Finland-National report
1. Basic education in Finland-general overview
1.1 Basic education
Basic Education means the general education provided for each age group in its entirety. It is
intended for children from seven to sixteen years of age, and its completion in comprehensive
school takes nine years. After completing comprehensive school, pupils have fulfilled their
compulsory education. In 2000, there were 65,000 seven-year-olds. [ISCED 1 and 2]
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
necessary in life.The instruction shall promote equality in society and the pupils' abilities to
participate in education and to otherwise develop themselves during their lives.Basic Education
Act 628/1998
Basic education is general education provided free of charge for entire age groups. Basic
education is governed by the Basic Education Act of 1998. According to the act, comprehensive
school lasts nine years and is intended for children between 7 and 16 years of age. Children
are summoned to school in the year that they become seven years of age. Within certain
limits, pupils are free to choose the comprehensive school of their preference. If it is
impossible for a pupil to attend school for medical or other reasons, the municipality of
residence is obligated to arrange corresponding instruction in some other form.
The network of comprehensive schools covers the entire country. Schools offering instruction
in the first six forms are particularly close-set in order to avoid unreasonably long school
journeys. For school journeys exceeding five kilometres, transportation is provided free of
charge.
All children permanently resident in Finland are subject to compulsory education for a period of
ten years starting in the year of their seventh birthday. Compulsory education ends when the
pupil reaches the age of 17 or when he or she has completed the comprehensive school
syllabus, whichever occurs first. Compulsory education does not entail an obligation to attend
school, but pupils may also acquire the equivalent knowledge and skills in some other way. In
practice, however, almost all Finns go to nine-year comprehensive school.
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syllabus, whichever occurs first. Compulsory education does not entail an obligation to attend
school, but pupils may also acquire the equivalent knowledge and skills in some other way. In
practice, however, almost all Finns go to nine-year comprehensive school.
Teaching groups in basic education are formed according to year classes, i.e. forms. During the
first six years, instruction is usually given by the class teacher, who teaches all or most
subjects. Instruction in the three highest forms is usually in the form of subject teaching,
where different subjects are taught by subject teachers. Basic education also includes pupil
counselling and, if necessary, special education.
The basic education syllabus includes at least the following subjects: mother tongue and
literature (Finnish or Swedish), the other national language (Swedish or Finnish), foreign
languages, environmental studies, civics, religion or ethics, history, social studies,
mathematics, physics, chemistry, biology, geography, physical education, music, visual arts,
craft and home economics. The broad national objectives and the allocation of teaching time to
instruction in different subjects and subject groups and to pupil counselling are decided by the
Government. The National Board of Education decides on the objectives and core contents of
instruction by confirming the core curriculum. Based on these, each provider of education
prepares the local basic education curriculum. (The national Board of education, 2005)
Features of basic education:
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no admission requirements
no charges
a nine-year comprehensive school
may include voluntary one-year pre-school education and voluntary one-year additional
education (10th form)
instruction arranged in schools near the home
no official qualification; final certificate granted for acceptable completion of the
syllabus
provides eligibility for all upper secondary education
almost all Finnish children complete comprehensive school
interruption and repeating a form is rare
compulsory education is fulfilled by completing the basic education syllabus
Statistics by language of
Finnish Swedish Other Total
instruction 1997
Schools
3,760
334
7
4,101
Pupils
554,145 35,026 2101 591,272
Teachers
39,972 2,772
42,744
(The national board of education, 2005)
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1.2 Finnish education system
(The national Board of education, 2005)
1.3 Development priorities
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information society
education in mathematics and natural sciences
language teaching and internationalisation
raising the standards and quality of education
co-operation between education and working life
initial and continuing training for teachers
lifelong learning
The course of development for the Finnish education system is defined in the Development
Plan for Education and University Research confirmed by the Government every four years. In
order to meet the demand for trained labour, an Information Industry Programme for 19982002 has been launched in the branches of high technology. The aim of the programme is to
gradually increase the number of higher education students in the fields of information
industry.
Finland has for several years invested in the development of education in mathematics and
natural sciences. The standards of learning are being raised in many different ways. One of the
most significant means is to develop teacher training and to invest in teachers' further and
continuing education. An important objective in the development of mathematics and science
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instruction is to promote industrial production based on natural sciences and high technology.
Like most developed countries, Finland completed the basic infrastructure for education during
the past decades and is now in a situation where special emphasis must be laid on the quality
of education. One tool for quality assurance is the evaluation of educational outcomes. In
recent years, powers of decision have been delegated to the local level and thus evaluation is
also a significant tool for the steering of education. In legislation, evaluation duties have been
assigned to both education providers and the authorities. In terms of results, teachers are the
most important people within the education system. Consequently, a lot of attention has been
paid to their skills and know-how. A target for the next few years is to set up programmes to
develop initial and continuing training for teachers. These programmes will contain both the
qualitative starting points and the quantitative goals for teacher training. A significant
undertaking has been the OPEPRO project, which assessed the quantitative and qualitative
needs of teachers’ initial and continuing training.
Lifelong learning became a key issue in educational debates in the 1990’s. The ageing of the
labour force, the growing number of people reaching retirement age, the growing differences
in education between generations as well as the increasing demand for higher and higher skills
all present new challenges for education. As a result, Finland is highly committed to developing
lifelong learning. (The National board of education, 2005)
1.4 The amount of school types and changes made and the amount of a students
2004
School type
Amount of
schools
Change from the previous year
Total New
Shut
down
Combined
Not in
use
students
Schools in basic education ( 80
3 476
% are primary schools)
-75
7
-53
-26
-3
568 300
Schools for the special needs
207
-13
1
-2
-12
-
10 200
Upper secondary schools
436
-4
1
-1
-4
-
127 200
(Statistics Finland)
In 2004 we had 3476 schools (basic education) and the total number of pupils were 568 300.
80% of the schools in basic education were primary schools. There were under 50 pupils in
50% of the schools in basic education and the amount of over 500 pupils were 4 %.Most of the
schools that were shut down 2004 were small multigrade schools.
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1.5 Pupils in basic education 2004
Province of Finland Total boys girls
%
%
Total in Finland
593 148 51,2
48,8
Uusimaa
Itä-Uusimaa
Varsinais-Suomi
Satakunta
Kanta-Häme
Pirkanmaa
Päijät-Häme
Kymenlaakso
Etelä-Karjala
Etelä-Savo
Pohjois-Savo
Pohjois-Karjala
Keski-Suomi
Etelä-Pohjanmaa
Pohjanmaa
Keski-Pohjanmaa
Pohjois-Pohjanmaa
Kainuu
Lappi
Ahvenanmaa
148 724 51,1
12 039 51,4
48 437 51,4
25 683 51,2
19 079 51,4
50 190 51,0
21 820 50,8
19 622 50,9
14 204 51,2
17 291 50,9
28 326 50,8
19 225 51,7
30 530 51,5
23 430 51,6
20 686 51,9
9 018 50,1
50 111 51,1
9 794 50,9
21 891 51,0
3 048 50,9
48,9
48,6
48,6
48,8
48,6
49,0
49,2
49,1
48,8
49,1
49,2
48,3
48,5
48,4
48,1
49,9
48,9
49,1
49,0
49,1
(Statistics, Finland 2004)
1.6 The amount of small school´s in Finland
This table shows how much amount of the small schools (shorter bar graphs) is decreasing in
Finland. In the small school´s there are under 50 pupils and most of them are multigrade
school´s.
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1.7 The national core curriculum
The national core curriculum is the national framework on the basis of which the local
curriculum is formulated. The education provider takes responsibility for preparation and
development of the local curriculum. In the local curriculum, decisions are made regarding the
educational and teaching tasks of basic education, and the objectives and contents specified in
the national core curriculum, as well as other factors bearing on provision of the education, are
specified. In formulating a curriculum for basic education, attention is to be given to the preprimary educational curriculum, the coherence of basic education, and other decisions made by
the local authority in respect of children, young people, and schooling. (National core
curriculum for basic education 2004, Finnish national board of education, 8/2004)
1.8 Structure of basic education
In terms of the curriculum, basic education forms an integral whole. The objectives and core
contents of the instruction are defined in the national core curriculum by subject or subjects
group for segments falling between curricular transition points conforming to the Distribution
of lesson hours (Government Degree 1435/20.12.2001, section 6)
A description of good performance has been prepared for the end of each segment. For the
subject group of arts,crafts and physical education (music ,visual arts, crafts and physical
education) the objectives, core contents, descriptions of good performance, and criteria for
final assessment have been formulated for the minimum numbers of lessons an a subject-bysubject basis. In the curriculum approved by the education provider, the lesson-hour
distribution and educational objectives and contents are specified by year group on the basis of
the aforementioned decree and the national core curriculum.
“In multigrade teaching, there can be a different number of hours per week in some subject
areas, within the same classroom, to cater for different year groups. It is also possible to
rearrange the teaching hours for different subjects over the school year. It is also possible
within the curriculum to define learning hours for a multigrade teaching class as learning units,
without stipulating for which year group. However, this must be in accordance with section 11
subsection 3 of the basic education statute.”
(National core curriculum for basic education 2004, Finnish national board of education, 13/04)
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1.9 Curriculum, grade and classroom organisation
Here is the guidelines of schoolsubjects and hours for the new curriculum.
Subjects and amount of hours
Subjects
Finnish language
A-language
B-language
Matematics
Environment study
Biology ja Geography
Fysics and Chemistry
Health education
Religion/Ehtics
History and Society
Music
Art
Handicrafts
Physical education
Household education
Pupil´s counselling
Flexible Zone
Minimum hours for pupil
Not compulsory A-language
1
2
3
4
5
6
7
8
14
14
14
----8
8
---------------------------6
12
14
9
3
2
TOT
.
42
16
6
6
32
31
7
7
3
6
5
---------- 3
7
---4326
430 447810-----------------3
-----------------------2
------(13
)
19 19 23
23 24 24 30
-----------(6)
----
9
11
10
56
3
2
13
30
(6)
30 222
(12)
2.0 Multigrade education in Finland
2.1 Social background of multigrade education in Finland
Finland is a very sparsely populated country with only 15-17 inhabitants per kilometre. Finland
is also the most country side state in Europe concerning the amount of people living in
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countryside. So we have large distances and plenty of small villages. The social meaning of
multigrade school is based on regional politics in Finland and in people´s attachment to their
home villages. About 30 % of Finnish schools are multigrade schools, only 7% of school age
children go to multigrade schools and 19% of the junior school teachers are working in
multigrade schools. In many villages multigrade schools are the cultural centre of the village.
We have the same kind of historical phenomenon as in many European countries: some people
want and most of them have to leave their home regions for employment and for “ a better
life”. Decrease in birthrate and municipalities´ financial problems affect drastically on the
situation of multigrade schools. 25% of the multigrade schools have been closed since 1996.
Some children suffering from severe behavioural problems or problems in concentration have
been successfully integrated in multigrade schools. This has been evaluated as the most
cheapest way (treating children in multigrade schools) for the society.
2.2 Educational background of multigrade schools in Finland
Multigrade schools are small with only two to three teachers in each. So teachers work is very
demanding and professionally isolated. They have only few colleagues to share pedagogical
ideas, problems and materials with. Most of our students have been teaching in multigrade
schools before they enter the teacher training. After getting their master ´s degrees and
teacher qualifications most of them will return to their home villages and work as a multigrade
teacher until her or his retirement. Only in the circumstances of the teacher training
departments you can see multigrade schools as a short period in some teachers´ professional
life span. So the multigrade teachers need contacts and
professional networks.
Multigrade schools are seen by their defenders as a basic
human right of a children: to go to school near her or his
home. The years of childhood should be safe. The
education developed in multigrade schools have also been
applied to large schools as so called “grade free teaching”
where pupils are grouped not by their age but by their
capabilities, interests and potentials. So the multigrade
teaching is - though demanding - also modern way of teaching and very safe for our children.
Basic method, which is quite often used for multigrade teaching in Finland, is changing of the
working periods. One group/class works while the teacher teaches the other group/class.
Teacher will need peace and quiet in the classroom in order to teach properly. This method of
changing periods during the lessons is an old and famous one, but nowadays also other
methods are becoming more popular. The new teacher generation is capable and willing to use
different methods for learning.
2.3 Multigrade teaching in Chydenius-institute Kokkola University Consortium
teacher training curriculum 2001-2003
There is one course in multigrade teaching (CSO336 Course in
Multigrade Practising)
This course last for two weeks.Student teachers get acquainted with
multigrade teaching, multigrade curriculum and with differieantiating
and individualizing of teaching in multigrade schools with pupils less
than 50. Methods are observing, participating to planning and
evaluating, actual teaching and seminars. There is only one
university (The University of Oulu, teacher education unit in Kajaani)
that provides special course for small schools (village schools)
teaching in their teachers education.
2.4 Multigrade teachers needs in Finland
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Results from the MuSE-project 2002-2004
We have interviewed twelve teachers from eight schools (during the MuSE-project, Comenius
2.1) in the countryside the northern part of Finland. There are two or three teachers at each
school and pupils around 30-70.
School’s equipment in Information Technology is quite high and teachers are used to have
computers during the learning process.
Some thoughts and hopes that teachers came up for the MuSE training programme:
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The co-operation between the preschool education and the first grades of the primary
school, to notice the individual needs of the children and to ensure the good start for
the school.
The developing the learning methods.
Social growth and teacher’s possibilities to influence to it.
The didactical aspects of multigrade education and teaching, materials, new ideas and
exchanging teaching tips.
Seminars by sociologist or psychologists: discussions about the future of the multigrade
schools (advantages and disadvantages).
The new curriculum: how to deal with it.
Appreciation towards multigrade schools.
The possibilities with continuing education and the international co-operation.
Overall teachers would like to have practical continuing education.
2.4.1 More details
More elaborate and detailed on problems associated with Multigrade schools in general
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We have the same kind of historical phenomenon as in many European countries: some
people want and most of them have to leave their home regions for employment and
for “ a better life”.Decrease in birthrate and municipalities´ financial problems affect
drastically on the situation of multigrade schools. 25% of the multigrade schools have
been closed since 1996.
There is a trend to integrate multigrade school´s pupils to bigger central school´s in
order to save money.
Appreciation towards multigrade schools should be better.
The co-operation between the preschool education and the first grades of the primary
school, to notice the individual needs of the children and to ensure the good start for
the school.
Social growth and teacher’s possibilities to influence to it.
Also pupil´s transporation to school causes problems
2.4.2 Problems associated with teaching
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Multigrade schools are small with only two to three teachers in each. So teachers work
is very demanding and professionally isolated. They have only few colleagues to share
pedagogical ideas, problems and materials with.
One the most demanding aspect is how to differentiate and individualizise teaching?
How to use modern teaching metods and ITC in multigrade class.
Teacher´s will need information about the didactical aspects of multigrade education
and teaching, materials, new ideas and exchanging teaching tips.
How to deal with our new curriculum 2004
Social growth and teacher’s possibilities to influence to it.
How to give enough support to those pupil´s who have learning difficulties
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2.4.3 How can proper teacher training (or continuing education) change the above
parameters
Important is to:
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To give teachers elements of a new and different learning methods. Explain these
methods and give adequate knowledge, how to use these methods in a multigrade
class.
To give teachers information and technical support on how to use ITCenviroments and programms in a multigrade teaching.
To give teachers knowledge, how to organize teaching (differently than they are used
to) in a multigrade class. To develop our new curriculum. (the multigrade
part of it)
3.0 ICT
In Finland there has been a lot of efforts to develop ICT. Depending the municipality and
a part of the country there has been developing projects building the infrastructure and
using the network to support the pedagogical needs.
ICT in education
 New national strategy 2004 - 2006
 Four segments: computers for schools, school network development, teacher inservice training, teaching methods development
 The schools are assumed to have their own ICT strategy as a part of their local
curriculum
 Finland has an advanced infrastructure in telecommunication
 Students/computer ratio 8
 All schools have access to the Internet
 Most of the schools have a high speed network connection
 National Virtual School under development
 Efficient tool for creating equality
(J.Koivisto 2005, Finnish National board of education)
3.1 Information society infrastructure
The implementation of the first National Strategy for Education, Training and Research
covering the years 1996-1999 had as aims the best reached in building the network
connections. During the ICT strategy period, schools and institutions received more
workstations, their equipment was renewed and almost all schools and institutions got Internet
connections.
All the schools in Finland are connected and 99% of the secondary ones have a high-speed
connection (54% of the primary).
According to the Government
Schools (also small multigrade schools) in Finland are usually quite well equipped for using of
ICT. There are personal computer/computers in almost every classroom. There are also
dataprojectors and some schools have video-consultation equipments. Pupils are basically very
active with computers and they like to use them. Most of the teachers are getting along well
with computers, but there is a constant need for updating the skills.
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The information society programme will be successful only if the necessary infrastructure in
educational institutions is further improved. Its most important elements are ICT equipment,
information networks, software and the related support services.Since 1996, the National
Board of Education has helped providers of education and training services to construct
information networks and with the purchasing of computers. All Finnish educational institutions
are already linked to information networks.
Statistics
Computers used for education in 2003,
by category of educational institution
Comprehensive schools
Upper secondary schools
Vocational schools
Network connections in 2003,
by category of educational
institution
Students /
workstation
Percentage of workstations
more than three years old
9
64%
8
55%
4
56%
Percentage of educational institutions with
Local area network
(LAN) and broadband
connection
Comprehensive schools
Upper secondary schools
Vocational schools
69%
99%
98%
ISDN
connection
Modem
connection
27%
0%
1%
4%
1%
1%
(The National Board of education, 2005)
3.2 ICT and in-service training
The Finnish Ministry of Education launched a program called OPE.FI in order to improve the
ICT-skills of the in-service teachers and teaching personnel. This skills have been divided in
three different phases. The first of them covers the basic mastering of ICT-tools and it is
extremely important for the equal standards in teaching the youngest pupils. Their basic
knowledge of ICT must not be different depending on the region where they live or the abilities
of the teachers in ICT.
In-service training: The programme called OPE.FI.
- Level I, basic technical skills to use ICT, 100 % of teachers by the year 2004
- Level II, pedagogical skills, 50 % of teachers by the year 2004
- Level III, special skills, 10 % of teachers by the year 2004.
Level one is organised as peer-to-peer learning.
Now after this programme has come to end there is new target to build a mentor-system to
every part (municipality level) in Finland. These mentors will help the use of ICT for
pedagogical purposes. The new target is to give 75%
of the teachers skills that they manage to use ICT successfully in their teaching.
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3.3 Software solutions
ITC should come along as a natural part of the whole learning process. As educational software
continues to develop, it brings also new aspects for learning. In Finland the publishers are
selling software which works in a www-platform and can be used independently. These
programmes includes almost every school subject and pupils can do projects and of course
save all the material they are producing to the system. It is also possible to do homework with
these programmes. For multigrade schools these programmes can be very useful.
There are learning environment products (made in Finland) in the market which are suitable
for primary schools. Then there are a lot of other educational software and CD-roms available
for every subject. There are products which can be used with pupils who have special needs.
Teachers are also using programmes which are suitable for specific needs, for instance mother
tongue and mathematics. We have also had innovative projects in Finland where the targets
are to create model and link from the central school to multigrade school. In this model the
teaching (for instance special subjects)can come partly from the central school to multigrade
school.
3.4 ICT in the Curriculum and integration in primary education
The national curriculum is an open framework which gives guidelines to local (municipal or
school based) curricular work. The national curriculum is more goal- than content-oriented.
A cross-curricular approach has been adopted and ICT integrated into almost all subjects, with
teachers using their own discretion as to when ICT can really contribute to learning content
and processes.
Finnish school curricula require that all pupils are provided with basic skills in information
technology in comprehensive schools. It does not, however, have its own specific subject, but
the main principle is rather to provide tuition integrated with other subjects. Elective or
voluntary courses for acquiring skills in the use of computers may also be offered to students
in comprehensive secondary schools, the upper secondary school and in vocational institutes.
In the strategy 2000-2004 the local information and communication technology strategies in
education will have been integrated into curricula.
Towards the end of the strategy period, media literacy will become a part of general education.
In the future
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ICT is clearly a tool and part of the school environment
Source of information
Way of communication
Organisational innovations
Virtual communities
P2P support ↔ hazards
(J.Koivisto 2005, Finnish National board of education)
3.5 Autonomy of schools regarding ICT integration
The national curriculum leaves it open how to implement ICT. Except in certain subjects, like in
the native language, it is stated what kind of skills must be achieved and how ICT is used (like
text typing and process writing)
3.6 Technical and pedagogical support
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There are recommendations about pedagogical and technical support. There should be, ideally,
one technical support person per 50 computers.
3.7 ICT plan and assessment schemes
All educational institutions are to draw up an information strategy for their organisation by the
year 2003. These include plans and visions for infrastructure, competence building, content
and pedagogical use of ICT. This has initiated a lot of local planning in this area.
3.8 ICT competence targets for students
Targets of students’ competencies must be clarified in local school curricula. The national
framework curriculum only states basic skill in using computers and software. Moreover,
schools can decide which educational software to use.
Curriculum case (multigrade school)
Here are ICT-targets for the primary school teaching. Targets are from one of the NEMED
network school curriculum. Right now the schools are updating these targets.
Targets:Pupil has got at least these basic skills (following list) when they are going to
secondary school
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know how to assemble the computer
can search information with computer
can print
can open different kinds a files
know the basic concepts of ICT
Some munchipalities, cities (for instance Helsinki) and schools have adapted computer driving
licence systems, but this is not required by the national curriculum. There is a national
Computer Driving Licence initiative by TIEKE, the Finnish Information Society Centre, that is
open for all citizens to acquire computer skills http://www.tieke.fi/ajokortti_english.nsf.
3.9 Innovative ICT Projects
In the national Virtual School Project more than thousand schools from all levels explore new
ways of teaching on-line and using ICT in education. This project encompasses hundreds of
local and regional thematic networks and projects that each develop the virtual school concept
in their own way.
In vocational sector, networks of developers have been created around a specific qualification
so that students can study parts or the whole qualification also online. Most often there is a
combination of face-to-face and online learning. In primary and secondary education there are
more local and regional approaches where online services are being developed in order to
guarantee the supply of wider set of courses or even to guarantee the supply of obligatory
courses in the whole area, especially in sparsely populated areas of eastern and northern
Finland.
In autumn 2003 there has been the first regional Virtual School Day organised where
participating actors can discuss issues related to virtual learning exploring and tightening
collaboration possibilities between themselves.
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We have also had innovative projects for the Multigrade schoolss are to create model and link
from the central school to multigrade school. In this model the teaching can come partly from
the central school to multigrade school
4.0 Short analysis of our situation
Multigrade schools are very common in the rural areas of Finland due to low population
density. About 30 % of our schools are small multigrade schools. However, this is likely to be
an underestimate because schools have autonomy to arrange their class timetable and many
so-called monograde schools also have a multigrade class from time to time.
Despite the large number of multigrade schools there is very little teacher education for
multigrade teachers. Initial teacher education now includes a two-week teacher training
practice in multigrade schools but there is no theoretical component and teachers who were
trained some time ago have not had any multigrade training. The Chydennius Institute is
currently trying to get one course (in–service training)on multigrade teaching through the
National Education Board (which provides funding for our courses).
The leading authorities in Finland believes that we have too wide schoolnet (too many schools)
Year 2004 about 56 schools and year 2005 94 were shut down. Most of these schools were
small multigrade schools. The low birthrate in rural areas causes the fact that there are not
enough pupils in some areas. A school needs at least 20 pupils to survive financially. The
munchipality is a provider for school education and they struggle all the time with other
expensives.There may be a litlle paradox if we think about the history. Hundred years ago
when quite many small school were established in Finland the country was much more poorer.
Now we cannot afford to keep these small schools.
In the future the situation could become opposite what we think now. As there will be less
schools there will be less pupils because of birthrate. There is a chance that we have to
increase multigrade teaching. (even in bigger schools)
In Finland also nongraded teaching is becoming more popular. Nongraded education is the
practice of teaching children of different ages and ability levels together in the same
classroom, without dividing them or the curriculum. The idea is that teachers make an
individual curriculum to suit each child. At the moment in all schools in Finland children with
special educational needs already follow their own individual curriculum. Nongraded education
is used in Finland even in bigger schools ( for instance in Helsinki). The idea can be adapted to
multigrade teaching. But for the future it gives a big challenge for the teachers education.
There are also critics towards nongrade teaching also some research argue that nongrade
teaching leaves pupils too much own their own.
Some actions we need at the moment are as follow:
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Calculations (research) what are the costs of a small multigrade schools. If we
compare it that same amount of pupils studies in the muncipalitiy central schools.
Right now there are not enough knowledge and calculations about the fact. Also
munchipalities have different kind of ways of solving the financial matters as they
arrange schooling. One solution is that the government start to support small schools
to keep the rural areas lively.
More emphasize to teachers education as many of the new teachers are going to work
in a small multigrade school
More emphasize on in-service training for multigrade teaching (which is provided by
the Finnish National Board of education)
Help and support the multigrade schools to use ICT and new pedagogical innovations
which are also targets in NEMED-project.
14
Schools that were shut down in 2004
Number
Name
Province
Munchipality
04
04
06
06
07
07
08
08
08
08
09
09
09
10
10
11
11
11
11
11
11
11
11
11
11
12
12
12
12
13
13
13
13
13
13
14
14
14
14
14
14
079
214
250
581
398
576
285
489
489
935
739
739
739
491
588
263
420
534
595
687
762
762
919
919
919
146
260
856
911
077
291
291
729
770
931
408
408
408
408
934
989
11 Comprehensive school
03242
06782
05732
05757
07913
07505
06517
07422
07423
07399
04995
05078
05079
06184
06217
05957
07327
04799
06033
04729
06057
06061
04749
04747
04743
06688
05112
05946
05443
04528
07941
07942
04770
04964
04838
06791
06792
06801
06807
05904
05577
Vinnarin koulu
Santasten koulu
Lahdentaustan koulu
Kuusiluoman peruskoulu
Kannaksen yläaste
Nyystölän koulu
Hurukselan koulu
Pitkäkosken koulu
Salomiehikkälän koulu
Pihlajan koulu
Havon ala-aste
Säänjärven ala-aste
Välijoen ala-aste
Kalvitsan koulu
Nipulin koulu
Aittojärven koulu
Kalmalahden koulu
Lastukosken koulu
Jylhän koulu
Rasimäen peruskoulu
Mansikkavirran koulu
Savonvirran koulu
Mustinlahden ala-aste
Puutosmäen ala-aste
Räsälän ala-aste
Naurisvaaran koulu
Ojamäen koulu
Kokinvaaran koulu
Pajukosken koulu
Kärkkäälän ala-aste
Päijälän koulu
Ruolahden koulu
Lehtolan koulu
Syvälahden ala-aste
Mäntylän koulu
Hirvijoen koulu
Hyypän koulu
Prepulan koulu
Ylikylän koulu
Vinnin koulu
Alastaipaleen koulu
05371
Mäläskän koulu
05369
06389
Väyrylän koulu
Lapin ala-aste
Satakunta
Satakunta
Pirkanmaa
Pirkanmaa
Päijät-Häme
Päijät-Häme
Kymenlaakso
Kymenlaakso
Kymenlaakso
Kymenlaakso
Etelä-Karjala
Etelä-Karjala
Etelä-Karjala
Etelä-Savo
Etelä-Savo
Pohjois-Savo
Pohjois-Savo
Pohjois-Savo
Pohjois-Savo
Pohjois-Savo
Pohjois-Savo
Pohjois-Savo
Pohjois-Savo
Pohjois-Savo
Pohjois-Savo
Pohjois-Karjala
Pohjois-Karjala
Pohjois-Karjala
Pohjois-Karjala
Keski-Suomi
Keski-Suomi
Keski-Suomi
Keski-Suomi
Keski-Suomi
Keski-Suomi
Etelä-Pohjanmaa
Etelä-Pohjanmaa
Etelä-Pohjanmaa
Etelä-Pohjanmaa
Etelä-Pohjanmaa
Etelä-Pohjanmaa
Pohjois17 Pohjanmaa
Pohjois17 Pohjanmaa
17 Pohjois-
Harjavalta
Kankaanpää
Kihniö
Parkano
Lahti
Padasjoki
Kotka
Miehikkälä
Miehikkälä
Virolahti
Savitaipale
Savitaipale
Savitaipale
Mikkeli
Pertunmaa
Kiuruvesi
Leppävirta
Nilsiä
Pielavesi
Rautavaara
Sonkajärvi
Sonkajärvi
Vehmersalmi
Vehmersalmi
Vehmersalmi
Ilomantsi
Kitee
Tuupovaara
Valtimo
Hankasalmi
Kuhmoinen
Kuhmoinen
Saarijärvi
Sumiainen
Viitasaari
Lapua
Lapua
Lapua
Lapua
Vimpeli
Ähtäri
247 Kestilä
247 Kestilä
708 Ruukki
15
05259
05021
Jokikylän ala-aste
Heinämäen koulu
Pohjanmaa
18 Kainuu
18 Kainuu
04240
04309
04310
04340
04161
04379
06874
Lohinivan koulu
Tanhuan ala-aste
Tenniön ala-aste
Riipin koulu
Juoksengin koulu
Alkkulan ala-aste
Enklinge lågstadium
19
19
19
19
19
19
21
Lappi
Lappi
Lappi
Lappi
Lappi
Lappi
Ahvenanmaa
697 Ristijärvi
765 Sotkamo
Rovaniemen
699 mlk
742 Savukoski
742 Savukoski
758 Sodankylä
854 Pello
976 Ylitornio
295 Kumlinge
12 Peruskouluasteen erityiskoulut
04810
Syvärin koulu
Muhoksen
03478
harjaantumiskoulu
Statistics, Finland 2004
11 Pohjois-Savo
Pohjois17 Pohjanmaa
534 Nilsiä
494 Muhos
16