Finland Educational System

Educational
System and
Current
Issues in
Finland
Group IV
Allan C. Gulinao
Lorena V. Mendoza
Klasika Espiritu

THE EDUC SYSTEM OF FINLAND

Education Policy
Objectives and programmes
Legislation
Financing
Evaluation
Educational foresights
International cooperation
Education system
Degrees and studies
How to apply?
Recognition of diplomas and
degrees
Administration
Education Statistics
Pre-Primary Education

Polytechnic education
Administration and finance
Polytechnics
Studies and degrees
Polytechnic R&D
University education
Administration
Universities
Studies and degrees
Statistics
Adult education
Finance and administration
Adult education system
Studies and degrees

Basic education

Morning and afternoon activities
Music and art education
General upper secondary
education
Vocational education and
training
Administration and finance
Qualifications and studies

Student financial aid
Student financial aid reform
International student aid

Education system
The Finnish welfare society is built on education, culture and knowledge. We see
education as a key factor in enhancing our competitiveness. The key aims in Finnish
education policy are quality, efficiency, equity and internationalisation.
Therefore the Finnish education system offers everybody equal opportunities for
education, irrespective of domicile, sex, economic situation or linguistic and cultural
background.
Our education system consists of:
one year of voluntary pre-primary education
nine-years basic education (comprehensive school)
upper secondary education, comprising vocational and general education
higher education at higher education institutions.
The language of tuition is either Finnish or Swedish as Finland is officially a bilingual
country. Additionally the Finnih higher education institutions provide close to 500 degree
and non-degree programmes in English. See the International study programmes
database.
Education
One of the basic principles of Finnish education is that all people must have equal
access to high-quality education and training. The key words in Finnish education policy
are quality, efficiency, equity and internationalisation.
In Finland everyone has the right to free basic education, including necessary
equipment and text books, school transportation and meals. Post-compulsory education
is also free: there are no tuition fees in general and vocational upper secondary
education, in polytechnics or in universities. Education is primarily co-financed by the
Government and local authorities.
Education system based on trust and responsibility
The Finnish education system has no dead-ends. Learners can
always continue their studies on an upper level of education,
whatever choices they make in between.
The activities of education providers are guided by objectives
laid down in legislation as well as the national core curricula and
qualification requirements. The system relies on the proficiency
of teachers and other personnel. The ideology is to steer
through information, support and funding

Education system
Education policy in Finland
Education policy priorities are outlined in the Government’s fiveyear Development Plan for Education and Research. It directs
the implementation of the education and research policy goals
stated in the Government Programme.
The key objectives of the current Development Plan (20112016) include promoting equality in education, enhancing the
quality of education at all levels and supporting lifelong learning.
Education policy
Educational autonomy is high at all levels
The national education administration is organised at two levels.
Education policy is the responsibility of the Ministry of Education
and Culture. A national agency, the Finnish National Board of
Education, is responsible for the implementation of the policy
aims.
Many matters are decided by the education providers
themselves – the local authorities and their consortia. These
make the decisions on allocation of funding, local curricula,
recruitment of personnel.
Polytechnics and universities enjoy extensive autonomy. They organise their own
administration, decide on student admission and design the contents of degree
programmes.
Administration in education
Internationalization is a central strategic goal for Finnish higher education
institutions
An international evaluation team set by the Finnish Higher
Education Evaluation Council has published its report on
international degree programmes (IDP) in Finland.
The evaluation team finds that internationalisation has been taken
as a serious objective in all strategies of the Finnish HEIs. The
IDPs are seen as an important instrument for reaching the
objectives of institutional internationalisation.

I.

Education policy in Finland

One of the basic principles of Finnish education is that all people must have equal
access to high-quality education and training. The same opportunities to education
should be available to all citizens irrespective of their ethnic origin, age, wealth or where
they live. Education policy is built on the lifelong learning principle.
The basic right to education and culture is recorded in the Constitution. Public
authorities must secure equal opportunities for every resident in Finland to get
education also after compulsory schooling and develop themselves, irrespective of their
financial standing. In Finland education is free at all levels from pre-primary to higher
education. Adult education is the only form of education that may require payment.
The key words in Finnish education policy are quality, efficiency, equity and
internationalisation. Geared to promote the competitiveness of Finnish welfare society,
education is also seen as an end in itself. The broad lines of Finnish education and
science policy are in line with the Europe 2020 Strategy.
Decisions on the contents of legislation on education and research are made by the
Parliament based on government proposals. The Government and the Ministry of
Education and Culture, as part of it, are responsible for preparing and implementing
education and science policy.
The Education and Research Development Plan promotes equality
The Education and Research Development Plan is the key document of the Finnish
education and research policy. The Development Plan is adopted by the government
every four years, and it directs the implementation of the education and research policy
goals stated in the Government Programme.
The Development Plan covers all forms of education from early childhood to adult
education as well as research conducted in universities and polytechnics. The focus in
the period 2011–2016 is on alleviation of poverty, inequality and exclusion, stabilizing
the public economy and fostering sustainable economic growth, employment and
competitiveness.
 Objectives and Programmes
The Government Programme, an action plan agreed on by the parties represented in
the Government, sets out the main functions of the Government.
According to the Government Programme, the competitiveness of Finnish labour
requires a well-functioning educational system. The best comprehensive school system
in the world will be strengthened to guarantee equal opportunities for all. Education is

an end in itself. On the international stage, Finland will aim for the top in professional
expertise, higher education as well as research, development and innovation activities.
The Programme of the current Government was submitted to Parliament in the form of a
Government statement on 22 June 2011.
a) Development plan is the key document of the Finnish education and
research policy
Education policy priorities are outlined in the Government’s five-year Development Plan
for Education and Research. It directs the implementation of the education and research
policy goals stated in the Government Programme. The current Development Plan for
the period 2011–2016 was adopted at the end of 2011.
The key objectives of the Development Plan include
promoting equality in education,
enhancing the quality of education at all levels
and supporting lifelong learning.
It also aims to reduce gender and regional differences in skills and education levels as
well as the impact of socioeconomic background on participation in education. The plan
also strives to combat unemployment and exclusion among young people through
education.
b) Policy lines and relevant programmes and projects
The principle of lifelong learning entails that everyone has sufficient learning skills
and opportunities to develop their knowledge and skills in different learning
environments throughout their lifespan. This viewpoint is integrated into education policy
and other policy sectors relating to education and training. The aim is a coherent policy
geared to educational equity and a high level of education among the population as a
whole.
Promoting equality in education at comprehensive school level is a key part of the
Development Plan. An effort will be made to reduce differences between schools, for
example by developing the financing system.
The cross-administrative youth guarantee took effect from the start of 2013. The
educational guarantee as part of the youth guarantee will offer everyone who has just
completed comprehensive school a place in further education or training. A temporary
skills programme will be organized for young adults. The purpose is to make it possible
for young people under 30 years with only basic education, or lacking even this, to
complete a vocational qualification.
The polytechnic reform recorded in the Government Programme started in 2011 with
the aim of transferring their financing from local authorities to the government while
altering the legal personality of the polytechnics. The purpose of this is to expedite the

structural reform of polytechnics and to improve the quality and impact of their
operation.
Together with higher education institutions, the Ministry of Education and Culture will
agree upon a reform of student admissions and study structures by the end of 2015
to facilitate access to higher education.

 Legislation
a) Finnish acts and decrees concerning education
Early Childhood Education and Care:
Children's daycare act stipulates the entitlement of children to day care and the
responsibility of municipalities to arrange day care.
Children's Daycare Decree covers its practical arrangement.
Basic Education:
Basic Education Act (pdf) prescribes on the principles of basic education as well as preprimary education, education for immigrants and voluntary additional basic education.
Basic Education Decree (pdf) prescribes on the working time, instruction, groups,
evaluation and assessment, pupils’ rights etc.
General Upper Secondary Education:
General Upper Secondary Schools Act prescribes on the aims of general upper
secondary education, its organisation, instruction, curricula, publicity of education,
assessment, matriculation examination etc.
General Upper Secondary Schools Decree prescribes on e.g. instruction, counselling,
planning the education, assessment, legal rights of the student.
Decree on the General National Objectives of Upper Secondary Education and the
Distribution of Lesson Hours.
Act on the provision of matriculation examination.
Matriculation Examination Decree prescribes on the organisation, examinations,
examiners, assessment and examinees.
Vocational Education and Training:
Vocational Education and Training Act prescribes on the vocational upper secondary
education and vocational upper secondary degrees, e.g. provision of education and
training, instruction, curricula, on-the-job learning, apprenticeship training, special needs
education, evaluation and assessment
Vocational Education and Training Decree prescribes on the following: studies and their
scope, counselling, on-the-job learning, apprenticeship training, special needs
education, assessment and evaluation.
Vocational Adult Education Act prescribes e.g. on the contacts to the world of work,
provision of education, further education and training, students’ rights and obligations,

competence-based qualifications, evaluation and assessment and funding.
Vocational Adult Education Decree prescribes on the requirements for competencebased qualifications.
Decree on the labour policy of vocational adult education and training prescribes e.g. on
acquiring education and students' financial aid.
Higher Education:
Decree on the higher education degree system
Polytechnics Act (pdf) prescribes e.g. on the following: administration, steering and
evaluation, language of instruction, degrees, student admission, teachers and other
staff, funding.
Polytechnics Decree prescribes e.g. the following: administration, the scope, structure
and aim of studies, qualifications, training programmes.
Universities Act (pdf). The new Universities Act will further extend the autonomy of
universities by giving them an independent legal personality, either as public
corporations or as foundations under private law. At the same time, the universities’
management and decision-making system will be reformed. The new law replaced the
Universities Act of 1997.
Universities Decree prescribes on the instruction, students and staff.
Act on the implementation of the Universities Act (pdf).
Government Decree on University Degrees (pdf) provides for lower and higher
university degrees and scientific and artistic postgraduate degrees referred to in the
Universities Act.
Liberal Education:
Act on Liberal Adult Education prescribes on liberal adult education institutions and
aims at supporting lifelong learning and promoting equality and democracy in society.
Decree on Liberal Adult Education prescribes on the administration, studies and
financing of liberal adult education.
Act on Basic Education in the Arts. The act defines basic education in arts, its aims,
organisation, curriculum, evaluation, assessment etc.
Decree on Basic Education in the Arts prescribes on the contents and scope as well as
assessment in basic education in the arts.
Students:
Decree on the Joint Application System of General and Vocational Upper Secondary
Education.
Polytechnics' Joint Application System Decree.

Act on Financial Aid for Students The act prescribes on the studies that entitle to
students’ financial aid.
Decree on Financial Aid for Students prescribes on the eligibility for students’ financial
aid and procedures.
Act on school transport subsidy of general and vocational upper secondary education
students.
Decree on the school transport subsidy for general and vocational upper secondary
education students.
Administration:
Act on the administration of education and training provided by the state and private
organisations.
Act on European Schooling Helsinki (pdf)
Government Decree on European Schooling Helsinki (pdf)
Act on Central Government Transfers to Local Governments. The act prescribes on the
statutory government transfers and their calculation.
Decree on Central Government Transfers to Local Governments prescribes on certain
calculatory principles.
Act on the Financing of the Provision of Education and Culture. The act prescribes on
the statutory government funding of education and cultureDecree on the Financing of
the Provision of Education and Culture prescribes on the principles of the funding of
education.
Education Evaluation Decree. The decree on the tasks and composition of the Finnish
Education Evaluation Council.
Act on Eligibility Provided by Foreign Higher Education Studies for Public Posts in
Finland. The act prescribes on the validity of higher education degrees taken abroad for
Finnish state or municipal posts.
Decree on Eligibility Provided by Foreign Higher Education Studies for Public Posts in
Finland. The decree prescribes on the validation of higher education degrees taken
abroad.
Decree on the Implementation of the General System of Recognition of Professional
Qualifications of EC Citizens. The decree prescribes on the procedure of applying for
the recognition of qualifications.

Act on National Certificates of Language Proficiency. The act prescribes on the
administration, assessment, and fees.
Decree on National Certificates of Language Proficiency. The decree prescribes on the
composition and tasks of the Language Proficiency Test Committee.
Teachers:
Teaching Qualifications Decree prescribes on the qualification requirements of
educational staff.
Teachers' education act.
Teachers' education decree lists the faculties providing for teacher education. It
prescribes on e.g. qualifications of the teachers, their tasks, academic year etc.
Act on Vocational Teacher Training prescribes on vocational teacher education, e.g.
aims, administration and steering, instruction and studies, student admission, teachers.
Decree on Vocational Teacher Training prescribes on the following: studies and aims,
degree structure, requirements for staff at vocational teacher education colleges.
 Financing
a) Financing of education
In Finland education is free at all levels from pre-primary to higher education. Adult
education is the only form of education that may require payment.
In pre-primary and basic education the textbooks, daily meal and transportation for
students living further away from the school are free for the parents. At secondary level
and in higher education the students themselves or their parents purchase their own
books. At secondary level the students have the right to a free meal and in higher
education meals are subsidised by the state.
To ensure the opportunities to study for everyone there is a well-developed system of
study grants and loans. Financial aid can be awarded for full-time study in an upper
secondary school, vocational institution or institution of higher education.
Most education is publically funded
Most institutions providing basic and upper secondary level education are maintained by
local authorities or joint municipal boards. Responsibility for educational funding is
divided between the State and the local authorities. Most private institutions do not differ
from those that are publicly maintained. They follow the national core curricula and
qualification requirements. They also receive public funding.
Pre-primary and basic education is part of the municipal basic services that receive
statutory government transfers. The statutory government transfer is based on the
number of 6-15 year olds living in the municipality and the special conditions of the
municipality. This funding is not ear-marked and the municipality can decide for itself
how it allocates this funding. The statutory government transfer for municipal basic
services is approximately a third of the calculatory costs.

The funding for upper secondary education and vocational education and training
is based on the number of students reported by the school as well as on the unit prices
set by the Ministry of Education and Culture.
In the funding of polytechnics the Government allocates resources in the form of core
funding, which is based on unit costs per student, project funding and performancebased funding. For example completed degrees are part of performance-based funding.
Polytechnics also have external sources of funding. Both in vocational training and in
the funding of polytechnics the education providers are encouraged to improve their
results through performance-based funding.
Finnish universities are independent corporations under public law or foundations
under private law. Each university and the Ministry of Education and Culture set
operational and qualitative targets for the university and determine the resources
required every three years. The agreement also defines how these targets are
monitored and evaluated. Universities receive funding from the state but they are also
expected to raise external funding.

 Evaluation
a) Evaluation of education
In Finland education is evaluated locally, regionally and nationally. Finland also takes
part in international reviews.
In Finland school inspections were abolished in the early 1990s. The ideology is to steer
through information, support and funding. The activities of education providers are
guided by objectives laid down in legislation as well as the national core curricula and
qualification requirements. The system relies on the proficiency of teachers and other
personnel.
There is strong focus on both self-evaluation of schools and education providers and
national evaluations of learning outcomes. National evaluations of learning outcomes
are done regularly, so that there is a test every year either in mother tongue and
literature or mathematics. Other subjects are evaluated according to the evaluation plan
of the Ministry of Education and Culture. Not only academic subjects are evaluated but
also subjects such as arts and crafts and cross-curricular themes.
From the schools’ perspective, the evaluations are not regular as they are samplebased. The education providers receive their own results to be used for development
purposes.
The main aim of the national evaluations of learning outcomes is to follow at national
level how well the objectives have been reached as set in the core curricula and
qualification requirements. Consequently, the results are not used for ranking the
schools.

In higher education the polytechnics and universities are responsible for the evaluation
of their own operations and outcomes. In this they also receive support from the Higher
Education Evaluation Council.
b) Evaluation plan and evaluation bodies
The Finnish Ministry of Education and Culture is preparing an evaluation plan for thirdparty evaluations and evaluations carried out to monitor learning outcomes.
The plan is being drawn up in cooperation with the Finnish Education Evaluation
Council, the Finnish Higher Education Evaluation Council and the National Board of
Education or with the other evaluation organisations (eg. around universities) that
are currently active in Finland.
From 2014 evaluation activity concerning education will be concentrated into a single
Education Evaluation Centre.
 Educational foresights
In Finland one important ongoing development is the change in the age structure of the
population and work force. At present the annual exit from the labour force exceeds the
entry.
Quantitative and content development in education entails estimates of future
educational and labour needs. These education foresights form part of education policy
steering and decision-making, which influence matters far into the future.
Foresight looks far into the future because, owing to the duration of qualification and
degree education. The graduates enter the labour market five to eight years after the
decisions on education provision have been made. In addition, they will remain in the
labour force for decades, so that basic and initial education, especially provision
catering for young people, must be examined over a time span of 10 to 15 years.
The policy outlined in the development plan for education and research influences the
quality, quantity and structure of education, notably target numbers, for the following
four years and beyond.
The details of higher education provision is agreed in the three-year performance
agreements. Polytechnics agree with the Ministry of Education and Culture on the
intakes in each field of education, and universities on the target number of degrees and
target intakes. The authorisations to provide VET specify the maximum number of
students, which the training providers divide among and within their fields of education.
 International cooperation in education
Matters relating to the education system and its development are decided nationally.
However, national arrangements and decisions are informed and influenced by policies

and objectives jointly formulated in the European Union (EU), the Council of Europe, the
OECD and the UN and in Nordic cooperation.
In Finland the Ministry of Education and Culture is the main national body responsible
for European and international dimensions in education.
Mobility: Programmes, projects and initiatives
International mobility of students and teachers is an essential part of international
development of education. Finnish educational institutions have many opportunities for
international cooperation. The importance of international mobility and projects are also
emphasised in national strategies.
The Centre for International Mobility CIMO works under the auspices of the Ministry
of Education and Culture to support internationalisation and mobility across all levels
from pre-primary to higher education and even exchange programmes of civil service. It
is responsible for a large spectrum of national, bilateral and multilateral programmes
and initiatives ranging from Nordic cooperation to international training programmes and
scholarship schemes.
The Finnish National Board of Education is the agency in charge of the design of
national core curricula and the development of education. The FNBE also funds the
internationalisation of basic and upper secondary education.
Recognition of diplomas
In Finland the National Board of Education provides information and guidance relating
to recognition and equivalence of degrees.
At the national level, the Ministry of Education and Culture is responsible for preparing
Community law on recognition of diplomas.
European cooperation
At present EU cooperation focuses on the European dimension in education, student
and teacher mobility and cooperation between educational institutions.
The European Union has put in place structures for cooperation relating to education in
the Member States, while the decisions concerning educational content and the
structure of the education systems are made by the Member States. The broad lines of
Finnish education and science policy are in line with the Europe 2020 Strategy.
Copenhagen Process, Bologna Process and other activities
EU launched the Copenhagen Process in order to enhance the quality and attraction
of vocational education and to promote mobility among vocational students and
graduates.
In higher education the main EU forum is the Bologna Process, in which the aim is to
improve the competitiveness and attraction of European higher education vis-à-vis other
continents.

The EU has also created various tools for removing obstacles to mobility, for instance
by promoting the transportability of degrees and qualifications for study or work
purposes.
Nordic cooperation
The Nordic countries cooperate in matters relating to research, education and culture.
The main areas of educational cooperation are
education from pre-primary to upper secondary education and training
higher education
adult and liberal education
languages
information and communications technology.
The Nordic Council of Ministers is an intergovernmental body within which education
ministers meet twice a year. The Council has supportive schemes which promote
mobility.
International organisations
UNESCO is one of the most important international organisations for the Ministry of
Education and Culture.
UNESCO has a number of conventions and recommendations which are binding to the
member states. The work forms include research programmes, expert meetings and
ministerial conferences.
Current key issues in UNESCO are the Education-for-All process, the role of UNESCO's
scientific programmes and national coordination, the safeguarding and promotion of
cultural diversity, human rights, tolerance, and the promotion of peace.
OECD
Education and education policy are the cornerstones of OECD activities. Finland
participates actively in educational reviews organised by the OECD, which is one of the
leading organisations in global educational cooperation.
II. Education System
 Education System in Finland
The welfare of Finnish society is built on education, culture and knowledge. The flexible
education system and basic educational security make for equity and consistency in
results.
The Finnish education system is composed of:

nine-year basic education (comprehensive school) for the whole age group,
preceded by one year of voluntary pre-primary education
upper secondary education, comprising general education and vocational
education and training (vocational qualifications and further and specialist
qualifications)
higher education, provided by universities and polytechnics
Learning pathway
In Finland, pre-primary education, basic education and upper secondary education and
training, complemented by early childhood education and before- and after-school
activities, form a coherent learning pathway that supports children's growth,
development and well-being.
The Finnish education system has no dead-ends. Learners can always continue their
studies on an upper level of education, whatever choices they make in between. The
practice of recognition of prior learning has been developed in order to avoid
unnecessary overlapping of studies.
Students' opportunities to progress from one level of education to the next is
safeguarded by legislation. Both general and vocational upper secondary certificates
provide eligibility for further studies.
Higher education is offered by universities and polytechnics. Both sectors have their
own profiles. Universities emphasise scientific research and instruction. Polytechnics,
also known as universities of applied sciences, adopt a more practical approach.
Adult education is provided at all levels of education. Adults can study for a general
education certificate or for a vocational qualification, or modules included in them, take
other courses developing citizenship and work skills, or pursue recreational studies.
 Degrees and Studies
a) Degrees and studies in Finnish education system
The principle underpinning the education system is to ensure a supply large enough to
enable the whole age group to continue in upper secondary vocational training,
polytechnics or universities after general education. Concerted efforts are also made to
keep adults' education and qualifications up-to-date.
b) Most students continue their studies after basic education
Students who have successfully completed compulsory education are eligible for
general and vocational upper secondary education and training. More than 90 per cent
of the relevant age group starts general or vocational upper secondary studies
immediately after basic education.

Student selection to upper secondary schools is mainly based on the students’ grades
in their basic education certificate. The selection criteria used by vocational institutions
can include work experience and other comparable factors, also entrance and aptitude
tests.
c) Upper secondary school and matriculation examination
The syllabus of general upper secondary education is designed to last three years, but
students may complete it in 2 to 4 years.
Instruction is organised in modular form not tied to year classes and students can
decide on their individual study schedules rather freely. Each course is assessed on
completion and when a student has completed the required number of courses, which
include compulsory and elective studies, he or she receives a general upper secondary
school certificate.
General upper secondary education ends with a national matriculation examination.
Having completed the matriculation examination and the entire upper secondary school
syllabus, students are awarded a separate certificate that shows details of the
examinations passed and the levels and grades achieved.
Completion of upper secondary education, both general and vocational, gives students
eligibility to continue to higher education.
d) Vocational qualifications
Vocational institutions offer training for vocational qualifications and further and
specialist qualifications, which are especially intended for mature students.
The scope of vocational qualifications is three years of study and each qualification
includes at least half a year of on-the-job learning in workplaces. Vocational education
and training can be completed in the form of school-based training or apprenticeship
training.
Competence-based qualifications provide adults a flexible way to enhance and maintain
their vocational skills. A specific benefit of this system is that it makes it possible to
recognise an individual’s vocational competences regardless of whether they have been
acquired through work experience, studies or other activities.
e) Higher education degrees
At universities students can study for Bachelor's and Master's degrees and scientific or
artistic postgraduate degrees, which are the licentiate and the doctorate degrees.
In the two-cycle degree system students first complete the Bachelor's degree, after
which they may go for the Master's degree. As a rule, students are admitted to study for
the Master’s degree.

The target time for taking a master’s degree is generally 5 years. The average time for
taking a master’s degree in Finland is, however, six years. The policy-makers have
introduced several measures to shorten graduation times and increase completion of
studies, including for example by personal study plans and financial incentives.
Degree studies at polytechnics give a higher education qualification and practical
professional skills. They comprise core and professional studies, elective studies and a
final project. All degree studies include practical on-the-job learning. The extent of
polytechnic degree studies is generally 210-240 ECTS points, which means 3.5-4 years
of full-time study. It is further possible to take a polytechnic Master’s degree after
acquiring a minimum of three years’ work experience. The polytechnic Master's takes
1.5-2 years, and is equivalent to a university Master's degree.
There is restricted entry to all fields of study. As applicant volumes outweigh the number
of places available, universities and polytechnics use different kinds of student selection
criteria. Most commonly these include success in matriculation examination and
entrance tests.
 How to apply?
Information about post-comprehensive education and online-applying:
polytechnic Bachelor's degree programmes conducted in
English www.admissions.fi
university degree programmes conducted in
English www.yliopistohaku.fi andwww.universityadmissions.fi
general upper secondary and vocational upper secondary
education www.haenyt.fi
Detailed information is available on the websites of the relevant institutions. Study in
Finland-website contains general information about Finland as a study destination, our
higher education institutions, practicalities, admissions systems and living in Finland.
 Recognition of foreign diplomas and degrees in Finland
The recognition of a foreign degree means a decision by Finnish authorities regarding
the qualification it provides in the labour market or the eligibility it provides for further
education in Finland.
It is a general international principle that the receiving country determines the level of a
foreign degree and the professional qualifications it provides. In Finland, the recognition

decision is made by the Finnish National Board of Education on a case-by-case basis. A
fee is charged for the decision.
The National Board of Education also provides information about the system and
procedures involved in recognition.
Decisions on recognition of qualifications
Recognition of qualifications refers to a decision on the types of eligibility that a foreign
educational qualification provides for a job or a place of study.
In Finland, decisions on recognition of qualifications are made by the following parties:
Professional recognition
The Finnish National Board of Education decides on the eligibility conferred by
foreign qualifications for civil service posts in Finland.
Field-specific authorities decide on granting professional practice rights.
Private sector employers generally assess the competence conferred by a
foreign qualification themselves when deciding on employee recruitment.
Academic recognition
Higher education institutions and other educational institutions decide on
eligibility conferred by foreign qualifications for further studies
recognition of studies completed abroad towards a qualification to be taken in
Finland.

 Administration in education
In Finland educational legislation is passed and the general principles governing
education are determined by Parliament.
The Government and the Ministry of Education and Culture, as part of it, formulate and
implement education policy. The lines of education and science policy are determined in
a development plan for education and research, which is adopted by the government.
The national education administration is organised at two levels. Education policy is the
responsibility of the Ministry of Education and Culture. A national agency, the Finnish
National Board of Education, is responsible for the implementation of the policy aims. It
works with the Ministry to develop educational objectives, content and methods for early
childhood, pre-primary, basic, upper secondary and adult education.
Local administration is the responsibility of local authorities, most commonly
municipalities or joint municipal authorities. These make the decisions on allocation of
funding, local curricula, recruitment of personnel. The municipalities have also the

autonomy to delegate the decision-making power to the schools. Typically the principals
recruit the staff of their schools.
a) Educational autonomy is high at all levels
Education providers are responsible for practical teaching arrangements as well as the
effectiveness and quality of its education. There are, for example, no regulations
governing class size and the education providers and schools are free to determine how
to group pupils and students.
Local authorities determine how much autonomy is passed on to schools. The schools
have the right to provide educational services according to their own administrative
arrangements and visions, as long as the basic functions, determined by law, are
carried out. In many cases for example budget management, acquisitions and
recruitment is the responsibility of the schools.
The teachers have pedagogical autonomy. They can decide themselves the methods of
teaching as well as textbooks and materials.
Polytechnics and universities enjoy extensive autonomy. The operations of both
polytechnics and universities are built on the freedom of education and research. They
organise their own administration, decide on student admission and design the contents
of degree programmes.
b) Advisory bodies
The Matriculation Examination Board administers the matriculation examination and
sets and assesses the tests.
The expert bodies in vocational education are field-specific education and training
committees and a National Coordination Group for Education and Training.
The expert body in evaluation is the National Education Evaluation Council.Attached to
the Ministry of Education and Culture is a Higher Education Evaluation Council, which
handles matters relating to the evaluation of tertiary education.
 Education Statistics
a) Education statistics / Statistics Finland
Statistics Finland produces the vast majority of Finnish official statistics. The statistics
produced within the scope of this topic describe the entire education system from preprimary to adult education.
b) Findicator
Findicator service contains nearly 100 indicators describing social development. The
service gives access to up-to-date statistics e.g. on the economy, education and labour
market.

III.

Pre-primary education in Finland

Compulsory education starts in the year when a child becomes seven years of age.
During the year before compulsory education begins, the child can participate in preprimary education. Its aim is to develop children's learning skills as part of early
childhood education and care.
Local authorities have a statutory duty to arrange pre-primary education, but for children
participation is voluntary and decided by parents. About 96% of the six-year-olds go to
pre-primary school.
It is up to local authorities to decide if pre-primary education takes place in a school or
in a day-care center, a family day care place or other appropriate place. Pre-primary
education may also be offered by private basic education providers. Pre-primary
instructors have either a kindergarten teacher or class teacher qualification.
Pre-primary education is available free of charge. Pre-primary pupils who live over five
kilometres from school or or the route is otherwise dangerous are entitled to free school
transportation. Children are entitled also to a day-care place. In day care, there is an
income-based fee.
a) Curriculum for pre-primary education
Pre-primary education lays emphasis on the preparation for school. The national core
curriculum for pre-primary education is determined by the Finnish National Board of
Education.
The minimum requirements for the organisation of time in pre-primary education are
provided by the Basic Education Decree. The minimum scope of pre-primary education
is 700 hours per year. Each pre-primary education provider decides on the timetables of
pre-primary education and other practical arrangements.
Local authorities and other providers of pre-primary education receive statutory
Government transfers.
IV. Basic education in Finland
Basic education is a free nine-year education provided for the whole age group
(currently c. 60,000 children) in comprehensive schools. Compulsory schooling starts in
the year when a child turns seven and ends after the basic education syllabus has been
completed or after ten years.
The local or school curriculum is based on a national core curriculum. Completing the
basic education syllabus does not lead to any qualification, but the school-leaving
certificate gives access to all upper secondary education and training. Nearly all
children complete their compulsory schooling.

Young people who have completed their compulsory schooling can opt for one extra
year. This voluntary education is intended to help and encourage young people to
continue their studies at the upper secondary level.
 Basic education is free of charge for pupils
Textbooks and other materials, tools etc. are free of charge in basic education and
pupils are offered a free daily meal. In addition, school health care and other welfare
services are free to the pupils. All pupils of compulsory school age have the right
to guidance and support in learning and other schoolwork as soon as need arises.
The school year, which has 190 working days, starts in mid-August and ends in the
beginning of June. The summer holidays are over 60 days.
The network of comprehensive schools covers the whole country. Education is provided
in neighbourhood schools or other suitable places which make school travel as short
and safe as possible. Local authorities have a statutory duty to provide education for
children of compulsory school age living in their areas.The language of instruction is
mostly Finnish or Swedish.
In primary and lower secondary education there are around 25 000 pupils (4,6 %) with
immigrant background, whose integration is supported in many ways.
 Highly qualified teachers
Basic education is divided into grades. Year-classes 1–6 are mainly taught by class
teachers and year-classes 7–9 by specialised subject teachers. As a rule, all teachers
have a Master's-level university degree.
Teachers themselves can choose the teaching methods they use in order to achieve the
objectives stated in the curriculum. The national core curriculum includes the guidelines
for choosing the methods.
Learning materials are mostly produced by commercial publishers. The schools and
teachers themselves decide on the material and textbooks used. The same applies to
the use of ICT.
 Laws and regulations
Basic education is governed by the Basic Education Act (628/1998) and Basic
Education Decree (852/1998) and the Government Decree on the General National
Objectives and Distribution of Lesson Hours in Basic Education (1435/2001).
The Government decides on the overall time allocation by defining the minimum number
of lessons for core subjects during basic education.
The national core curriculum is determined by the Finnish National Board of Education.
It includes the objectives and core contents of different subjects, as well as the
principles of pupil assessment, special-needs education, pupil welfare and educational
guidance.

The education providers, usually the local education authorities and the schools
themselves draw up their own curricula for pre-primary and basic education within the
framework of the national core curriculum.
 Administration and finance
Most institutions providing basic education are maintained by local authorities,
which are obligated to organise basic education free of charge for school-aged children
living within their respective areas.
Private education providers are licensed by the Government. Private provision is often
run by associations and societies with a religious basis or based on a certain language
(English, Russian, and German) or Steiner pedagogy. The private schools follow the
same legislation and national core curricula as public schools.
Responsibility for educational funding is divided between the State and the local
authorities. Funding for basic education forms part of statutory government transfers to
local authority basic services, which are managed by the Ministry of Finance.The
education provider makes the decisions on the use of central Government transfers.
The funding is not earmarked.
The Ministry of Education and Culture manages part of the funding for basic education
and funds areas such as voluntary additional basic education and instruction preparing
immigrant children for basic education. The Ministry also manages start-up funding for
private education providers and funding for basic education organised abroad.
a) Morning and afternoon activities for the youngest pupils
Morning and afternoon activities are guided recreational activities intended for first and
second year pupils in comprehensive schools. The local authorities can decide on the
provision at their discretion, and participation is voluntary for children.
The aim is to support school and home education, to promote children's emotional and
ethical growth and well-being and to offer opportunities for guided, recreational and safe
activities outside school hours.
Morning and afternoon activities may be sports or relate to practical skills, oral or
pictorial expression, music, everyday chores or knowledge in different areas. The time
can also be used for doing home work. It is also possible to arrange school clubs and
basic education in arts within this system.
Laws and regulations
Before- and after-school activities refer to supervised activities provided for pupils in
basic education according to the Basic Education Act.
The Finnish National Board of Education determines the objectives and core contents of
before- and after-school activities by issuing a framework for these activities. Beforeand after-school activities must be provided in compliance with this framework.

Local authorities receive government transfers for morning and afternoon activities.
b) Music and art education in Finland
Extracurricular art education for children and young people is provided by music, art,
dance, arts and crafts and other institutes. The network of art education institutes in
Finland comprises 89 music institutes and 41 schools in the other arts.
Basic education in the arts is goal-oriented, progressing from one level to other. It
teaches children skills in self-expression and capabilities needed for vocational,
polytechnic and university education in their chosen art form.
Participation is voluntary, and the education providers may charge moderate fees.
Curricula for Basic Education in the Arts
The objectives and core contents are determined in national core syllabi devised by the
Finnish National Board of Education for following forms of art:
music
literary arts
dance
performing arts (circus and theatre)
visual arts (architecture, audiovisual art, pictorial art, and arts and crafts)
A local authority providing basic education in the arts receives Government transfers
based on the number of inhabitants.
Further, public and private education providers receive Government grants based on
the confirmed number of lesson hours given.
V. General upper secondary education in Finland
The post-compulsory upper secondary level comprises general and vocational
education. Both forms usually take three years and give eligibility for higher education.
About 50 % of the comprehensive school-leavers continue on to general upper
secondary education.
 General upper secondary education develops all-round general knowledge
Upper secondary school offers general education for students of about 16-19 years of
age. It continues the educational task of comprehensive shcool and provides students
with the capabilities to continue to further studies.
The admission requirement for general upper secondary education is a school-leaving
certificate from basic education. Students apply to general and vocational education
through a joint application system. If the number of applicants exceeds the intake, the
selection is based on students' school reports. The drop-out rate is low.

The general upper secondary school is based on courses with no specified yearclasses. The scope of the syllabus is three years but the studies may be accomplished
in two, three or four years. The students may proceed in their studies either as a group
or individually.
General upper secondary education is primarily free of charge for students, but students
have to pay for the materials.
 Matriculation examination
The upper secondary school ends in a matriculation examination, which does not qualify
for any occupation. Passing the matriculation examination andentitles students to
continue studies in universities, polytechnics or vocational institutions.
Matriculation examination is drawn up nationally, and there is a centralised body to
check its individual tests against uniform criteria.
 Specialised upper secondary schools
Some upper secondary schools specialise in a certain subject, such as sports, art or
music. Other schools may offer special sport and art lines. Some upper secondary
schools prepare for and end in an international examination.
Education for the International Baccalaureate is given in 15 Finnish schools and
education for the German Reifeprüfung in one school.
General upper secondary education is provided by local authorities, municipal consortia
or organisations authorised by the Ministry of Education and Culture. The majority of the
upper secondary schools in Finland are run by local authorities.
The Government co-finances education with statutory government grants based on
student numbers and unit costs per student.
 Laws and regulations
The purpose and objectives of general upper secondary education have been set out in
theGeneral Upper Secondary Schools Act (629/1998) and the General Upper
Secondary Schools Decree (810/1998).
The Government Decree on the General National Objectives of General Upper
Secondary Education and the Distribution of Lesson Hours (955/2002) further
elaborates on the objectives of education and the allocation of the time to be used for
instruction in different subjects and subject groups and for student counselling. The
Finnish National Board of Education decides on the objectives and core contents of the
different subjects, subject groups, thematic subject modules and student counselling
(National Core Curriculum).

The Matriculation Examination is regulated by the Upper Secondary Schools Act, the
Act on the Organisation of the Matriculation Examination (672/2005) and
the Government Decree on the Matriculation Examination (915/2005).
VI. Vocational education and training in Finland
The post-compulsory level is divided into general education and initial and further
vocational education and training.
After basic education, 95.5% of school-leavers continue in additional voluntary basic
education (2.5%), in upper secondary schools (54.5%) or in initial vocational education
and training (38.5%).
The aim of vocational education and training (VET) is to improve the skills of the work
force, to respond to skills needs in the world of work and to support lifelong learning.
VET comprises initial vocational training and further and continuing training.
A total of 146 000 students attend initial vocational training every year. Of them, 4 500
attend access courses preparing for initial vocational training. The largest fields are
Technology and Transport (c. 36%), Business and Administration (19%) and Health and
Social Services (17%). The other fields are Tourism, Catering and Home Economics
(13%), Culture (7%), Natural Resources (6%) and Leisure and Physical Education (2%).
In further training provided in the Ministry of Education and Culture sector, the annual
number of students is about 40,000.
There are 119 study programmes leading to 53 different vocational qualifications
confirmed by the Ministry of Education and Culture. The number of further and specialist
qualifications, which are taken as competence-based qualifications, is 305.
VET is intended both for young people and for adults already active in working life. They
can study for vocational qualifications and further and specialist qualifications, or study
in further and continuing education without aiming at a qualification.
Initial VET
The vocational qualification has been designed to respond to labour market
needs.
The qualification is 120 credits, which takes three years of full-time study, unless
prior learning can be counted towards the qualification.
The qualification is based on working life occupations and the competencies
required.
The qualification includes at least 20 credits of on-the-job learning.
The training is built on the basic education syllabus.
Prior learning acquired in training, working life or other learning environments can
be counted towards the qualification.

Matriculated students can also study in initial VET. Their prior studies are
equivalent to some 30 credits, which are counted towards the vocational
qualification.
A vocational qualification gives general eligibility for polytechnic and university
studies.
At the Ministry of Education and Culture, matters relating to VET are administered by
the Vocational Education Division.
The Ministry of Education and Culture is responsible for the strategic and normative
steering of VET and leads national development.
The national objectives of VET, the structure of the qualifications and the core subjects
included in them are determined by the government. The details of the qualification and
the extent of training are determined by the Ministry of Education and Culture. The
authorisations to provide VET are granted by the Ministry.
The National Board of Education designs the core curricula and sets the requirements
of competence-based qualifications, which describe the aims and key content of the
qualifications.
VET providers have large latitude in provision
Vocational education and training providers are responsible for organising training in
their areas, for matching provision with local labour market needs, and for devising
curricula based on the core curricula and requirements. They also decide independently
what kind of institutions or units they run.
A VET provider may be a local authority, a municipal training consortium, a foundation
or other registered association, or a state company. Five specialised institutes and a
training centre in the Saami home area are government-run. Swedish-language training
is provided in Swedish-language and bilingual institutions.
There are around 210 VET providers in Finland. The aim is to develop them to meet
according to skills needs. To this end, smaller units will be combined to form local,
regional or otherwise strong entities.
 Qualifications and studies
Training for initial vocational qualifications is available in vocational institutions and in
the form of apprenticeship training. It is also possible to take a competence-based
qualification. By attending further training it is possible to take competence-based
qualifications leading to both further and spesialist vocational qualifications.
Students in upper secondary schools have the option of studying for both a vocational
qualification and the matriculation examination at the same time.
VET is available in the following fields:

Humanities and Education
Culture
Social Sciences, Business and Administration
Natural Sciences
Technology, Communication and Transport
Natural Resources and the Environment
Social Services, Health and Sport
Tourism, Catering and Domestic Services
There are no tuition fees in initial VET. Students pay part of the costs, e.g. textbooks
and personal tools, equipment and materials, which they keep after training. Meals are
free. Modest fees may be charged for further vocational training.
The entry requirement is a leaving certificate from the comprehensive school (basic
education) or an equivalent amount of studies. Students usually apply to VET through a
national joint application system.
The vocational qualification provides extensive basic skills for different occupations in
the field and more specialised skills in at least one sector. The aim is that a qualification
holder has the necessary vocational competence, knowledge and skills for independent
practice of the trade and for entrepreneurship in the field. The training includes
vocational studies in the field concerned, general studies supplementing vocational
competence (mother tongue, second national language, a foreign language,
mathematics and science, humanities and social studies, health education, and art and
craft subjects), elective studies and guidance counselling.
Most studies in VET relate to the vocation. The vocational qualification is 120 credits,
including 90 credits of vocational subjects, 20 credits of general core subjects and 10
credits of elective studies.
On-the-job learning and skills demonstrations
On-the-job learning is guided and goal-oriented study at the workplace. In this workbased module, which is 20 credits or more, the student learns some of the practical
skills included in the qualification.
At different points during their training in initial VET, students demonstrate the skills they
have learned in tests arranged as either practical work situations or as practical
assignments. These skills demonstrations assess how well the student has achieved
the competencies needed in the labour market.
The aims and assessment criteria of the skills demonstrations are determined in the
core curricula issued by the National Board of Education. The tests are devised and
implemented in cooperation with business and industry and other employers. VET
providers appoint special bodies to plan and set the tests and also appoint the
examiners.

Competence-based qualifications
Finland has been developing competence-based qualifications since 1994. This system
is intended to enable working-age adults to gain qualifications without necessarily
attending formal training. It is possible to take competence-based vocational
qualifications, further vocational qualifications and special vocational qualifications or
only parts of them. The competence-based qualifications are set and supervised by
field-specific education and training committees. The committees agree on the
organisation of the tests with providers of education and other communities. About 95%
of candidates attend some training before taking a competence-based test.
Some 36,000 vocational qualifications are awarded annually, including 6,670 are
competence-based qualifications. The annual number of further and specialist
qualifications is 12,450.
Apprenticeship training
Apprenticeship training is hands-on learning at a workplace complemented by
theoretical studies. A contract of temporary employment (apprenticeship contract) is
signed by the parties of the apprenticeship training.
In apprenticeship training it is possible to study for initial vocational qualifications and for
further and specialist qualifications. It is a training track chosen by some 9% of
vocational students each year.
Apprenticeship training is based on a fixed-term agreement which a prospective trainee,
aged 15 or more, concludes with the employer. Each student is given a personal study
plan based on a core curriculum issued by the National Board of Education or on the
requirements of the competence-based qualification in the field.
About 70 to 80% of the training takes place at the workplace under the guidance and
supervision of an on-the-job instructor. The supplementary theoretical instruction is
given by vocational institutions.
The employer pays wages according to the collective agreement for the duration of the
training. During theoretical training, the trainee is entitled to a daily allowance and
subsidised travel and accommodation. The employer is reimbursed for the cost of the
training.
VII. Polytechnic education in Finland
The Finnish higher education system consists of two complementary sectors:
polytechnics and universities. The mission of universities is to conduct scientific
research and provide instruction and postgraduate education based on it. Polytechnics
train professionals in response to labour market needs and conduct R&D which
supports instruction and promotes regional development in particular.

The system of polytechnics is still fairly new. The first polytechnics started to operate on
a trial basis in 1991−1992 and the first were made permanent in 1996. By 2000 all
polytechnics were working on a permanent basis.
Polytechnics are multi-field regional institutions focusing on contacts with working life
and on regional development.
The total number of young and mature polytechnic students is 130,000. Polytechnics
award over 20,000 polytechnic degrees and 200 polytechnic Master's degrees annually.
The system of higher degrees was put in place after a trial period in 2005 and the
number of polytechnic Master's programmes is expected to grow in the coming years.
Polytechnics are municipal or private institutions, which are authorised by the
government. The authorisation determines their educational mission, fields of education,
student numbers and location. Polytechnics have autonomy in their internal affairs.
The government and local authorities share the cost of polytechnics. Government
allocates resources in the form of core funding, which is based on unit costs per
student, project funding and performance-based funding. Polytechnics also have
external sources of funding.
The project funding provided by Ministry of Education and Culture is intended for
important development targets, such as R&D, virtual polytechnic provision and
networking, in which polytechnics jointly develop their activities, and for regional
development projects
The development plan for education and research, adopted by the government every
four years, outlines education and research policy for the years to come. In addition to
legislation, the Government Programme and the development plan, polytechnic
provision is governed by performance agreements.
The Ministry of Education and Culture, the polytechnics and their maintaining
organisations conclude three-year agreements, in which they agree on targets results
and their monitoring and on major national development projects.
 Polytechnics (Universities of Applied Sciences)
There are 25 polytechnics in the Ministry of Education and Culture sector: three are run
by local authorities, seven by municipal education consortia and 15 by private
organisations. In addition there is Åland University of Applied Sciences in the self-

governing Province of Åland and a Police College subordinate to the Ministry of the
Interior.
Some polytechnics use the English name University of Applied Sciences.
Arcada Polytechnic
Centria Polytechnic
Diaconia Polytechnic
HAAGA-HELIA Polytechnic
Humanities Polytechnic
Häme Polytechnic (HAMK)
Jyväskylä Polytechnic
Kajaani Polytechnic
Kemi-Tornio Polytechnic
Kymenlaakso Polytechnic
Lahti Polytechnic
Laurea Polytechnic
Metropolia Polytechnic

Mikkeli Polytechnic
North Karelia Polytechnic
Novia Polytechnic
Oulu Polytechnic
Rovaniemi Polytechnic
Saimaa Polytechnic
Satakunta Polytechnic
Savonia Polytechnic
Seinäjoki Polytechnic
Tampere Polytechnic
Turku Polytechnic
Vaasa Polytechnic

 Studies and degrees
Polytechnics offer
education for polytechnic degrees
education for polytechnic master's degrees
professional specialisation and other adult education
open polytechnic education
vocational teacher training
Degree studies give a higher education qualification and practical professional skills.
They comprise core and professional studies, elective studies and a final project. All
degree studies include practical on-the-job learning. There are no tuition fees in degree
education, and the students can apply for financial aid.
Polytechnic education is provided in the following fields:
Humanities and Education
Culture
Social sciences, business and administration
Natural sciences
Technology, communication and transport
Natural resources and the environment
Social services, health and sport
Tourism, catering and domestic services

The extent of polytechnic degree studies is generally 210 - 240 study points (ECTS),
which means 3.5 - 4 years of full-time study. This education is arranged as degree
programmes. The entry requirement is a certificate from an upper secondary school or
the matriculation certificate, a vocational qualification or corresponding foreign studies.
The requirement for Master's studies in polytechnics is a Bachelors' level polytechnic
degree and at least three years of work experience. The polytechnic Master's, which is
60 - 90 study points and takes 1.5 - 2 years, is equivalent to a university Master's in the
labour market.
Each student has a personal study plan, which facilitates student guidance and the
monitoring of progress in studies.
Students apply for polytechnic studies in a national application system. The
polytechnics determine the admission criteria and arrange student selection and
entrance examination at their discretion. Nearly 90% of applications are submitted
electronically.
Polytechnics also arrange adult education and open education geared to maintain and
upgrade competencies. The teaching arrangements in adult education are flexible and
enable mature students to work alongside their studies. Some 20% of polytechnic
students are mature students.
 Polytechnic R& D
Polytechnics mostly conduct R&D geared to the needs of business and industry and
usually linked to the structure and development of the regional economy. Current
development targets are interaction between education and R&D, staff development
and networking between polytechnics, universities and research institutes.
Polytechnic R&D has expanded in recent years. The most important source of funding
is the EU Structural Funds.
The links with the labour market means that polytechnics develop new or improved
products, services and production machinery, devices and methods for the needs of
their regions.

VIII.

University Education in Finland

The Finnish higher education system consists of two complementary sectors:
polytechnics and universities. The mission of universities is to conduct scientific
research and provide undergraduate and postgraduate education based on it.
Universities must promote free research and scientific and artistic education, provide
higher education based on research, and educate students to serve their country and
humanity. In carrying out this mission, universities must interact with the surrounding
society and strengthen the impact of research findings and artistic activities on society.
Under the new Universities Act, which was passed by Parliament in June 2009, Finnish
universities are independent corporations under public law or foundations under private
law (Foundations Act). The universities operate in their new form from 1 January 2010
onwards. Their operations are built on the freedom of education and research and
university autonomy.
Universities confer Bachelor's and Master's degrees, and postgraduate licentiate and
doctoral degrees.
Universities work in cooperation with the suspending society and promote the social
impact of research findings.
The higher education system, which comprises universities and polytechnics, is being
developed as an internationally competitive entity capable of responding flexibly to
national and regional needs.
At the Ministry of Education and Culture university education comes under the
Department for Higher Education and Science Policy.
The Finnish universities are very independent in their decision-making because they
enjoy large autonomy and freedom of research. They organise their own internal
administration independently, guided by the Universities Act.
In Finland all universities are either independent corporations under public law or
foundations under the Foundations Act. The Ministry of Education and Culture prepares
university matters within the government remit and ensures appropriate administration
and steering of university administration.
a) Performance agreements
The Government adopts a development plan for education and for academic research
and R&D every four years. The development plan outlines education and research
policy for the next few years. Apart form the government programme, the development

plan and legislation, universities are governed by performance agreements concluded
with the government.
Each university and the Ministry conduct negotiations at the beginning of every threeyear agreement term, in which they set operational and qualitative targets for the
university and determine the resources required. The agreement also provides for the
monitoring and evaluation of target attainment and the development of operations.
The KOTA data base, which is a system for the exchange of information between the
universities and the Ministry, is a key tool in university steering. In the interim years
when there are no negotiations, the Ministry gives universities written feedback.
b) University core funding and the funding model
According to the Government Programme the funding of higher education will be
reformed to better support the objectives of education, including higher completion of
studies rates, quicker transfer to work, enhanced administration, improvement in the
quality of education and research, internationalisation, and the profiling of higher
education institutions in their own areas of strength.
The overall university funding comprises appropriations allocated to universities in the
state budget and supplementary funding (paid services, donations, sponsoring). The
direct government funding covers about 64% of university budgets.
The core funding is divided among the universities based on a formula, which
comprises strategic funding as well as the financing of education and research.
Competed research funding is an important source of additional financing and plays an
especially important part in enhancing quality and impact. Basic research in universities
is financed and evaluated by the Academy of Finland, which is an agency in the
Ministry's sector.
 Universities
Universities and University Networks
There are 14 universities in the Ministry of Education and Culture sector; two of them
are foundation universities (*) and the rest are public corporations.
Aalto University *
Hanken School of Economics

Lappeenranta University of
Technology
Tampere University of
Technology *
University of Helsinki
University of Eastern Finland
University of the Arts Helsinki

University of Jyväskylä
University of Lapland
University of Oulu
University of Tampere
University of Turku
University of Vaasa
Åbo Akademi University

Higher education in the military field is provided by the National Defence
College operating within the Ministry of Defence sector.
University Centres and University Networks
The university field is supplemented by university centres in areas with no university of
their own. The centres gather university activity in the region. Their cooperation partners
often include regional polytechnics, municipalities and the regional council.
University networks are mostly cooperation bodies for research and education units
working in the same field. There are such networks for instance in the fields of
communication, health sciences and women studies.
 Studies and degrees
At universities students can study for lower (Bachelor's) and higher (Master's) degrees
and scientific or artistic postgraduate degrees, which are the licentiate and the
doctorate. It is also possible to study specialist postgraduate degrees in the medical
fields.
In the two-cycle degree system students first complete the Bachelor's degree, after
which they may go for the higher, Master's degree. As a rule, students are admitted to
study for the higher degree. Universities also arrange separate Master's programmes
with separate student selection, to which the entry requirement is a Bachelor's level
degree or corresponding studies.
Studies are quantified as credits (ECTS). One year of full-time study corresponds to 60
credits. The extent of the Bachelor's level degree is 180 credits and takes three years.
The Master's degree is 120 credits, which means two years of full-time study on top of
the lower degree. In some fields, such as Medicine, the degrees are more extensive
and take longer to complete.
The system of personal study plans will facilitate the planning of studies and the
monitoring of progress in studies and support student guidance and counselling.

University postgraduate education aims at a doctoral degree. In addition to the required
studies, doctoral students prepare a dissertation, which they defend in public. The
requirement for postgraduate studies is a Master's or corresponding degree.
Universities select their students independently and entrance examinations are an
important part of the selection process.
Universities also offer fee-charging continuing education and open university instruction,
which do not lead to qualifications but can be included in a undergraduate or
postgraduate degree.

 Statistics
On-line statistical data on universities and fields of education has been available in the
KOTA system maintained by the Ministry of Education since 1981. The Ministry
publishes an annual Universities publication containing data on university activities.
KOTA Online: Open-access data bank on universities
IX. Adult Education
Adult education is designed to provide study opportunities for adults. It encompasses
self-motivated education, staff training and labour market training. The Ministry of
Education and Culture is responsible for self-motivated education, the Ministry of
Employment and the Economy for labour market training and employers for staff
training.
Some 800 educational institutions provide further and continuing education of varying
duration, non-degree studies, as well as education leading to a qualification. Learning
mostly takes place in working life and through informal studies using networks, libraries
and other learning environments.
More than 1.7 million citizens participate in different types of adult education each year.
More than half of this number is made up of the working age population, and this figure
is high also in international terms. The aim is for the annual share of the working age
population participating in education to reach 60 per cent by 2012. To achieve this
figure, the participation base needs to be expanded and the study opportunities of the
population groups who participate the least must be improved. The goal is to increase

the study opportunities of people with no vocational education and training or whose
education is outdated, entrepreneurs, the staff of small and medium-sized enterprises,
immigrants and people aged over 55.
An average of 12 per cent of the Ministry of Education and Culture’s main title of
expenditure is allocated to adult education. Of this total, about 40 per cent is allocated
to vocational adult education and training and apprenticeship training, one fourth goes
to adult education provided by higher education institutions, a fifth to liberal adult
education, and about 5 per cent to developing adult education and continuing education
for teaching staff.

a) The tasks and key reforms of adult education policy
The tasks of adult education policy are to ensure the availability and competence of the
labour force, provide educational opportunities for the entire adult population, and
strengthen social cohesion and equality. Adult education policy supports efforts to
extend working life, raise the employment rate, improve productivity, enhance
multiculturalism and implement the conditions for lifelong learning. In addition, adult
education alleviates the effects of the recession.
The reform of adult education encompasses vocational adult education and training,
apprenticeship training, adult education provided by higher education institutions, labour
market training for adults, and staff training. A steering group was appointed for the
preparatory work and it includes representatives from the ministries responsible for the
reforms (the Ministry of Education, Ministry of Social Affairs and Health and the Ministry
of Employment and the Economy) as well as from national labour market organisations.
The main proposals were completed in the summer of 2009 (Ministry of Education
2009:11), and their implementation has begun. Some of the key issues include
strengthening learning in working life, recognising skills that have been acquired in
different ways, facilitating opportunities to combine studies in a flexible way, enhancing
adult education offered by higher education institutions, making information, guidance
and counselling services more effective in order to improve the relevance of adult
education, increasing study opportunities for the population groups that are least
represented in adult education, clarifying the benefit systems available for adult
education, and expanding the funding base. The implementation of the reforms to adult
education requires extensive cooperation between the different ministries, labour
market organisations as well as educational institutions and universities.

Liberal adult education has the task of responding to changing educational needs and,
through its activities, of strengthening social cohesion, active citizenship and the
conditions for lifelong learning. The development programme for liberal adult education
is scheduled for 2009-2012. The proposals of the preparatory committee (Ministry of
Education 2009:12) are serving as the basis for amending the legislation, funding
system and the maintaining organisation and institutional structure of liberal adult
education. Responding to the educational needs of immigrants, those who need
educational rehabilitation, the unemployed and senior citizens, as well as ensuring the
regional availability of education are emphasised.
Apprenticeship training constitutes the main form of learning in working life. An
increasing share of vocational upper secondary education and training and vocational
further education and training is arranged through apprenticeships. Apprenticeship
training will be developed and expanded in accordance with the proposals of the
rapporteur (Ministry of Education 2009:1) and the policies connected to the reforms to
adult education. In 2009, apprenticeship-type training was integrated into continuing
education for people with higher education degrees. In addition, labour market training
is provided in the form of apprenticeship training.
The opportunities of teaching staff to constantly develop their professional
competence will be improved by the launch of the Osaava programme and the
recommendations of the working group (Ministry of Education 2009:16). Continuing
education for teaching staff with an immigrant background will be a priority over the next
few years.
The study opportunities of immigrants will be enhanced at all educational levels. The
focus areas with respect to the adult population will be to improve language teaching
and enhance study opportunities that support employment and integration.
b) Adult education and the Ministry of Education and Culture
At the Ministry of Education and Culture, adult education comes under the Division for
Adult Education and Training of the Department for Education and Science Policy. The
Division handles issues relating to adult education, liberal adult education and the
promotion of educational policy based on the principle of lifelong learning. The following
issues come under the scope of the Division for Adult Education and Training:

• Developing the conditions for national adult education policy and lifelong learning
• Vocational adult education and training, apprenticeship training and competencebased qualifications
• Adult education offered by higher education institutions and open learning
• General adult education and national certificates of language proficiency
• Liberal adult education and educational and guidance organisations
• Guidance on adult education, counselling and the recognition of competence acquired
in different ways
• Assessing the need for and provision of adult education as well as guidance
(permission to provide education and performance steering)
• Coordinating training for teaching staff and immigrants
• Legislation, funding and economic planning for the sector
• The quality of the activities, evaluations and international cooperation
The Council for Lifelong Learning is an expert body within the Ministry of Education and
Culture, which considers issues relating to cooperation between education and working
life as well as the conditions for lifelong learning and developing adult education.
 Finance and administration
Parliament passes legislation concerning adult education and training and decides on
the resources allocated to it in the state budget. The Ministry of Education and Culture
prepares legislation and government resolutions concerning education and culture and
steers activities in its sector.
The Ministry has the overall responsibility for education policy and for self-motivated
adult education. In Finland adult education is seen to comprise self-motivated studies,
labour market training and in-service training.
The Ministry of Education and Culture is responsible for self-motivated education and
the labour administration for labour market training geared to enhance the operation of
the labour market and to reduce unemployment. The aims of in-service training, which
is mainly purchased by companies and public sector organisations, relate to business
economics and productivity.
Adult education organisations are run by the government, local authorities, municipal
consortia, private associations, foundations and companies. Education and training
leading to qualifications is financed by the public administration, except university
degree education, which is totally government-financed. Training leading to further and
specialist qualifications is mostly publicly funded but may charge moderate fees.

About half of liberal adult education costs are covered by the government and the rest
mostly comes from student fees and from the maintaining organisations. The purpose of
state funding is to guarantee the largest possible provision without burdening the
students with high fees. Adult education and training receives 12-13% of the
appropriations allocated through the Ministry of Education and Culture main class in the
state budget. Almost half of this funding is channelled to vocational training and one fifth
to liberal education.
Employers purchase staff-development training from adult education institutions and
firms. The labour administration also purchases a great deal of different training for
unemployed people and for those at risk of unemployment.
 Adult education system
Adult education and training is provided by some 800 institutions in Finland; some of
them are specialised adult education providers.
Adult education is available within the official education system in:
adult upper secondary schools
vocational institutions and vocational adult training centres
national and private vocational institutions
polytechnics and universities
and in liberal adult education in:
adult education centres
folk high schools
summer universities
study centres
sports institutes
Adult education also includes staff-development and other training provided or
purchased by employers.
Labour market training is financed by the labour administration and mainly intended for
unemployed persons and those aged 20 or over who are threatened by unemployment.

Main providers of adult education and training in Finland, number of institutions
Number of institutions
Liberal adult education

Adult education centres
Folk high schools
Study centres
Summer universities
Physical education centres
General adult education
Upper secondary schools for adults
Vocational training (upper
secondary level)
Initial vocational education providers
Specialised vocational institutions
Vocational adult education centres
Tertiary education
Polytechnics
Universities

258
91
11
20
14
54

220
54
45
29
20

A great variety of aims
Adults can study for qualifications or parts of qualifications in open instruction (such as
open university and open polytechnic) and attend training preparing for competencebased qualifications. An important part of adult education consists of further and
continuing training designed to upgrade and update competencies.
General adult education responds to adults' self-development needs, offers learning
opportunities catering for mature learners' own interests and preferences, and develops
citizenship skills.
The purpose of vocational adult training is to maintain and enhance competencies and
promote employment.
In language tests, adults can demonstrate their proficiency in nine languages.
Liberal education institutions offer courses in subjects relating to citizenship skills and
society and in different crafts and subjects on a recreational basis. There are advisory
organisations which arrange courses relating to various hobbies.
 Studies and degrees in adult education
Educational establishments arrange education and training intended for adults at all
levels of the education system. It may lead to qualifications or relate to general selfdevelopment. Efforts have been made to make the provision as flexible as possible in
order to enable adults to study alongside work.

Adults can study for general education certificates and take the matriculation
examination. In vocational training, there are competence-based qualifications
specifically intended for adults.
In higher education, adults can study in separate adult education programmes offered
by polytechnics. In universities there are no specific programmes for mature students,
who study in the same groups with young people.
Some institutions specialise in adult education.
The following options are open for adults:
Aiming for a certificate
Self-development
Basic education
Basic education certificate

Studies in basic education

General upper secondary education
Certificate from an adult upper secondary school

Studies in an adult upper secondary
school

Vocational education and training
Training preparing for a competence-based
qualification, incl. apprenticeship training
Training preparing for a further or specialist
qualification, incl. apprenticeship training

Continuing vocational training

Training arranged by private vocational institutes

Staff-development training arranged
by private institutes

Polytechnics
Adult education leading to a polytechnic degree

Open polytechnic

Polytechnic Master's

Specialisation studies in a
polytechnic
Continuing professional education

Universities
Separate Master's programmes

Open university
Specialisation studies in a
university
Continuing professional education

Liberal adult education

Adult education centres
Folk high schools
Study centres
Sport institutes
Summer universities
X.

Student financial aid in Finland

Financial aid is provided in the form of the following benefits:
study grant
housing supplement
government guarantee for student loans.
Student financial aid is granted for full-time studies aiming at
an upper secondary school certificate,
a vocational qualification,
a polytechnic or university degree, and
for additional studies qualifying for a profession or a post.
Aid is also granted for studies abroad if these are equivalent to studies entitling to aid in
Finland.
a) Study grant, housing supplement and government guarantee for student
loan
Student financial aid is granted for a predetermined period, depending on the level of
education. The amount of aid depends on the student's age, the form of housing, the
level of education and means-testing. In higher education, the means-testing usually
concerns the student's own income, at other levels the parents' income also influences
the amount of aid.
The aid is granted by the Social Insurance Institution (KELA) in cooperation with the
education institution concerned.
Study grant is available as soon as you are no longer eligible for child benefit. Its

amount depends on your age, housing circumstances, marital status, school and
income.
Housing supplement can be paid to students living in rented or right-of-occupancy
accommodation. No age limits apply. Students who do not qualify for the housing
supplement can apply for a general housing allowance.
With the government guarantee for study loan student can apply for a bank loan. No
other security is needed for these loans. The loan is repayable but guaranteed by the
Government. The maximum amount of state-guaranteed loan is determined annually.
The student loan is granted by a bank at its discretion. The interest and other terms are
agreed by the bank and the student. The payback time is usually twice the duration of
studies.
b) Tax concession for loan
A tax concession on a student loan will be granted to students beginning their studies in
the academic year 2005–2006 and later. The condition for the tax relief is that the
student graduates in the normative time and has taken a given amount of loan. Interest
assistance is available to all those who have low income and who have not anymore
received financial aid for a specified period.
The other benefits for students
Interest assistance, which is available to those who have a low income.
Assistance for school travel, which is available for full-time student of an upper
secondary school or basic vocational education.
Meal subsidy , which is paid to student cafés and higher education students can
buy meals for a subsidised price. In upper secondary schools, in initial vocational
education and in some folk high schools students get free meals.
 Student financial aid reform
Student financial aid will be tied to the cost-of-living index on 1 September 2014.
The student financial aid system will be reformed to support full-time study and the
accelerated completion of studies. The shortcomings associated with student financial
aid for secondary level students will be remedied, and the position of students with a
family will be investigated as part of the reform.

The costs of student financial aid reform will not surpass the positive impact of the
reform on the national economy.
 International student aid
The availability of financial aid for studies abroad promotes international student
mobility. Different countries' student aid schemes are based on national legislation and
therefore vary from country to country.
In Finland financial aid is available for studies abroad which correspond to studies
eligible for government aid in Finland or which form part of a Finnish degree.
Applications for degree studies abroad are processed by the international section of the
Centre for Student Financial Aid.
Foreign students who come to Finland to study are usually covered by the aid schemes
of their own countries.
A foreigner who has come to Finland for a purpose other than studies and is a
permanent resident is eligible for student financial aid. The purpose is assessed in
accordance with the provisions of the Aliens Act.
Social and Economic Conditions of Student Life in Europe
The main aim of the Eurostudent project is to collate comparable data on the social
dimension of European higher education. It focuses on the socio-economic background
and on the living conditions of students, but it also investigates temporary international
mobility. The project strives to provide reliable and insightful cross-country comparisons.
The reporting structure of Eurostudent consists of a comparative report and a more
detailed, searchable database, which enables users to download data and a full
National Profile for each country. The fourth round of Eurostudent was completed in
2011.

Finland Educational System

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