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General information
Finnish National Board of Education supplies development, evaluation and information services regarding education to owners and managers of schools, teachers, policy makers and working life.
Three main areas of operation:
* development of education,
* evaluation of education and
* support services
Within the Finnish Government, the Ministry of Education is responsible for developing educational, science, cultural, sport and youth policies as well as international cooperation in these fields. The Ministry creates favourable conditions for education, know-how, lifelong learning, creativity and citizens' social participation and well-being. See: http://www.minedu.fi/minedu/index.html
Education in Finland, Statistics and Indicators:
Different Modes of Support in Finnish Education System
The pupil receives help in overcoming learning difficulties by means of different support modes, which are determined according to the quality and extent of the difficulties. The early recognition of learning difficulties and the early commencement of support measures are vital if the negative impacts of the learning difficulties on the pupil's development are to be averted. In this context it is important to work with the parents or guardians. Pupils whose prerequisites for growth, development, and learning have been weakened by a disability, sickness, or deficit need special instructional support. Pupils who need psychological or social support also fall within the sphere of special support, as do pupils whose development faces learning-related risk factors, in the opinion of educational and pupil welfare experts and a parent or other guardian.
All pupils who need special support may be given remedial teaching. The pupil's studies are to be supported by different means, according to the nature and scope of the learning difficulty. The pupil is given part-time special-needs education if remedial teaching alone does not suffice.
If the pupil cannot be given instruction otherwise, she or he should be enrolled in or transferred into special-needs education, in which case the syllabi, instructional arrangements, and support services are defined in the IEP.
See National Overview
Project for the Quality Development of Special Education 1997-2001 & 2002-2004
The first stage of the project for the development of the quality of special education ended in 2001. The aims of the project for developing the quality of special education were to maintain and enhance educational equality and prevent marginalization. The project included all levels of education from pre school to vocational training.
In accordance with the principle of 'A school common to all', the objective was
. to harmonise the structures of education, teaching, and support services (specifically to integrate general and special education)
. to develop the joint steering of education and the service processes and various action cultures in a way, that they will work at the regional and municipal levels, in adherence with the principles of an integrated service system, and
. to ensure, that everyone in need of special support is given the possibilitv to study in accordance with her or his age, potential and needs, and that their growth and development as individuals are being furthered.
The second stage of the project was carried out in 2002 2004.
PISA 2003 Finnish Results
Background for Finnish PISA Success
Why did Finland do so well in PISA? Some explanations are found in the main principles for comprehensive education in Finland:
. Equal opportunities for education irrespective of domicile, sex, economic situation or mother tongue
. Regional accessibility of education
. No separation of sexes
. Education totally free of charge
. Comprehensive, non-selective basic education
. Supportive and flexible administration - centralised steering of the whole, local implementation
. Interactive, co-operative way of working at all levels; idea of partnership
. Individual support for learning and welfare of pupils
. Development-oriented evaluation and pupil assessment - no testing, no ranking lists
. Highly qualified, autonomous teachers
. Socio-constructivist learning conception
Publications
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