One of the basic principles of Finnish education is that all people must have equal access to high-quality education and training. All citizens
should have the same educational opportunities irrespective of their background, such as ethnic origin, age, wealth or where they live.

Every child, pupil and student has the right to educational support and welfare services
Equity also means that the potential of each child should be maximised. Teachers and other school staff are required to treat children and young people as individuals and help them proceed according to their own capabilities. Learners should be able to experience success and joy of learning. All children, pupils and students have the right to student welfare services. They support students’ physical health and mental well-being. In addition to free school meals as well as free school transportation for those living far from school also healthcare and welfare services are free for all pupils and students in pre-primary, primary, lower secondary and upper secondary education. School nurses, dentists, school psychologists and social workers are available through schools. In addition, educational guidance is essential. The purpose of guidance and counselling is to support, help and guide pupils and students so that they can all perform as well as possible in their studies and be able to make decisions concerning their education and careers that are suitable and appropriate for them. Guidance and counselling connect the school to society and the working life. Also HE institutions offer study and career guidance to students. The personnel support the student in drawing up a personal study plan and progress in studies. In addition, students are offered health and welfare services, subsidised meals, accommodation and public transport.

Support in learning is generally provided in conjunction with mainstream education
In Finland, special needs education is primarily provided within mainstream education. In ECEC, pre-primary, primary, lower and upper secondary education all children, pupils and students have the right to receive support for their learning, development and wellbeing according to their needs. The need for support is continuously monitored and assessed in cooperation with parents or guardians and the pupil or student themselves.

Three levels of support in primary and lower secondary education
The support has three levels and the measures become more robust when moving up the levels of support.
• General support – Every pupil has the right to sufficient support for learning and attending school as soon as problems emerge. Generally, this means guidance and support – such as remedial instruction – as part of the everyday activities of the school.
• Intensified support – Pedagogical assessment and a plan for intensified support is made in the pupil welfare group of the school. Intensified support is more robust and consistent than general support. It aims at preventing problems from accumulating and becoming more serious or complex.
• Special support – If intensified support is not enough, the education provider makes – in co-operation with the teachers and the school welfare group – an official decision about special support and an individual education plan is drawn up. All available support measures can be used. The main purpose is to provide pupils broad based and systematic help so that they can continue to upper secondary level.

Upper secondary level students are entitled to support
Students in general upper secondary schools and vocational institutions are also entitled to support and special education. The need for support is defined according to individual needs and several forms of support measures are available for the student.

Efforts are made for supporting language minorities and migrants
Finland has two official languages, Finnish and Swedish. Both language groups have their own educational institutions at all levels. Approximately 6 % of students in primary and lower secondary education and upper secondary education attend a school where Swedish is the language of instruction. In addition, there are some educational institutions where most instruction is provided in a foreign language, most commonly in English. All higher education institutions also provide degree programmes or smaller study modules in English. Sámi-speaking children are entitled to ECEC in their own language. Local authorities must also provide pre-primary, primary and lower secondary education in the Sámi language in Sámi-speaking areas of Lapland, the northernmost part of Finland. Care is taken to ensure that educational opportunities are provided for Roma and other linguistic minorities, including people who use sign language. Second language instruction is provided for pupils who do not know the language of instruction well enough to function as an equal member of the school community in daily interaction. Education providers can also organise preparatory education for migrants to enable them to enter primary and lower secondary, upper secondary or higher education.

Lifelong learning in focus
The Finnish education system has no dead-ends. Learners can always continue their studies on a higher level of education, in spite of whatever choices they have made earlier. The practice of recognition of prior learning has been developed in order to avoid unnecessary overlapping of studies. Efforts are made to ensure smooth transition from one level of education to another. Education is seen as a continuum, with an emphasis on competences for lifelong learning, since everybody in society should be prepared to learn throughout life.

Adult
education
has a long
and strong
tradition.

Finland has a long history of participation in and promotion of adult education. The first Finnish folk high school started in 1889. Adult education is very popular in Finland, and the participation rate is high in international terms. The main objectives of adult education policy are ensuring the availability and competence of the labour force, providing educational opportunities for the entire adult population and strengthening social cohesion and equity. The objectives support efforts to extend working life, raise the employment rate, improve productivity, create the conditions for lifelong learning and enhance multiculturalism. Educational institutions organise education and training intended for adults at all levels of education. Efforts have been made to make the system as flexible as possible to enable adults to study alongside work. Adult education comprises the following:
• education and training leading to a degree or certificate
• liberal adult education
• staff-development and other training provided or purchased by employers
• labour market training, which is mainly targeted towards unemployed people.
Higher education institutions also offer various forms of continuing education such as open university and open university of applied sciences education, as well as MOOCs (Massive Open Online Course). The purpose of both adult and liberal adult education is to promote personal growth, health and well-being by offering courses related to citizenship skills and society. Liberal adult education offers non-formal studies, courses are provided for example of variety of craft and leisure topics.

Source: Finnish education in a nutshell. “Education in Finland” series published by the Ministry of Education and Culture Finland & Finnish National Agency for Education.