CURRICULUM IN FINLAND

Arranged by:

1. Aena Almuntaza (A1B222110)

2. Elva Sahara (A1B222114)
3. Sri Retina (A1B222101)
4. Salsabilla Khairani (A1B222104)
5. Vista Indria (A1B222115)

Lecturer:

Bunga Ayu Wulandari, S.Pd., M.EIL., Ph.D.

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS JAMBI

2024
 PREFACE

First and foremost, gratitude is extended to Allah SWT, whose guidance and
assistance enabled the completion of this paper, titled "CURRICULUM IN JAPAN" within
the allocated timeframe. The primary objective of crafting this paper is to fulfil the
assignment bestowed by Ma’am Bunga Ayu Wulandari, S.Pd., M.EIL., Ph.D. our esteemed
lecturer in the field of TESOL CURRICULUM STUDY AND SYLLABUS DESIGN.

Throughout the process of organizing this paper, the writer encountered numerous
challenges and obstacles. However, with the support of various individuals, these hurdles
were successfully overcome. It is acknowledged that there may still be imperfections in the
writing process, and the writer expresses gratitude for the assistance received.

The writer extends sincere thanks to all individuals who played a role in the
development of this paper. May Allah accept these efforts and bestow blessings upon all
involved. Recognizing that this paper may still have shortcomings in both structure and
content, the writer welcomes constructive criticism from readers to aid in refining future
works.

In conclusion, it is hoped that this paper contributes to the readers' understanding of

TESOL CURRICULUM STUDY AND SYLLABUS DESIGN major, and the writer remains
open to valuable insights for future improvements.

Author

March 27, 2024

 TABLE OF CONTENT
PREFACE 2
CHAPTER I 4
INTRODUCTION 4
1.1 Introduction 4
1.2 The Objectives 5
CHAPTER II 6
FINLAND'S CURRICULUM HISTORY 6
1.1 Early Development 6
1.2 Education Reform 6
1.3 Ongoing 6
CHAPTER III 7
BASIC PRINCIPLES OF THE FINNISH CURRICULUM 7
1.1 Equality 7
1.2 School Autonomy 8
1.3 Competency-based Education 8
1.4 Holistic Approach 8
1.5 Formative Assessment 8
CHAPTER IV 9
FINNISH CURRICULUM STRUCTURE 9
CHAPTER V 10
ADVANTAGES OF THE FINNISH SYSTEM 10
CHAPTER VI 11
CONCLUSION 11
BIBLIOGRAPHY 12
 CHAPTER I

INTRODUCTION
1.1 Introduction

The education system of Finland has garnered international acclaim for its exceptional quality
and innovative approach. Finland is known for its equal education system and for the high
quality of teaching and learning. Equity and equality are promoted by providing equal access
to education for everyone, by encouraging and supporting every student's learning and well-
being as well as by ensuring, by means of high- quality support systems, that everyone has
opportunities to be successful in learning. (Matthes et al., 2018)
The history of the Finnish curriculum is rooted in a commitment to equity, excellence, and
adaptability. Over the years, Finland has undergone significant transformations in its
educational approach, with each iteration of the curriculum reflecting the evolving needs of
society and the aspirations of its people. From its humble beginnings to its current status as a
model of educational excellence, the Finnish curriculum has continually evolved to meet the
challenges of a rapidly changing world.
Central to the Finnish curriculum are a set of foundational principles that guide its design and
implementation. These principles include a profound respect for children as active
participants in their learning journey, a commitment to holistic development, and an emphasis
on fostering critical thinking and creativity. With transparency, inclusivity, and evidence-
based decision-making at its core, the Finnish curriculum embodies a forward-thinking
approach that prioritizes the well-being and success of every learner.
The structure of the Finnish curriculum is characterized by its flexibility and adaptability,
allowing for personalized learning experiences tailored to the needs and interests of
individual students. Rather than prescribing rigid standards and assessments, the Finnish
curriculum provides educators with the autonomy to design learning experiences that inspire
curiosity, creativity, and collaboration.
The Finnish education system's excellence is evident in its holistic approach to education,
which goes beyond academic achievement to prioritize the well-being and holistic
development of students. With a focus on equity, inclusivity, and teacher professionalism,
Finland's education system ensures that every learner has access to high-quality education,
regardless of their background or circumstances.
In this paper, we will explore each aspect of the Finnish curriculum in detail, shedding light
on its history, principles, structure, and the unique advantages that contribute to Finland's
standing as a global leader in education. Through this exploration, we aim to gain insights
that can inform and inspire educational practices worldwide, contributing to ongoing efforts
to enhance the quality, inclusivity, and relevance of education for all learners.
1.2 The Objectives Of This Paper Are:

1 To provide an overview of the history, core principles, and structure of the Finnish
curriculum, aiming to give readers a clear understanding of its evolution and guiding
values.
2 To analyse the fundamental principles underlying the Finnish curriculum, such as
equality, school autonomy, competency-based learning, holistic approaches, and
formative assessment, highlighting the key beliefs shaping its design and
implementation.
3 To outline the structure of the Finnish curriculum, covering early childhood education,
basic education, secondary education, and higher education, in order to offer a
comprehensive understanding of how the Finnish education system is designed and
organized.
4 To examine the unique strengths of the Finnish education system, including high
academic achievement, student well-being, minimal exam pressure, and a focus on
creativity and innovation, identifying the main factors contributing to Finland's success
in education.
 CHAPTER II

1 FINLAND'S CURRICULUM HISTORY

2 The History of Finland curriculum continually evolves to reflect the latest research findings,
pedagogical approaches, and societal needs. With a commitment to providing students with a
nuanced understanding of Finland's past, the curriculum undergoes regular updates to
incorporate new perspectives, historical interpretations, and educational methodologies.

3 Unlike many other education systems, test-based accountability and externally determined
learning standards have not been part of Finnish education policies. Relying on data from
international student assessments, indicators and earlier policy studies, this chapter describes
how steady improvement in student learning has been attained through Finnish education
policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The
conclusion is that educational reform in Finland has been built upon ideas of good leadership
that place an emphasis on teaching and learning, encouraging schools to craft optimal
learning environments and implement educational content that best helps their students reach
the general goals of schooling, and professional leadership of schools.

4
1.1 Early Development

In the 1980s the Finnish education system had only a few features that attracted any interest
among international educators and many aspects of education were adopted from its wealthier
western neighbor, Sweden. Indeed, Finland’s education system was recognized
internationally exceptional on only one account: However, the Finnish 10-year-olds were
among the best readers in the world (Allerup & Mejding, 2003; Elley, 1992). Other than that,
international education indicators left Finland in the shadows of traditional education
superpowers, such as Sweden, England, USA, and Germany. This chapter shows how
Finland has been able to upgrade its human capital by transforming its education system from
less- than-average to one of the best international performers since the 1980s. It also
discusses how that success has been achieved by implementing education reforms that differ
from those in many other nations. Finally, it suggests some education reform principles that
may have been significant drivers of today’s good educational performance. As Finland
attracts global attention due to its high-performing education system, it is worth asking
whether there was any progress in this performance since the 1980s. If progress can be
reliably identified, then, consequently, the question becomes what factors might be behind
successful education reform? In my recent analysis of educational reform policies in Finland
(Sahlberg, 2007), I describe how Finland changed its traditional education system, with little
to celebrate in terms of international comparisons, into a model of a modern, publicly
financed education system with widespread equity, good quality, large participation – all of
this at reasonable cost (OECD, 2008; Sahlberg, 2007; Schleicher, 2006). What is significant
from this analysis is the steady progress during the past three decades within four main
domains: (1) increased level of educational attainment of the adult population, (2) widespread
equity in terms of learning outcomes and performance of schools, (3) a good level of student
learning as measured by international student assessments, and (4) moderate overall spending
and efficiency, almost solely from public sources.
1.2 Education Reform

Late 20th Century:

Finland started to implement significant educational reforms in the late 20th century.

Key changes included increased autonomy for schools and teachers, reduced emphasis on
standardized testing, and a shift towards a more holistic and student-centered approach to
education.

1990s:

The 1990s saw further reforms aimed at enhancing teacher professionalism and promoting
equity in education.

Measures such as increasing teacher education requirements and providing extensive

professional development opportunities were introduced.

Early 2000s:

Finland gained international attention in the early 2000s when its students consistently ranked
at or near the top in global assessments such as the Programme for International Student
Assessment (PISA).

These successes were attributed to various factors, including a focus on teacher quality,
equitable funding, comprehensive early childhood education, and a curriculum that
emphasizes critical thinking, creativity, and problem-solving skills.

Mid to Late 2000s:

Finland continued to refine its education system, with a focus on personalized learning and
reducing educational inequality.

Efforts were made to provide additional support for students with special needs and to
address disparities in educational outcomes among different socio-economic Group

1.3 Ongoing

Finland has continued to adapt its education system to meet the changing needs of society
and prepare students for the challenges of the 21st century.

There has been a growing emphasis on digitalization in education, as well as efforts to

promote interdisciplinary learning and foster creativity and innovation in schools.

Overall, Finland's education reform progress has been characterized by a commitment to

equity, teacher professionalism, and a student-centered approach. While challenges remain,
Finland's education system serves as a model for many countries seeking to improve their
own educational outcomes.

5 CHAPTER III

6 BASIC PRINCIPLES OF THE FINNISH CURRICULUM

1.1 Equality
Finland is known for its equal education system and for the high quality of teaching and
learning. Equity and equality are promoted by providing equal access to education for
everyone, by encouraging and supporting every student’s learning and well-being as well as
by ensuring, by means of highquality support systems, that everyone has opportunities to be
successful in learning. Differences between schools and municipalities are small. Let's learn
some important aspects of the Finnish education system that can serve as inspiration for us.
1.1.1 Focus on Equality: One of the unique features of the Finnish education system is the
strong focus on equality. Here, every child is considered to have an equal right to a
quality education. There are no national exams that lead to the ranking of schools or
students. Instead, emphasis is placed on individual development and helping each
student reach his or her potential without excessive pressure.

1.1.2 Skilled Professional Educators: Finland has very high standards for teachers and
educators. They are expected to have a university degree and further education, as
well as receive comprehensive training. This helps to ensure that they have a deep
understanding of effective teaching methods and can deal with various challenges that
may occur in a classroom environment.
1.1.3 Combination of Flexibility and Autonomy: The Finnish education system gives
schools and teachers the freedom and autonomy to design their own curriculum. The
Finnish national curriculum provides general guidelines, but how it is organized and
taught is up to the schools to decide. This approach leaves room for innovation and
customization that can accommodate the unique needs of each student.

1.1.4 Practical and Creative Education: In Finland, practical and creative education plays an
important role in learning. They integrate academic learning with practical activities,
such as art, music, sports, and crafts. This helps to promote critical thinking,
creativity, and problem-solving in students and allows them to develop their interests
and talents beyond the academic curriculum.

1.1.5 Balanced Learning Load: Finland pays great attention to the balance between learning
time in school and rest time. They believe that adequate rest is important for recovery
and improving students' concentration. Therefore, study hours in Finland tend to be
shorter compared to other countries. In addition, they place an important value on out-
of-class activities and leisure time, which helps to improve the overall well-being of
students.

1.2 School Autonomy

In Finland, autonomy is a cornerstone of the education system, both at the basic education level and in
higher education institutions. This autonomy is evident in various aspects, including curriculum
development, assessment practices, resource allocation, and decision-making processes.
At the basic education level, schools and teachers enjoy significant freedom in designing their own
curricula and instructional methods within the framework provided by the national core curriculum.
This allows for flexibility to adapt teaching approaches to local contexts and student needs. Moreover,
there is minimal external control, such as inspections, allowing schools and teachers to focus on their
professional judgment and expertise rather than compliance with rigid standards.
Similarly, Finnish higher education institutions benefit from extensive autonomy. They have
independence in managing their finances, administration, teaching, and research activities. This
autonomy fosters innovation, creativity, and academic freedom within universities and colleges.
Institutions can tailor their programs and research agendas to meet the evolving needs of society and
the demands of their respective fields.
In both basic and higher education, trust in professionals is fundamental. Teachers are highly regarded
as trusted professionals who are required to hold a master's degree and undergo rigorous training that
includes both research and practice-based studies. This trust extends to school leaders, educational
staff, and researchers within higher education institutions.
The Finnish education system's emphasis on trust and responsibility is reflected in its governance
structure. While the government defines educational priorities and policies, local municipalities play a
significant role in maintaining and supporting schools and day-care centers. This shared governance
model ensures that decisions are made with consideration for local contexts and needs, promoting a
sense of ownership and responsibility among stakeholders.

1.3 Competency-based Education

In Finland, competency-based education is designed to ensure that students develop the
necessary knowledge, skills, values, and attitudes for their personal and professional growth.
The system is decentralized, with professional teachers playing a significant role in
curriculum design, learning environment creation, and student assessment. This approach
allows for flexibility and adaptability, as it focuses on the development of competencies
rather than a rigid curriculum.
One of aspects of competency-based education in Finland is the recognition and validation of
non-formal and informal learning. This is linked to the objective of encouraging lifelong
learning for adults at all levels of the educational system. Additionally, the Finnish education
system supports the inclusion of students with special educational needs, promoting diversity
and inclusion in all sectors of education.
Vocational education and training (VET) in Finland is also competency-based, with students
choosing their upper secondary pathway, either general or VET. Both pathways are
considered equal in value and provide access to further studies. VET is designed to increase
and maintain vocational skills, support lifelong learning, and provide students with the
necessary knowledge and skills for further studies.

1.4 Holistic Approach

The Finnish education system has attracted global attention for producing students who are
independent and passionate about learning. Its philosophy of equality and 20th-century
educational transformation are its main foundations, which are reflected in its holistic
approach to student development. Curriculum transformation and formative evaluation
approaches are key instruments in achieving this goal. Through qualitative methods and
literature review, the research highlights that Finland's success is not limited to academic
achievement. Rather, the system has been successful in exploring and promoting students'
creativity and adaptability.
This success is not only local, but also has significant global relevance. The Finnish
education model has inspired other countries to improve their education systems. This
improvement not only includes academic aspects, but also includes the development of
students' creative and adaptive abilities. This encourages further research and exchange of
experiences between countries, reinforcing the idea that the Finnish educational philosophy
can be the basis for sustainable educational innovation at the international level. Finland's
success paves the way for the enrichment and improvement of global education, making it a
valuable and far-reaching source of inspiration.

1.5 Formative Assessment

In Finland's single-structured education system, assessments are not dependent on national
examinations in primary education, but are conducted by the relevant class teacher or subject
teacher. For students who have multiple teachers, behavioral assessments are assessed
collaboratively by these teachers. The principles of assessment emphasize the importance of
providing constructive feedback to support students' learning and promoting cooperation
between school and home.
In addition, assessment in Finnish education does not compare students with each other, and
does not lead to the assessment of students' personalities or personal characteristics. The
information obtained from assessments assists teachers in planning teaching that is better
suited to students' needs. Assessment during learning is formative, aiming to guide and
encourage continuous student learning. Meanwhile, the final assessment determines students'
progress and determines whether they are ready to move on to the next grade.
In the final assessment of comprehensive school education, core subjects that are numerically
assessed include mother tongue and literature, second national language, foreign language,
mathematics, natural sciences (physics, chemistry, biology), geography, health education,
religion or ethics, history, social studies, music, visual arts, crafts, physical education, and
home economics. Elective subjects are assessed orally or with numerical grades, depending
on their scope.Curriculum structure of secondary education in Finland.
 7 CHAPTER IV

8 FINNISH CURRICULUM STRUCTURE

8.1 Early childhood education
In Finland, early childhood education is available for children before they reach school age,
typically organized in day care centers and family day care settings. Additionally, children
can participate in open early childhood education activities alongside a parent. The primary
aim of early childhood education is to support children's development, well-being, and foster
equality in learning. Within this framework, children engage in various activities to develop
social, linguistic, and manual skills, as well as acquire foundational knowledge to aid future
learning endeavors.
A significant portion of early childhood education involves playtime and outdoor activities,
promoting holistic development. If a child's native language is not Finnish or Swedish, they
receive assistance in learning these languages. Moreover, children with special needs can
access tailored support as necessary.
Municipalities in Finland are responsible for organizing early childhood education, which is
publicly funded, making it more affordable for families. Private early childhood education
options are also available, staffed by trained professionals such as early childhood education
teachers, social pedagogues, and child-carers.
8.2 Pre-primary education
Pre-primary education is mandatory for one year before children begin compulsory
education, typically starting at the age of six. Pre-primary education is provided by highly
educated early childhood education teachers and is free of charge for families. Sessions
typically run for four hours a day, Monday to Friday, during school hours. Alongside pre-
primary education, children may also attend additional early childhood education activities.
During pre-primary education, children learn foundational skills that prepare them for formal
schooling, although reading instruction is not included. Similar to early childhood education,
support in learning Finnish or Swedish is provided if needed. A typical day in pre-primary
education includes structured learning activities, playtime, and outdoor experiences.
8.3 Secondary Education
Students usually attend the closest school to where they live, covering grades 1 to 9. During
this period of primary and junior secondary education, students are introduced to a range of
core subjects, including language, math, natural science, history, art and sports. They are also
given opportunities to develop social skills and critical thinking abilities through various
extracurricular activities and collaborative projects.
Junior secondary education, which covers grades 7 to 9, marks an important stage in a
student's educational journey. Here, the focus begins to shift to more in-depth learning and
preparation for the next level of education. Students are given the opportunity to further
explore their interests through various elective subjects and enrichment programs. In
addition, they also begin to prepare for the matriculation exams that are an integral part of the
Finnish upper secondary education system. Thus, junior secondary education not only
strengthens students' academic foundation, but also prepares them for the next stage in their
education.
 8.4 University
After completing secondary education, the next step is to proceed to higher education in
Finland, which is provided by universities and universities of applied sciences. The admission
process is determined by the educational institution, with the possibility of tuition fees,
especially for EU or EEA non-residents pursuing a Bachelor's or Master's degree program in
English. University tuition fees depend on scientific research. A Bachelor's degree requires
about three years of study, followed by a Master's degree for about two more years. Although
some programs are available in English, the main languages of instruction are Finnish or
Swedish. After earning a Master's degree, there is the option to continue studies to the
License or Doctorate level.
 9 CHAPTER V

10 ADVANTAGES OF THE FINNISH SYSTEM

1.1 Strengthening the integrative approach

An advantage of the Finnish education system is its focus on strengthening the integrative
approach to teaching and learning. Through curriculum reform, Finland aims to promote
an integrative approach that helps students understand the connections between subjects
studied in school and real-world phenomena outside the classroom. One of the main goals
of the curriculum reform was to promote an integrative approach to teaching and learning
(Matthes et al., 2018). This approach encourages students to link knowledge and skills
from different disciplines, organize their learning meaningfully, generate new questions,
and create knowledge collaboratively. The core curricula outline important tools for this
purpose, including transversal competencies, multi-disciplinary learning modules, and
pupil assessment methods.
1.1.2 Transversal competences
According to the national core curricula (2014, 2015, 2016), a transversal competence
comprises a blend of knowledge, skills, values, attitudes, and volition. Competency also
involves the ability to apply knowledge and skills in specific situations or contexts. How
students utilize their knowledge and skills is influenced by their values and attitudes, as
well as their readiness to take action (volition). Transversal competences cut across
disciplinary boundaries and connect different areas of knowledge and skills.
The seven transversal competencies in basic education were established based on the four
pillars of values, the seven principles of school culture development, and the
understanding of learning. All seven competencies are interconnected and are illustrated
in Figure 3 (National Core Curriculum for Basic Education 2014, 21-26).
1. Thinking and learning to learn
2 Cultural competence, interaction and expression
3 Taking care of oneself, managing daily life
4 Multiliteracy
5 Digital (ICT) competence
6 Working life competence, entrepreneurship
7 Participation, involvement, building a sustainable future
The core curricula stress the significance of promoting students' awareness of their
individuality, personal strengths, and developmental potential across all competency
areas, while also fostering self-appreciation. The formulation of objectives and main
content areas for mandatory school subjects has incorporated the seven transversal
competencies. Furthermore, there has been an overall reduction in content volume across
all subjects. Additionally, subject descriptions highlight the alignment between subject
objectives and the objectives of transversal competencies.
 1.1.3 Multi-disciplinary learning modules
Multi-disciplinary learning modules became obligatory with the new curriculum in basic
education; schools must provide these modules for students at least once every school
year. These modules are centered around inquiry-based, exploratory study periods, and
projects, providing opportunities for students to apply knowledge and skills acquired
across different subjects. Through participation in these modules, students engage in
democratic action, shared problem-solving, and the creation of new knowledge. This
approach aims to help students understand the relevance of their school subjects to their
own lives, communities, and society as a whole. Moreover, it supports students in
expanding and structuring their worldview. The collaborative nature of these learning
modules fosters cooperation among different study groups, students of varying ages, and
between the school and the surrounding community.
Teachers play a pivotal role in planning and implementing these modules, with students
actively involved in the planning, execution, and assessment processes. It is crucial that
the objectives and content of the modules are engaging and meaningful from the students'
perspective and aligned with the values and development principles of the school culture,
while also promoting the development of transversal competencies. The specifics of these
modules, including objectives, content, methods, use of learning environments and
materials, and assessment procedures, are determined at the municipal or school level.
Despite the incorporation of subject themes, multidisciplinary learning modules do not
extend students' learning time.
1.1.4 Assessment
Student agency and experiences of meaningful learning can also be promoted by
assessment. In Finland, especially in basic education, the focus is on formative
assessment and giving supportive and encouraging feedback. In addition to the
assessment of learning, more and more assessment for learning and assessment as
learning takes place. The development of skills for self-assessment and for peer-
assessment is promoted during the school years. This means that students learn, step by
step and supported by their teachers, to set goals for their own learning, to discuss the
assessment criteria, to plan and reflect upon their working processes, and to assess the
results of their own work.
For teachers, assessment is an effective pedagogical tool for guiding and encouraging
their students' learning and development. For students, learning self-assessment skills also
improves their capacity for self-reflection, self-directedness and responsibility.

1.2 Student Welfare

In the curriculum reform in Finland, the main goal was to address the issues that emerged
during the consultation processes and to develop education with respect to the goals of
equity, equality, and high quality, as well as student engagement and well-being in school
(Halinen et al., 2013). This reflects Finland's commitment to improving the education
system by prioritizing student needs and principles of equality.
One of the strengths of the education system in Finland lies in its focus on student
welfare. Finland is renowned for its comprehensive approach to ensuring the physical,
 mental, and social well-being of its students as an integral part of their education. Several
aspects of student welfare are prioritized within the Finnish education system:
1. Mental Health: Finland provides extensive mental health services within its schools.
Students have access to counselors, psychologists, and other mental health support
services. This approach helps prevent mental health issues and provides assistance to
students in need.
2. Physical Health: The Finnish education system places significant emphasis on students'
physical health. They provide excellent sports facilities in schools, promote active
lifestyles, and offer healthy food in school cafeterias.
3. Social Welfare: Finland also addresses students' social welfare. They create inclusive
and supportive school environments where all students feel accepted and valued. Anti-
bullying programs and other social activities are promoted to foster positive relationships
among students.
4. Holistic Approach: Overall, Finland's approach to student welfare is holistic. They
recognize that student welfare encompasses not only physical or academic aspects but
also psychological, emotional, and social aspects. By addressing student welfare
comprehensively, Finland creates a conducive learning environment for the holistic
development of students.
Taking student welfare seriously, the Finnish education system demonstrates its
commitment to shaping safe, inclusive, and supportive learning environments for all
students. This contributes to high academic performance as well as the healthy and
sustainable development of individuals.
1.3 Lack of Exam Pressure

Finland understands the importance of balance in student life. Excessive exam pressure can
cause stress and anxiety in students, which in turn can affect their mental and emotional well-
being. By reducing the pressure of exams, Finland aims to create a more balanced and
supportive educational environment. The finland curriculum places a focus on holistic student
development, encompassing not only academics but also students' social, emotional and
creative well-being. As such, education in Finland goes beyond exam results.

Finland emphasizes formative assessment, which aims to provide constructive feedback to

students to help them learn and develop further. These formative assessments take place
throughout the school year and provide a more comprehensive picture of student progress
than a one-off exam at the end of a semester or school year. Overall, the lack of exam
pressure in the Finnish curriculum is reflected in their commitment to creating an educational
environment that is inclusive, student-centered, and provides a fair chance for every student
to develop to their full potential.

1.4 Focus on Creativity and Innovation

The finland curriculum encourages a project-based learning approach, where students are
given the opportunity to explore specific topics through projects that involve problem
solving, collaboration and creativity. Through these projects, students are given the freedom
to explore their own interests and ideas, thus encouraging creativity. Teachers encourage
students to question, problem solve and think creatively in finding solutions to complex
problems. This helps students to be innovative in solving challenges inside and outside the
classroom. The finland curriculum is designed to be flexible, allowing teachers to tailor
learning to students' needs and interests. This allows room for creative approaches in
presenting subject matter and designing activities that stimulate imagination and innovation.
Collaborative learning is emphasized in this curriculum, where students are encouraged to
work together to create new solutions and innovate. This creates an environment where new
ideas can flourish and creativity can be expanded through collaboration.

This can be noticed, for instance, in the differing numbers of lesson hours that the
municipalities provide for students: some only offer the national minimum and others offer
several hours more. At the same time, we have seen a decline in the level of learning results
and an increase in differences between students (FINEEC 2017; Salmela-Aro et al. 2008).
Thus, the focus on creativity and innovation in the Finnish curriculum aims to prepare
students with the necessary skills and mindset to succeed in a changing world that demands
adaptability and innovation.
 11 CHAPTER VI

12 CONCLUSION

The success of the Finnish education system is determined by several key factors such as:
a. Broad education autonomy for local/city governments and schools.
b. Professional, competent, highly dedicated and highly educated teachers.
c. Coherence between education and economic development policies.
d. Community culture that is very aware of the importance of education for personal and
national development.
e. A high level of public trust in the education system and close and sustainable cooperation
between the government, the business world and the community.
 13 BIBLIOGRAPHY

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