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LET’S GO TOSCHOOL!Learning skills for the futuretogether in Metsokangas schoolAstately group of colourful buildings standsat the edge of a snowy forest in a suburb ofOulu. It is the Metsokangas comprehensiveschool, where more than 1,100 pupils aged 7–16 andapproximately one hundred teachers, special needsHe has been involved in designing the buildingsand planning the pedagogy of the school since thebeginning: the school opened in 2008 and is stillbeing expanded. The guiding principle of the schoolis communality, illustrated by the school motto: “Ourassistants and other adults work every day.Here, a couple of hundred kilometres from theArctic Circle, the school day on a cold January morningstarts an hour before the sun comes up over the horizon.However, Metsokangas pupils are not fazed: a majorityof them come to school from the nearby residential areaby bicycle all year round.Inside the building, the pupils leave their outdoorclothes and shoes in the hallway, and cheerful greetingsfill the air as they, teachers and other members of theschool community proceed to their classrooms andduties. The atmosphere is friendly and equal.“There is no way I can remember the names ofeverybody in this big a crowd, but I try to walk in thehallways to greet people,” says principal Kalle Komu-Metsokangas!”“We aim to teach the pupils not only basic skills butalso skills for the future: cooperation, discussion, independent thinking and self-direction,” Komulainen says.The school is increasingly moving teaching fromthe classroom out to the world and from books to theinformation highways. Project-based learning breaksdown barriers between different subjects and teachesto search, analyse and process information. All teachingincludes a focus on learning and actively using IT skills.“The role of the pupil has expanded from a learnerof information to a producer of information. The dutyof us teachers is to encourage them and provide a solidframework for a self-directed journey into the world,”Komulainen concludes.In Finland, school days areshorter than the OECD average,but they are spent efficiently.The amount of homework is alsosmall by international standards.lainen.10 Lifelong learning11

LET’S GO TOSCHOOL!The school day of Hilma Visuri, a fourth-graderOn a regular school day, ten-year-oldHilma Visuri wakes up at seven inthe morning and has breakfast athome. She splits her time living with her motherand father, each of whom lives near Hilma’sschool. The school day usually starts at 8:15 a.m.,sometimes even later, at 9:30 a.m. Hilma usuallybicycles to school.Hilma’s class studies in the newest buildingof the Metsokangas school, named Korpimetso,which was built in 2016. Instead of traditionalclassrooms, the building features four largeteaching modules of approximately 320 m2each. They house three or four teaching groups,their teachers and assistants – 100 peopleat most. The space is flexible and adaptable,making it possible to work in a variety of groupcompositions and situations and engage indifferent activities.The new kind of learning environment suitsHilma well.12Lifelong learning“The best thing is that you get to choosehow and where you study and that the space isnot confined,” she says.In Hilma’s class, the exercises for the weekare handed out on Mondays, and the pupilsthemselves can plan when and how theycomplete them. A large portion of school workis carried out in groups and as projects. Theplanning of the exercises and the division intosmall groups take into consideration the pupils’personal prerequisites and inclinations.The atmosphere in the multi-functionalspace is that of focus and motivation; one groupis searching for information on the countries inEurope on a computer while another is learningEnglish verbs with a teacher. A few small groupsare playing learning games and the rest areconcentrating on reading. If any student needsspecial attention or things start getting restless inthe room, an available teacher or assistant intervenes. Soundproof spatial elements can be usedto create quiet nooks for more private studying,if needed. Hilma’s favourite subjects are arts andcrafts, for which the module is equipped with adamp-proof space.The lessons at Metsokangas school last60 minutes, and there is a 15-minute recess inbetween. The lunch break is longer. The childrenspend recesses outdoors and are also allowed toventure into the woods nearby.Hilma’s school day is usually over by 1:30p.m. at the latest. She goes back home on herown, usually by bicycle. At home, she has asnack and does her homework, which usuallytakes about 10 minutes, sometimes longer. During her free time, Hilma plays with her friendsand takes dance lessons three times per week.Usually her mother or father takes her to thelessons, sometimes she goes by bus.“When I grow up, I’d like to be a fashiondesigner or an actress,” Hilma says.13

Secondary educationIndividual paths to professional skillsA14fter completing comprehensive school,slightly less than half of the age groupwill continue studies in the uppersecondary school and slightly over half will takeup vocational studies. Approximately five percent of pupils who complete comprehensiveschool will not continue studies. For them, careerguidance is available. The goal is that aftercomprehensive school, everyone should obtainat least a secondary education degree, in otherwords, complete a matriculation examination ora vocational upper secondary qualification.Both upper secondary school and vocationaleducation, including school lunches, are free ofcharge, regardless of whether the educationalinstitution is owned by the municipality, state,or a private education provider. The studentsneed to purchase their own textbooks and othersupplies. Students can receive financial aid fromsystem of various social benefits and well-beingsupport services.the government and have access to an extensiveThe studies are organised in courses andLifelong learningUPPER SECONDARY SCHOOL ANDMATRICULATION EXAMINATIONIn upper secondary school, obtaining more indepth general education continues and studentsstart familiarising themselves with academic content. The comprehensive school-leaving certificate is used when applying to upper secondaryschool. Each upper secondary school studentstudies their mother tongue, the other nationallanguage and at least one foreign language,mathematics and science, humanities and socialsubjects, religion or ethics as well as physicaleducation, arts and crafts. In addition to thesubjects compulsory for all, students have a fairlywide freedom of choice and, if they so wish, theycan study optional subjects in greater depth.last 2–4 years, depending on the student’s ownchoices. The curricula of some upper secondaryschools have a special emphasis, for example, onmusic, sports or visual arts. In addition to academicskills, the application criteria in these schoolsinclude the applicant’s hobbies and interests anddemonstration of skills.The upper secondary school studies culminatein the national matriculation examination, whichprovides eligibility for studies at higher educationinstitutes. The examination is organised everyspring and autumn. Each candidate must take testsin their mother tongue, literature, and a minimumof three optional subjects: the second nationallanguage, a foreign language and mathematics orthe humanities and natural sciences. The examination can be spread over several of the biannualexamination sessions.In the Finnish education system, the matriculation examination is the only national examinationthat assesses the skills and maturity of all studentson a nationwide basis.VOCATIONAL EDUCATION ANDQUALIFICATIONSVocational basic education provides students withthe basic knowledge and preparedness to workin a vocation as well as important knowledge andskills for further studies, hobbies and personaldevelopment. Vocational studies can begineither directly after comprehensive school, aftercompleting upper secondary education, or duringworking life. Those who have earned a vocationalqualification can continue studies in universitiesand in universities of applied science.Vocational basic education is provided inseveral sectors and by a variety of providers: invocational schools, folk high schools, throughapprenticeship training or on-the-job learning.The duration of studies is usually 2–4 years anddepends on the student’s educational background,among other things. Students can also demonstrate their competence by means of various qualifications, which may also be competence-basedqualifications.DUAL QUALIFICATION ANDPERSONALISED STUDY PATHSIn many municipalities, students have the opportunity to complete both upper secondary schooland their choice of vocational studies at thesame time. At the end of the combined studies,which last 3–4 years, they will complete boththe matriculation examination and a vocationalqualification. Those studying for a vocation mayalso design a personalised study path themselvesand include modules offered by different schoolsin their studies.15

Higher educationAcademic and practical studies ata higher levelA Aalto Universityfter completing their secondaryeducation, students can continuestudying at a university or a university of applied science. Applications to theseare submitted primarily through the jointapplication system, and student selection isbased either on the upper secondary certificate, an entrance examination, an aptitudetest or a combination of these.UNIVERSITIES OF APPLIEDSCIENCE/TECHNOLOGY Novia UASThese offer practical studies requiringhigh-level competence. The degrees that canbe earned include, among others, businessadministration, engineering, informationtechnology, social services, culture and arts,and nursing.Studies at universities of applied sciencelast 3–4½ years and include a practice periodof one semester. After completing the Bachelor’s degree, those who have at least threeyears of employment experience can applyto a Master’s programme. Studying full-timeit takes 1-1½ years to complete the Master’sdegree. When certain conditions are met,the studies can lead to additional, scientificstudies in a university.16Lifelong learningUNIVERSITIESThe universities of Finland represent all fields ofscience and arts, and the network of universitiescovers the entire country. The oldest and largestis the University of Helsinki, which was founded in 1640 and today has more than 34,000students. In international comparisons, the University of Helsinki has repeatedly ranked amongthe 100 best universities in the world.In most fields, students first complete aBachelor’s degree, which takes approximatelythree years, and then pursue the Master’s degree, usually complete in two years.Those who have completed a Master’sdegree at a university or university of applied science may apply for further studies at a universityto pursue a licentiate or a doctoral degree. Universities also offer adult education and a varietyof research and consulting services.FINANCIAL AND SOCIAL SUPPORT FORSTUDIESStudies in higher education are free for Finnishcitizens and citizens of the EU/EEA countries.Under certain conditions, the students haveaccess to financial aid, subsidised housing services, affordable meals, discounts on local publictransport, health care services, and other supportservices.HIGHLY EDUCATED FINNSFinland has a total of 14 universitiesand 25 universities of applied science,which prepare students for tasksrequiring high vocational skills.Currently, approximately 40 per centof the age group of 30–34-year-oldFinns has earned a higher educationdegree.RovaniemiOuluUniversities in FinlandUNIVERSITY CITY1. Aalto University2. University of Helsinki3. University of the Arts Helsinki4. Hanken School of Economics5. University of Turku6. Åbo Akademi University7. Tampere University of Technology8. University of Tampere9. University of Eastern Finland10. Lappeenranta University of Technology11. University of Jyväskylä12. University of Vaasa13. University of Oulu14. University of LaplandHelsinkiHelsinkiHelsinkiHelsinki, VaasaTurkuTurkuTampereTampereJoensuu, Kuopio, peenrantaTurkuHelsinki17

Opportunities for allDeveloping skills and knowledgeIn Finland, everyone has the opportunity toeducate and develop themselves and obtain newskills and hobbies, either free of charge or at alow cost.BASIC EDUCATION IN THE ARTS FORCHILDREN AND THE YOUNGA basic education in the arts provides studentswith skills to express themselves and to pursuevocational and higher education in their selectedfield of art after sufficient basic studies. Thebasic education is provided by nearly 400 musicinstitutes as well as schools for visual arts, dance,drama, literary art, and crafts and design. Teaching in these institutions has fixed objectives andstudies advance from one level to the next. Families of students pay a term fee, but most of theexpenses of the institutions are covered by thegovernment and municipalities. Approximately12 per cent of all children and young people inFinland participate in basic education in the arts.LIBERAL ADULT EDUCATIONNearly all municipalities have at least one educational institution offering liberal adult education,18Lifelong learningsupported by society. Liberal adult education haslong traditions – the first folk high school was established even before the end of the 19th century.Liberal adult education is available for anyone,and the cost is usually a few dozen euros percourse to study subjects such as foreign languages,photography, guitar playing, etc., at adult educationcentres in one’s hometown. In the summer, diversepractical and academic studies are available insummer universities and folk high schools. Folk highschools organise one-year studies for those whoare trying to decide what vocation would best suitthem and who are taking a break after completingbasic or secondary education.The purpose of liberal adult education is to support diverse personal development and the abilityof individuals to function in a community, as wellas to promote democracy, equality and diversity inFinnish society.The educational institutions themselves decideon the contents of liberal adult education, and thestudies do not lead to a degree. The communitiesrunning the institutions may hold a variety of ideological or religious views or be based on local andregional educational needs.19

03. What is taught in Finnish schools and how?COMPREHENSIVE SCHOOLSUBJECTS COMMON TO ALL:BiologyGeographyPhysicsChemistryHealth educationReligion or ethics**HistorySocial studiesMusicVisual artsOut of the classroom and into the worldThe national core curriculum for basic education,implemented in 2016, emphasises the developmentof learning environments. In addition to a traditionalclassroom, teaching and studying are increasingly moving toenvironments outside the school: lessons are given outdoorsand excursions are made to museums, companies, and soon. Games and other virtual environments are also amongthe learning environments. The importance of technology isincreasing in the daily activities of schools. Diverse methodsare used in the teaching of all subjects.PROBLEM-ORIENTED LEARNING, INTERACTIONAND RESPONSIBILITY-TAKINGThe curriculum highlights extensive and transversal competence as well as interaction and expression skills. Children andyoung people are shown how to take responsibility for theirstudies, and they set goals, solve problems and assess their20CraftsPhysical educationprogress towards the goals. Personal experiences, emotions,interests and interaction with others contribute to creating afoundation for learning. The teacher guides pupils to becomelife-long learners. Education also pays attention to everydaylife skills and the pupils’ ability to take care of themselves.MULTILITERACY AND ACTIVE CITIZENSHIPTraditional text literacy has expanded into multiliteracy, whichmeans the ability to produce and interpret information indifferent formats, environments and situations as well as bymeans of different tools verbally, graphically, auditively andkinesthetically. This helps pupils understand the changingworld around them and to perceive its cultural diversity.Multiliteracy supports the development of critical thinkingand learning and is strongly linked to ICT skills.Basic education also provides pupils with working lifeskills and coaches them to become entrepreneurs and toparticipate in and influence society.Home economicsMother tongue and literatureThe other national language(Finnish or Swedish)*Foreign languageMathematicsEnvironmental studies*) Finland is a bilingual country whereFinnish and Swedish are the officiallanguages. Finnish-speaking pupils learnSwedish as the other national language andSwedish-speaking pupils learn Finnish.**) As a rule, pupils in comprehensiveschool receive teaching in their ownreligion, or if they do not belong to anyreligious community, they receive teachingin ethics.The pupils can also choose electivesubjects, including additional languagestudies, artistic and practical studies orother courses offered by the school.21

04. Making it happenWhat’s our secret?The success of the Finnish education system is based on cultural characteristicsand national solutions, which ensure thehigh quality of education every day.EDUCATION IS A NATIONAL PRIORITYEducation is highly valued in Finland, and thenation strongly believes in the importance ofeducation as the primary driver of the country’ssuccess. Trust in education and the power ofknowledge are still part of the nation’s selfperception and identity. Education is alsoseen as a central way to address the challengecreated by globalisation. This is implementednot only in basic education but also at its otherlevels.HIGHER EDUCATION OF TEACHERSComprehensive school teachers must have aMaster’s degree. At grades 1–6, class teachersteach all subjects, as a rule. They usually holda Master of Arts degree in education, withemphasis on pedagogical skills. At grades 7–9of comprehensive school and in the uppersecondary school, subject-specific teachingis provided by teachers who have a Master’sdegree in the subject in question and havecompleted pedagogy studies.Teacher training is very popular andthe field is highly respected. The number ofcandidates who apply to teacher training is fivetime higher than the actual intake.strengths of their pupils and, on the other,respect the common objectives.High-quality learning materials are animportant factor in practical school work.Despite the fact that the linguistic area ofFinnish is small and of the Swedish-speakingminority is even smaller, the production oftextbooks and other learning materials isstrongly emphasized. Materials are increasinglyavailable in electronic form and online.TEACHERS CAN CHOOSE THEIRTEACHING METHODSThe principle of local schooling means thatnearly all children and young people goto the school that is closest to their home.This prevents the differentiation of schoolsaccording to the social status of families.Since the schools maintain a reliably highstandard, parents are generally satisfied with theThe national curricula must be followed, butteachers have the freedom to choose theirteaching m

pedagogical objectives, and the competence requirements of personnel are regulated by law. Day care teachers have university degrees. Six-year olds participate in pre-primary edu-cation, which prepares them for school and pro-motes their social skills and healthy sel