A Success Story and Model
by Christopher Crahen
Graduate Student in Elementary Education
EDU 557
Dr. Stoloff
Eastern Connecticut State University
April 2, 2013
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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:
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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.
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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.
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Teacher Quality (continued)
 In the United States, only select states require a Master’s degree in
Education. Additionally, there are several ways to obtain a teaching
license (such as the ARC program). This is not the case in Finland. All
primary, middle, and high school teachers must hold a Master’s degree,
and there are NO alternative ways to receive a teacher’s credential in
Finland (Sahlberg, 2011). Teaching is not seen as a second-career
choice or a fallback; it is a highly-respected profession requiring
dedication, skill, and a lifelong focus.
 Finnish teacher candidates spend 5 years in training, with up to 25% of
their overall preparation time spent in the classroom. Additionally, the
mentoring or supervising teachers must prove they themselves are
capable of training the candidates.
 Continuing professional development is provided for by the state, at
state expense. Teachers are given autonomy in terms of what further
training they feel they need or could benefit from.
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De-emphasis of Standardized Testing
In the 1980s, the Finnish
National Board of
Education (FNBE)
decided to do away
with standardized
tests. At the time,
Finland’s students had
only average
performances on
international
assessments.
Within 20 years they
were ahead of every
one of the 65 countries
participating in PISA
(Fleischman, Hopstock,
Pelczar, & Shelley, 2010).
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De-emphasis of Standardized Testing (continued)
 Evaluations of Finnish teachers are not based on student scores.
Standardized assessments do not define the teacher. Instead, “the
Finnish system relies on the expertise and professional
accountability of teachers who are knowledgeable and committed.”
(Pasi Sahlberg, Director General of the Centre for International
Mobility and Cooperation, Helsinki).
Pasi Sahlberg interview:
http://www.youtube.com/watch?v=1CLdY9AAqI4
 Finn students only take one mandatory standardized assessment
throughout their entire education, and they do not need to take it
until they are 16 years of age (Taylor, 2012).
 The financial cost of giving annual standardized tests in even a
small country (such as Finland) ranges from tens to hundreds of
millions of dollars. Finland invests its money into its education
system, rather than on assessments.
 The academic and emotional costs of high-stakes standardized
testing are immeasurable, but most experts agree that much
instruction time is lost as teachers and students focus on how to
take a test rather than how to demonstrate true knowledge and
understanding.
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Inclusive Special Education
Finland’s national
curricula has specific
guidelines for supporting
at-need students. Many
countries have similar
provisions. However, the
WAY Finland educates its
Special Education
population is very
different from most other
countries.
**Inclusion is the
official educational
policy**
(Takala, Pirttimaa, &
Tormanen, 2009)
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Finland’s Approach to Special Education
 Most countries require numerous standardized assessments. Special-needs children
in these countries are often viewed as a liability when testing takes place. They are
either excluded from the testing (which can bring penalties to the school) or given
modified assessments (which can put additional strain on the staff and budget of
the school). Since Finland schools are not bound and burdened by assessments,
students with special-needs are more welcome and visible in daily classroom
interactions and activities. Studies have shown that Finland’s ”full-participation”
model increases equity among students. Furthermore, performance gaps have
decreased (they are the lowest in the world), and overall student performance has
risen . Savolainen (2009) believes the Finnish education policy of NOT following
international mainstream trends has been particularly beneficial. Additionally,
Finland’s flexible and extensive special education provisions (built right into the
schools’ policies) enable and empower both students and educators. Classroom
assistants are also given a great degree of freedom and autonomy to assist each
student in his or her most effective way (Takala, 2007).
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Pre-Primary Education
Children in Finland do not
begin formal schooling until
they are 7 years old. This is at
least 2 years later than most
developed countries. Time
spent in class is approximately
20% less in Finland than in
most other countries.
Conventional wisdom would
seem to indicate that the earlier
and longer a child is in school,
the better he or she will do.
Finland’s model disproves this
notion, however. One possible
explanation is Finland’s “PrePrimary Education”.
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Pre-Primary Education (continued)
 “Pre-Primary Education” is Finland’s version of preschool. Unlike many countries, where preschools are
usually private, of varying quality, and only attended by a percentage of the student population, Finland’s
pre-primary education is almost always run by the municipality (each municipality is REQUIRED to
provide pre-primary education to every child), free of charge, and overseen by national standards and
regulators (Taylor, 2012). More than 99% of children in Finland attend pre-primary education, even
though it is optional rather than compulsory. The focus is on social and emotional development just as
much as it is on early academic concepts. Attendees learn the behaviors, rules, and concepts needed for a
successful education.
Interesting Link:
http://www.theglobeandmail.com/life/early-educations-top-model-finland/article4212334/
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Finland’s Quest For HealtHy students:
ongoing projects
 The most common cause of death in Finland is cardiovascular disease. Finland’s working-age subgroup
recorded heart disease as the top killer for many years, but that has recently been surpassed by alcoholrelated deaths (which include diseases caused by excessive alcohol consumption, alcohol poisoning,
accidental deaths in which alcohol was involved, and suicides/homicides in which alcohol likely played a
role) (Statistics Finland, 2007).
 The Finnish Ministries of Health and Education both work to educate students (and older citizens) about
both nutritional importance and the dangers associated with excessive alcohol consumption. Many lessons
are taught within the schools, and there are also projects that work to establish a school-home connection
(Sormunen, Saaranen, Tossavainen, & Turunen, 2012). These projects are often part of large-scale
European actions to combat cardiovascular disease and other major health issues. Organizations like S.H.E.
(Schools for Health in Europe) and ENHPS (European Network for Health Promoting Schools) are common
throughout Europe, and Finland’s willingness to go along with programs from other countries is notable, as
the country often tends to follow its own direction rather than that of others.
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Finland’s Quest For HealtHy students:
ongoing projects (continued)
 Many of Finland’s health-based initiatives take a holistic approach. For example, in many of the health
projects carried out within schools, the first step is to interview staff about their nutritional understandings,
opinions, and wishes. This includes nurses, cafeteria personnel, teachers, and support staff. An approach is
then devised based on the needs and strengths of the staff. Once the program is planned, it is implemented
with support from within and outside school. As the project progresses, informal and formal assessments
take place, which may lead to modifications, if necessary. The projects usually tie into the nutrition health
curriculum (Raiha, Tossavainen, Enkenberg, & Turunen, 2012).
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Finland Project: School Environmental Studies
 The Finnish Ministry of Environment and National Board of Education have been working in unison to
develop programs aimed at getting students interested and active in the study and protection of Finland’s
environment and natural resources (Uitto, Juuti, Lavonen, Byman, & Meisalo (2011).
 Not only will these programs help to call students to action, but they will also determine the direction
and reach that future classes and courses (as well as the national curriculum) take.
 The Sciences have been a strong academic area for Finnish students in recent years, though they have not
fully succeeded in their (informal) goal of surpassing Sweden, which is sometimes blamed for the
pollution Finland is experiencing.
 Finland is primarily concerned with air and water pollution, as well as wildlife preservation. 4 of the
nation's 60 mammal species and 4 of its 248 breeding bird species are currently threatened (Encyclopedia
of the Nations, 2013).
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Finland Project: School Environmental Studies
(continued)
 Environmental protection classes and programs have been primarily for intermediate and secondary-level
students, but even young Finnish students are taught about the environment, pollution, conservation,
preservation, and other topics related to environmental protection.
 Universities in Helsinki and Turku offer advanced studies (Master’s and Doctorate degrees) in
environmental studies.
Interesting links:
Climate Guide (Finland): http://ilmasto-opas.fi/en/etusivu
The State of the Environment in Finland: www.environment.fi
Finnish Exchange Students Discuss Environmental Initiatives:
http://www.youtube.com/watch?v=8zgHEBBmBm8
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Prediction #1 for Finland’s System of Education:
It will continue to lead (in 2 ways)
 A) Finland will continue to be a world leader in student achievement, based on international
assessments (PISA, TIMSS, etc.)
Reasoning: Everything is in place for years of success. Teaching is a highly-respected
profession with respect, autonomy, and worldwide recognition. Finland’s
teacher-training model is exemplary, and teacher turnover is low. There are
no annual standardized tests to waste money, instruction time, and energy
on. Their inclusive approach to special education has been proven to be
beneficial for all students, and has made Finland’s achievement gap the
lowest in the world. And, their pre-primary education system is so successful
that other countries (such as Canada) are beginning to emulate it.
B) Finland will continue to be a world leader in its approach to education
Reasoning: Finland is not trying to catch up to other countries. It has the luxury of being
at the top, where it can devote all of its resources toward further innovation.
And, with its mindset of leading rather than following, it will try new
strategies and approaches that other countries are not ready to risk trying. Its
position at the top is a huge advantage.
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Prediction # 2: Other countries will try (unsuccessfully)
to emulate Finland’s system of education
Reasoning: Success brings attention, and this attention is primarily from those
seeking success. Many countries have already spent considerable
time, expense, and effort to study and record Finland’s methods of
education (as can be seen by Googling “Finland education” and
scanning through the endless studies and reports written by people
from countless countries). Many districts have already started to
mimic parts of the Finnish system (such as Ontario, which is currently
weighing options to transform their current preschool programs into a
Finnish style pre-primary education system). The problem is that what
works in one society does not necessarily work in another. The Finnish
system was designed by and for Finns, and it is unlikely that it can be
copied (piecemeal) and used in other countries with similar results.
You can’t take the clams out of a great chowder and expect them to
taste as good in a chicken broth.
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Prediction #3: People and corporations (inside and outside
of Finland) will attempt to ca$h in on the success
 Reasoning: When Singapore attained Mathematical success on a number
of international assessments in 2000, there were many
opportunistic (and morally questionable)people and
corporations ready and willing to exploit the country’s
success for personal profit. Many so-called “Singapore Math”
programs are still being advertised and sold throughout the
world, and none of them have been able to deliver the
results achieved by Singaporean students. This is because,
like the Finnish system of education, there are many
complex cultural and societal factors that cannot
be neatly packaged in a program. Still, education is a cash
cow for many, and Finland’s name will likely be plastered on
many questionable programs that copy fragments of a
comprehensive (and culture-specific) approach to
education.
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References
Brueggemann, M. A. (2008). An outsider’s view of beginning literacy in Finland:
Assumptions, lessons learned, and sisu. Literacy Research and Instruction, 47 (1), 1-8.
Finnish National Board of Education. (2013). Education. Retrieved from:
www.oph.fi/english/education
Fleischman, H. L., Hopstock, P. J., Pelczar, M. P., & Shelley, B.E. (2010). Highlights from
PISA 2009: Performance of U.S. 15-year-old students in reading, mathematics, and
science literacy in an international context. Washington, D.C.: National Center for
Education Statistics.
Hancock, L. N. (2011, September 11). Why are Finland’s schools successful? Smithsonian.
Retrieved from: www.smithsonianmag.com/people-places/Why-Are-Finlands-SchoolsSuccessful.html#ixzz206KLAFO0
Ostinelli, G. (2009). Teacher education in Italy, Germany, England, Sweden and Finland.
European Journal of Education, 44 (2), 291-308.
Raiha, T., Tossavainen, K., Enkenberg, J., & Turunen, H. (2012). Implementation of an ICTbased learning environment in a nutrition health project. Scandinavian Journal of
Educational Research, 56 (3), 277-294.
Sahlberg, P. (2011). Lessons from Finland: Where the country’s education system rose to the
top in just a couple decades. Education Digest, 77 (3), 18-24.
(continued)
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References (continued)
Sahlberg, P. (2011). The professional educator: Lessons from Finland. American Educator,
35 (2), 34-38.
Sahlberg, P. (2012). A model lesson: Finland shows us what equal opportunity looks like.
American Educator, 36 (1), 20-27.
Savolainen, H. (2009). Responding to diversity and striving for excellence: The case of
Finland. Prospects: Quarterly Review of Comparative Education, 39 (3), 281-292.
Sormunen, M., Saaranen, T., Tossavainen, K., & Turunen, H. (2012). Health Education, 112
(3), 272-291.
Statistics Finland (2007). Retrieved from: http://www.fi/til/ksyyt_2006_2007-1105_tie_001_en.html
Takala, M. (2007). The work of classroom assistants in special and mainstream education in
Finland. British Journal of Special Education, 34 (1), 50-57.
Takala, M., Pirttimaa, R., & Tormanen, M. (2009). Inclusive special education: The role of
special education teachers in Finland. British Journal of Special Education, 36 (3), 162173.
Uitto, A., Juuti., K., Lavonen, J, Byman, R., & Meisalo, V. (2011). Secondary school
students’ interests, attitudes and values concerning school science related to
environmental issues in Finland. Environmental Education Research, 17 (2), 167-186.
Valijarvi, J., Linnakyla, P., Kupari, P., Reinikainen, P., & Arffman, I. (2002). The Finnish
success in PISA – and some reasons behind it: PISA 2000. Retrieved from: http://0web.ebscohost.com.www.consuls.org/ehost/detail?vid=3&sid=3d5e38e7-f812-4f52
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