, education providers and educational institutions.
The performance agreements made between the Ministry of Education and the polytechnics and between
the Ministry of Education and the universities also cover issues around internationalisation of higher
education; in fact, internationalisation is one of the criteria within the performance-based financing for
universities. The Ministry of Education also allocates financial resources to polytechnics to support their
internationalisation.
Global education 2010
Kasvaminen maailmanlaajuiseen vastuuseen
11.4. National Programmes and Initiatives
The Ministry of Education is the highest education authority in Finland, supervising publicly financed
education and training provision, from pre-primary, primary and secondary general education and
vocational training to polytechnic, university and adult education. The Ministry's international strategies and
programmes focus on a given subject matter or a geographical region.
It is within this mandate that the Ministry of Education exercises its powers to set general frameworks for
internationalisation in education, national programmes and initiatives.
The Ministry of Education and the Finnish National Board of Education (FNBE) are responsible for
implementing education policy and for administering the education system at the central government level.
However, many matters are decided by the education and training providers themselves, that is, local
authorities and their consortia.
The FNBE plays a major role in supporting the internationalisation of education at primary and secondary
levels. A variety of measures cover collection, analysis and dissemination of information supporting
internationalisation of education and research related to that; allocations on financial resources to the
education providers for their educational development that would support their internationalisation
(through proposals based on focus areas set by the Ministry of Education, preference on networks of
educational institutions; resources available separately for general education and vocational education and
training); provision of training for teachers; and collaboration with the OECD, regional administration, the
Association of Finnish Local and Regional Authorities, the Centre for International Mobility CIMO, and the
like.
Other responsibility areas of the FNBE that support the internationalisation of education are the national
units for Cedefop, Eurydice, Europass and Recognition and International Comparability of Qualifications.
Nordic cooperation relating to culture, education and training is conducted within the scope of the Nordic
Council of Ministers and its agencies, and the Nordic Cultural Fund. Important bodies in cooperation with
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neighbouring areas and within the EU Northern Dimension are the Baltic Sea Council, the Barents Euro-Arctic
Council and the Arctic Council.
The Centre for International Mobility CIMO operates under the Ministry of Education. It provides a variety of
services geared to encourage cross-cultural communication; administers scholarship and exchange
programmes; implements nearly all EU education, training, culture and youth programmes at the national
level; advances the teaching of Finnish language and culture in universities abroad; and arranges summer
courses in Finnish language and culture for international students.
11.4.1. Bilateral Programmes and Initiatives
Cooperation with Neighbouring Areas
The Finnish National Board of Education (FNBE) administers the bilateral cooperation with the neighbouring
areas mainly focusing on the north-western areas of the Russian Federation, especially the Murmansk
Region, the Republic of Karelia, the Leningrad Region and the City of St Petersburg. This cooperation is based
on an agreement between Finland and Russia and governed by Finland's Strategy for Cooperation with the
Neighbouring Areas. The FNBE also manages the Finland Russia Cooperation Programme that aims at
increasing collaboration between the educational institutions and authorities in Finland and the Federation
of Russia. The Programme advances exchange of information and experience, promotes the
internationalisation of curricula and businesses and trade and strengthens cultural relations.
Cooperation with neighbouring areas is part of Finland's foreign and security policy, as well as part of wider
EU cooperation comprising the European Neighbourhood Policy, the Northern Dimension, and the EU's
policy for cooperation with Russia. The main objective of Finland's cooperation with its neighbouring areas
is to support economic and social development in the area and to promote the preconditions for
cooperation between the public authorities, business life and citizens. The cooperation fosters administrative
and legislative reforms and encourages civil society development.
The cooperation is carried out in accordance with Finland's Strategy for Cooperation in the Neighbouring
Areas, adopted by the Government on 22 April 2004. Practically all Finnish ministries take part in
neighbouring area cooperation. Regional and local actors, non-governmental organisations, companies and
educational institutions play a key role in the implementation of the Strategy. An Action Plan for the
implementation of the Cooperation with the Neighbouring Areas 2009-2015 defines the principles, priorities,
objectives and organisation of cooperation for sectors concerned. In 2009 a total of 21.2 million euros has
been reserved for neighbouring are cooperation.
Within the focus area of Education and Civil Society, the aim is to advance cooperation in higher education in
line with the Bologna Process, to increase mobility of students, teachers and scholars, and to enlarge joint
efforts in training of teachers and experts within the sectors of environment, forestry and health care. Other
than that, cooperation focuses on steering and administration of education, continuing teacher training and
the development of vocational education and training.
The funds are managed and the funding coordinated by the Ministry for Foreign Affairs. In the education
sector, the FNBE manages the programmes on the development of vocational education and training and
educational administration.
Programmes and Initiatives falling under the remit of CIMO
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FIRST Finnish-Russian Exchange Programme administered by CIMO and with funding from the Ministry of
Education has been running since 2000. The FIRST Programme aims to promote partnership and bilateral
mobility of students and teachers between north-western Russia and Finland. The purpose of the
programme is to strengthen existing co-operation between institutions of higher education, to create new
contacts and to aim at balanced mobility between Finland and Russia. In addition the programme supports
joint intensive courses. The FIRST network is always coordinated by a Finnish institution of higher education.
The programme budget for 2010 is ca 530 000 euros.
CIMO is responsible for the application procedure of the scholarships that the Russian Federation grants to
Finnish students of higher education for studies, post-graduate studies and research. A monthly scholarship
is offered to the students by the Russian Government and a grant to cover travel expenses by CIMO.
Another means of promoting cooperation is to support cultural exchanges and projects. Since 1994 Finland
has been implementing a Kindred Peoples Programme, which supports the cultural heritage, languages,
cultural identities and education of kindred Finno-Ugrian nations living in Russia and provides for
cooperation in the field of library and museums. The aim of the Kindred Peoples Programme is to help Finno-
Ugrian peoples living in Russia to maintain their educational and cultural relations with Finland.
The Programme is carried out in cooperation with the M.A. Castrn Society and an advisory council. Action
relating to Karelians and Vepsians is included in the Kindred Peoples Programme but carried out by the
Finnish Literature Society. The Centre for International Mobility CIMO grants scholarships to young
researchers representing the Uralic peoples of Russia. The main objective of the programme is to promote
international mobility in research and teaching in fields involving Finno-Ugric linguistics, ethnology and
folklore. At the same time the exchanges are geared to strengthen cultural and linguistic ties between the
Finno-Ugrian nations and Finland.
11.4.2. Multilateral Programmes and Initiatives
Nordic cooperation relating to culture, education and training is conducted within the scope of the Nordic
Council of Ministers and its agencies, and the Nordic Cultural Fund. Important bodies in cooperation with
neighbouring areas and within the EU Northern Dimension are the Arctic Council, the Barents Euro-Arctic
Council and the Baltic Sea Council.
The Arctic Council is a high-level forum primarily focusing on questions relating to the indigenous peoples,
the environment, sustainable development and other specialised issues. The Ministry of Education
participates in educational and cultural cooperation within the Arctic Council, including efforts to safeguard
the cultural rights of the indigenous peoples and the preservation and development of other minority
cultures and languages.
The Arctic Council, which was founded in 1996, has eight states as members: the Nordic countries - Finland,
Sweden, Norway, Denmark/Greenland/Faroe Islands and Iceland - and Canada, the United States of America
and Russia. The indigenous peoples have permanent representatives in the Council through different
organisations.
The Barents Euro-Arctic Council (BEAC) is a forum for intergovernmental cooperation on issues concerning
the Barents Region. The focus for the Ministry of Education is culture and youth. The Barents Euro-Arctic
Council, which was established in 1993, includes the Barents Council, which comprises representatives of the
member states' foreign ministries and one representative of the indigenous peoples living in the
northernmost parts of Finland, Norway and Sweden and in north-west Russia. The Council has seven
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members: the Nordic countries and Russia and the European Commission, and nine observer states: Canada,
France, Germany, Italy, Japan, Netherlands, Poland, the United Kingdom and the United States of America.
The Council of the Baltic Sea States (CBSS) seeks to boost cooperation around the Baltic Sea in matters
relating to the environment, energy, nuclear safety, health, culture and education. This cooperation is
epitomised by the Baltic 21 action programme. The Ministry of Education participates in cultural, youth and
educational cooperation in the CBSS. The members of the Council are the 11 states bordering the Baltic Sea
(Denmark, Estonia, Finland, Germany, Iceland, Latvia, Lithuania, Norway, Poland, Russia, and Sweden) and the
European Commission, with France, Italy, Netherlands, Slovakia, Ukraine, United Kingdom and the United
States of America as observers.
Nordic Co-operation
In the agreements concluded between the five Nordic countries (Denmark, Finland, Iceland, Norway and
Sweden) concerning cultural cooperation and the common labour market, these countries are committed to
the aims of reciprocal recognition of education completed in another Nordic country and equal treatment of
Nordic citizens in the labour market, regardless of where they have received their education. With the
agreement signed in 1992, these countries undertook to provide permanent inhabitants of another Nordic
country with the opportunity to apply for secondary education under the same conditions as those applied
to the countrys own citizens.
The agreement on the common Nordic labour market of primary school class teachers was signed in 1982. A
corresponding agreement was made in 1986 concerning the common Nordic labour market of subject
teachers, teachers of practical-aesthetical subjects and special needs teachers in comprehensive schools, as
well as subject teachers and teachers of practical-aesthetical subjects in general upper secondary schools
and vocational institutions. According to the agreements, teachers from different Nordic countries are seen
to be on equal terms with teachers in the country in question in terms of application procedures and benefits
connected to a post (cf. 8.2.3. )
The agreement on the common Nordic labour market in health care was signed in 1981 and reformed in
1993. Under the terms of this agreement, most educational qualifications completed in the health care field
are recognised without any additional requirements. The Nordic countries also have an agreement, signed in
1990, on the recognition of higher education degrees with a scope of at least three years.
Nordplus is the Nordic Council of Ministers' framework programme in the area of lifelong learning. More than
10,000 people in the Nordic region benefit from it every year. The Nordplus Framework Programme offers
financial support to a variety of educational cooperation between partners in the area of lifelong learning
from the eight participating countries Denmark, Finland, Iceland, Norway and Finland and the Baltic States
Estonia, Latvia and Lithuania. The main aims of the programme are: (1) to promote Nordic languages and
culture and mutual Nordic-Baltic linguistic and cultural understanding; (2) to contribute to the development
of quality and innovation in the educational systems for lifelong learning in the participating countries by
means of educational cooperation, development projects, exchanges and networking; (3) to support,
develop, draw benefit from and spread innovative products and processes in education through systematic
exchange of experiences and best practice; and (4) to strengthen and develop Nordic educational
cooperation and contribute to the establishment of a Nordic-Baltic educational area.
The Nordplus Framework Programme 2008-2011 supports mobility, project and network activities. CIMO is
responsible for the national execution of the programme which consists of four sub-programmes: Nordplus
Junior (for pre-primary and basic education, general upper secondary education and vocational upper
secondary education and training intended for young people), Nordplus Hgre Utbildning (higher
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education), Nordplus Voksen (adult learning) and Nordplus Horisontal (cross- sectoral programme involving
activities such as workshops, conferences, studies, innovative courses). In addition to the Nordplus
Framework Programme, the Nordplus family also comprises a programme for cooperation in the area of the
Nordic cultures, communities and languages Nordplus Sprog.
In addition to the overarching priorities for the programme and the specific priorities set for each of the sub-
programmes, projects focusing on climatic issues are prioritised in 2009 and 2010.
EU Programmes
Finland participates in the Lifelong Learning Programme (comprising the sectoral programmes Erasmus,
Leonardo da Vinci, Grundtvig and Comenius and transversal programmes Policy co-operation and
innovation, Languages, ICT and Dissemination and exploitation of results and the Jean Monnet Programme).
The Youth in Action programme is the EUs mobility and non-formal education programme targeting young
people, youth workers and those responsible for governmental and non-governmental structures for youth
where Finland is active in. Another EU programme of major interest is the CULTURE Programme. All
programmes are run by CIMO. CIMO also administers the Europe for Citizens Programme.
Trainee exchange programmes run or coordinated by CIMO
A high number of work placements for trainees are arranged each year through CIMO for Finnish and those
coming from abroad. Some of them may be mentioned in this context: CIMO's own trainee programmes
based on bilateral agreements; multilateral programmes (IAESTE), traineeships in trade centres of the Finpro
(former Finnish Foreign Trade Association).
The international trainee exchanges for Young Professionals are based on the principle of reciprocity. CIMO
finds work placements for trainees coming to Finland through its Young Professionals campaign which is
mounted every year in association with the Leonardo da Vinci programme, the Ministry of Labour, student
organisations and education and training institutions. Further, CIMO coordinates the Nordic Council of
Ministers' civil servant exchange programmes and awards grants to Finnish civil servants participating in the
EU integration training coordinated by the Finnish Ministry of Finance.
11.4.3. Other National Programmes and Initiatives
The Finnish National Board of Education supports network cooperation in secondary general and vocational
education and training in China and India comprising mainly the increase of cultural and professional
competence.
CIMO has a role in advancing networks between universities and institutions of higher educations. One of
those networks is the north2north student exchange program that provides opportunities for students to
study at other UArctic institutions. The University of the Arctic (UArctic) is a cooperative network of
universities, colleges, and other organisations committed to higher education and research in the North. The
members share resources, facilities, and expertise to build post-secondary education programs that are
relevant and accessible to northern students. There are currently ca 100 member institutions and
organisations from across the Circumpolar North. The overall goal is to create a strong, sustainable
circumpolar region by empowering northerners and northern communities through education and shared
knowledge. The Network promotes education that is circumpolar, interdisciplinary, and diverse in nature,
and draws on its combined strengths to address the unique challenges of the region. The University of the
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Arctic recognizes the integral role of indigenous peoples in northern education, and seeks to engage their
perspectives in all of its activities.
11.5. European/International Dimension through the National
Curriculum
The underlying values of basic education are human rights, equality, democracy, natural diversity,
preservation of environmental viability, and the endorsement of multiculturalism. Basic education promotes
responsibility, a sense of community, and respect for the rights and freedoms of the individual. The basic
values of upper secondary school instruction are built on Finnish cultural history, which is part of Nordic and
European cultural heritage. At upper secondary school, students should learn how to treasure, assess and
renew their cultural heritage. Students will be educated in tolerance and international co-operation.
The European dimension is clearly visible in language instruction in educational institutions and institutions
of higher education. In recent years, the range of languages has been expanded and the status of the
European languages studied less frequently in Finland has been consolidated. This is clearly evident in
schools language instruction alone: in addition to their mother tongue, all schoolchildren in Finland study at
least two foreign, European languages. A higher education degree includes knowledge of one or two foreign
languages, in addition to the requirement of the command of the two national languages. However, the
popularity and dominance of the English language has affected the availability of other languages to some
degree in basic and upper secondary education. In addition, regional differences in terms of language
instruction are wide with larger municipalities providing a more versatile array of languages than smaller
ones. As a result, an ongoing discussion exists in Finland on the availability of some other languages in basic
and upper secondary education.
See also 11.2.
11.5.1. Pre-primary Education
Pre-primary education is built on the basic values of society, one of which is safeguarding human rights and
the viability of the globe. The role of pre-primary education is to promote childrens growth into humane
individuals and ethically responsible members of the society by guiding them towards conscientious action
and compliance with generally accepted rules and towards appreciation for other people and cultures.
11.5.2. Primary Education
The new National Core Curriculum for Basic Education, implemented from August 2006 onwards, includes
internationality as one of the general objectives. The values of basic education are based on respect for
human rights, preservation of biodiversity and the viability of the globe and acceptance of multiculturalism.
In their instruction, pupils familiarise themselves with their cultural heritage and are prepared for
development of culture and active participation in an increasingly international world.
The present national core curriculum also determines cross-curricular themes, i.e. key priority areas, the
objectives and contents of which are included in several school subjects. The goal of the cross-curricular
theme cultural identity and internationalisation is to help pupils to understand the essence of Finnish and
European cultural identity, find their own cultural identity and develop their capabilities for intercultural
interaction and internationality.
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The instruction is provided so that the pupils ability to understand the diversity of human life and living
environments around the world improves. The aim is to guide the pupils in considering the cause-and-effect
relationships of the natural science, cultural, social, and economic phenomena that occur in Europe and in
the world. The instruction supports the pupils growth as active citizens committed to a sustainable way of
life.
One of the objectives of foreign language instruction is to create curiosity and an unprejudiced attitude
towards different languages and cultures.
11.5.3. Upper Secondary and Post-Secondary Non-Tertiary Education
The basic values of upper secondary school instruction are built on Finnish cultural history, which is part of
Nordic and European cultural heritage. At upper secondary school, students should learn how to treasure,
assess and renew their cultural heritage. Students will be educated in tolerance and international co-
operation.
The new National Core Curriculum for General Upper Secondary Schools, implemented from August 2005
onwards, includes cross-curricular themes, which are priority areas that cross subject boundaries and
integrate education. One of these is cultural identity and knowledge of cultures. Its objective is for students
to become aware of the shared Nordic, European and universal human values and the manifestations of such
values or of the lack thereof in their everyday life, in Finnish society and in the world as a whole. Upper
secondary schools must reinforce students positive cultural identity and knowledge of cultures, which form
the basis of attaining the ability for intercultural activities and of succeeding in international co-operation.
These aims have been anchored into different subjects in the way which fits to each subject. Flexible Finnish
education system makes it possible for individual students to include international programmes and projects
as well as studies abroad into their study programmes. A possibility of accreditation adds the appeal of
foreign or international studies.
The instruction at upper secondary school will help students to understand global, regional and local
phenomena and problems and potential solutions to such problems. The aim is to learn to use knowledge to
perceive factors influencing the changing world, form justified opinions, take a stance on changes occurring
in local areas and in the world as a whole and actively contribute to promotion of the well-being of nature
and human being. The objectives of instruction are for students to be able to function as citizens of the world
taking a justified stance in issues concerning the surrounding world and acting positively towards
sustainable development.
According to the new national core curricula for upper secondary vocational qualifications, which will be
revised by 2010 (see 5.13.2.), education and training are required to provide students with capabilities for
internationalisation. The objective of growth into internationality must be for students to manage in a
multicultural environment and to be tolerant and competent in languages, in order to be able to participate
in student exchanges and to find placements in the internationalising labour market.
Government financial resources are channelled through the Finnish National Board of Education to support
the internationalisation of vocational education and training. Vocational institutions can apply these funds
for development programmes to be implemented in international networks. Studies and on-the-job learning
periods in another country are promoted and measures to transfer credits and recognise diplomas and
degrees are developed actively.
234
11.5.4. Tertiary Education
In particular, institutions of higher education polytechnics and universities alike actively participate in
student and teacher exchange programmes. In addition to multinational programmes, each institution of
higher education has its own bi- or multilateral international co-operation agreements. At present, all Finnish
institutions of higher education also offer foreign-language instruction, mainly in English, in order to enable
reciprocal student exchanges and to encourage foreign degree students to come to study in Finland.
Internationalisation is considered important in higher education and it is promoted in many different ways.
Student and teacher exchanges play a key role in this respect. Exchange activities focus on Europe, but the
popularity of areas outside Europe is gaining. An important area of internationalisation of education and
offering alternative options for students is cooperation with the Federation of Russia.
The new International Strategy for Finnish Higher Education Institutions for 2009-2015 aims to encourage
the institutions to include an internationalisation module in all higher education degrees by 2015.
11.5.5. Continuing Education and Training for Adults
The Centre for International Mobility CIMO published a study "Adult Education and Internationalisation -
Finnish Educational Institutions Experiences and Views on International Cooperation" in 2007. In the study,
the overall view is that international activities within adult education have increased at a moderate pace over
the past few years. There are today more international contacts, activities have extended to involve a wider
range of sectors and are more diverse. When an institution has only recently got involved in international
activities, it has typically been because of participation in international projects. At the same time,
international activities have become more systematic in many institutions and they have become more
planned and focused.
Internationalisation of continuing education and training for adult utilises in principle the same sort of tools
and measures as are used in general and vocational education and training at secondary level. These would
cover language training, inviting teachers from abroad, employing teachers and instructors with immigrant
background, international mobility of staff and students, participation in international projects, maintaining
contacts with organisations abroad and membership in international networks, providing language and
cultural training to staff.
ADULT EDUCATION AND INTERNATIONALISATION

11.5.6. Teachers and Education Staff
In Finland, teacher education is provided by universities and vocational teacher education colleges. The
contents of the degree programmes are specific to each higher education institution. (Cf. 11.5.4.).
Since 1995 the Ministry for Foreign Affairs and the Finnish National Board of Education have cooperated to
provide in-service training for teachers in global education.
11.6. Mobility and Exchange
235
The role of the Centre for International Mobility (CIMO) is to promote the internationalisation of Finnish
society in the fields of education, training, culture and working life and among young people. CIMO
administers scholarship and exchange programmes and is responsible for the national implementation of
several European Union education and youth programmes (cf. 11.4.). CIMO was established in 1991 and it
falls within the remit of the Ministry of Education.
International student mobility has been one of the targets in developing Finnish higher education since the
end of the 1980s. Participation in international mobility programmes, particularly in the European Erasmus
programme since 1991, has helped Finland to increase the volume of student exchanges. Nowadays, about
half of the outgoing mobility and about of the incoming mobility takes place within the Erasmus
programme. Outgoing mobility increased in 2008 to almost 8 700 students, having decreased some 5 per
cent in the previous year. The most popular target countries were Germany, Britain, Spain, and Sweden.
Incoming student mobility to Finland has increased steadily year after year since Finlands participation in
European mobility programmes, and was over 8 800 students in 2008. The most common countries of origin
of the exchange students are Germany, France, Spain and Poland. The share of European and North
American students coming to Finnish polytechnics or universities has steadily dropped since 2004 and 2005
while inward mobility from Asia and Africa has increased.
Outward short-term mobility of polytechnic teachers and academic staff has increased by 31 per cent and
inward short-term mobility by 57 per cent during 20042008. Long-term mobility has remained small.
In the 2000s more attention has been paid to recruiting international degree students while aiming at
internationalising Finnish higher education. Most higher education institutions offer degree programmes
also in English. The number of foreign degree students has risen markedly from 2000 to 2008. In polytechnics
their number has increased 146 per cent (from 2 600 to 6 400); in universities the number has gone up by 70
per cent (from 3 700 to 6 200). Measured against all students, the percentage of foreign degree students,
however, is still relatively small (4.8 per cent in polytechnics and 3.8 percent in universities) although it has
increased yearly. The target is 78 per cent.

11.7. Statistics
Student exchange
1
to and from Finnish higher education institutions 19982008
Year To Finland From Finland
To Finland / from Finland
ratio (%)
1998 3 622 6 011 60.3
1999 4 205 7 158 58.8
2000 4 984 7 502 66.4
2001 5 496 7 481 73.5
236
2002 6 026 7 434 81.1
2003 6 616 7 555 87.6
2004 7 237 8 241 87.8
2005 7 697 8 487 90.7
2006 8 191 8 610 95.1
2007 8 415 8 232 102.2
2008 8 843 8 667 102
1)Study or training period of min 3 months
Source: CIMO (The Centre for International Mobility)
International degree students in Finnish higher education institutions 20002008
Year Polytechnics
Proportion of all
polytechnic students
(%)
Universities
Proportion of all
university students
(%)
2000 2 640 2.3 3 732 2.4
2001 2 814 2.3 4 063 2.5
2002 3 134 2.5 4 186 2.5
2003 3 452 2.7 4 427 2.5
2004 3 769 2.9 4 673 2.7
2005 4 006 3.0 4 949 2.8
2006 4 632 3.5 5 434 3.1
2007 5 406 4.1 5 897 3.3
2008 6 401 4.8 6 195 3.8
Source: Statistics Finland and CIMO (The Centre for International Mobility).

Foreign students in polytechnics by region 2000-2008 (%)
2000 2001 2002 2003 2004 2005 2006 2007 2008
Europe 45.6 47.2 45.9 46.4 45.6 44.1 41.6 36.9 32.4
Africa 16.8 17.5 18.3 18.2 18.9 20.5 21.7 25.2 29.2
North America 2.5 2.4 2.4 2.6 1.9 2.1 2.0 1.7 1.5
South America
and Caribbean 1.2 1.3 1.6 1.6 1.9 1.9 1.7
1.9 1.7
Asia 30.9 29.4 29.2 30.1 30.9 30.9 32.3 33.8 34.8
237
Oceania 0.5 0.5 0.5 0.4 0.4 0.4 0.4 0.4 0.5
Others 2.5 1.8 2.1 0.9 0.5 0.1 0.4 0 0
Total (students) 2 640 2 814 3 134 3 482 3 769 4 006 4 632 5 406 6 401
Foreign students in universities by region 2000-2008 (%)
2000 2001 2002 2003 2004 2005 2006 2007 2008
Europe 58.6 59.7 61.5 59.7 59.0 56.7 53.7 51.3 48.7
Africa 8.3 7.9 6.1 5.9 5.5 6.3 7.2 8.2 9.5
North America 5.3 4.6 3.9 3.9 3.9 4.0 3.9 3.6 3.4
Latin America and
Caribbean 2.3 2.5 2.4 2.4 2.6 2.7 3.1 3.4 3.2
Asia 24.4 24.0 23.9 27.1 27.9 29.1 30.7 32.4 34.4
Oceania 0.4 0.5 0.5 0.5 0.5 0.5 0.4 0.5 0.4
Others 0.8 0.8 1.6 0.6 0.6 0.7 1.0 0.7 0.4
Total (students) 3 732 4 063 4 186 4 427 4 673 4 949 5 434 5 897 6 195

Mobility of polytechnic teachers and academic staff 2004-2008
2004 2005 2006 2007 2008

From
Finland
To
Finland
From
Finland
To
Finland
From
Finland
To
Finland
From
Finland
To
Finland
From
Finland
To
Finland
Long-term
mobility
1
59 50 75 74 68 41 57 63 57 67
Short term
mobility
2
2 559 1 218 2 864 1 371 3 294 1 474 3 195 1 626 3 352 1 921
238
Total 2 618 1 268 2 939 1 445 3 362 1 515 3 252 1 689 3 409 1 988
1) A period of min one month
2) A period of less than one month but min one week
10 most popular countries involved in student mobility in polytechnics and universities
2006-2008
From Finland To Finland
2006 2007 2008 2006 2007 2008
Germany 812 739 754 Germany 1 282 1 241 1 288
Britain 669 632 634 France 954 1020 1017
Spain 651 630 760 Spain 771 815 791
Sweden 646 605 576 Poland 502 500 512
France 519 447 433 Italy 396 449 437
United States 423 447 484 Czech Republic 347 325 398
Netherlands 409 366 342 Netherlands 325 345 357
Austria 319 284 303 Russia 292 332 370
China 287 340 320 Austria 278 278 287
Russia 242 249 239 Hungary 275 265 290
Representing the
share of all mobility(%)
57.7 57.6 55.9

66.2 66.2 65.0
Source: CIMO (Centre for International Mobility)

239
GLOSSARY
Aikuislukio : Upper secondary schools for adults (aikuislukio). Either separate schools for adults or separate
sections for adults in normal upper secondary schools. In aikuislukiot it is possible for adults to complete the
comprehensive school 'peruskoulu', upper secondary school or take courses in individual subjects.
Ammatillinen aikuiskoulutuskeskus : Vocational adult education centres (ammatilliset
aikuiskoulutuskeskukset) are municipal or private educational institutions which arrange vocational adult
education.
Ammatilliset erikoisoppilaitokset : Ammatilliset erikoisoppilaitokset are special vocational institutions,
owned by industry and business, mainly offering additional training for the staff of the maintaining
company.
Ammattikorkeakoulu : AMK institutions (ammattikorkeakoulu) provide higher non-university vocational
education in usually multidisciplinary surroundings for matriculated students and those with qualifications
from secondary vocational education.
Avoin yliopisto : Open university (avoin yliopisto) education is offered mainly to the adult population.
Regardless of educational background, students can take parts of basic university degrees, but not the
degrees themselves.
Folkhgskola (Folkhgskolor,Folkhgskolorna) : Folhgskolorna r riksomfattande internatskolor, som till
strsta delen r privata. Vanligen har de ngon ideell bakgrund.
Fortbildningscentraler (Fortbildningscentralerna) : Vid alla hgskolor finns en fortbildningscentral som
svarar fr att ordna vetenskaplig fortbildning och ppen hgskoleundervisning.
Fristende examen (Fristende examina) : En fristende examen r en examen fr pvisande av
yrkesskicklighet. Avlggandet av examen r inte beroende av hur vederbrande person har skaffat sina
yrkeskunskaper och -frdigheter. I huvudsak avlggs examina i samband med olika typer av frberedande
utbildning. I examina kan svl unga som vuxna delta oberoende av sin utbildningsbakgrund. Genom
fristende examina kan man avlgga yrkesinriktade grundexamina, yrkesexamina och specialyrkesexamina.
Gemensam elevanskan : Ett riksomafattande system, dr man kan ska en studieplats vid fem lroanstalter
p andra stadiet (gymnasier och yrkeslroanstalter). Yrkeshgskolorna har sitt eget system. Gemensam
elevanskan arrangeras tv gnger om ret - en gng p vren och en gng p hsten.
Grundskola (Grundskolan,grundskolor,grundskolorna,grundskolans) : Lropliktsskola som svarar fr
utbildningen p frsta stadiet och det lgre andra stadiet dvs. utbildningen av elever som r mellan 6/7 r
och 15/16 r. Comprehensive school (peruskoulu) provides basic education, or in other words, education for
children from the ages of 6/7 to 15/16. There is no division into lower and upper stages. Compehensive
school comprises 9 years and a voluntary additional year.
Gymnasium : Institution offering 3 years of full-time general upper secondary education for pupils aged 16
to 19. Admission is based on successful completion of basic education.
240
Idrottsutbildningscenter (idrottsutbildningscentret,idrottsutbildningscentren) : Idrottsutbildningscentrer r
riksomfattande internatskolor, som erbjuder fysisk fostran och fungerar ocks som trningscentrer fr
idrottsmn och -kvinnor.
Kandidaatin tutkinto : Bachelors degree (kandidaatin tutkinto) is the lower academic degree in the new
two-stage degree system in the universities; before year 1994 the higher academic degree was called with
that name; see also Master's degree (maisterin tutkinto).
Kandidatexamen (Kandidatexamina) : Den lgre hgskoleexamen i det nya examenssystemet i tv steg. Fre
r 1994 anvnde man det hr namnet fr hgre akademisk grundexamen. Se ocks magistersexamen
maisterin tutkinto.
Kansalaisopisto : Adult education centres (kansalaisopistot) are maintained by municipalities. They mainly
offer general education according local education needs.
Kansanopisto : Folk high schools (kansanopistot) are national institutions of adult education, operating as
boarding schools. Mainly privately owned. Usually they have an ideological background.
Kesyliopisto : Summer universities are not governed by any legislation, and, despite their name, are not
attached to the system of higher education, but form their own independent organization. Summer
universities provide open university instruction and continuing professional education. They also offer
language courses and general education and organize various cultural events.
Lroavtalsutbildning (Lroavtalsutbildningen,lroavtalsutbildningar,lroavtalsutbildningarna) :
Lroavtalsutbildning anvnds i Finland inom grundlggande yrkesutbildning p andra stadiet och utbildning
som frbereder fr fristende examina samt i annan tillggsutbildning. Lroavtalsutbildning har frmst varit
en utbildningsform fr vuxna, men p senare r har utbildningen i allt hgre grad ven riktats till unga.
Lroavtalsutbildning leder till samma yrkesinriktade grundexamina p andra stadiet som utbildning vid
yrkeslroanstalter samt till yrkesexamina och specialyrkesexamina (frmst fr vuxna) som frutstter en
djupare yrkesskicklighet inom ifrgavarande omrde eller yrke.
Liikunnan koulutuskeskus : Physical education centres (Liikunnan koulutuskeskukset) are boarding schools
with nation-wide recruitment. They provide education in sports, physical and related areas, sports coaching,
and administer athletics training.
Lukio : Institution offering 3 years of full-time general upper secondary education for pupils aged 16 to 19.
Admission is based on successful completion of basic education.
Magisterexamen (Magisterexamina) : Magisterexamen r den hgre hgskoleexamen i det nya
examenssystemet i tv steg. Se ocks kandidatexamen.
Maisterin tutkinto : Master's degree (maisterin tutkinto) is the higher academic degree in the new two-stage
degree system in the universities; see also Bachelor's degree (kandidaatin tutkinto).
Medborgarinstitut (Medborgarinstitutet,medborgarinstituten) : Medborgarinstituten r fr mestadels
kommunala vuxenlroanstalter, som erbjuder allmnbildande vuxenutbildning enligt lokala bildningsbehov.
Musiikkioppilaitos : Music institutions (Musiikkioppilaitokset) include music institutes and conservatoires.
Music institutes provide basic training in music to amateurs, by prompting students to continuing studies in
241
music. The music institutions with conservatories of music provide vocational music training leading to
profession.
Musiklroanstalt (Musiklroanstalten,musiklroanstalter,musiklroanstalterna) : Musiklroanstalterna r
musikinstitut och konservatorier. Musiklroanstalterna ger grundundervisning t personer som r
intresserade av musik och frbereder elever fr yrkesstudier. Yrkesutbildningen i musik ges i
konservatorierna.
Nytttutkinto : Competence-based examinations are intended for the demonstration of vocational skills.
Taking the examination is not dependent on how the person concerned has acquired his/her vocational
knowledge and skills. The examinations are mostly taken in connection with various preparatory training
courses. They are open to both adults and young people, irrespective of their educational background. The
qualifications that can be taken in competence-based examinations are vocational qualifications, further
vocational qualifications and specialist vocational qualifications.
Opintokeskus : Study centres (opintokeskukset) are maintained by civic organisations, such as trade unions,
political parties, cultural organisations and Christian associations. The main form of the activity is the study
circles that can be set up among interested members at the work place, in the local residential area, or as a
sub-section of another organisation.
Opintoviikko : Credit (opintoviikko) is analogous to 40 hours of the student's work (independent work or
leaded instruction or lectures).
ppen universitetsundervisning (ppna universitetsundervisningen) : I den ppna
universitetsundervisningen kan de studerande oberoende av utbildningsbakgrunden avlgga delar av de
akademiska grundexamina, dock inte sjlva universitetsexamina.
Oppisopimuskoulutus : In Finland, apprenticeship training is used in vocational upper secondary education,
in preparatory training for competence-based examinations and in other types of additional training.
Traditionally, apprenticeship has primarily been an education form for adults, but in recent years
apprenticeship training has been increasingly targeted at young people as well. Apprenticeship training
leads, on the one hand, to the same vocational upper secondary qualifications as the education provided by
vocational institutions and, on the other, to further vocational qualifications and specialist vocational
qualifications (mainly intended for adults), which require more advanced vocational skills in the field or
occupation in question.
Peruskoulu : Comprehensive school (peruskoulu) provides basic education, or in other words, education for
children from the ages of 6/7 to 15/16. There is no division into lower and upper stages. Compehensive
school comprises 9 years and a voluntary additional year.
Srskilda yrkeslroanstalter (Srskilda yrkeslroanstalterna) : Srskilda yrkeslroanstalter upprtthlls av
industrin och handeln. Lroanstalterna ordnar utbildning huvudsakligen fr huvudmannafretagets
personal. Strsta delen av utbildningen utgrs av yrkesinriktad tillggsutbildning.
Sommaruniversitet (Sommaruniversitetet,sommaruniversiteten) : Sommaruniversiteten r inte lagstadgade.
Trots namnet hr sommaruniversiteten inte till universiteten, utan r en skild organisation.
Sommaruniversiteten ordnar ppen hgskolundervisning, yrkesinriktad kortare fortbildning, sprkkurser,
allmnbildande utbildning och olika kulturevenemang.
242
Studentexamen (Studentexamina) : En riksomfattande examen i slutskedet av gymnasiestudierna, som ger
allmn behrighet fr alla hgskolestudier.
Studiecentral (Studiecentralen,studiecentraler,studiecentralerna) : Studiecentralerna upprtthlls av
medborgarorganisationer ssom till exempel fackfreningar, politiska partier eller kristliga organisationer.
Studiecirkeln r studiecentralernas viktigaste verksamhetsform. Studiecirklar kan grundas p arbetsplatser
eller som en del av en freningsverksamhet eller p den plats dr man bor.
Studievecka (Studieveckan,studieveckor,studieveckorna,studieveckors) : En studievecka motsvarar 40 timmars
arbete som kan vara sjlvstndigt arbete eller handledd praktik eller frelsningsundervisning.
Tyvenopisto : The aim of the Adult Education Centres was earlier to enhance liberal education and social
and economic development among the working class. Today the areas of emphasis within liberal adult
education lie in general education and in non-formal leisure and self-development studies. The curriculum
includes general interest courses on skills that help adults cope with the society. There are courses in (16
different) foreign languages and on social skills, for example.
Vuxengymnasium (vuxengymnasiet,vuxengymnasier,vuxengymnasierna) : Vuxengymnasierna fungerar som
fristende vuxengymnasier eller som vuxenlinjer vid vanliga gymnasierna. Vuxna kan vid dem genomg
grunskolan, gymnasiet eller lsa enskilda lromnen.
Yhteishakujrjestelm : In joint application system (yhteishakujrjestelm) an applicant can apply for five
institutions, including both general upper secondary schools and vocational institutions. The
ammattikorkeakoulut have a separate system for themselves. The joint application 'yhteishaku' takes place
twice every year - once during the spring and once during the autumn.
Yliopistojen tydennyskoulutuskeskukset (yliopistojen tydennyskoulutuskeskukset) : All institutions of
higher education have a centre for continuing education (yliopistojen tydennyskoulutuskeskukset) which is
responsible for organizing professional further education and open university tuition.
Ylioppilastutkinto : The national matriculation examination (ylioppilastutkinto) in the general upper
secondary school gives general eligibility for all higher level studies.
Yrkeshgskola (yrkeshgskolan,yrkeshgskolor,yrkeshgskolorna,Yrkeshgskolornas) : Yrkeshgskola.
Yrkeshgskolorna ger hgskoleutbildning inom den icke-akademiska hgkolesektorn vanligen i en
mngbranschskola fr studenter och sdana som avlagt yrkesinriktad utbildning p andra stadiet.
Yrkesutbildningscentrum (yrkesutbildningscentret,yrkesutbildningscentra,yrkesutbildningscentren) :
Yrkesutbildningscentren fr vuxna r kommunala eller privata lroanstalter som arrangerar yrkesinriktad
vuxenutbildning.

243
LEGISLATION
Ahvenanmaan itsehallintolaki (Grundlag) : 08/16/1991, 1144/1991
Ammattikorkeakoululaki (Lag) : 09/05/2003, 351/2003
Polytechnics Act. The law prescribes e.g. on the following: administration, steering and evaluation, language
of instruction, degrees, student admission, teachers and other staff, funding.
Asetus alueiden kehittmisest (Frordning) : 12/17/1993, 1315/1993
Asetus ammatillisen koulutuksen ja lukiokoulutuksen yhteishakujrjestelmst (Frordning) :
12/30/1998, 1197/1998
Asetus ammatillisen koulutuksen yleisist toimikunnista ja koulutustoimikunnista (Frordning) :
10/17/1997, 945/1997
Asetus ammatillisen liskoulutuksen rahoituksesta (Frordning) : 2/20/1996, 1142/1996
Decree on the agreement between the Provincial State Offices and education providers on providing
training-continuing.
Asetus ammatillisesta aikuiskoulutuksesta (Frordning) : 11/06/1998, 812/1998
Vocational Adult Education Decree. The decree prescribes on the requirements for comptence-based
qualifications.
Asetus ammatillisesta koulutuksesta (Frordning) : 11/06/1998, 811/1998
Vocational Education and Training Decree. The decree prescribes on the following: studies and their scope,
counselling, on-the-job learning, apprenticeship training, special needs education, assessment and
evaluation. Amended by 1139/1999.
Asetus ammatillisesta opettajankoulutuksesta (Decree) : 05/15/2003, 357/2003
Decree on Vocational Teacher Training. The decree prescribes on the following: studies and aims, degree
structure, requirements for staff at vocational teacher education colleges.
Asetus ammattikorkeakouluista : 15/5/2003, 352/2003
Asetus ammattikorkeakoulujen yhteishakujrjestelmst (Frordning) : 12/30/1998, 1191/1998
Asetus ammattikorkeakoulujen yhteishakujrjestelmst 353/2003 : 01/08/2003, 353/2003,
Asetus ammattillisen koulutuksen ja lukiokoulutuksen yhteishausta : 17/01/2008, 30/2008,
244
Asetus eriden valtion palveluksessa olevien osa-aikaisten ja sivutoimisten virkamiesten sek
tuntiopettajien vuosilomasta ja vuosilomakorvauksesta (Frordning) : 12/23/1987, 1200/1987
Asetus Euroopan yhteisn yleisen tutkintojen tunnustamisjrjestelmn voimaanpanosta (Frordning) :
05/30/1997, 520/1997
Decree on the Implementation of the General System of Recognition of Professional Qualifications of EC
Citizens. The decree prescribes on the procedure of applying for the recognition of qualifications.
Asetus kansainvlisen henkilvaihdon keskuksesta (Asetus, Frordning) : 02/01/1991, 239/1991
Act on the Centre for International Mobility. The decree prescribes on the administration, tasks and staff of
the Centre for International Mobility (CIMO).
Asetus Kansainvlisen liikkuvuuden ja yhteistyn keskuksesta CIMOsta : 30/12/2008, 1118/2008,
Asetus kasvatustieteellisen alan tutkinnoista ja opettajankoulutuksesta (Frordning) : 04/21/1995,
576/1995
Decree on the Degrees in Education and Teacher Training. The decree prescribes on the following: degrees,
studies of kindergarten teachers, class teachers, subject teachers, special needs teachers and guidance
counsellors, pedagogical studies, further education, credit transfer and certifications.
Asetus korkeakoulujen arviointineuvostosta (Frordning) : 11/24/1995, 1320/1995
Decree on the Finnish Higher Education Evaluation Council. The decree prescribes on the tasks and
composition of the Finnish Higher Education Evaluation Council.
Asetus korkeakoulujen henkilstn kelpoisuusvaatimuksista ja tehtvist (Frordning) : 04/02/1993,
309/1993
Asetus korkeakoulututkintojen jrjestelmst (Frordning) : 06/18/1998, 464/1998
Asetus koulutuksen arvioinnista (Decree) : 02/20/2003, 150/2003
Education Evaluation Decree. The decree on the tasks and composition of the Finnish Education Evaluation
Council.
Asetus koulutuksen ja yliopistoissa harjoitettavan tutkimuksen kehittmissuunnitelmasta (Frordning)
: 12/14/1998, 987/1998
Asetus kuntien valtionosuudesta (Frordning) : 12/30/1996, 1271/1996
Decree on Central Government Transfers to Local Governments. The decree prescribes on certain calculatory
principles.
Asetus lasten pivhoidosta (Frordning) : 03/16/1973, 239/1973
245
Asetus lukiokoulutuksen ja ammatillisen koulutuksen opiskelijoiden koulumatkatuesta (Frordning) :
04/04/1997, 293/1997
Asetus maanpuolustuskorkeakoulusta (Frordning) : 07/20/1992, 668/1992
Asetus opetus- ja kulttuuritoimen rahoituksesta (Decree) : 11/06/1998, 806/1998
Decree on the Financing of the Provision of Education and Culture. The decree prescribes on the principles of
the funding of education.
Asetus opetushallituksesta (Frordning) : 01/25/1991, 183/1991
Asetus opetusministerist (Frordning) : 02/14/1997, 162/1997
Asetus opetustoimen henkilstn kelpoisuusvaatimuksista (Frordning) : 12/14/1998, 986/1998
Teaching Qualifications Act. The decree prescribes on the qualification requirements of educational staff.
Asetus opetustoimen henkilstn kelpoisuusvaatimuksista (Frordning) : 12/14/1998, 986/1998
Asetus ruotsinkielisen korkeakouluopetuksen yhteensovittamisesta (Frordning) : 10/25/1991,
1287/1991
Asetus sosiaali- ja terveydenhuollon asiakasmaksuista (Frordning) : 10/09/1992, 912/1992
Asetus sosiaalihuollon ammatillisen henkilstn kelpoisuusehdoista (Frordning) : 8/21/1992, 804/1992
Asetus Suomen Akatemiasta (Frordning) : 05/27/1994, 856/1994
Asetus taiteen perusopetuksesta (Frordning) : 11/06/1998, 813/1998
Decree on Basic Education in the Arts. The decree prescribes on the contents and scope as well as
assessment in basic education in the arts.
Asetus tyvoimapoliittisesta aikuiskoulutuksesta (Frordning) : 10/05/1990, 912/1990
The decree prescribes on e.g. acquiring education and students financial aid.
Asetus ulkomailla suoritettujen korkeakoulututkintojen tuottamasta virkakelpoisuudesta (Frordning)
: 05/30/1997, 519/1997
Decree on Competence for Civil Service Posts Conferred by Higher Education Studies Taken Abroad. The
decree prescribes on the validation of higher education degrees taken abroad.
Asetus valtion tiede- ja teknologianeuvostosta (Frordning) : 12/12/1986, 934/1986
Asetus valtion virkamiesten vuosilomasta (Frordning) : 08/31/1973, 692/1973
246
Asetus vammaisuuden perusteella jrjestettvist palveluista ja tukitoimista (Frordning) : 09/18/1987,
759/1987
Decree on Services and Assistance for the Disabled. The decree prescribes on the support and services that
municipalities have to provide, e.g. transport, interpreters, accommodation, rehabilitation and personal
assistants.
Asetus vapaasta sivistystyst (Frordning) : 11/06/1998, 805/1998
Liberal Adult Education Decree. The decree prescribes on the administration, studies and financing of liberal
adult education.
Asetus yleisist kielitutkinnoista (Frordning) : 07/15/1994, 669/1994
The decree prescribes on the composition and tasks of the Language Proficiency Test Committee.
Kuntalaki (Lag) : 03/17/1995, 365/1995
Kuntien valtionosuuslaki (Lag) : 12/20/1996, 1147/1996
Act on Central Government Transfers to Local Governments. The act prescribes on the statutory government
transfers and their calculation.
Lninhallitusasetus (Frordning) : 02/07/1997, 120/1997
Lninhallituslaki (Lag) : 01/10/1997, 22/1997
Laki alueiden kehittmisest : 29/12/2009, 1651/2009, http://www.finlex.fi/fi/laki/alkup/2009/20091651,
23/03/2010
Laki ammatillisen liskoulutuksen rahoituksesta (Lag) : 12/20/1996, 1138/1996
The act prescribes on the funding of vocational further education and training in order to improve on the
vocational skills of the adult population and to support lifelong learning.
Laki ammatillisesta aikuiskoulutuksesta (Lag) : 08/21/1998, 631/1998
Vocational Adult Education Act. The act prescribes e.g. on the contacts to the world of work, provision of
education, further education and training, students rights and obligations, comptence-based qualifications,
evaluation and assessment and funding.
Laki ammatillisesta koulutuksesta (Lag) : 08/21/1998, 630/1998
Vocational Education and Training Act. The act prescribes on the vocational upper secondary education and
vocational upper secondary degrees, e.g. provision of education and training, instruction, curricula, on-the-
job learning, apprenticeship training, special needs education, evaluation and assessment
Laki ammatillisesta opettajankoulutuksesta (Act) : 05/09/2003, 356/2003
247
Act on Vocational Teacher Training. The act prescribes on vocational teacher education, e.g. aims,
administration and steering, instruction and studies, student admission, teachers.
Laki Euroopan talousalueen valtioiden kansalaisten koulutuksen ja ammatillisen harjoittelun
tunnustamisesta (Lag) : 12/30/1992, 1597/1992
The act prescribes on the recognition of degrees in the EU.
Laki kansainvlisen henkilvaihdon keskuksesta (Lag) : 02/01/1991, 238/1991
Act on the Centre for International Mobility. The act defines the tasks of the Centre for International Mobility
(CIMO), e.g. promoting international mobility, providing information services, granting scholarships and
financial support.
Laki korkeakoulujen professorin ja apulaisprofessorin viran tyttmisest (Lag) : 05/24/1991, 856/1991
Laki korkeakoululaitoksen kehittmisest (Lag) : 12/31/1986, 1052/1986
Higher Education Development Act. The act prescribes on the raised funding for universities in 2002-2005.
Laki kunnallisen viranhaltijan palvelussuhdeturvasta (Lag) : 06/28/1996, 484/1996
The act prescribes on the condition of work of municipal civil servants, e.g. contract, responsibilities of the
employee and the employer, and safety at work.
Laki lasten pivhoidosta (Lag) : 03/16/1973, 239/1973
Amended by 1290/1999.
Laki lukiokoulutuksen ja ammatillisen koulutuksen opiskelijoiden koulumatkatuesta (Lag) :
01/10/1997, 48/1997
Laki opetus- ja kulttuuritoimen rahoituksesta (Act) : 08/21/1998, 635/1998
Act on the Financing of the Provision of Education and Culture. The act prescribes on the statutory
government funding of education and culture.
Laki opetushallituksesta (Lag) : 01/25/1991, 182/1991
National Board of Education Act. The act prescribes on the tasks, responsibilities and organisation of the
Finnish National Board of Education.
Laki opiskelijavalintarekisterist ja ylioppilastutkintorekisterist (Lag) : 12/18/1998, 1058/1998
Laki Pohjoismaiden vlill peruskoulujen aineenopettajien, kytnnllis-esteettisten aineiden
opettajien ja erityisopettajien sek lukion ja ammatillisten oppilaitosten aineenopettajien ja
kytnnllis-esteettisten aineiden opettajien yhteispohjoismaisista tymarkkinoista tehtyjen
sopimusten eriden mrysten hyvksymisest sek sopimuksen sovelta (Lag) : 04/22/1988, 101/1988
248
Laki Pohjoismaiden vlill peruskoulujen luokanopettajien yhteispohjoismaisista tymarkkinoista
tehdyn sopimuksen eriden mrysten hyvksymisest sek sopimuksen soveltamisesta (Lag) :
02/03/1984, 365/1984
Laki ruotsinkielisen korkeakouluopetuksen yhteensovittamisesta (Lag) : 12/28/1990, 1354/1990
Laki saamelaiskrjist (Lag) : 07/17/1995, 974/1995
Laki sosiaali- ja terveydenhuollon asiakasmaksuista (Lag) : 08/03/1992, 734/1992
Laki Suomen Akatemiasta (Lag) : 05/27/1994, 378/1994
Laki taiteen perusopetuksesta (Lag) : 08/21/1998, 633/1998
Act on Basic Education in the Arts. The act defines basic education in arts, its aims, organisation, curriculum,
evaluation, assessment etc.
Laki tyvoimapoliittisesta aikuiskoulutuksesta (Lag) : 08/03/1990, 763/1990
The act aims at improving the balance between supply and demand in the labour market. It prescribes on
acquiring the training, student selection, students obligations and rights.
Laki ulkomailla suoritettujen korkeakoulututkintojen tuottamasta virkakelpoisuudesta (Lag) :
07/11/1986, 531/1986
Act on Competence for Civil Service Posts Conferred by Higher Education Studies Taken Abroad. The act
prescribes on the validity of higher education degrees taken abroad for Finnish state or municipal posts.
Laki valtion ja yksityisen jrjestmn koulutuksen hallinnosta (Lag) : 08/21/1998, 634/1998
Laki vammaisuuden perusteella jrjestettvist palveluista ja tukitoimista (Lag) : 04/03/1987, 380/1987
Act on Services and Assistance for the Disabled. The act aims at promoting the equal rights of the disabled to
function in society and remove hindrances caused by the disability.
Laki vapaasta sivistystyst (Lag) : 08/21/1998, 632/1998
Liberal Adult Education Act. The act prescribes on liberal adult education institutions and aims at supporting
lifelong learning and promoting equality and democracy in society.
Laki yleisist kielitutkinnoista (Lag) : 07/15/1994, 668/1994
Act on National Certificates of Language Proficiency. The act prescribes on the administration, assessment,
and fees.
Laki ylioppilastutkinnon jrjestmisest : 26.8.2005, 672/2005,
http://www.finlex.fi/fi/laki/alkup/2005/20050672
249
Laki ylioppilastutkinnon jrjestmisest
Lukioasetus (Frordning) : 11/06/1998, 810/1998
General Upper Secondary Schools Decree. The decree prescribes on e.g. instruction, counselling, planning
the education, assessment, legal rights of the student.
Lukiolaki (Lag) : 08/21/1998, 629/1998
General Upper Secondary Schools Act. The act prescribes on the aims of general upper secondary education,
its organisation, instruction, curricula, publicity of education, assessment, matriculation examination etc.
Opettajankoulutusasetus (Frordning) : 06/13/1986, 486/1986
The decree lists the faculties providing for teacher education. It prescribes on e.g. qualifications of the
teachers, their tasks, academic year etc.
Opettajankoulutuslaki (Lag) : 12/10/1971, 844/1971
Opintotukiasetus (Frordning) : 04/08/1994, 260/1994
Decree on Financial Aid for Students. The decree prescribes on the eligibility for students financial aid and
procedures.
Opintotukilaki (Lag) : 01/21/1994, 65/1994
Act on Financial Aid for Students. The act prescribes on the studies that entitle to students financial aid.
Opintovapaa-asetus (Frordning) : 12/17/1993, 1216/1993
Study Leave Decree. The decree prescribes on studies eligible for study leaves and other practical aspects.
Opintovapaalaki (Lag) : 12/17/1993, 1215/1993
Study leave Act. The act defines study leave and prescribes on the right as well as on procedures for granting
study leave.
Perusopetusasetus (Frordning) : 11/20/1998, 852/1998
Basic Education Decree. The decree prescribes on the working time, instruction, groups, evaluation and
assessment, pupils rights etc.
Perusopetuslaki (Lag) : 08/21/1998, 628/1998
Basic Education Act. The act prescribes on the principles of basic education as well as pre-primary education,
education for immigrants and voluntary additional basic education.
250
Suomen Hallitusmuoto (Grundlag) : 07/17/1919, 94/1919
Suomen perustuslaki (Grundlag) : 06/11/1999, 731/1999
Uskonnonvapauslaki (Lag) : 11/10/1922, 267/1922
Valtion virkaehtosopimusasetus (Frordning) : 12/23/1987, 1203/1987
Decree on State Civil Servants Collective Bargaining. The decree prescribes on the collective salary
agreement for state civil servants, e.g. parties involved and procedures.
Valtion virkaehtosopimuslaki (Lag) : 11/06/1970, 664/1970
State Civil Servants Collective Bargaining Act. The decree prescribes on the collective salary agreement for
state civil servants, e.g. parties involved and procedures.
Valtion virkamiesasetus (Frordning) : 11/14/1994, 971/1994
State Civil Servants Decree. The decree on state civil servants prescribes on posts, nominations, leaves, etc.
Valtion virkamieslaki (Lag) : 08/19/1994, 750/1994
State Civil Servants Act. The act aims at ensuring that state responsibilities are carried out efficiently and
justly and that the state civil servants receive just treatment from the employers.
Valtioneuvoston asetus koulutustoimikunnista ja koulutuksen yhteistyneuvottelukunnasta (Decree) :
12/01/2000, 1005/2000
The decree prescribes on the composition and tasks of the National Coordination Group for Education and
Training.
Valtioneuvoston asetus lukiokoulutuksen yleisist valtakunnallisista tavoitteista ja tuntijaosta :
14.11.2002, 955/2002, http://www.finlex.fi/fi/laki/ajantasa/2002/20020955
Decree 955/2002 on the General National Objectives of Upper Secondary Education and the Distribution of
Lesson Hours
Yliopistoasetus (Frordning) : 02/06/1998, 115/1998
Universities Decree. The decree prescribes on the instruction, students and staff.
Yliopistolaki (2009) : 24.7.2009, 558/2009, http://www.finlex.fi/fi/laki/ajantasa/2009/20090558, 15/3/2010
The new Universities Act will further extend the autonomy of universities by giving them an independent
legal personality, either as public corporations or as foundations under private law. At the same time, the
universities management and decision-making system will be reformed. The new law will replace the
Universities Act of 1997.
251
Ylioppilastutkintoasetus (Frordning) : 11/21/1994, 1000/1994
Matriculation Examination Decree. The decree prescribes on the organisation, examinations, examiners,
assessment and examinees.

252
INSTITUTIONS
Aalto-yliopisto
P.O.Box 11000
FI-00076 AALTO
FINLAND
Tel: +358 9 47001
E-mail: kirjaamo@aalto.fi
Website: http://www.aalto.fi/en/ (08/03/2010)
Aalto University is a merger between University of Art and Design Helsinki, Helsinki School of Economics and
Helsinki University of Technology. It started operations in January 2010.

bo Akademi
Domkyrkotorget 3
FIN-20500 bo
Tel: +358 2 215 31
Fax: +358 2 251 7553
E-mail: studinfo@abo.fi
Website: http://www.abo.fi/ (23/03/2010)

Arcada, Nylands svenska yrkeshgskola
Jan-Magnus Janssons plats 1
00550 Helsingfors
Tel: + 358 9 207 699 699
Fax: + 358 9 207 699 622
253
Website: http://www.arcada.fi (28/03/2010)

Diakonia-ammattikorkeakoulu
Sturenkatu 2
FIN-00510 Helsinki
Tel: + 358 9 775 0961
Fax: + 358 9 726 1092
Website: http://www.diak.fi (21/03/2010)

Elinkeinoelmn tutkimuslaitos (ETLA)
Lnnrotinkatu 4 B
FIN-00120 Helsinki
Tel: +358 9 60 99 00
Fax: +358 9 60 17 53
Website: http://www.etla.fi (21/03/2010)

Haaga-Helia ammattikorkeakoulu, Haaga-Helia yrkeshgskola
Pajuniityntie 11 FIN-00320 HELSINKI
Tel: +358 9 229 611
Website: http://www.haaga-helia.fi (21/03/2010)

Hmeen Ammattikorkeakoulu
Visamentie 35 P.O. Box 230 FIN-13100 HMEENLINNA
254
Tel: +358 (o) 3 646 1
Fax: +358 (0) 3 646
E-mail: HAMK@hamk.fi
Website: http://www.hamk.fi (21/03/2010)

Helsingin yliopisto
P.O. Box 33 FIN-00014 HELSINGIN YLIOPISTO
Tel: +358 (0) 9 1911
Website: http://www.helsinki.fi/university (21/03/2010)

Helsinki Metropolia University of Applied Sciences
PO BOX 4000 (Bulevardi 31)
FI-00079 Metropolia
Tel: 20 783 5000
Fax: 20 783 5154
Website: http://www.metropolia.fi (21/03/2010)

Hgskolan p land
PO Box 1010 AX-22111 Mariehamn
Tel: + 358 (0)18 537 000
Fax: + 358 (0)18 169 13
E-mail: info@ha.aland.fi
Website: http://www.ha.ax (23/03/2010)

255
Humanistinen ammattikorkeakoulu
Vanha Turuntie 14 FIN-02700 Kauniainen
Tel: + 358 (0)9 5404 2438
Fax: + 358 (0)9 5404 2444
E-mail: kauniainen@humak.edu
Website: http://www.humak.fi (21/03/2010)

It-Suomen yliopisto
Joensuu Campus
Yliopistokatu 2
P.O. Box 111
FI-80101 Joensuu Finland; Kuopio Campus
Yliopistonranta 1
P.O. Box 1627
FI-70211 Kuopio Finland; Savonlinna Campus
Kuninkaankartanonkatu 5
P.O. Box 86
FI-57101 Savonlinna Finland
Website: http://www.uef.fi/uef/english (21/03/2010)
The University of Eastern Finland is a merger between University of Kuopio and University of Joensuu. It
started operations in January 2010.

Rajakatu 35
256
FIN-40200 Jyvskyl
Tel: +358 14 444 6711
Fax: +358 14 444 6700
E-mail: jaokk@jypoly.fi
Website: http://www.jamk.fi/aokk (23/03/2010)

Jyvskyln ammattikorkeakoulu
PO Box 207
FIN-40101 Jyvskyl
Tel: + 358 14 444 66 11
Fax: + 358 14 444 66 00
Website: http://www.jamk.fi (23/03/2010)

Jyvskyln yliopisto
Po Box 35
FIN-40351 Jyvskyl
Tel: +358 14 601 211
Fax: +358 14 601 021
E-mail: opiskelijapalvelut@jyu.fi
Website: http://www.jyu.fi (23/03/2010)

Kajaanin ammattikorkeakoulu
PO Box 52
FIN-87101 Kajaani
257
Tel: + 358 8 618 991
Fax: + 358 8 618 99620
Website: http://www.kajak.fi/in_english.iw3 (23/03/2010)

Kansainvlisen henkilvaihdon keskus (CIMO)
PO Box 343
FIN-00531 Helsinki
Tel: +358 9 7747 7033
Fax: +358 9 7747 7064
Website: http://www.cimo.fi (20/03/2010)

Kansanelkelaitos (KELA)
PO Box 450
FIN-00101 Helsinki
Tel: +358 9 434 11
Website: http://www.kela.fi (23/03/2010)

Kemi-Tornion ammattikorkeakoulu
PO Box 505
FIN-94101 Kemi
Tel: + 358 16 258 403
Fax: + 358 16 258 401
Website: http://www.tokem.fi (23/03/2010)

258
Keski-Pohjanmaan ammattikorkeakoulu
Talonpojankatu 4
FIN-67100 Kokkola
Tel: + 358 6 825 0000
Fax: + 358 6 825 2000
Website: http://www.cop.fi (23/03/2010)

Korkeakoulujen arviointineuvosto
Po Box 387
FIN-00531 Helsinki
Tel: +358 9 774 775
Fax: +358 9 7747 7080
E-mail: finheec@minedu.fi
Website: http://www.kka.fi (23/03/2010)

Koulutuksen tutkimuslaitos (KTL)
PO Box 35
FIN-40351 Jyvskyl
Tel: +358 14 60 32 00
Fax: +358 14 60 32 01
E-mail: University of Jyvskyl
Website: http://ktl.jyu.fi (23/03/2010)

259
Koulutussosiologian tutkimuslaitos (RUSE)
Hmeenkatu 1
FIN-20500 Turku
Tel: +358 2 333 65 33
Fax: +358 2 333 65 24
E-mail: ruse@utu.fi
Website: http://ruse.utu.fi/ (23/03/2010)
University of Turku

Kunnallinen tymarkkinalaitos (KT)
Toinen linja 14
FIN-00530 Helsinki
Tel: +358 9 7711
Fax: + 358 9 701 22 39
Website: http://www.kuntatyonantajat.fi (23/03/2010)

Kuntaliitto
PO Box 200
FIN-00101 Helsinki
Tel: +358 9 771 1
Fax: +358 9 771 2291
Website: http://www.kunnat.net (23/03/2010)

260
Kuvataideakatemia
Kaikukatu 4
FIN-00530 Helsinki
Tel: +358 9 680 3320
Fax: +358 9 6803 3260
E-mail: kanslia@kuva.fi
Website: http://www.kuva.fi (23/03/2010)

Kymenlaakson ammattikorkeakoulu
PO Box 13
FIN-48231 Kotka
Tel: + 358 5 220 8111
Fax: + 358 5 220 8209
Website: http://www.kyamk.fi (23/03/2010)

Lahden ammattikorkeakoulu
Po Box 214
FIN-15101 Lahti
Tel: + 358 3 82 820 60
Fax: + 358 3 82 820 65
Website: http://www.lamk.fi (23/03/2010)

Lapin yliopisto
261
PO Box 122
FIN-96101 Rovaniemi
Tel: +358 16 341 341
Fax: +358 16 341 2207
Website: http://www.ulapland.fi (23/03/2010)

Lappeenrannan teknillinen korkeakoulu
PO Box 20
FIN-53851 Lappeenranta
Tel: +358 5 62 111
Fax: +358 5 62 2350
E-mail: info@lut.fi
Website: http://www.lut.fi (23/03/2010)

Laurea-ammattikorkeakoulu
Ratatie 22
FIN-01300 Vantaa
Tel: + 358 9 8868 7150
Fax: + 358 9 8868 7200
Website: http://www.laurea.fi (23/03/2010)

Maanpuolustuskorkeakoulu, Frsvarshgskolan
PO Box 7
262
FIN-00861 Helsinki
Tel: +358 9 1611
Fax: +358 9 161 6499
E-mail: mpkk@mil.fi
Website: http://www.mpkk.fi (23/03/2010)

Mikkelin ammattikorkeakoulu
PO Box 181
FIN-50101 Mikkeli
Tel: + 358 15 35 561
Fax: + 358 15 355 6464
E-mail: mamk@mikkeliamk.fi
Website: http://www.mamk.fi (23/03/2010)

Novia University of Applied Sciences
Fabriksgatan 1
FIN-65200 Vasa
Tel: +358 6 328 5000
Fax: +358 6 328 5110
Website: http://www.novia.fi/ (23/03/2010)

Opetusalan ammattijrjest (OAJ)
PO Box 20
FIN-00521 Helsinki
263
Tel: + 358 9 150 271
Fax: + 358 9 145 821
E-mail: oaj@oaj.fi
Website: http://www.oaj.fi (23/03/2010)

Opetushallitus (OPH)
Hakaniemenranta 6
FIN-00530 Helsinki
Tel: +358 40 348 7555
Website: http://www.oph.fi (23/03/2010)

Opetusministeri (OPM)
PO Box 293
FIN-00171 Helsinki
Tel: +358 9 134 171
Fax: +358 9 1359335
E-mail: firstname.lastname@minedu.fi
Website: http://www.minedu.fi (23/03/2010)

Oulun seudun ammattikorkeakoulu
PO Box 222
FIN-90101 Oulu
Tel: + 358 8 312 6011
Fax: + 358 8 312 6009
264
E-mail: info@oamk.fi
Website: http://www.oamk.fi (23/03/2010)

Oulun yliopisto
Po Box 8000
FIN-90401 Oulu
Tel: +358 8 553 1011
Fax: +358 8 371 158
E-mail: oulun.yliopisto@oulu.fi
Website: http://www.oulu.fi (23/03/2010)

Pohjois-Karjalan ammattikorkeakoulu
Tikkarinne 9
FIN-80200 Joensuu
Tel: + 358 13 260 600
Fax: + 358 13 260 6411
E-mail: info@ncp.fi
Website: http://www.ncp.fi (23/03/2010)

Pohjois-Savon ammattikorkeakoulu
PO Box 6
FIN-70201 Kuopio
Tel: + 358 17 5506 077
265
Fax: + 358 17 5506 306
E-mail: psamk@savonia-amk.fi
Website: http://www.savonia-amk.fi (23/03/2010)

Poliisiammattikorkeakoulu
Vaajakatu 2
PL 123
33721 TAMPERE
Tel: +358 3 285 0111
Fax: +358 3 285 0297
E-mail: palaute@pakk.poliisi.fi
Website: http://www.polamk.fi (23/03/2010)

Rovaniemen ammattikorkeakoulu
Jokivyl 11
FIN-96300 Rovaniemi
Tel: + 358 16 331 311
Fax: + 358 16 331 3328
E-mail: polytechnic@ramk.fi
Website: http://www.ramk.fi (23/03/2010)

Saimaan ammattikorkeakoulu
Pohjolankatu 23 FIN-53101 LAPPEENRANTA
E-mail: info@saimia.fi
266
Website: http://www.scp.fi (21/03/2010)

Satakunnan ammattikorkeakoulu
Tiedepuisto 3
FIN-28600 Pori
Tel: + 358 2 620 3012
Fax: + 358 2 620 3030
E-mail: info@samk.fi
Website: http://www.samk.fi (21/03/2010)

Seinjoen ammattikorkeakoulu
Keskuskatu 32 K
FIN-60100 Seinjoki
Tel: + 358 6 416 2779
Fax: + 358 6 416 2889
E-mail: seamk.toimisto@seamk.fi
Website: http://www.seamk.fi (21/03/2010)

Sibelius-akatemia
PO Box 86
FIN-00251 Helsinki
Tel: +358 9 405 441
Fax: + 358 9 405 4600
E-mail: info@siba.fi
267
Website: http://www.siba.fi (21/03/2010)

Sosiaali- ja terveysministeri (STM)
P.O. Box 33 FI-00023 Government
E-mail: kirjaamo.stm@stm.fi
Website: http://www.stm.fi (21/03/2010)

Suomen Akatemia
PO Box 99
FIN-00501 Helsinki
Tel: +358 9 774 881
Fax: +358 9 7748 8299
Website: http://www.aka.fi (21/03/2010)

Suomen Eurydice-yksikk
PO Box 380
FIN-00531 Helsinki
Website: http://www.oph.fi/tietopalvelut/kansainvalinen_koulutustieto/eurydice-tietoverkko (08/03/2010)
Finnish National Board of Education

Svenska handelshgskolan
PO Box 479
FIN-00101 Helsingfors
Tel: +358 9 431 331
268
Fax: +358 9 431 33 333
Website: http://www.hanken.fi (23/03/2010)

Tampereen ammattikorkeakoulu (TAMK)
PO Box 21
FIN-33521 Tampere
Tel: + 358 3 264 7111
Fax: + 358 3 264 7211
E-mail: tamk.kirjaamo@tamk.fi
Website: http://www.tamk.fi (23/03/2010)
TAMK and PIRAMK (Pirkanmaa University of Applied Sciences) Universities of Applied Sciences merged on
January 1, 2010.

Tampereen teknillinen korkeakoulu
Po Box 527
33101 Tampere
Tel: +358 3 365 2111
Fax: +258 3 365 2170
Website: http://www.tut.fi (23/03/2010)

Tampereen yliopisto
Po Box 607
FIN-33101 Tampere
Tel: +358 3 215 6111
269
Fax: +358 3 213 6503
E-mail: kirjaamo@uta.fi
Website: http://www.uta.fi (23/03/2010)

Teatterikorkeakoulu
PO Box 148
FIN-00511 Helsinki
Tel: +358 9 773 931
Fax: +358 9 7739 3200
Website: http://www.teak.fi (23/03/2010)

Terveyden ja hyvinvoinnin laitos (THL)
PO Box 220
FIN-00531 Helsinki
Tel: +358 9 39 671
Fax: +358 9 761307
Website: http://www.thl.fi (23/03/2010)

Tilastokeskus (TK)
Typajankatu 13
FIN-00022 Helsinki
Tel: +358 9 1734 1
Fax: +358 9 1734 2750
E-mail: tilastokeskus@tilastokeskus.fi
270
Website: http://www.stat.fi (23/03/2010)

Turun ammattikorkeakoulu
Sepnkatu 3
FIN-20700 Turku
Tel: + 358 2 105 535 0
Fax: + 358 2 105 535 791
E-mail: ammattikorkeakoulu@turkuamk.fi
Website: http://www.turkuamk.fi (23/03/2010)

Turun kauppakorkeakoulu
Rehtorinpellonkatu 3
FIN-20500 Turku
Tel: +358 2 338 311
Fax: +358 2 338 3299
E-mail: tiedotus@tukk.fi
Website: http://www.tse.fi/ (08/03/2010)
Turku School of Economics is part of the University of Turku from 2010 onwards.

Turun yliopisto
FIN-20014 Turku
Tel: +358 2 33 351
Fax: +358 2 333 6363
Website: http://www.utu.fi (23/03/2010)
271

Ty- ja elinkeinoministeri, Arbets- och nringsministeriet
PO Box 32
FIN-00023 Valtioneuvosto
Tel: +358 10 60 6000
E-mail: kirjaamo@tem.fi
Website: http://www.tem.fi (23/03/2010)

Tyelmn tutkimuskeskus
PO Box 607
FIN-33101 Tampere
Tel: +358 3 215 72 02
Fax: +358 3 215 7265
E-mail: wrc@uta.fi
Website: http://www.uta.fi/laitokset/tyoelama (23/03/2010)

Vaasan ammattikorkeakoulu
Wolffintie 30
FIN-65200
Tel: + 358 6 326 3111
Fax: + 358 6 326 3112
E-mail: info@puv.fi
Website: http://www.puv.fi (23/03/2010)

272
Vaasan yliopisto
PO Box 700
FIN-65101 Vaasa
Tel: +358 6 324 8111
Fax: +358 6 234 8208
E-mail: kirjaamo@uwasa.fi
Website: http://www.uwasa.fi (23/03/2010)

Valtion taloudellinen tutkimuslaitos (VATT)
PO Box 269
FIN-00531 Helsinki
Tel: +358 9 70 371
Fax: +358 9 70 32 968
Website: http://www.vatt.fi (23/03/2010)

Valtion tymarkkinalaitos (VTML)
Po Box 286
FIN-00171 Helsinki
Tel: +358 9 1601
Fax: + 358 9 160 48 54
Website:
http://www.vm.fi/vm/en/12_government_as_employer/02_Office_for_the_Government_as_Employer/inde
x.jsp (23/03/2010)

Yrittjien ammattikorkeakoulu
273
PO Box 11
FIN-62201 Kauhava
Tel: + 358 6 431 5111
Fax: + 358 6 434 2240
Website: http://skpk.hse.ru/english/partners/Finland/FinCollegeSME.html (23/03/2010)
274
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Under the Decree on a Development Plan for Education and University Research (987/1998) issued on 14
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Salmio,Leena vainio ; Opetushallitus . In: , p.216 , 1 . - Helsinki , 1995 .
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Koulutuksen arviointisuunnitelma 2009-2011 = Education Evaluation Plan 2009-2011 . In: . , 2008 .
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Curriculum also specifies the central principles of student welfare services and school-home cooperation, as
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Curriculum for General Upper Secondary Education constitutes a regulation, on the basis of which the
provider of General Upper Secondary Education will take decisions respecting curriculum.
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Perusopetuksen opetussuunnitelman perusteet 2002 / Opetushallitus . 2002 .
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The national core curriculum for basic education specifies the objectives and core contents of cross-
curricular themes, subjects, and subject groups in basic education intended for pupils receiving compulsory
education, and of other education as referred to in the Basic Education Act, with the exception of pre-
primary education. The national core curriculum also specifies the central principles of student welfare
services and school-home cooperation, as well as the objectives of student welfare services as part of the
educational system. The national core curriculum for basic education constitutes a regulation, on the basis of
which the provider of basic education will take decisions respecting curriculum.
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This is the final report of a project on the competences of teaching staff in upper secondary vocational
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opetussuunnitelman perusteet 2000 / Opetushallitus . 2000.

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