Chapter 17: National Policies and Practices on ICT in Education: Finland

Finnish schools have performed well in recent international comparisons on educational achievements, such as the Trends in Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA). In PISA 2003, 15-year-old Finnish students were among the highest achieving in all four areas assessed, namely literacy, mathematics, science, and problem-solving (Kupari & Välijärvi, 2005). Moreover, the Finnish Ministry of Education (2007) estimates that Finnish citizens are today better educated than ever before. For example, the level of education, in regard to post-compulsory certificates, diplomas, and degrees, has risen by 30% over the past 30 years.

The success story of Finnish schools has evoked considerable interest in the Finnish school system in general, and its pedagogical practices in particular. In his policy analysis of three countries (Finland, Singapore, Egypt), Kozma (2005) argues that Finland’s educational approach is successful because it is decentralized and broadly based, linking the education system to the civic and business communities. It is also characteristic of the Finnish approach that decisions on curriculum and instruction are made by local schools and teachers.