Finnish Education Model

Description

The Finnish education system enjoys high rankings and it is well perceived by policy makers, educators and parents.


 The Finnish model focuses on the student, first and foremost, as well as:

  • Student-centred working approaches
  • Learning environments
  • Students’ activity and interaction with teachers, other students and the whole
  • school community.

Teachers

Teachers have:

  • High levels of content knowledge;
  • Strong pedagogical skills;
  • Variety of methodological tools and approaches to serve the individual needs of each child.

Characteristics

The model puts emphasis on:

  • Student-centred learning;
  • Student intellectual, mental and physical well-being;
  • Curricular coherence in achieving intellectual and competence-building learning outcomes;
  • Language and identity;
  • Assessment of and for learning;
  • The school as a professional learning community;
  • Home-school partnerships and the local community.

Students

  • Acquire new knowledge and skills;
  • Guided to reflect on their learning, experiences and emotions;
  • The positive emotional experiences, the joy of learning, and the provision of creative activities foster learning and inspire the development of each individual learner’s skills. 

Development of Transversal Competences

  • 1) Thinking and learning to learn

     Thinking and learning skills form the base of all other transversal competences and are a prerequisite for lifelong learning. It is important to learn how to search, assess critically, edit, produce and share information. Students are encouraged to search for answers and to formulate new information and views as well as to listen to the views of others. Overall, encouragement is crucial for students to learn to trust in themselves and at the same time to be open and flexible to new solutions. Thinking skills are used for problem-solving, argumentation, reasoning, drawing conclusions and inventions in and out of school, which lays a solid foundation for further studies and lifelong learning.

  • 2) Cultural competence, interaction and self-expression

     Students grow in a culturally diverse world. At the school, students are supported in recognising and appreciating cultural diversity in their environment. Students are supported in building a personal cultural identity and a positive relationship with the environment, in which they appreciate their roots and cultural heritage. At the school community students learn to examine different viewpoints, develop their social skills and express themselves in a constructive way in all situations.

  • 3) Taking care of oneself and managing daily life

     Managing daily life requires an increasingly wide range of skills. The school community guides students to understand that everyone influences both their own and other people’s well-being. Understanding the relevance of health, safety and human relationships, mobility and transport, use of technology, personal finances and consumption builds students’ confidence in the future, and guides them towards a sustainable way of life.

  • 4) Multi-literacy

     Multi-literacy is the competence to interpret, produce and make value judgements across a variety of different texts. Students need multi literacy skills to interpret their environment and to perceive its cultural diversity. It supports the development of critical thinking and learning skills.

  • 5) ICT competence

     Competence in information and communication technology (ICT) is an important civic skill, and a part of multiliteracy. It is both an object and a tool of learning. The teaching and learning of ICT skills is integrated into all school subjects in all grades. Students are introduced to various applications of ICT and guided to observe the significance of ICT in their daily life, human interaction and as a channel of influence.

  • 6) Participation, involvement and building a sustainable future

     Skills in participating and involvement can only be gained through experience. The school community offers a safe setting for this. Students learn to work together and practise negotiation skills, conciliation, conflict resolution and critical examination of issues. They learn to understand the significance of their choices, way of living and actions. Students develop capabilities for evaluating and changing actions of their own, their surroundings and the wider society in order to contribute to a sustainable future.