The learning outcomes of Finnish comprehensive schools have been found to be excellent in international comparisons in the PISA (Programme for International Students Assessment) studies carried out by OECD member states.
PISA gathers information on the state and results of education, and on learning that takes place outside of the school. The PISA programme tests the skills of 15-year-old students in mathematics, science, reading and problem solving.
The first PISA study 2000 focused on reading skills, PISA 2003 focused on mathematics, and in 2006, the emphasis was on science.
For more information on PISA study 2006:
Background for Finnish PISA success
Why did Finland do so well in PISA? Some explanations are found in the main principles for comprehensive education in Finland:
- The Finnish school system offers equal educational opportunities to everyone irrespective of domicile, gender, financial situation or linguistic and cultural background. With this objective in mind, accessibility of education is ensured throughout the country. Finland does not have segregated educational services for different genders, i.e. no girls’ and boys’ schools. Basic education is provided completely free of charge (including teaching, learning materials, school meals, health care, dental care and school transport).
- Basic education is an integrated nine-year structure intended for the entire age group. Schools do not select pupils; instead, every pupil is guaranteed access to a school within their own catchment area. Even children with the most severe intellectual disabilities fall within the framework of common basic education.
- The education system is flexible and its administration is based on intense delegation and provision of support. Steering is based on objectives set out in the Basic Education Act and Decree and within the National Core Curriculum for Basic Education. Responsibility for provision of education and implementation of objectives rests with local authorities (municipalities).
- Activities at all levels are characterised by interaction and partnership building. In order to develop the school system, there is co-operation between different levels of administration, schools and other sectors of society. Finnish school authorities also co-operate a lot with subject associations and teacher and rector organisations. This has secured strong support for development measures.
- Plenty of attention is focused on individual support for pupils’ learning and well-being and relevant guidelines are included in the National Core Curriculum. Every pupil receives support to help them perform their studies successfully. Only 2% of pupils have to repeat a year. Years are mostly repeated during the first or second school year. Only 0.5% of pupils fail to be awarded the basic education certificate. More than 96% of those completing basic education continue their studies at upper secondary level.
- Assessment of both schools’ learning outcomes and pupils is encouraging and supportive in nature. The aim is to produce information that will help schools and pupils to develop. There are no national tests of learning outcomes and no school league tables. Pupils and schools are not compared with each other. National assessments of learning outcomes are based on samples and the key function of assessment is to pinpoint areas requiring further improvement in different subjects and within the entire school system.
- Teachers working at all levels of education are well-trained and strongly committed to their work. All teachers are required to hold a Master’s degree and initial teacher training includes teaching practice. The teaching profession is highly respected and popular in Finland, which makes it possible to select the best young students. Teachers have an independent position in their work.
- Organisation of schoolwork and teaching is guided by a conception of learning where pupils’ own active involvement and interaction with teachers, fellow pupils and the learning environment are important. Pupils process and interpret the information that they absorb on the basis of their prior knowledge structures.