Finland - Country Background Information
- Describing the forms of education in the country
- Identifying an ‘inclusive setting’ in the country
- What an ‘official decision of SEN’ means in the country
- What ‘out-of-education’ means 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.
Compulsory education age range in Finland is 6–18.
The new Act on Compulsory Education (1214/2020) extended compulsory education to upper-secondary education and the minimum school leaving age was raised from 16 to 18. The Act came into effect on 1 August 2021.
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 |
At ISCED levels 1, 2 and 3, the Ministry of Education and Culture grants the authorisations to provide education. An authorisation can be granted to a registered association or foundation, but they are not allowed to provide education for the purpose of financial gain.
In the case of early childhood education and care, including ISCED 02, private providers are allowed to gain profit and are only required to make a notification prior to starting to operate.
At all education levels, the Act relevant to the education level also covers private education. In general education, the national core curricula must be followed, and in vocational education and training the national qualification requirements guide the organisation of education.
Home education is very rare in Finland.
The primary and lower-secondary education (ISCED 1 and 2) syllabus can be completed in home education.
Home education does not require a permission from the authorities. A guardian’s notification to the municipality of residence about a child transferring to home education is sufficient.
After the notification, the guardian is responsible for the child obtaining the knowledge and skills according to the national core curriculum. They are also responsible for arranging the instruction and acquiring the learning materials. The child is not entitled to school medical care, special needs education or other school services.
The municipality of residence must monitor the progress of children educated at home.
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.
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.
An official decision of SEN is made by the education provider, according to the Administrative Procedure Act and following the principles laid down in the national core curriculum.
Before making the decision, the education provider must hear the pupil and their guardian.
The decision must state the pupil’s primary teaching group, any interpretation and assistance services and other required services and, where needed, special teaching arrangements.
Before making the decision, the education provider must carry out a pedagogical investigation for the type of support to be provided for the pupil. For this, the education provider obtains:
- a written report on the pupil’s progress from the teachers responsible for the pupil’s instruction
- a written account prepared in multi-professional co-operation with student welfare professionals on the pupil’s overall situation and the forms of support they have received before.
Based on the reports and the account, the education provider draws up an assessment of the pupil’s requirement for special support.
Following the decision, an individualised educational plan is drawn up for the pupil. The plan must describe special education and all other types of support the pupil will receive. It includes information on the pupil’s learning and school attendance goals, contents of education, teaching arrangements, pedagogical methods and the support and guidance the pupil needs.
The decision must be revised at least after the second grade and before transfer to seventh grade.
The individualised educational plan must be revised when needed, but at least once a school year.
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.