Finnish Lesson: What can the

world learn from educational

change in Finland?
Pasi Sahlberg (2011)

Executive Book Summary

Trishia Hastings

Book Overview
Finnish Lessons: What can the world learn about edu-
cational change in Finland? is a book that goes be-
yond the headlines about the educational system
that makes that country rank so highly on interna- INSIDE THIS ISSUE

tional assessments such as PISA. Inside Story ..............................2

Inside Story ..............................3
Sahlberg details historical elements that contribut- Inside Story ..............................4

ed to the evolution of the Finnish education system Inside Story ..............................6

Inside Story ..............................8
and compares those to typical global educational re-
form movement characteristics. Which he refers to SPECIAL POINTS OF
INTEREST
as GERM.  Why is the education
system in Finland cur-
Finnish Lessons describes the important role that rently getting so much
attention?
teachers play in the success of student achievement.
 What is the Canadian
It outlines how other nations may benefit from connection?

adopting some of the strategies and policies that  What is the GERM move-
ment?
make Finland a leader in education.
 ABOUT THE AUTHOR

Canada consulting on educational reform.

Pasi Sahlberg is a leading authority on

Finland’s educational reform strategy. He Sahlberg describes himself as caring passionately

grew up in Finland, taught in the Finnish about students, teachers and communities that

system as well as at the university level reforms serve. When he goes to a new country the

before working for the Ministry of Educa- first thing he does is teaches a secondary math
Pasi Sahlberg
tion. Sahlberg left Finland to work for the lesson and talks to students about what they
The author of Finnish Leassons;
What can the world learn from World Bank. He currently works with know. This helps him get a grassroots feel for
educational change in Finland?
educational leaders from many different what is happening within the school.

countries including the United States and

Finland is successful at implementing and maintaining policies and practices

that make up sustainable leadership and change.

INSIDE STORY
HEADLINE THE FINNISH PARADOX: LESS IS MORE
FINLAND FAST FACTS

 Located in Northern Europe be- Peruskoulu is the nine year comprehensive Finnish school system which begins at age
tween Sweden, Norway and Russia seven. Some of the key characteristics of it include;
 Population approximately 5 mil-
lion.  Increased levels of education attainment of adults

 Highly industrialized economy  Widespread equity in terms of learning outcomes and performance in schools
 Official language is Finnish
 Achievement on international assessments
100% of people aged

 Efficient spending of public dollars almost totally funded by public sources in-
cluding adult education
“Money is rarely
the solution to Peruskoulu is based on differentiation, personalized learning and special support for
those who require it. Early intervention and special education are important and provides
problems in edu- opportunities for all to learn. The typical Finnish classroom has diverse needs. Students
are automatically promoted as the curriculum is modular rather than based on years. The
cation. It is about theory behind the no repetition rule, is that it is ineffective in helping kids and expensive
at the same time.
efficient spend- An assistant teacher is common in each classroom to help support the individual needs of
ing.” students.

(p. 57) Early intervention and prevention is important. Early recognition of learning, social and
behavioral difficulties is key. The education is socially fair and inclusive providing equal
opportunities to completing school.

2
 INSIDE STORY
HEADLINE

The Finnish Education

System Today

The Finnish system has not

been “infected by market-

based competition” and

high stakes testing policies.

Instruction is the key ele-

ment that makes a differ-

ence in what schools do and

learn. Students in Finnish

schools are supported with

free nutritious meals, psy-

chological counseling and

health services. Education

EQUAL EDUCATIONAL REFORM IS THE FINNISH is seen as public good and

therefore has a strong na-

Can Finland be a model for educational reform for other countries? The Finnish approach to tion building function.

education is currently a part of the conversations in many countries including the United
States and Canada. The ranking of Finnish students on international assessments are consist-
ently near the top which has captured the attention of many. Education reformers look to the
elements that make Finland so successful. The massive reform of the education system in
Finland over the past 50 years have developed it into what it is today.

Finland was at war from 1939 to 1945. The cost to the country was great both financially and
in terms of lives lost making it necessary for the country to re-develop. Post war Finland
moved from a largely agricultural nation to an industrial society. After the war until 1970, the
education system underwent comprehensive reform and the entire structure of the school
system changed. A public school system was created that was more focused on technology and
innovation.

The 1980’s marked the beginning of rethinking educational theory in Finland. The focus was
on critical and independent thinking skills. Large scale cooperative learning initiatives were
launched at the university level and later in schools. Science teaching methods were diversi-
fied, resulting in an increased level of trust and the ability of teachers to raise the quality of
student learning.

The 1990s saw improvements through networking and self regulated change. The Aquarium
project was implemented which infused social media into traditional community work. The
focus on sharing and collaboration prevented schools from viewing each other as competition.

From 2000 to the present, the focus has been on enhancing efficiency of structures and ad-
ministration. Structural reforms have focused on post secondary education and deleting the
3
administrative line between primary and high schools.
INSIDE STORY
HEADLINE THE FINNISH ADVANTAGE: THE TEACHERS

compete for a chance to be

TEACHING IN FIN- The factor that trumps all
LAND: STUDENT
ASSESSMENT
trained to do it. University
of the rest in terms of the
An important responsibility for a
is also publically funded.
success of education in Fin-
teacher in Finland is student assess-

ment. High stakes standardized land: excellent teachers.

assessments are not used to deter-

mine student progress or to deter- The teaching profession is

mine success. Four main reasons

for this include:

highly regarded and re-

1. Policy gives high priority spected in Finland. It is a

to autonomy, personalized
sought after profession and
learning and creative

thinking

2. Curriculum, learning and

CATEGORIES OF TEACHERS:
teaching should be what

drives the practice and

time of the teacher rather 1. Kindergarten teachers– licensed to work in kindergartens and pre-schools

than assessment and tests. 2. Primary school teachers– teach in grades 1to 6 in the 9 year comprehensive
school
3. Cognitive and personal 3. Subject Teachers-teach specific subjects at grades 7 to 9. They may teach
progress is viewed as the one to three subject areas

responsibility of the school 4. Special Education teachers– work individually or in small group with stu-
dents with special needs in primary or upper grade comprehensive schools
4. The Finnish National 5. Vocational Education Teachers– teach in upper grade vocational schools
Strategy for student as-

sessment considers testing

as just one piece of evi-

dence to determine stu-

dent success. A research based master’s degree is the basic qualifica-

tion required to teach in elementary school in Finland.

The only external assessment
Universities train teachers to have a broad basis of
is given at the age of 18 or 19

which serves as a requirement knowledge and skills in both theory and practice. They

for higher academic educa- enter the programs with a solid foundation in a range of
tion.
subject areas. The most abled and talented individuals

are those who teach.

“Leaders are teachers.”
(pg. 92)

4
THE FINNISH WAY: COMPETITIVE WELFARE
STATE
What makes Finland unique, is that it has been able to develop schools into places where
nearly everyone succeeds and almost no one fails. Finland has a good economy with low
levels of corruption. Citizens enjoy a good quality of life making it one of the most prosper-
ous nations in the world. It has been built on flexibility and seeking goals with some level of
risk and creativity.

These same principles have been applied to education policies in Finland. Interdependency
between public sectors and sustainable leadership provide a solid basis for decisions to be
made.

Globalization and the analysis of policy around the world has become a common vision for
educational reformers. By using common indicators, the comparison is easily made be-
tween the distinguishing features of education systems and students achievement.

“In Finland, people trust schools.” (p. 130)

MORE EQUITY THROUGH GROWING DIVERSITY

In Finnish society social sectors in-
Finland is becoming more culturally
cluding health and early intervention
diverse as immigration is on the rise.
create equity. The belief is that the
Poverty is a factor which makes
education system alone cannot edu-
learning difficult for children all over
cate a child.
the world. Child poverty can be de-

fined as those who live in homes with PISA (Programme for International

an income below 50% of the national student assessment) is the bench-

average. In Canada 13.6% of children mark used to evaluate educational

live in poverty. In the United States, systems. More than 70 economies

21.7% of children live below the pov- have participated to date. Finland

erty line while in Finland only 3.4% always ranks near the top especially

live in poverty. in the area of science. The test is not

linked to curriculum but rather to

There is a close collaboration between
one’s ability to apply knowledge and
systems in Finland which provide
skills.
equitable sociocultural opportunity.
5
 INSIDE STORY: THE FINNISH WAY
BEWARE THE sions related to teaching practices
GERM! In comparison to the typical global edu-
often lead to innovative ways od
The idea of Global Educational cational reform movement principals
doing things differently.
Reform or GERM was born from the
listed above, the Finnish way is different.
sharing and exchanging of educa-
In comparison to the elements listed 4. Learn from the past and adopt
tional policy and ideas between
above, the Finnish way is atypical good pedagical practices that
nations. It is not a formal global

policy but rather an ideal with a work. Do not use that do not work
1. Customize teaching and learning
specific hidden agenda based on a – be innovative.
– use differentiation
set of assumptions.
5. Have a shared responsibility and
NONE of the principles associated 2. Focus on creative learning
trust in professionals to make
with GERM have been adopted by
3. Encourage taking risks. Teacher decisions.
Finland. They include the following;

developed and school based deci-

 Standardized teaching and

learning

 Focus on literacy and Support for the Peruskoulu was challenged by many in the business community after its inception inn the

numeracy 1970s. In the late 1980s, criticism of the system by some politicians, business leaders and teachers lead to a

survey being launched to determine the effectiveness of Peruskoulu. Critics suggested that it did not foster
 Teach a prescribed curric-
talent but rather killed it because it does not provide supports for gifted learners. This criticism coincided
ulum with the uncertainty of the economy in Finland.

 Borrow reform ideas from When the Organization for Economic Cooperation and Development (OECD) released the results from the

other nations that are 2001 PISA assessment, the critics of Peruskoulu were hushed.

market oriented
Finland outperformed OECD countries in reading, math and science which validated the practices of Perus-

 Implement test based koulu.

accountability and control.

The Finnish system has been Leaders are Teachers

grounded with alternative policies

to those commonly found in global

A research based master’s degree is the basic qualifica-
educational policies as listed above.
tion required to teach in elementary school in Finland.
Reflective Question:
Universities train teachers to have a broad basis of

What are you thoughts on the

knowledge and skills in both theory and practice. They

principle characteristics of the enter the programs with a solid foundation in a range of “Finland has attained success
GERM? subject areas. The most abled and talented individuals
in building increased equity
through increased ethnic and
are those who teach. cultural diversity in its socie-
ty.” (p. 69)

6
EQUALITY AND COMPETITIVENESS

After the second world war, Finland followed the social policies of other Nordic countries.

This developed the nation into a welfare type state in which basic social services including

education were provided.

It is not only that the education system function effectively in Finland. It must be noted that

the education system functions within all other systems that are successful. These include

health, environment, governance, technology and others. The education system is inter-

twined with other public sectors in Finland which allows it to be successful. System success

is built on long term vision. Flexibility is one of the key elements of the successful outcomes

of the education and economic sectors in Finland.

Flexibility is a key element in education (p. 112)Flexibility is a

key element in education.”
(p.112)

A KNOWLEDGE-BASED ECONOMY
with the swift changes associated with the
Finland faced an economic downturn
technological environment in Finland.
near the beginning of the 1990s. One of

the industries that turned it around was The emergence of technology and indus-

the birth of a company called Nokia, try in the mid 1990s directly impacted the

which realized a technological focus in focus on schools to provide hands on

Finland. Nokia is a leading mobile com- cross-curricular projects in school.

munication company and employs more

The interaction between sectors have
than 100.000 people around the globe.
contributed to what Hargreaves and Fink

Building the knowledge base was another term “sustainable leadership.”

key element in changing things in Fin-

This highly developed and well trained
land. The economic sector has relied on
workforce adds to the human capital of
the education sector to prepare students
the country.
to be able to meet the demands of the

workforce.

Characteristics included innovative, criti-

cal thinking and competent in dealing

7
“The Finnish Way reveals that
creative curricula, autonomous
WE CAN LEARN FROM ONE ANOTHER
teachers, courageous leadership
and high performance go to-
gether.” experience
School reform in Finland has
“During the next developing
been ongoing since the late
ten years about policy and
1970s. Until the end of the twenti-
1.2 billion young practice from what is learned.
15 to 30 year olds eth century, Finland followed the
Finland has chosen a different
will be entering example of other nations and
approach and not followed the
the job market implemented their practices into
and with the guiding principles as described in
their education system.
means now at the Global Educational Reform
our disposal Finland has shown that it can be Movement (GERM).
about 300 mil- innovative and learned from past
lion will get a
job. What will we A CANADIAN CONNECTION
offer these young Sahlberg refers to assessment and standardized testing practices that are currently happening in the

about a million province of Alberta. Alberta had implemented the use of provincial assessments to measure student

of them? I think performance in reading, mathematics and science. Results were used to inform about the quality of

this is one of our education. The provincial authorities did not use the data to rank schools. However, there were some

jurisdictions in the province that did. Parents and teachers became frustrated with the idea that
greatest chal- teaching was being sacrificed for raising test scores. In 2009, the grade three tests were removed.
lenges if we want
to achieve peace- The following year, the ministry dissolved the Accountability Department. This move indicated a

shift from testing and a move toward different policies.

ful develop-
ment.” (p.1)
Marti Ahtisaari–
WHAT MAKES TEACHING A TOP
(former presi- JOB IN FINLAND?
dent of Finland
1994-2000) In Finnish education three conditions for keeping

them in schools emerge. They include;

1. Provide a workplace that allows them to fulfill their moral missions. “Teachers
expect a full range of professional autonomy to practice what they have been
educated to do: plan, teach, diagnose, execute and evaluate.” (p. 76)

2. Teacher education should be competitive and attractive to high school gradu-

ates.

3. Pay is not merit based, but should continue to increase as their experience level
increases.
8
EQUALITY AND COMPETITIVENESS

Sahlberg describes what educational reform might look like in the already very successful
Finnish education system. Some of the features that he described include;

1. Allow students to develop a personal road map for their personal learning

2. Less classroom based teaching, more through hand held portable devices which
keeps up with technological change.

3. Development of problem solving and interpersonal skills. Social networking in the

future will be less about seeing others face to face. This will put more of a focus on
media and communication. The future will require students to develop social inter-
action skills both virtually and in reality. School have to also shift and change.

4. Engagement and creativity needs to be used as indicators for success. Lack of en-
gagement is a big challenge for teachers currently. Engagement in productive learn-
ing should become an important criteria to determine the success of failure of
schools in the future.

A KNOWLEDGE-BASED ECONOMY

gesting that there is declining

Finland has indicated that there
confidence from parents and stu-
is another way of providing edu-
dents. There has been a recent
cation. The alternative way to
reduction in funds in less popu-
what is typical is working and
lated areas meaning some
people are paying attention. The
schools may be merged with oth-
Ministry of Affairs in Finland
ers. Finland is also slipping away
suggest that even though things
from the top position as the most
are very positive in terms of Edu-
transparent nation. Income
cation in Finland, the country
equality continues to be high. The
must continue to ask what next
challenge will be to maintain that
steps are so that they can contin-
equality.
ue to grow and develop while
meeting the needs of students.
Some potential concerns that
have been raised for the future.

National authorities are paying

closer attention to schools, sug-

9
 INS
IDE
Cri
tica STOR
“The Finnish way of edu- l Re Y
vie :
cational change should w
be encouraging to those
who have found the path
of competition, choice, Finnish Lessons: What can the world learn from
test-based accountability, educational change in Finland?
and performance based
EDADM 826.3
pay to be a dead end.”
September 2014
(p. 144)

For Finns, personalization

This book is a must read for policy makers and educators. Pasi Sahlberg
is not about having stu- conveys the historical context which the country exists in that has devel-

dents work independently oped their education system to what it is today.

at a computer. The Finn- Finland directly contradicts every characteristic that is typically associat-
ed with educational reform around the world. He refers to this phenomenon
ish Way is to tailor the
as the GERM.
needs of each child with
Sahlberg explains how Finland does it differently and is experiencing suc-
flexible arrangements cess in terms of improved student achievement.
and different learning
This book provides a hopefulness and a new refreshing lense with which to
paths. Technology is not view education and what it could be. Rather than blame, it is truly about

a substitute but merely a collaboration and highlights the importance of creativity, innovation,
trust, shared responsibility and the difference a good teacher can make.

Trishia
Hastings

“What is needed in
the future is not
educational re-
form, but
renewal.”
(p. 127)