Education in Finland

Education in Finland

A Success Story and Model

by Christopher Crahen

Graduate Student in Elementary Education

EDU 557

Dr. Stoloff

Eastern Connecticut State University

April 2, 2013

Why is Finland’s System of Education Notable?

• Finnish students have not always achieved top marks on international assessments. Until the mid 1990s, for example, only Finnish reading scores were above those of their peers in other countries (Sahlberg, 2012). Their education system was undistinguished. Since 2000, however, Finland has consistently scored at the top level in reading, mathematics, and science (Brueggeman, 2008), based on a number of valid international assessments (including PISA and TIMSS). The United States, on the other hand, typically falls into the top third for developed countries, despite spending 30% more per student and beginning formal education at an earlier age than Finland(Hancock, 2011).
• Researchers and scholars have been looking at Finland’s educational system in recent years in an attempt to determine the cause of these impressive gains. Although there is no general consensus, much of the research indicates a strong correlation between Finland’s academic rise and 4 main factors:

4 Influential Factors in Finland’s Educational System: * Teacher Quality * De-emphasis of Standardized Testing * Inclusive Special Education * Pre-Primary Education

Many studies have looked at each of these factors in isolation, but it is the belief of this author that Finland’s effective system of education is a result of these (and other elements) working together in unison.

Teacher Quality (well-respected, well-trained, and well-supported)

• Of special importance is the fact that teachers in Finland are respected; opinion polls consistently show teaching is the most admired profession among young Finns (Sahlberg, 2011). Becoming a teacher is very competitive, and schools are able to attract the best and brightest candidates (only 10% of applicants are accepted into teaching programs).
• In the United States, a popular saying is, “Those that can’t do…teach.” That sentiment is certainly not echoed in Finland, where even new teachers are viewed as “fully-fledged professionals” (Ostinelli, 2009).
• Finland’s national curriculum specifically lists a requirement of mutual respect between parents and educators (FBNE, 2013). Teachers and parents are partners, and it is acknowledged that responsibility for the child’s development also rests with the parents. Teachers are not scapegoats, nor are they expected to perform the roles parents are responsible for.