Finland Data

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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

View Country Report

2019/2020 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
117,660
112,312
229,972
1.1
191,039
182,816
373,855
1.2
93,294
89,280
182,574
1.3
90,252
86,236
176,488
1.4
1.2 All children/learners enrolled in any form of recognised education
108,152
102,056
210,208
2.1
190,179
180,924
371,103
2.2
95,013
89,405
184,418
2.3
83,430
79,437
162,867
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
108,152
102,056
210,208
3.1
188,673
180,579
369,252
3.2
92,550
88,911
181,461
3.3
83,430
79,437
162,867
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
M
M
M
4.1
M
M
352,254
4.2
M
M
171,435
4.3
M
M
M
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
M
M
M
M
M
16,998
5.2
M
M
10,026
5.3
M
M
M
1.4 All children/learners educated outside of mainstream (pre-)schools
M
M
M
1,506
345
1,851
6.2
2,463
494
2,957
6.3
M
M
M
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
M
M
M
126
57
186
7.2
183
84
222
7.3
M
M
M
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
1,173
492
1,665
8.2
996
381
1,380
8.3
M
M
M
1.4c All children/learners educated in other recognised forms of alternative education
M
M
M
M
M
M
M
M
M
M
M
M
1.4d All children/learners educated in recognised forms of home schooling
M
M
M
M
M
M
10.2
M
M
M
10.3
M
M
M
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
NA
NA
NA
11.1
M
M
M
M
M
M
NA
NA
NA
11.4
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
M
M
M
21,024
8,175
29,199
1.2
12,408
5,733
18,141
1.3
15,996
13,851
29,847
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
M
M
M
21,024
8,175
29,199
2.2
12,408
5,733
18,141
2.3
15,996
13,851
29,847
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
M
M
M
19,737
7,647
27,387
3.2
11,316
5,292
16,608
3.3
M
M
M
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
M
M
M
M
M
12,156
4.2
M
M
8,094
4.3
M
M
M
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
M
M
M
M
M
15,228
5.2
M
M
8,511
5.3
M
M
M
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
M
M
M
1,287
525
1,812
6.2
1,092
441
1,533
6.3
M
M
M
2.4a All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by the ministry of education
M
M
M
126
57
186
7.2
138
84
222
7.3
M
M
M
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
1,158
468
1,629
8.2
954
357
1,311
8.3
M
M
M
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
M
M
M
M
M
M
M
M
M
M
M
M
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
M
M
M
M
M
M
10.2
M
M
M
10.3
M
M
M
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
NA
NA
NA
NA
NA
NA
11.2
NA
NA
NA
11.3
M
M
M

Finland - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

Compulsory education age range in Finland is 6–18.

(Extended compulsory education law came into force on 30 December 2020 (law 1214/2020). This means that compulsory education continues to upper-secondary level after basic education. The law is valid from 1 August 2021 onward).

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-5 (pre-primary 6) 7-12 13-15 16-18
Is private sector education covered by the data provided for the country?
Yes

The government may authorise a registered association or a foundation to provide education, but almost all basic education is provided by municipalities.  

About 24% of ISCED level 3 institutions are private. The Ministry of Education and Culture accepts all licenses to provide education, and the content of curriculum is the same regardless of the organiser.

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
No
Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
Yes

Home educated pupils – which is very small group in Finland – are included in data collection.

The guardian's notification to the school that the child has passed home education is sufficient. After the notification, the guardian is also responsible for obtaining the information corresponding to the basic education curriculum and for the progress of the student. The guardian is responsible for arranging the child's studies, such as acquiring learning materials and the actual study. The municipality has no obligation to arrange education for a child in home education.

 

Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.
Are you able to provide actual data to verify the 80% placement benchmark?
No
If no, which proxy are you using
Placement in a mainstream class implies 50% or more
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

Decisions are made by municipal administrative bodies and require a hearing of experts and parents, and drawing up of plans concerning the organisation of personal teaching.

The official decision plan shall be revised according to need, but at least once a school year. The plan shall describe the education and other support provided in accordance with the decision on special needs support, to correspond to the pupil's needs. The salient content of the plan shall be laid down in the core Curriculum.

 

What educational assessment procedures are carried out and who is involved?

Before a decision on the special needs support is made, the education provider shall hear the pupil and their parent, carer or legal representative in accordance with the provisions of the administrative procedure act. It will obtain a report on the pupil's progress in learning and an account of the enhanced support given to the pupil and the pupil's overall situation, which is prepared with multi-professional pupil welfare co-operation. Based on these, the education provider assesses the need for special needs support. The pedagogical examination shall be supplemented by a psychological or medical opinion or a corresponding social assessment.

 

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

The education provider shall make a written decision for the provision of special needs support, which is reviewed at least after the second-year class and before transfer to the seventh year-class.

 

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?
No

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